2
About this handbook:
This handbook is designed to be a ready resource for you during the course of your ABSN studies at the Duke
University School of Nursing, and as such is designed for currently enrolled ABSN students. Other degree programs
within the School of Nursing have separate handbooks. For information about those other degree programs, please
consult either the 2019-2020 Bulletin of the Duke University School of Nursing or the DUSON website at:
www.nurs-
ing.duke.edu.
Changes will be made to the electronic version of the handbook as they occur. Consult the electronic copy for the
most current information.
3
Table of Contents
About This Handbook……………………………………………………………………………………………………………………………………………….2
Table of Contents ............................................................................................................................................................... .3
Dean’s Welcome ................................................................................................................................................................. .
6
Academic Calendar 2018-2019 for ABSN Students ........................................................................................................ .7
Offices and Departments ............................................................................................................................................... .7
Program Directors ............................................................................................................................................................... .
7
1.
Duke University School of Nursing…………………………………………………………………………………………………………………8
1.1
Philosophy
…………………………………………………………………………………………………………………………………….
….
8
1.2
Mission Statement ........................................................................................................................................
9
1.3
Overall Goals ..................................................................................................................................... …..9
1.4
Strategic Areas of Focus ......................................................................................................................... 9
1.5
Statement of Diversity and Inclusion ........................................................................................................ 10
2.
Academic Integrity ..............................................................................................................................................
10
2.1
The Duke Community Standard ........................................................................................................... 10
2.2
Personal Integrity Policy and Guidelines for DUSON Students ............................................................. 10
2.3
Civility and Professional Conduct ............................................................................................................ 10
2.4
Dispute Resolution ......................................................................................................................................
11
3.
Academic Programs ............................................................................................................................................
11
3.1
Overview of the Accelerated Bachelor of Science in Nursing Program ................................................... 11
3.1.1
Program Description ............................................................................................................................
11
3.1.2
End-of-Program Outcomes ......................................................................................................................
11
3.2 ABSN Curriculum .......................................................................................................................................... 12
4.
Academic Policies and Procedures ..................................................................................................................... 12
4.1
Overview ........................................................................................................................................................................
12
4.1.1
Organization of this Section ............................................................................................................. 12
4.1.2
Confidentiality and Release of Student Records ........................................................................... 12
4.2 Student Progression with Course of Study ............................................................................................ 12
4.2.1
Student Enrollment Status ............................................................................................................ 12
4.2.2
Academic Advisement .............................................................................................................................
12
4.2.3
Academic Probation and Academic Warning ................................................................................ 13
4.2.4
ABSN Learning Improvement Plan ................................................................................................. 13
4.2.5
Attendance .............................................................................................................................................................
14
4.2.6
Religious Observance and Holidays ............................................................................................... 14
4.2.7
Course Format Definitions ................................................................................................................ 14
4.2.8
Grades ....................................................................................................................................................................
15
4.2.9
Adding, Dropping, or Withdrawing from a Course ........................................................................ 15
4.2.10
Transfer of Credits ...................................................................................................................... 16
4.2.11
Time for Completion of Degree ..................................................................................................... 16
4.2.12
ABSN-MSN Early Decision Option ............................................................................................... 16
4.3
Separation from the School of Nursing ............................................................................................... 16
4.3.1
Leave of Absence ......................................................................................................................... 16
4
4.3.2
Withdrawal from the School of Nursing ....................................................................................... 17
4.4
Clinical Placements and Activities .......................................................................................................... 18
4.4.1
Assignment of Clinical Placements ................................................................................................ 18
4.4.2
Clearance Requirements for Clinical Experiences ........................................................................ 18
4.4.3
Guidelines for All Clinical Experiences ....................................................................................... 20
4.4.4
ABSN Policy for Clinical Attire ....................................................................................................... 20
4.4.5
Attendance at Clinical Experiences............................................................................................... 22
4.4.6
Severe Weather ............................................................................................................................ 22
4.4.7
Exposure to Potentially Hazardous Substances ……………………………………………………………….………………………23
4.4.8
Guidelines for Student Global Cultural Immersion and Service Learning Experiences ............................. 23
4.5
Degree Completion and Graduation ...................................................................................................... 24
4.5.1
Intent to Graduate ....................................................................................................................... 24
4.5.2
Student Assessment and Program Effectiveness ......................................................................... 24
4.5.3
Graduation and NCLEX-RN Testing .................................................................................................. 24
4.6
Graduate Recognition and Commencement ...................................................................................... 25
4.6.1
School of Nursing Hooding and Recognition Ceremonies ............................................................ 25
4.6.2
Duke University Commencement Exercises ................................................................................. 25
4.6.3
Diplomas ..............................................................................................................................................
25
5.
Non-Academic Policies and Procedures ..................................................................................................................... 26
5.1
Duke Health – No Smoking Policy ....................................................................................................... 26
5.2
Alcohol / Drug Policy ........................................................................................................................... 26
5.3
Student Disability Access Office: Reasonable Accommodation Process ......................................................... 27
5.4
The Duke University Office of Institutional Equity ................................................................................. 27
5.4.1
Duke University Non-Discrimination Statement ..............................................................................27
5.5
Communication Between Duke University and Students ................................................................... 28
5.6
Use of Social Media............................................................................................................................. 28
6.
Resources – Duke University School of Nursing ...................................................................................................... 29
6.1
Office of Admissions and Student Services ......................................................................................... 29
6.2
Center for Nursing Research (CNR) .................................................................................................... 30
6.3
Office of Global and Community Health Initiatives (OGACHI) ............................................................ 31
6.4
Center for Nursing Discovery (CND) ................................................................................................... 31
6.5
Sigma Theta Tau ...................................................................................................................................... 32
6.6
Duke University School of Nursing Student Ambassadors .................................................................... 32
6.7
Duke University School of Nursing Student Council ........................................................................... 32
6.8
American Assembly for Men in Nursing - Duke Chapter ............................................................... 32
6.9
Duke Emergency Nursing Students (DENS) ........................................................................................ 33
6.10
Duke Nursing Students Without Borders ........................................................................................... 33
5
6.11
DUSON Spectrum ............................................................................................................................... 33
6.12
Fusion: Multicultural Nursing Student Association ............................................................................... 33
6.13
National Student Nurses Association - Duke Chapter ............................................................... 34
6.14
Nightingales ................................................................................................................................................
34
6.15
Nurses Christian Fellowship ...................................................................................................................34
6.16
Active Minds: Nurses for Mental Health Awareness………………..………………………………….……………....34
6.17 Nurture vs. Nurses .……………………………………………………………………………………………………………..…..….34
6.18 Women’s Health Organization ……………………………………………..………………………………………………….....34
6.19 Neonatal and Pediatric Students …………………………………………………………………………………………..….....34
7.
Resources – Duke University.......................................................................................................................... 34
7.1
Duke Student Health ........................................................................................................................... 34
7.2
Student Mental Health Services ............................................................................................................ 34
7.3
Safety ...........................................................................................................................................................
35
7.4
Duke University Police ...................................................................................................................... 35
7.5
Sexual Assault Support Services ......................................................................................................... 35
7.6
Graduate and Professional Student Council (GPSC) ............................................................................ 35
7.7
The Libraries ........................................................................................................................................... 36
7.8
The Duke University Medical Center Library .................................................................................... 36
8.
DUSON Student Services …………………………………………………………………………………………………………..37
8.1
Building Access .................................................................................................................................... 37
8.2
Student Identification Badges/Cards....................................................................................................... 37
8.3
Parking .............................................................................................................................................................
37
8.4
ePrint ...........................................................................................................................................................
37
8.5
Name and Address Changes ............................................................................................................... 37
Appendices
Appendix A.1: Personal Integrity Policy for Duke University School of Nursing Students ..................................... 38
Appendix A.2: Duke University School of Nursing: Student Integrity Guidelines ..................................................... 41
Appendix B: Duke University School of Nursing: Student Complaint and Dispute Resolution
Process for Academic Issues ........................................................................................................... 44
Appendix C: Duke University School of Nursing: Violation of Duke Community Standard or
School of Nursing Personal Integrity Policy .................................................................................... 47
Appendix D: ABSN Curriculum Options .................................................................................................................. 50
Appendix E: ABSN Learning Improvement Plan ........................................................................................................ 51
6
D
e
an’s Welcome
Welcome to the Duke University School of Nursing.
We are very happy that you have chosen Duke University for your nursing education and welcome you to the
DUSON family! Whether this is your first semester with us or your last, it is my hope that this handbook will be a
great resource for you.
At the Duke University School of Nursing, we pride ourselves on our diverse community of scholars and our
cutting-edge programs. As one of the leading nursing schools in the country, we believe that the educational
environment we have fostered and continue to build upon will prepare you to put your passion into practice.
Since the founding of our school in 1931, Duke University School of Nursing has prepared outstanding clinicians,
educators and researchers to lead in all sectors of the nursing profession. We look forward to you joining
those Duke alumni who have provided or are currently providing the highest quality evidence-based health care
and nursing education throughout the world.
I encourage you to take the time to familiarize yourself with this handbook. Within these pages you will learn
about the DUSON philosophy, academic policies and procedures and how they pertain to your individual needs
as a student. Information about clinical requirements and the many offices and resources available to you
through the school, as well as important student services, are described. You will also find information
pertaining
to your particular program of study, including course information and contacts that will be of use to
you during
your time at Duke.
If you have additional questions, your faculty advisor, program faculty and staff and the staff in the Office of
Admissions and Student Services are available and willing to help you. Comments or suggestions for future
in the Office of Academic Affairs.
On behalf of the DUSON administration, faculty and staff, welcome to Duke!
Marion E. Broome, PhD, RN, FAAN
Dean and Vice Chancellor for Nursing Affairs, Duke University School of Nursing Associate Vice
Presi-
dent for Academic Affairs for Nursing, Duke University Health System
7
Academic Calendar
The School of Nursing has three Academic Calendars: one for the ABSN Program; one for Graduate Programs (MSN,
PhD and DNP, excluding Nurse Anesthesia students); and one for Nurse Anesthesia DNP students. Consult the
ap-
propriate Academic Calendar for information regarding the academic year (i.e., semester beginning and ending
dates, registration windows, holidays, etc.) The Graduate School Academic Calendar is available here.
Offices and Departments
Dean’s Office
Marion E. Broome
Dean of the School of Nursing; Vice Chancellor for Nursing
Affairs, Duke University; Associate Vice President for
Aca-
demic Affairs for Nursing, Duke University Health System
Phone: (919) 684-9444
email: [email protected]
Office of Academic Affairs
Valerie M. Howard
Associate Dean for Academic Affairs
Phone: (919) 613-7162
email: [email protected]
Office of Global and Community Health Initiatives
Michael V. Relf
Associate Dean for Global and Community Health Initiatives
Phone: (919) 684-9219
email: [email protected]
Office of Diversity and Inclusion
Brigit M. Carter
Associate Dean for Diversity and Inclusion
Phone: (919) 668-5103
email: brigit.carter@duke.edu
Office of Research Affairs
Eun-Ok Im
Associate Dean for Research Development and
Regulatory Affairs
Phone: (919) 668-3838
email: eun-[email protected]
Office of Research Affairs
Paula Tanabe
Associate Dean for Research Affairs and Data Science
Phone: (919) 613-6038
email: [email protected]
Office of Development and Alumni Affairs
Anita Stallings
Associate Dean, Development and Alumni Affairs
Phone: (919) 681-9641
email: [email protected]
Office of Financial Aid
Jill C. Cordell
Director, Financial Aid
Phone:
(919) 684-9663
email: [email protected]
Office of Admissions
Stephen (Ernie) Rushing
Director of Admissions and Recruitment
Phone: (919) 668-6274
email:[email protected]
Office of Student Services
Bebe T. Mills
Director of Student Services and Regis-
trar
Phone: (919) 684-9151
email: [email protected]
Program Directors
Accelerated Bachelor of Science in Nursing Program
Michelle Hartman Pro-
gram Director
Phone:
(919) 684-2693
email: m[email protected]
Master of Science in Nursing Program
Anne Derouin Pro-
gram Director
Phone:
(919) 668-5375
email: [email protected]
Doctor of Philosophy in Nursing Program
Sharron L. Docherty
Program Director
Phone: (919) 668-3836
email: [email protected]
Doctor of Nursing Practice Program
Katherine C. Pereira
Program Director
Phone: (919) 684-4244
email: katherine.pereira@duke.edu
8
1.1
Philosophy
Duke University School of Nursing
Duke University School of Nursing is committed to achieving distinction in research, education and
patient
care predicated on our beliefs regarding human beings, society and the environment, health and
health
care delivery, nursing, and teaching and learning.
Human Beings
We believe that the dignity of each human being is to be respected and nurtured, and embracing our diversity
affirms, respects, and celebrates the uniqueness of each person. We believe that each human being is a
unique expression of attributes, behaviors and values which are influenced by his or her environment,
social norms, cultural values, physical characteristics, experiences, religious beliefs and practices. We
also
believe that human beings exist in relation to one another, including families, communities, and
populations.
Society/Environment
As socio-cultural beings, humans are affected by and, in turn, influence the environments in which they
exist, environments that are both internal (i.e., physiological, psychological, ethical) and external (i.e.,
cultural, political, social, economic, professional, global). Such environments influence the health of
individ-
uals and groups, and also influence health care delivery systems, access to care, and health
disparities.
We believe that society has a responsibility for providing environments that are conducive to
maximizing
the potential of its individual members and of society as a whole, for eliminating long-term
inequities that
contribute to health disparities, and for creating systems and roles that protect its members.
Health
We believe that optimal health does not preclude the existence of illness; health and illness exist on parallel
continuums such that even people with chronic or debilitating illness may experience optimal levels of health
through adaptation. We believe that all humans, from infants to the oldest of age, have a capacity to
adapt to health and illness challenges whether they arise from environmental or genetic origins. Nursing’s
role is to assess, support adaptation, or intervene when the appropriate ability does not exist within the
individual or group. Because health is an innate characteristic of humans, we believe that high quality health
care is a human right.
Health Care Delivery
Maintaining optimal health and preventing disease for individuals, families, communities and populations
depend on collaborative partnerships between patients/families/communities and teams of
interprofes-
sional providers of care. We believe that health care must be patient-centered and that
mutual trust
between patients and providers is created by relationships that reflect respect for dignity,
diversity, integ-
rity, self-determination, empathy, and a capacity for grace and empowerment.
Patients/Families/Commu-
nities must be supported and encouraged in making care decisions and in
engaging in the adaptive work
needed for responding to health or illness challenges as they transition
through all levels of the care system.
Nursing
Nursing exists as a function of society for the protection of its members through legally sanctioned roles,
responsibilities, and scopes of practice. We believe that nursing is a scholarly discipline centered on assisting
people to protect, promote, and optimize their health and abilities, prevent illness and injury, and alleviate
suffering. Nursing achieves this through the diagnosis and treatment of human responses to health
threatening conditions, advocacy in the care of individuals and groups, and the generation and translation
of research findings for nursing practice. Nursing is committed to a holistic and evidence-based approach
to human caring and compassion; respecting the dignity, self-determination, and worth of all human
beings.
It is our belief that Nursing focuses on the uniqueness of each human being, guided by the
9
systematic process of assessment, planning, implementation, and evaluation; the goal of which is to
opti-
mize the quality of adaptation in human beings.
We believe that nursing has a moral responsibility to the common good and an obligation to social
justice
and equitable access to culturally-sensitive, high-quality care for all human beings. Nurses also are
responsi-
ble for helping to reduce health disparities and reaching out to those, locally or abroad, who are
vulnerable.
We believe that nurses begin as novices and progress to experts, with increasing complexities of knowledge,
skills and values needed to promote, maintain, restore, support, and maximize adaptation of humans as
they fluctuate along
the wellness and illness continuums. We affirm our commitment to scientific inquiry, the advancement of
knowledge and understanding, and the transfer of that knowledge to others for the good of society through
innovation and the novel application of technology. We believe that all nurses must practice to the full
scope of their education and training in environments where laws, standards of practice, and
reimburse-
ment regulations are commensurate with education and experience.
Teaching/Learning
We believe that our purpose is to develop nurse leaders in practice, education, administration and
research
by focusing on students’ intellectual growth and development as adults committed to high
ethical
standards and full participation in their communities. We recognize that it is the responsibility of all
individuals
to assume ownership of and responsibility for ongoing learning, as well as to continually refine
the skills
that facilitate critical inquiry for lifelong learning.
The Duke University School of Nursing promotes an intellectual environment that is built on a commitment
to free and open inquiry and is a center of excellence for the promotion of scholarship and advancement of
nursing science, practice and education. We affirm that it is the responsibility of faculty to create and nurture
academic initiatives that strengthen our engagement of real world issues by anticipating new models of
knowledge formation and applying knowledge to societal issues. This, we believe, equips students with the
necessary cognitive skills, clinical reasoning, clinical imagination, professional identity and commitment to
the values of the profession, that are necessary to function as effective and ethical nurse leaders in
situations that are underdetermined, contingent, and changing over time.
1.2
Mission Statement
The mission of the Duke University School of Nursing is to create a center of excellence for the
advance-
ment of nursing science, the promotion of clinical scholarship, and the education of clinical
leaders, ad-
vanced practitioners and researchers. Through nursing research, education, and practice,
students and
faculty seek to enhance the quality of life for people of all cultures, economic levels and
geographic
locations.
1.3
Overall Goals
The overall goals of the Duke University School of Nursing are to:
1.
develop academic programs that respond to societal needs for nursing expertise.
2.
provide high quality education as a foundation for lifelong learning and professional careers in
nursing and the broader healthcare enterprise.
3.
develop leaders in research, education, practice, and administration.
4.
lead interdisciplinary research that results in innovative approaches to improving health and illness
outcomes.
5.
provide healthcare to patients and, in concert with community partners, develop and test innovative
models of care.
1.4
Strategic Areas of Focus
To achieve the mission and overall goals of the Duke University School of Nursing, the following
strategic focus areas have been identified:
10
1.
Education – Prepare nursing leaders who will shape the future.
2.
Research – Lead and accelerate nursing science and its translation.
3.
Clinical Practice – Provide and promote unparalleled clinical expertise.
4.
Community Health Improvement – Collaborate with the community to advance health
5.
Global Health – Take DUSON to the world and bring the world to DUSON.
6.
People & Environment – Be the destination for outstanding talent.
1.5
Statement of Diversity and Inclusion
Duke University School of Nursing is committed to increasing diversity and inclusiveness in our community.
Diversity is more than broadly representative demographic differences. Rather, diversity embodies cultural
sensitivity and openness, collaboration, and inclusion. Diversity fosters learning by reflecting experiences
from life, classroom, and practice, as well as social beliefs. Individually and together, we encourage
opportunities to think and behave equitably
by acknowledging and respecting different beliefs, practices, and cultural norms. We honor pluralism and
encourage each other to explore, engage in, and embrace one’s uniqueness while we uphold academic
excellence, celebrate strategic change, and honor traditions. By embracing diversity and inclusion in all
that we do and strive for, we strengthen our community, our pedagogy, our research, and the future design,
development, and delivery of a health care system that eliminates disparities both locally and globally.
Moving forward, we will continue to acknowledge and celebrate our differences and promote community
values that reflect our diversity and multiple ways of knowing in an intercultural world.
Academic Integrity
2.1
The Duke Community Standard
Duke University is a community dedicated to scholarship, leadership, and service and to the principles of
honesty, fairness, respect and accountability. Citizens of this community commit to reflect upon and uphold
these principles in all academic and non-academic endeavors, and to protect and promote a culture of
integrity.
To uphold the Duke Community Standard:
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
2.2
Personal Integrity Policy and Guidelines for DUSON Students
In all educational, clinical, and professional situations, Duke University School of Nursing students are
expected to conduct themselves in accordance with these principles:
•
Academic integrity,
•
Professional integrity, and
•
Respect for others
as set forth in the Duke University School of Nursing Personal Integrity Guidelines.
Appendix A.1 contains the full text of the Personal Integrity Policy, and Appendix A.2 contains the full text
of the Personal Integrity Guidelines. Students are expected to review and be familiar with the Duke Community
Standard and the Personal Integrity Policy.
2.3
Civilityand ProfessionalConduct
In an effort to articulate and cultivate habits for being a member of the DUSON ABSN community, the ABSN
program has adopted the following statement and community norms to help guide its community members
in their interactions.
11
The Duke University School of Nursing ABSN community is dedicated to creating and maintaining a civil
community of success that supports respectful discourse, openness to opposing points of view, and
passionate dialogue with an intention to secure common ground.
To achieve civility within the community and facilitate a culture of success, it essential for its members to uphold
the following community norms:
•
Assume goodwill – approaching situations positively;
•
Communicate respectfully – listening actively and being timely; and
•
Send the mail to the right address – taking the problem to the person involved and not going
around or behind the involved person or up the chain of command without first attempting
resolu-
tion with the involved person.
•
We are all responsible for creating a civil and inclusive learning environment.
2.4.DisputeResolution
In recognition of the fact that disputes or concerns will arise, DUSON has developed a process to address these
issues. This process is built on a basic guideline of the DUSON community that any dispute should be resolved
at the lowest level possible. Your course instructors, faculty advisor and Program Director are resources
available to you.
Another resource to assist with dispute resolution is the Ombudsperson services available through the Office
of Institutional Equity. The full dispute resolution process is in Appendix B of this handbook.
3. A
cademic Programs
3.1
Overview of the Accelerated Bachelor of Science in Nursing Program
3.1.1
Program Description
The Accelerated Bachelor of Science in Nursing (ABSN) curriculum is a full-time, campus-based 16-
month program with 58 total credit hours (including 6 elective credits). The integration of education,
practice, and research serves as the foundation for this program.
3.1.2
End-of-Program Outcomes
Upon completion of the program, the graduate is able to:
1.
Act as an evolving scholar who contributes to the development of the science of nursing practice
by identifying questions in need of study, critiquing published research, and using available evidence
as a foundation to propose creative, innovative, or evidence-based solutions to clinical practice
problems.
2.
Express one’s identity as a nurse through actions that reflect integrity; a commitment to evidence-
based practice, caring, advocacy, and safe, quality care for diverse patients, families, and
commu-
nities; and, a willingness to provide leadership in improving care and in promoting personal
and
professional growth in self and others.
3.
Make judgments in practice that synthesize nursing science and knowledge from other disciplines
to provide safe, quality care; promote the health of diverse patients, families, and communities;
and assist them to continually progress toward fulfillment of human capability.
4.
Use basic skills of negotiation, conflict resolution, team building, leadership and communication to
engage in positive working relationships within an interprofessional healthcare team, and
con-
tribute a unique nursing perspective to care delivery.
5.
Apply leadership concepts and skills to provide high quality nursing care, healthcare team
coordi-
nation, and the oversight and accountability for care delivery in a variety of settings.
6.
Provide care that takes into account socio-cultural-political determinants of health, illness and
12
disease; promotes health and human flourishing; and addresses health disparities in vulnerable
populations, locally and globally.
7.
Integrate information from multiple sources that has been judged to be relevant and reliable in
planning, delivering and evaluating care with particular attention to nurse-sensitive quality
indi-
cators and national benchmarks.
Upon completion of the ABSN program, students are eligible to apply for registered nurse licensure via
examination with a Board of Nursing. Completion of the program does not guarantee eligibility for
reg-
istered nurse licensure. Furthermore, students should be aware that acceptance into and matriculation in
the ABSN program does not automatically guarantee progression in the program.
3.2
ABSN Curriculum
The 58-credit-hour Duke ABSN curriculum includes six elective credits, earned througha minimum of two elective
courses. Fifty- six (56) clinical hours are equivalent to 1 credit hour. See Appendix D for the ABSN curriculum.
4
. Academic Policies and Procedures
4.1 Overview
The students, faculty, administration, and staff of the Duke University School of Nursing are part of the
academic community of Duke University and, as such, are subject to the policies, rules and regulations
of the University as a whole. Additionally, the School and its respective programs may, as deemed
neces-
sary, develop its own policies and procedures to augment those of the University. The following
includes
information from and addenda to the 2019-2020 Bulletin of the Duke University School of
Nursing. This
handbook should not be viewed as a replacement for the Bulletin or policies of the University
as a whole.
Additional information can be obtained by consulting the ABSN Program Office or the
School
of Nursing
website.
4.1.1 Organization of this Section
Each academic program of the Duke University School of Nursing has developed its own Student
Handbook. Information relevant to all programs is included in all handbooks, supplemented by
program-
specific information. Wherever possible, students are referred also to electronic
references via the
use of hyperlinks.
4
.1.2 Confidentiality and Release of Student Records
A full explanation of the Duke Student Records Policy is available on the Office of the University
Registrar website.
4.2
Student Progression with Course of Study
4.2.1
Student Enrollment Status
The Accelerated BSN program is a full-time, on-campus program. Part-time or distance-based study
opportunities are not available.
4.2.2
Academic Advisement
Every student is assigned a faculty advisor at the time of matriculation. The faculty advisor will
guide
the student’s academic activities and course of study, in accordance with the student’s clinical,
profes-
sional, and research interest. If a student wishes to change or deviate from the accepted
matriculation
plan, it is the student’s responsibility to request a meeting with the faculty advisor
to plan and
document when and how the student will return to the matriculation plan or develop a
revised matric-
ulation plan.
13
The School of Nursing reserves the right to change a student’s faculty advisor as needed. Likewise, the
student may request a change of faculty advisor by contacting the Director of the ABSN Program in
writing explaining the reason for the requested change in faculty advisor.
4.2.3
AcademicProbationandAcademicWarning
Prior to the completion of 30 credits, students whose cumulative GPA falls below 2.0 will be placed on
academic probation and notified in writing and must meet with their faculty advisor to develop a
personal plan for improvement. A student whose cumulative GPA falls below 2.5 at any time will
receive a letter of academic warning and will be required to meet with his or her faculty advisor. These
measures are designed to encourage students to reflect critically on their academic performance from
semester to semester and continue to improve and excel.
To help facilitate student success and to connect students to available resources, the ABSN Program
Office, in consultation with course faculty, sends out midterm advisory letters to ABSN students. Any
student who is on a Learning Improvement Plan and/or has a midterm course average below 70% will
receive a letter indicating unsatisfactory performance. A student whose midterm course average is
between 70.0% and 76% will receive a letter indicating marginal performance.
4.2.4
ABSN Learning Improvement Plan
An ABSN student who is not meeting program, course, and/or clinical objectives may be placed on a
Learning Improvement Plan (LIP) to help facilitate student success. An LIP is not
punitive, but rather an
educational tool established to allow students, in conjunction with faculty, to
address areas in need of
improvement. An LIP will note the issue of concern and
related program/course/clinical objective, provide
examples of the problem, and establish concrete action
plans and timelines for addressing areas of concern
through clearly defined and measurable performance
objectives.
In accordance with course and clinical objectives, the following critical behaviors must be achieved for
satisfactory course/clinical completion: safety, infection control, maintaining patient confidentiality,
pro-
fessionalism, assessment, and effective communication. Additionally, students will comply with all
Duke
University and School of Nursing policies, the Duke Honor Code, and Duke University Community
Stand-
ards. Noncompliance may result in dismissal from the ABSN program. If a student’s conduct or
behavior
gives the course faculty or program director reasonable suspicion to believe that he or she or
they is not
adhering to the Duke University School of Nursing Personal Integrity Policy, and/or his or her
or their
continued presence in the program poses a danger to the health or safety of any member of the
Duke
University community, the student may face additional consequences up to and including dismissal
from
the ABSN program. Students who demonstrate unsafe clinical practice, an occurrence or pattern of
be-
havior involving unacceptable risk of placing the student or others in physical and/or emotional
jeopardy, will fail the course and may face additional consequences up to and including dismissal from the
ABSN program. Physical jeopardy is the risk of causing physical harm; emotion jeopardy is creating an
environment of anxiety or distress, which puts an individual at risk for emotional or psychological harm.
For issues related to ABSN program requirements or professional behavior, the Faculty advisor or course
coordinator (depending on the situation) will work with the student to develop an LIP. For issues related
to clinical performance, the Clinical Instructor (in conjunction with the Course Coordinator), will work with
the student to develop an LIP. The Program Director will be notified when an LIP is issued and when it is.
executed, the student’s faculty advisor will receive a copy of the plan to support the
student. Further, other
departments within DUSON will be consulted by the course coordinator about their
role and responsibilities
in co-implementing the plan (for example, the Center for Nursing Discovery, Peer and Alumni Tutoring Pro-
gram). A student whose performance does not meet the objectives of the LIP may be subject to administra-
tive withdrawal from the School of Nursing See Section
14
4.3.2.2.2 on “Administrative Withdrawal for Academic Performance” and Appendix E for a sample ABSN
Learning Improvement Plan.
4.2.5
Attendance
In order to meet course and/or clinical objectives, students are expected to be present and engaged in
both the classroom and/or the clinical learning environment. Excessive absences in either the
classroom
and/or clinical learning environment may impede a student’s ability to meet course
and/or clinical
objectives resulting in an unsuccessful completion of a course. Students are expected to
attend and
participate in all classes. Students are expected to attend clinical rotations unless excused
by the course
faculty prior to being absent. Faculty may request documentation regarding the nature
of the absence
(health provider note, proof of emergency), particularly if absences become excessive.
4.2.6
Religious Observance and Holidays
The Duke University School of Nursing has established procedures for students to notify their
instruc-
tors of an absence in order to observe a religious holiday. These procedures reflect the School’s
com-
mitment to our increasing diversity and to enabling students’ spiritual development. Students
desiring
to miss classroom or clinical sessions to observe a religious holiday are expected to make
prior arrange-
ments with their instructor(s) to make up any work missed. As a courtesy and in order to allow
ample plan-
ning time for making up work, students should notify each of their instructors at the beginning
of the
semester of any religious holiday(s) that will necessitate their absence from classes that semester.
Procedure
The religious observance notification procedure is based on the operating principle that students will
act in accordance with the Duke Community Standard. This procedure can be used only to notify an
instructor of an absence necessitated by observance of a religious holiday.
No later than four weeks prior to the date of the holiday, students are expected to notify their
instructor(s) that they will miss classroom or clinical sessions in order to observe a religious holiday
by completing and submitting to the instructor the Notification of Absence Due to Observance of a
Religious Holiday form.
Because religious holidays are scheduled in advance, instructors have the right to insist that course
work to be missed should be completed prior to an anticipated absence in accordance with the course
attendance policy. The student’s signature on the form affirms compliance with the Duke Community
Standard.
Given the time limitations inherent in completing end-of-semester assignments or making up a
missed
final exam, this procedure cannot be used during the final exam period. Students are
expected to
take final examinations at the scheduled times and to complete end-of-semester work by
the deadlines
set by the instructor.
4.2.7
Course Format Definitions
The School of Nursing offers courses in three delivery formats: campus courses, distance-
based courses, and online courses. Course formats are defined as follows:
•
Campus Courses. Campus courses include regular class sessions on campus throughout
the semester. Courses may be totally campus-based or include some online activities.
•
Distance-Based Courses. Distance-based courses blend mostly online instruction
with one to three on-campus sessions per semester typically required.
•
Online Courses. Online courses consist of instructor-designed, student driven, interactive
mod-
ules of instruction delivered via the Internet. Online courses may have a synchronous
com-
ponent (planned activities at specific times when students and/or faculty interact – for
15
example, in an online chat or through a teleconference).
Expectations for online and distance-based students can be found on the School of Nursing website.
4.2.8
Grades
Most courses in the School of Nursing counting towards the ABSN degree must be taken for a grade.
Grades will be assigned as follows:
Letter Grade
Final Course Percentage
GPA Calculation
A 93 – 100 4.0
A –
90 – 92
3.7
B +
87 – 89
3.3
B
83 – 86
3.0
B –
80 – 82
2.7
C +
77 – 79
2.3
C
73 – 76
2.0
C –
70 – 72
1.7
F
69 and below 0.0
Certain courses have a designation of “credit”. These courses include, but are not limited to: directed
research, independent study, and some electives. These courses are graded “Cr” or “NCr.” The
designation “Cr” indicates that the student has successfully completed all the requirements for those
credits registered. The designation “NCr” indicates that the student has failed the course and “NCr” is
treated as an “F”. An “F” is not a passing grade.
Final course grades between two grades may be rounded to the next higher grade at individual faculty
discretion. Faculty will consider student attendance and overall course performance in determining
rounding of grades.
4.2.8.1 Incomplete Course Work (“I” Grade)
In case of illness or other situations where coursework cannot be completed on schedule, it is the
student’s responsibility to negotiate with the instructor for an “I” (incomplete grade), and
adjust-
ment of the deadline for completion of work. All coursework must be submitted on or
before the
adjusted due date. At most, students have one calendar year from the date the course
ended to
remove the “I”, and if it is not removed in one calendar year, the grade will automatically become
an “F”. Students may not graduate with any incomplete on their transcript.
4.2.9
Adding, Dropping, or Withdrawing froma Course
Using DukeHub (Duke’s online student registration system), students are able to drop a course or
add a course during the designated Drop/Add period at the beginning of each semester. Detailed
instructions for using DukeHub are available online.
The decision to withdraw from a course after the scheduled Drop/Add period requires the student
to meet with their faculty advisor and the faculty of the respective course(s). If the faculty of the
respective course(s) agree to the withdrawal, the student completes the Course Withdrawal Form and:
•
obtains the signature of the faculty advisor
•
obtains the signature of the faculty member teaching the course.
The faculty member teaching the course then forwards the signed form to the appropriate Program
Director for approval. The withdrawal will be indicated on the student’s transcript as a Withdrew (W).
If
the withdrawal is denied, the student must complete the course and will receive the final earned
grade on his/her official academic transcript.
16
When a withdrawal is approved, the student should be aware that the Duke University School of Nursing
cannot guarantee registration in the course the next time it is offered. Consequently, the student may
be delayed in completing the respective program for which he/she is matriculated. The student may
be required to take a leave of absence from the respective program since required courses are not
taught each semester. Students who find it necessary to interrupt their program of study should
formally request in writing a leave of absence following the procedures outlined in the Student
Hand-
book and utilizing the form available online through the Office of Student Services. A maximum
of one
calendar year’s leave may be granted. Please refer to the section below on Leaves of Absence for
further
details.
Refunds of tuition are subject to the parameters set forth in the
Tuition Withdrawal Adjustment
Policy of the University. The Course Withdrawal Form may be obtained via the School of Nursing
website, or in the Office of Student Services.
4.2.10
Transfer of Credits
All 58 credits of the ABSN nursing program must be taken at the Duke University School of Nursing or
Duke University. No transfer of coursework will be accepted.
4.2.11
Time for Completion of Degree
The Accelerated Bachelor of Science in Nursing (ABSN) curriculum is a four-semester full-time program
requiring 16 months for completion.
4.2.12
ABSN-MSN Early Decision Option
The ABSN-to-MSN Early Decision option provides an opportunity for current ABSN students and recent
DUSON ABSN alumni to apply and be considered for admission to the MSN program prior to the
regular admission review cycle.
The Early Decision option will not guarantee admission, however, it will provide interested students and
recent DUSON ABSN graduates with an opportunity to apply and be considered for admission prior to
the beginning of the regular review cycle. Students who apply but are not offered admission through
Early Decision will be placed in the regular review pool.
To learn more about this option, consult the ABSN-to-MSN Early Decision option
webpage.
4.3
Separation from the School of Nursing
A student may discontinue his/her/their studies at the Duke University School of Nursing through a for-
mal
Leave of Absence or by withdrawal from the School as defined below.
4.3.1
Leave of Absence
All students enrolled in the School of Nursing must register for fall, spring and summer semesters until all
degree requirements are completed, unless registration is waived via an approved leave of absence.
Leaves of absence can be either student-initiated or administratively initiated.
Students who find it necessary to interrupt their program of study because of medical necessity or other
emergency reasons must make the request in writing to the Director of the ABSN Program using the
appropriate form. The request must be made prior to the beginning of the semester in which the leave
is intended. The leave of absence may be granted for up to one year and can only be granted to students
who are in good academic standing.
4.3.1.1 Student Parental Leave
Child-bearing or adoption should not jeopardize a student’s experience in the School or the completion
of a program of study. A student may have up to (6) weeks of leave for
the birth or adoption of a
child. The student and the faculty advisor and/or the Director of the ABSN
Program will determine
modifications to clinical scheduling or course work deadlines to accommodate
17
the leave period. A record of this plan will be placed in the student’s educational record. Should
addi-
tional time beyond six weeks be needed, the student may convert to a medical or personal leave,
de-
pending on the circumstances, as outlined in the policies described above.
Returning from a Leave of Absence
A student returning from a leave of absence should notify, in writing, his/her/their faculty advisor and
the
Director of the ABSN Program at least ninety days prior to the beginning of the semester in
which
he/she/they intend/s to return. The purpose of this contact is to make sure that registration
and re-entry
into courses will proceed smoothly.
Students planning to return from a leave of absence will be required to demonstrate competency on
essential skills previously learned prior to returning from a leave of absence. The Director of the ABSN
Program will work with the student, the faculty advisor, and the Director of the Center for Nursing
Discovery to develop a skill validation plan. Students returning from a leave of absence should plan to
spend required time in the Center for Nursing Discovery (CND) for formal skill validation.
Return from a leave of absence for medical or psychological reasons requires written notification
from
a physician / health care provider / therapist to the Director of the ABSN Program stating that
the
student is cleared to resume the course of study including participation in clinical activities. This
notification must be made at least ninety days prior to the beginning of the semester in which the
student plans to return.
4.3.2
Withdrawal from the School of Nursing
Withdrawal from the School of Nursing may be either voluntary or involuntary.
4.3.2.1
Student Request for Voluntary Withdrawal from the School of Nursing
If a student for any reason wishes to withdraw from the school, written notification must be made to
the Office of Admissions and Student Services before the expected date of withdrawal and no later
than the last day of classes for that semester. Forms for students requesting withdrawal from the
School are available online through the School of Nursing website or from the Office of Student Services.
Information regarding refunds of tuition and fees may be found in the section on Tuition and Fees in the
School of Nursing Bulletin. Students who have been granted a withdrawal from the school and wish
to
return must apply for re-admission according to regular admission policies.
4.3.2.2
Involuntary Withdrawal from the School of Nursing
Involuntary withdrawal (dismissal) from the School of Nursing can occur due to reasons of personal
misconduct, professional misconduct, and/or poor academic performance. Prior to any dismissal, the
School of Nursing will follow due process procedures to investigate the issue and determine the course
of action. The details regarding jurisdiction of dismissal and due process are covered as an appendix to this
document.
4.3.2.2.1
Administrative Withdrawal for Reasons of Conduct
School of Nursing students who exhibit harmful, potentially harmful, or disruptive behavior due to
apparent medical or psychological distress and who do not voluntarily request a leave of absence, may
be subject to involuntary administrative withdrawal from the School of Nursing if their behavior
renders them unable to effectively function in the University community. Such behavior includes,
but
is not limited to, that which:
•
Poses a significant threat of danger and/or harm to members of the University
community; and/or
•
Interferes with the lawful activities or basic rights of other students, University
employees, or visitors; and/or
•
Poses a threat, or suspicion of threat, to patient safety.
18
The School of Nursing will also address all reports of impaired or possibly impaired performance
of students in order to assure the safety of patients, coworkers, and other students. In the presence
of reasonable suspicion, students may be required to undergo drug testing or other professional
evaluations. Health difficulties impairing performance can result from physical health, mental health
and/or
behavioral problems, including but not limited to issues such as illegal drug use, misuse of legal
drugs, or
alcohol abuse. Investigations, assessments and evaluations shall be confidential under the
Family
Educational Rights and Privacy Act (also known as FERPA or the Buckley Amendment) except as
limited
by regulation, ethical obligation, and/or threat to patient safety.
Additional behaviors warranting potential involuntary administrative withdrawal include, but are not
limited to unethical behaviors, personal misconduct, or professional misconduct such as violating the
Duke Community Standard, the School of Nursing’s Personal Integrity Policy, professional standards of
care, the Code of Ethics for Nurses, and regulations governing nursing practice through the individual
state/ district Nurse Practice Acts.
4.3.2.2.2
Administrative Withdrawal for Academic Performance
ABSN students who have a cumulative GPA less than 2.0 at any time after completing 30 credits will
be administratively withdrawn from the program.
Two “F” grades in nursing courses (courses with a Nursing prefix) will result in administrative
with-
drawal from the program at the end of the semester in which the second “F” grade(s) is received.
If a
student earns a grade of “F” and is eligible to repeat the course (first “F” in a Nursing course),
the
student must take and repeat the course before he/she can progress in the program. Students
should
be aware that courses are not taught every semester and earning an “F” grade will delay
graduation.
4.4
Clinical Placements and Activities
4.4.1
Assignments of Clinical Placements
Students are assigned to clinical placement sites based on the faculty’s selection of clinical sites specific
to the learning objectives of the course; site characteristics; and availability. Students need to be prepared
to travel up to 1 hour from DUSON and have varied schedules including evenings, nights and weekends.
4.4.2
Clearance Requirements for Clinical Experiences
The safety and preparation of nursing students and protection of clients is core to all clinical and
laboratory
experiences. Students cannot participate in clinical experiences without having completed
clearance
requirements. It is the students’ responsibility to ensure they are current with all core
clinical require-
ments and to provide proper documentation.
Prior to the time of initial enrollment in the Duke University School of Nursing, students seeking a
degree
in the ABSN program will be required to undergo a criminal background check to be cleared for
partici-
pation in various clinical site experiences.
First year students at the time of matriculation to the program or during the orientation should have
completed all of the following:
4.4.2.1
Immunization requirements of Duke University for Health Science Professional Students (the
required form and i nstructions are available online through the Duke Student Health website).
Additional immunization requirements:
•
The School of Nursing requires tuberculosis testing and a hepatitis B vaccination (or a
statement refusing the series).
•
Some clinical sites require proof of immunization or positive titer for varicella.
4.4.2.2
Completion of the American Heart Association Basic Life Support for Healthcare Providers
course
(inclusive of infants, pediatrics, and adults) that does not expire prior to the completion of
this 16-
month course of study. (This is scheduled to be completed by all during orientation.)
19
4.4.2.3
Health and Safety Requirements (at matriculation and while in program)
4.4.2.4
Clinical Core Orientation and Quiz clinical requirement:
All students in the ABSN program will be required at the time of matriculation to complete and
successfully pass the Core Compliance Orientation and Quiz. On a continuing basis, Clinical Core
Orientation and Quiz must be completed annually by all students in the ABSN program in
prepara-
tion for student clinical experience. It is required by all of our clinical sites with which the
School of
Nursing partners to provide clinical experience. Students must earn a score of 80% or higher
(20 out of
25) to be considered as successfully passing this requirement. Students will be notified by
the School
of Nursing Compliance Officer when to renew this requirement.
4.4.2.5
Drug screening statement
Clinical facilities are increasingly interpreting standards by accreditation agencies, such as The Joint
Commission on Accreditation of Health Organizations, to require drug screening for the safety and
security of patients. All of our current clinical partners require drug screening as part of the
credentialing process associated with clinical practice. Duke is contractually bound to ensure that
all students at their facilities have passed this drug test. Students will comply with directions given
regarding the designated vendor.
Students will be notified by the School of Nursing Compliance Officer when to submit for the screen,
which is valid for one year after submission. However, some agencies may require that a drug
screen be completed in a designated period of time (for example, 30 days) before engaging in
clinical activities at the agency. In this situation, a student may have to complete another drug
screen in order to comply with agency requirements. All costs associated with the initial drug
screening are the responsibility of the student. However, if a student is assigned to a site that
requires a repeat drug screen, the ABSN program incurs that cost.
In any case where a drug screen reveals negative results, no action is taken. If anything is found to
be abnormal with a student’s drug test it will be sent to a medical review officer designated by the
vendor. The vendor will contact the student if there are questions related to the drug screen. There
are some known prescription drugs that may cause positive results and the medical review officer
will request additional information from the student if that is the case. All other positive results will
be addressed by the Director of the ABSN Program.
4.4.2.6
Finger printing statement:
Currently, ABSN students are not required to present fingerprints at the time of matriculation.
Fingerprinting may be required by a clinical partner prior to participation in a clinical site rotation. Due
to requirements of clinical sites constantly changing, this standard is subject to change at any time
throughout the student’s academic career with the School of Nursing. In any case where
finger-
printing results reveal a negative result, no action is taken. Should anything be reported back
on a
student’s fingerprinting results, they will be addressed by the Director of the ABSN Program.
7. Non-Duke Clinical Agencies
In addition to the Immunization and Health and Safety requirements stated above, some non- Duke
clinical agencies require additional biographical documentation and/or training prior to the start of a
clinical experience. When such requirements exist, students will be notified by the School’s
Com-
pliance Officer prior to the start of the semester. Timely completion of these requirements
along
with appropriate documentation on file with the Compliance Officer is subject to all policies
regarding
student safety compliance.
8.
Student Compliance with Health and Safety Requirements
Noncompliance in any of the following areas can result in a student being administratively
with-
drawn from clinical courses:
•
Inadequate proof of all required immunizations
20
•
Inadequate proof of completion of American Heart Association Basic Life Support for
Healthcare Providers course
•
Failure to complete required compliance training
•
Failure to complete biographical documentation and/or safety training required by non-
Duke clinical agencies
9.
Resolving Non-compliance Issues
Final approval for the continuation in clinical courses is at the discretion of the Director of the
ABSN Program.
4.4.3
Guidelines for All Clinical Experiences
To successfully engage in clinical activities and progress in the Accelerated BSN Program, the following skills
are essential:
4.4.3.1
Demonstrate cognitive, affective, and psychomotor skills (both gross and fine
motor skills in
performing nursing interventions such as venipuncture), in planning, implement-
ing and
evaluating nursing care;
4.4.3.2
Meet the Duke University School of Nursing technical standards regarding effectively
speaking,
hearing, writing, and reading English;
4.4.3.3
Effectively use technology;
4.4.3.4
Learn, critically think, assess, independently solve problems, and demonstrate reasonable
and
prudent judgment; and
4.4.3.5
Demonstrate physical and emotional health to meet the demands of nursing and to
provide
safe patient care.
4.4.4
Clinical Appearance and Attire Policy
Purpose - To ensure a professional appearance that reflects the standards of the Duke University School of
Nursing and to promote identification of duke Nursing students in a manner that instills confidence and
trust in patients, families, physicians, nurse colleagues, and other healthcare team members. Each agency
has its own dress code and students are required to adhere to the dress code at the assigned agency. During
the clinical course orientation, students are required to clarify dress code expectations from course
faculty.
Individual faculty will inform you of attire for specialty or alternate settings.
The faculty of the ABSN program has established expectations for clinical attire in inpatient, center for
nurs-
ing discovery (CND when considered clinical hours), outpatient and community clinical settings (listed
on
table below). Appropriate attire for global trips is covered in the GCIE orientation and guidelines.
Recommendations for Uniform Purchases - Recommendations for minimum uniform purchases are as
fol-
lows:
2 Navy blue scrubs tops
2 Navy blue scrub pants or skirts
1 DUSON polo-style gray shirt
Non-compliance - Students may be dismissed from clinical by ABSN faculty, the Course Coordinator, a
Clinical
Instructor and/or the agency if clinical attire or appearance does not comply with this policy or
agency policy;
a make-up clinical day will be required. Repeated dress code violations will result in a clinical
failure. Clinical
attire and appearance should present a professional appearance. Other requirements for
dress attire may
be imposed by facilities at which students rotate for clinical or community experiences.
21
Infection control policies or policies concerning patient sensitivities may also be added to these policies as
appropriate.
Inpatient Clinical Care Settings and CND (when considered clinical hours)
Criteria
Requirements
1. Scrubs
•
Navy blue scrub type uniform (design is student choice) including top and pants
or skirt. Denim scrubs are not allowed.
• No hospital acquired scrub sets with any logo are allowed.
• A Duke School of Nursing emblem will be attached by the vendor to the left
sleeve of the scrub top 2 inches from the shoulder seam.
• Pants/skirts must fit at waist and must be hemmed at a length that does not drag
on the floor.
• Scrubs should have a generally acceptable clean appearance of being unwrinkled.
• For infection control, the School of Nursing uniform should not be worn in other
settings (i.e., grocery stores, malls, restaurants).
2. Clothing other
than scrubs
•
Each agency has its own dress code. Students are required to adhere to the dress
code at the assigned agency.
•
During the clinical course orientation, students are required to clarify dress code
expectations from course faculty. Individual faculty will inform you of attire for
specialty or alternate settings.
•
Caps, hats, and bandanas that are not part of the clinical attire in a given area
may not be worn. Religious headwear is permitted.
•
A solid colored long sleeved fitted black, white, or gray undershirt may be worn
under scrubs
•
Undergarments must not be visible
•
Students must wear a watch with a second hand or a watch with a method to
count seconds while in clinical settings.
3. Shoes / socks
•
Clean, closed toe, low heeled shoes, dark brown, navy, black or white leather or
other non-permeable/penetrable material are required.
•
Shoes worn in clinical settings should not be worn as “daily” wear or athletic wear.
•
No open-back “clogs”, high-heels, mules, or shoes with multiple holes (e.g., Croc
style) may ever be worn in clinical areas.
•
Solid colored primarily white, red, black, gray, brown, or a combination of those
non-patterned socks are to be worn.
4. Badge
•
Duke University Medical Center nametag is to be worn at all times in the clinical
setting. Additional nametags for certain clinical sites may be required.
•
Use of a tag clasp should allow continuous viewing of the student’s name and
picture. Clasps that result in the name tag rotating or physically interfering with
patient care are not allowed.
•
Lanyard nametags are prohibited in clinical settings
5. Appearance /
Hygiene /
Grooming
•
Cleanliness and personal hygiene (including but not limited to bathing/showering
and dental/oral hygiene) should be maintained to avoid unfavorable odors.
•
No smoking is allowed on Duke property and many other health care facilities. Be
cognizant of how a smoke smell on your body and breath may affect patients and
families.
6. Hair (e.g.,
length, color)
•
Hair must be pulled back away from the face. Hair such as bangs must not hang
in front of or go into student’s eyes or mouth. Hair that is secured (e.g. a lengthy
pony-tail) must be maintained off the patient, unit work areas, medications,
food and patient equipment.
22
Criteria
Requirements
•
Hair, including facial hair, must be well trimmed, well groomed, clean, business-
like in appearance and not obstruct vision or interfere with skill performance
•
Solid color headbands with no adornments may be worn to hold hair back.
•
Faddish hair coloring (blue, green, purple, etc.) is prohibited.
7. Make-up
•
Make-up must be minimal and conservative
8. Fingernails
•
Artificial nails of any type are prohibited in all clinical areas. Nail polish is strictly
prohibited in all clinical areas. Nails must be trimmed at a length no longer than
fingertips.
9. Jewelry
•
Only one band-style ring per hand may be worn.
•
Dangling earrings and other dangling jewelry are prohibited in clinical areas.
10. Ear piercings
•
Maximum of 2 stud earrings in each ear
•
Ear stretching items such as plugs or gauges, dangling earrings and other dangling
jewelry are prohibited in clinical areas.
•
Students who have ear gauges may use skin-colored or clear plugs to camouflage
appearance of them.
11. Piercings other
than ears
•
Visible body piercing are prohibited.
•
Students with nose piercings must have a retainer in place of jewelry
12. Tattoos
•
When present, tattoos should be covered if possible
13. Fragrances
•
Refrain from using body fragrances such as sprays, perfumes, and colognes, as
they may be offensive or cause allergic and/or discomfort reactions in patients
and others.
14. Prohibited
items
•
No logos, political buttons, ribbons, bracelets or other items signifying support for a
team, a political cause, or a philanthropic cause may be worn in the clinical setting.
Students should appear “neutral” and present themselves in a non-threatening,
non-stressful manner to patients, families, and members of the healthcare team.
Outpatient and Community Clinical Experiences
The DUSON gray polo-style shirt, with navy blue scrub pants is considered the official uniform for
commu-
nity-health sites, unless notified otherwise by the course coordinator. All items with exception of 2
and 3
above apply to all clinical sites, including outpatient and community clinical settings. The following
items
are oftentimes worn in community health clinical settings:
•
Duke / DUSON T-shirts and / or sweatshirts
•
Closed toe athletic shoes
The following clothing is prohibited in community health clinical sites:
•
High-heel shoes
•
Jeans (of any type or color)
•
Skirts with hem lengths more than 2 inches above the knee
•
Visible undergarments
•
Caps, hats and bandanas are prohibited, religious headwear is permitted
•
Blouses made of sheer material (e.g., visible undergarments) and / or have adornments such as
ruffles, laces, strings, ribbons, or attached items such as studs or stones.
•
Blouses or shirts that expose cleavage, midriffs, or that have open backs
•
Dangling earrings and excessive jewelry are not to be worn.
•
Expensive looking jewelry and clothing is not appropriate at any time.
4.4.5
Attendance at Clinical Experiences
Students are responsible for informing the course coordinator and the clinical faculty about an absence
from a clinical experience prior to the scheduled start of the experience. During the final synthesis
experi-
ence, the course coordinator and the clinical faculty, as well as the preceptor and clinical agency,
23
sho
uld be notified. It is not acceptable to have another student inform the aforementioned persons about
a
clinical absence.
If a student is unable to achieve the clinical objectives by the last day of the semester due to absences,
the student, course coordinator and Director of the ABSN Program will meet to discuss progression in the
program. Inability to meet clinical objectives due to excessive absences may result in a clinical failure and
failure of the associated course. If there are personal, family, medical and/or other reasons preventing
a
student from regularly attending clinical, the student should meet with his/her faculty advisor as soon as
possible to discuss taking a leave of absence.
4.4.5.1Severe Weather
In the event of severe weather conditions, severe weather updates for Duke University (including the School
of Medicine and School of Nursing) will be available by phone at (919) 684-INFO / (919) 684- 4636), or on
the Duke University DukeTODAY website
Students in a clinical learning experience outside of the Duke University Health System should check with
clinical faculty, preceptor, and/or clinical agency to determine contingency plans for severe weather and
methods of update notification.
4.4.6
Exposure to Potentially Hazardous Substances
Any student who experiences a potentially hazardous exposure to blood or body fluid will follow the
protocols designed by the Duke University and Duke Health Occupational & Environmental Safety Office,
Biological Safety Division. The student should immediately inform his/her instructor of a blood/body
fluid
exposure. Regardless of whether the exposure occurs in an off-campus clinical site, on-campus
clinical site,
or a student lab, the instructor will provide guidance after consultation with the course
coordinator and/or
Director of the ABSN Program.
Duke’s Employee Occupational Health and Wellness
(EOHW) is an available resource and will provide
initial response and guidance including treatment and counseling if necessary. EOHW can be contacted
by calling the 24-hour blood and body fluids hotline number: (919) 684-8115.
When the Duke EOHW clinic is closed, the Duke Emergency Department is available for student clinical
or lab related infectious disease issues/exposures or if they require immediate attention for another life-
threatening injury. The Duke Emergency Department will provide care as required. Follow-up care will be
provided by Student Health.
If the student follows the steps above, the cost of care under these situations will be covered by the
student health fee. Any student who has waived payment of the student health fee shall be responsible for
the total cost of care. Any additional testing or care will be the financial responsibility of the student regardless
of student health fee payment status.
Students are encouraged to read and expected to adhere to infection control guidelines and procedures
as well as occupational health guidelines. For further information, the student is encouraged to review
documents provided by the Centers for Disease Control and Prevention (CDC) and the Occupational Safety
and Health Administration (OSHA).
Students participating in clinical rotations in non-Duke facilities will follow the hazardous exposure protocols
of those institutions. Students participating in global immersion experiences will follow the Unusual
Occur-
rences Protocol.
4.4.7
Guidelines for Student Global Cultural Immersion and Service Learning
Experiences
Students selected for an international global health experience are expected to comply with the
following
policies:
•
Comply with all Duke University and School of Nursing policies included Terms and Conditions of
24
Participation, the Duke Honor Code, and Duke University Community Standards. I understand that
noncompliance may result in dismissal from the global program and potentially the academic program
in which I am enrolled.
•
Work cooperatively with OGACHI staff/personnel prior to, during and after the global health immersion
experience.
•
Complete the entire mandatory, pre-departure training components of the global health immersion
(GCIE) e
xperience, which includes mandatory pre-deployment orientation sessions held in the 3
months p
rior to departure.
•
Turn in all required forms and pre-departure paperwork by the designated deadline including, but not
limited to, v
alid health insurance and a passport valid for at least six months beyond the date travel
will be c
ompleted.
•
Make and complete a travel medicine appointment at least 8 - 12 weeks prior to trip departure.
Services offe
red must include medical travel advice, recommended and required immunizations,
preventative p
rescriptions and information, health advisories based on travel destination, and
com-
prehensive travel health planners.
•
Adhere to Duke University travel policies which include enrolling in the Duke Travel Registry and U.S.
Department of S
tate’s Smart Traveler Enrollment Program (STEP).
•
Travel, both domestic and international, is limited to the country or countries of destination described
in th
e DUSON GCIE program description. Spouses, partners, friends, children, guests and other
acquaintances a
re prohibited from visiting or participating in any aspects of the global health
immer-
sion experience.
•
Wear appropriate attire for clinical and clinical experiences, classes, orientation sessions and events in
which th
e group participates as designated by partner organizations.
•
Be present and fully participate in clinical and cultural experiences as well as post conferences and
reflective ac
tivities led by the clinical instructors.
•
Be responsible and fully engaged in the Global Health Immersion Experience, to act professionally as a
representative of
the Duke University School of Nursing; to help ensure a safe and insightful experience
for a
ll participants through appropriate, culturally sensitive behavior and conduct.
Failure to consistently adhere to the general policies and the expectations associated with the enrolled
course; the learning and cultural immersion activities, and directions of the CI and/or mentors/preceptors,
places the student at risk for disciplinary action. Depending on the nature of the infraction, disciplinary
actions may range from a warning and counseling to being severed from the experience. If a student’s
actions warrant dismissal from the experience, it will be made only after conferring with administrative
personnel at Duke. A student who is dismissed is subject to lose credit for the experience and the cost of
the experience. The student will also be required to pay the cost of a ticket change for an early return to
Durham.
4.5
Degree Completion and Graduation
4.5.1
Intent to Graduate
All students eligible to graduate will be notified by email that they must file an online application to
graduate through DukeHub The notification email includes instructions on how to access DukeHub
and
complete the application form electronically.
Students expecting to graduate must complete and submit electronically via DukeHub the Intent to
Graduate form within the time window appropriate for their graduation date.
• January 1 – January 31 for May graduation.
• June 15 – July 15 for September graduation.
• October 1 – October 31 for December graduation.
25
4.5.2
Student Assessment and Program Effectiveness
The ABSN program at Duke University School of Nursing works to facilitate the success of its students for
entry into professional nursing practice. As part of this process, the ABSN program utilizes a series of
content specific exams and final comprehensive predictor examinations to determine mastery of concepts
and readiness for the national licensure examination. All ABSN students are required to participate in
this designated assessment and remediation program. The program involves assessment of nursing
knowledge after core nursing courses and comprehensive diagnostic predictor examinations that are
administered in the final semester. The majority of the testing is administered in a computerized format.
During the last semester of the ABSN program, students who do not achieve the program’s established
benchmark of minimal mastery are required to participate in a remediation program. The Director of
the ABSN Program is responsible for monitoring student progress and working with the student, the
student’s faculty advisor and program faculty to facilitate remediation and assess outcomes.
All ABSN students are required to complete an NCLEX-RN review course prior to graduation. This
review
course will be organized by the ABSN program and is usually delivered the week prior to
graduation. If a
student does not participate in this program, he/she will need to meet with the ABSN
Program Director
to establish a plan to complete an approved similar program.
4.5.3
Graduation and NCLEX-RN Testing
Recognition as a graduate of Duke University is official when the Duke University Board of Trustees meets,
reviews, and accepts all graduates as proposed by the Dean of each school of the University. Official
transcripts indicating date of graduation and program completion are not issued until the Board of
Trustees confers approval of degrees which can delay eligibility for licensure in some jurisdictions.
After the completion of the ABSN program, students are eligible to apply for licensure by examination
with a Board of Nursing. A letter of certification of curriculum completion from the Director of the ABSN
Program and an official transcript showing completion of all courses is sufficient documentation to apply
for nursing licensure via examination in some states and U.S. territories. However, some states require
documentation of graduation prior to testing. In such cases, please know an official transcript reflecting
graduation, may not be available until one to two months following program completion.
It is strongly recommended that the NCLEX-RN Licensing Examination be completed within three months
of graduation.
4.6
Graduate Recognition and Commencement
4.6.1
School of Nursing Hooding and Recognition Ceremonies
Each May and December, the School of Nursing hosts a Hooding and Recognition Ceremony for its
graduates to recognize and celebrate their accomplishments. All graduates are encouraged to attend
this ceremony. December graduates participate in the December ceremony, and ABSN May graduates
participate in the May ceremony. September graduates may participate in either the May or December
ceremony.
School of Nursing graduates can find additional information about the School of Nursing Hooding and
Recognition Ceremony on the School of Nursing graduation website.
4.6.2
Duke University Commencement Exercises
Duke University conducts one commencement ceremony annually. The Duke University Commencement
Exercises for all graduates are held at Wallace Wade Stadium on the second Sunday in May. Infor-
mation about
the Duke University Commencement Exercises and a full list of graduation weekend events
are posted
each year at the Duke University Commencement website.
The Duke University Commencement Exercises represent the only opportunity for degree candidates
to
participate in an official University graduation ceremony. Particularly among students who are studying
26
for professional or graduate degrees, the actual completion date of the required curriculum does
not
always correspond with the completion of the spring semester. The following criteria apply to
graduating
students:
Graduates may participate in only one University graduation ceremony.
Students who complete all program requirements by the conclusion of the spring semester (May
graduates) are
eligible to participate in the University Commencement Exercises.
Students who have not completed all program requirements by the conclusion of the spring semester
may
participate in the University Commencement Exercises only if they complete all program
requirements by
the conclusion of the summer semester. The names of these September graduates
will be printed in the
program of the Duke University School of Nursing May Hooding and Recognition
Ceremony, but will not be
included in the program of the main Duke University Commencement
Exercises. The names of September
graduates will be printed in the program of the Duke University
Commencement Exercises for the following
May.
Students whose degree requirements will be completed following the summer semester will not be
eligible
to participate in the University Commencement Exercises until the following year.
4.6.3
Diplomas
Students who complete degree requirements at the end of the spring term receive degrees dated May
(diplo-
mas mailed in mid-May). Students who complete degree requirements at the end of the summer
term receive
degrees dated September (diplomas mailed in mid- to late September), and those who
complete degree
requirements at the end of the fall term receive degrees dated December (diplomas
mailed in mid to late
January. Diplomas are mailed to all graduates to the address on record.
5.
N
on-Academic Policies and Procedures
5.1
Duke Health – No Smoking Policy
Duke Health is an advocate for a healthy environment by creating a workplace free of tobacco use and
sup-
porting tobacco users who wish to quit by offering tobacco cessation assistance. Research shows that
secondhand
smoke is a significant source of disease even when the exposure occurs outdoors. All Duke Health
sites (that are solely
owned or leased by Duke Health) are 100% tobacco-free. This includes the Duke
University School of Nursing.
No tobacco use is allowed within Duke Health buildings or on grounds,
sidewalks, streets, parking garages and
or areas maintained by Duke Health. This policy applies to all
individuals working, visiting, receiving medical care,
or for educational purposes within the boundaries of
Duke Health properties, including vendors and contractors.
Duke University Health System’s policy on a tobacco-free environmental specifies that enforcement of the
policy rests with the appropriate academic administrative leader (program director, associate dean). When
students observe violations of the policy, they should remind their fellow students of the policy and ask
them to extinguish the cigarette/cigar/pipe or vaping material. If a student continues to violate the policy,
the location and time of the violation can be reported by contacting the appropriate academic adminis-
trative leader. Violation patterns will be assessed and appropriate action initiated.
5.2
Alcohol / Drug Policy
Duke University’s alcohol policy encourages students to make responsible decisions about the use of
alcoholic
beverages and promotes safe, legal, and healthy patterns of social interaction. Duke recognizes
its students to be
responsible adults and believes that students should behave in a manner that is not
disruptive or endangering
to themselves or others and is in compliance with state and local laws regarding
the possession, consumption, sale,
and delivery of alcohol.
27
Duke University prohibits members of its community to manufacture, sell, deliver, possess, use, or be
under
the influence of a controlled substance without legal authorization. A controlled substance includes
any drug,
substance or immediate precursor covered under the North Carolina Controlled Substances Act,
including but not
limited to opiates, barbiturates, amphetamines, marijuana, and hallucinogens.
The possession of drug paraphernalia is also prohibited under North Carolina state law and university
policy.
Drug paraphernalia includes all equipment, products and material of any kind that are used to
facilitate, or
intended or designed to facilitate, violations of the North Carolina Controlled Substances Act.
In addition to current matriculation processes, i.e., criminal background checks, satisfactory completion of all
aca-
demic requirements as documented by final official transcripts, Duke University School of Nursing
requires drug
testing of all entering nursing school students at the time of matriculation.
Consistent with existing state and federal laws and other applicable University and Duke Health or
other
training site policies and procedures, diversion of controlled substance, record falsification, theft of
controlled
substances, and drug substitution are prohibited and shall result in corrective action up to and
including academic
dismissal. Cases of confirmed diversion will be reported to appropriate agencies,
including but not limited to state
boards of nursing and the Drug Enforcement Agency (DEA).
5.3
Student Disability Access Office: Reasonable Accommodation Process
Students who wish to be considered for reasonable accommodations at Duke University must self-identify to
the Dis-
ability Management System–Student Disability Access Office (SDAO).
Students who are entering Duke University for the first time will receive a letter from the Graduate or
Professional School to which they have applied containing procedures for receiving consideration for
reasonable
accommodations at Duke University and a Request for Consideration for Reasonable Accommodations form. The
letter also contains information regarding documentation requirements and
documentation guidelines.
Students currently enrolled at Duke University who want information about receiving consideration for
rea-
sonable accommodations should contact the Student Disability Access Office at (919) 668-6213 for
information.
Information about reasonable accommodation is available at the Duke Disability Management System
website,
which serves as a central source for disability-related information,
procedures, resources, and services.
5.4
The Duke University Office of Institutional Equity
Under the auspices of the President, the Office for Institutional Equity provides institutional leadership in
en-
hancing respectful, diverse and inclusive work and learning environments for the Duke Community.
We
provide a range of services that uphold values of equity and diversity, as well as support compliance
efforts in
the areas of equal opportunity, affirmative action and harassment prevention.
5.5
Duke University Non-Discrimination Statement
Duke University is committed to encouraging and sustaining a learning and work community that is free from
pro-
hibited discrimination and harassment. The university prohibits discrimination on the basis of race,
color,
religion, national origin, disability, veteran status, sexual orientation, gender identity, sex, genetic
information,
or age in the administration of its educational policies, admission policies, financial aid,
employment, or any
other university program or activity. The university also makes good faith efforts
to recruit, employ and
promote qualified minorities, women, individuals with disabilities, and veterans.
It admits qualified students to
all the rights, privileges, programs, and activities generally accorded or
made available to students.
Duke University does not tolerate discrimination or harassment of any kind. Duke University has designated the
Vice President for Institutional Equity as the individual responsible for the coordination and administration of its non-
discrimination and harassment policies generally. The Office for Institutional Equity is located in Smith Warehouse, 114
S. Buchanan Blvd., Bay 8, Durham, NC 27708, (919) 684-8222, oie-[email protected]. Sexual harassment and sexual mis-
conduct are forms of sex discrimination and prohibited by the university. Duke University has designated Jayne
Grandes as its director of Title IX compliance and Age Discrimination Act coordinator. She is also with the Office for
Institutional Equity and can be contacted at (919) 660-5766 or jayne.gr[email protected].
28
Questions or comments about discrimination, harassment, domestic violence, dating violence, and stalking can be di-
rected to the Office for Institutional Equity, (919) 684-8222. Additional information, including the complete text of the
discrimination grievance procedure and the harassment policy and appropriate complaint procedures, may be found
by contacting the Office for Institutional Equity or visiting its website at https://oie.duke.edu/. Questions or comments
about sex-based and sexual harassment and misconduct, domestic violence, dating violence, and stalking committed
by a student may also be directed to Victoria Krebs, Associate Dean of Students in the Office of Student Conduct, at
(919) 684-7336 or victoria.krebs@duke.edu. Additional information, including the complete text of the policy and com-
plaint procedure for such misconduct, may be found at https://studentaffairs.duke.edu/conduct/z-policies/student-
sexual-misconduct-policy-dukes-commitment-title-ix.
5.6
Communication between Duke University and Students
Electronic mail (e-mail) is the official medium by which Duke University communicates policies, procedures,
and
items related to course work or degree requirements to students enrolled at the university. All students
matricu-
lated at the School of Nursing are assigned a Duke University e-mail account upon acceptance
of an offer of
admission. It is the student’s responsibility to check this e-mail account regularly and to
respond promptly to
requests made by e-mail. No other e-mail account may be used for official
communication with the school.
5.7
Use of Social Media
The Duke University School of Nursing (DUSON) recognizes and supports the professional use of social media
by
students and employees. In using social media, users have an obligation to conduct themselves in
accordance with
all clinical institutional social media policies, Duke University Community Standards and the
DUSON Personal Integ-
rity Policy and Guidelines.
Social Media Defined:
Social media is broadly defined and consists of any online platform used as a mechanism for communication.
Social
media is most often an Internet-based application that allows for the creation and exchange of user-
generated
content. Examples of social media include but are not limited to social networking sites (e.g.,
Facebook, LinkedIn,
Instagram, Snapchat, Pinterest, Flickr), microblogs (e.g., Twitter, Tumblr), user-created
webpages (e.g., Wiki,
Wikipedia), company and personal blogs (e.g., Wordpress), forums and discussions
boards (e.g., Google Groups,
Yahoo! Groups, ALLnurses.com), content communities (e.g., YouTube), and audio-
sharing (e.g., podcasts).
While new technologies create new opportunities for communication and collaboration, they also create
vulner-
abilities for individuals and institutions, especially those involved in the healthcare environment. The
purpose of
this policy is to promote the safety and privacy of students, faculty, staff, patients and their families,
and visitors
through the protection of sensitive and confidential information. DUSON recognizes and supports
professional use
of social media, and recognizes that the workforce participates in social media for personal
use. This policy covers
the use of social media and internet activities that associate the DUSON community with
all institutions who support
DUSON through clinical placements. Since social media often spans traditional
boundaries between professional
and personal relationships, additional vigilance is required to ensure that one
is protecting personal, professional, and
university reputations.
All members of the DUSON community are expected to observe professional standards for communication in
all
interactions and exercise wisdom and caution in using social media. Once posted online, the content leaves
the con-
tributing individual’s control forever and may be traced back to the individual in perpetuity. Bear in
mind that
people have been denied employment because of information posted on social networking sites.
The following
guidelines apply to the DUSON community who identify themselves as part of DUSON on
professional and
personal social media sites:
•
Protect confidential and sensitive information. Do not post confidential information about the
univer-
sity, staff, students, clinical facilities, patients or others with whom one has contact in the role
as affiliated
with DUSON.
•
Students and faculty/clinical instructors in clinical settings should familiarize themselves with the
social
media policies of those agencies.
•
Students will not initiate or accept friend requests (or the like) from patients or patient families
except
in unusual circumstances except when there is as established relationship prior to the date of
treatment.
•
Students will not participate in online conversations with patients, patients’ families, and others
regard-
ing patient information.
29
•
Activities that occur during clinical experiences will not be shared through social media. Sharing
infor-
mation includes, but is not limited, to posting pictures of patients, families, patient records,
healthcare
workers, interiors of clinical sites, faculty, fellow students, etc.
•
Adhere to copyright laws and intellectual property rights of others and of the university.
•
DUSON or Duke logos or graphics/images are not to be used on personal social media sites or to
pro-
mote/endorse a product, cause, political party or candidate.
•
Personal phone conversations, texting, or use of social media is not allowed at any time while in
pa-
tient/client areas or in the classroom.
•
Recording or videotaping of professors, students, staff, or educational activities for personal or
social
media use is prohibited unless the individual(s) involved grant permission for such taping.
Consequences:
DUSON will investigate and adjudicate potential violations of this policy under DUSON complaint resolution
pro-
cedures. Consequences for failure to abide by any component of this policy may result in disciplinary
action, in-
cluding but not limited to formal reprimand, suspension, course and/or clinical failure, or dismissal
from the pro-
gram based on the type and seriousness of the violation.
DUSON may have mandatory reporting obligations to licensing and credentialing bodies. Breaches of the
social
media policy may be submitted to the North Carolina Board of Nursing, which may affect licensure or
eligibility
for licensure.
Students should also be aware of the social media policies of non-Duke facilities and adhere to
these.
Breach of these policies m
ay result in additional penalties from the facility.
Duke University Health System’s Social Media Policy and Glossary, with link to FAQs
https://egrc.duhs.duke.edu/default.aspx?requestUrl=..%2fGenericContent%2fRecord.aspx%3fid%3d205922
%26moduleId%3d65
Additional Resources:
The American Nurses Association’s Social Networking Principles Toolkit (consult the ANA website)
6.
Resources – Duke University School of Nursing
6.1
Offices of Admissions and Student Services
The mission of the Offices of Admissions and Student Services (OASS) are to provide a system of continuous
support
that follows the student from prospect to graduation in an effort to enhance student success and
attainment of
educational goals. OASS is a customer-focused support unit that strives to provide
comprehensive service to
students by combining advanced technological resources and a team of highly
trained and student-focused
professionals. The unit has responsibility and oversight of the following areas:
prospective student recruitment,
admissions, career services, data management, student compliance, and
registration services. Descriptions of the
key services offered are as follows:
•
Prospective Student Services. The Office of Admissions and Student Services provides frequent
services
to students interested in exploring enrollment at the school. The office supports
prospects by providing
venues to ask and receive information through our online resources,
webinars, presence at out-of-
state recruitment events, and on-campus events.
•
Admission Services. The School of Nursing admissions officers are available to assist students in
access-
ing and submitting the application for admission. The staff are available as well to guide
students
through the process, provide transcript evaluations, and general information about the selection process.
•
Student Services. The office is responsible for providing operational support to students by
helping
to facilitate ID badge issuance, on-campus lockers and mailboxes for students who qualify.
Additionally,
current ABSN, MSN and DNP communications are primarily monitored and
maintained by this office.
•
Career Services. This unit is committed to equipping students with the necessary skills, tools, and
knowledge to succeed throughout their nursing careers. Services include resume and cover letter
evalu-
ation, interview preparation, and assistance with conducting an effective job search.
Selected workshops
in areas of career development are provided for all students throughout the
academic year.
30
•
Academic Advising. This unit provides technical support to all DUSON students that are
required
to submit a Long Range Matriculation Plan.
•
Compliance Services. All students at the School of Nursing are required and expected to meet all
health
and safety regulations as directed by law, the university, and the health agencies in which
our students
work. This unit oversees the collection, monitoring, and reporting of compliance-related items necessary
to be an enrolled student at the Duke University School of Nursing.
•
Data Management. The primary goal of this unit is to monitor, control, and evaluate data entry
pro-
cesses and maximize efforts to reduce data errors and redundancy.
•
Registration Services. The goal of this unit is to provide a seamless academic experience for DUSON’s
diverse
body of students, faculty, and staff by establishing, maintaining, and constantly improving the
processes and
practices that revolve around student records, graduation, and related administrative
services.
6.2
Center for Nursing Research
As of January 2019, the Duke University School of Nursing ranked eighth among US nursing schools in the
amount
of funding received from the National Institutes of Health.
Critical to this achievement is the Center for Nursing Research which is dedicated to providing resources
that
faculty, students and Duke University Health System practicing nurses and researchers need to advance
nursing and
interdisciplinary science. A diverse community of scholars and clinicians, along with skilled staff
support research,
the CNR also educates and supports the next generation of research leaders in nursing. The CNR consists
of the fol-
lowing four cores that conduct the work needed to support faculty:
•
Faculty Science Core: Responsible for research faculty mentoring and development. Home of the
ADAPT
Center and the International Research Program.
•
Research Design and Statistics Core: Responsible for statistical support for DUSON’s research
through
collaborating and consulting activities with faculty members, postdocs, and graduate
students. Con-
duct methodological studies applicable to social, behavioral and healthcare
research. Home to the
Statistics Laboratory.
•
Pre-Award Liaison Services Core: Responsible for oversight of grant preparation and submission
pro-
cess.
•
Research Oversight and Compliance Core: Responsible for reviewing new protocols and Research
Data
Security Plans. Provide assistance with study implementation, including compliance
education. Home
to the IRB Preparation Laboratory.
•
The CNR focuses on four key areas that concentrate on optimizing health across the spectrum,
from
discovery to translation. These research areas of excellence are:
•
Clinical Innovation: Advancing approaches using ideas, processes, products, procedures or
inter-
ventions and health system changes to benefit the health of individuals, groups and
populations.
•
Population Health: Improving health outcomes of groups of individuals,
including families and com-
munities and reducing health disparities within and between groups.
•
Precision Health: Customizing evidence-based approaches to health that incorporates genomics,
environment and lifestyle.
•
Methods and Analytics: Optimizing the use of cutting-edge and underutilized approaches to study
design
and analytics.
• CNR researchers are leaders in nursing science in several key areas. For example, faculty are on the
cutting
edge of utilizing mHealth applications and virtual environments to explore chronic disease
management,
and utilizing biomarkers and genetics to determine risk patterns and outcome
trajectories. Research-
ers are also advancing cognitive and affective symptom science in chronic
illness in order to empower
patients and their caregivers to achieve optimal management of
symptoms and enhance quality of life.
Researchers in statistics are utilizing visualization techniques
to analyze large and complex data sets.
6.3
Office of Global and Community Health Initiatives (OGACHI)
As the Duke University School of Nursing (DUSON) continues to build upon a legacy of leadership in
nursing education, research and clinical practice, we expand our vision to include bi-directional
global activities that not only amplify the School’s mission but also positively impact nursing and
health care delivery worldwide. The Office of Global and Community Health Initiatives (OGACHI)
31
was established in 2006 to manage and promote local, regional and international activities for the
School of Nursing. We take DUSON to the world and bring the world to DUSON in the following
ways:
• Facilitate bi-directional partnerships and linkages
• Host visiting scholars, faculty, delegations and dignitaries
• Support faculty scholarship and global research
• Coordinate short-term global clinical/cultural immersion experiences for all levels of students
• Expand understanding of global health topics through our annual global health lecture and
symposium, and visiting scholar colloquia
Local Activities. The DUSON Community Health Improvement Partnership Program (D-CHIPP) is working to
im-
prove health outcomes through strategic partnerships and research to develop and support programs
and
policies that will promote a healthy productive life for all who live in our community. D-CHIPP was
established
in 2017 out of DUSON’s strategic plan, with the goal to advance health through community
partnerships. ABSN
students conduct clinical placement experiences with a variety of community partners
including the Durham
Housing Authority, Urban Ministries of Durham, El Centro Hispano, and Families
Moving Forward. Coming
soon, DUSON students will have the opportunity to affiliate with D-CHIPP, which
will provide additional opportu-
nities to gain experience in community health. The Office of Global and
Community Health Initiatives offers
assistance to academic programs in community health activities. For
example, in collaboration with the ABSN
program, the OGACHI supports local site development and
activities including community sites orientations
and service experiences within Durham County with
established community partners such as: Durham Rescue
Mission, El Centro Hispano, Lincoln Community
Health Center, CAARE, Church World Services, and Families Mov-
ing Forward.
Global Clinical Immersion Experience Clinical Placements. The Office of Global and Community Health
Initia-
tives facilitates global clinical immersion experiences with global partners for all levels of DUSON
students.
Local and international placements at established partner sites offer students unique opportunities
to develop cross-
cultural sensitivity while expanding their understanding about community needs and the
roles and responsibilities
of nurses while fulfilling some clinical residency and/or elective curriculum
requirements. Program locations for
international experiences may vary from year to year. The cost of
international clinical experiences is the respon-
sibility of the student. Program fees range in price from $3,000-
$4,750 and do not include out-of-pocket expenses (estimated $150-$500 depending upon site). More detailed
infor-
mation regarding student global clinical immersion experiences is available on the OGACHI web pages
.
6.4
Center for Nursing Discovery (CND)
Using a student-centered approach, the Center for Nursing Discovery (CND) provides a variety of avenues
of
instructional methodology, including simulation using high fidelity (lifelike) adult and pediatric
mannequins,
role-playing, self-instruction, faculty-assisted instruction, procedural task trainers to develop
specific hands-on
skills, standardized patients (trained actors), and the use of innovative, state-of-the-art
multimedia. Students
can select various learning methods based on their individual learning styles to
broaden assessment, commu-
nication, psychomotor, and cognitive skills within a safe environment. Practice
in the CND, along with their clinical
experiences, helps students move toward development of their own
evidence-based nursing practice, achieving
the ultimate goal of becoming clinical leaders in providing safe,
effective, and excellent patient care.
The CND facilities support learning by providing simulated experiences in nursing practice and decision making
for
students in the Duke University School of Nursing ABSN and MSN Programs and for nurse anesthesia
students.
CND facilities are also available to support interdisciplinary team training with Duke medical,
physical therapy,
and physician assistant students and other educational initiatives in the larger community.
A more complete de-
scription of the CND facilities may be found on the School of Nursing website.
6.5
Sigma Theta Tau- Duke Beta Epsilon Chapter
The Sigma Theta Tau International Honor Society of Nursing is the only international honor society for nursing
and is
a member of the Association of College Honor Societies. The society recognizes achievement of superior
quality, fos-
ters high professional standards, encourages creative work, recognizes the development of
leadership qualities,
32
and strengthens the individual’s commitment to the ideals and purposes of professional
nursing. Sigma Theta Tau is
a scholarly professional organization that promotes the best in nursing.
The first chapter was established in 1922. by six nursing students at Indiana University. The founders chose
the name
from the initials of the Greek words “Storge”, “Tharsos,” and “Time” meaning, “love”, “courage,”
and “honor.” The
society recognizes achievement of superior quality, fosters high professional standards,
encourages creative work,
recognizes the development of leadership qualities, and strengthens the
individual’s commitment to the ideals and
purposes of professional nursing. Sigma Theta Tau is a scholarly professional organization that promotes the best in
nursing. DUSON students meeting Sigma Theta Tau membership criteria are eligible for induction into the Duke Beta Ep-
silon Chapter. Eligible students receive invitations to join the chapter. A formal induction ceremony is held twice
a year.
6.6
Duke University School of Nursing Student Ambassadors
The Student Ambassador program is a leadership opportunity for students who are dedicated to serving and
rep-
resenting the School of Nursing. Student Ambassadors provide campus tours, peer guidance and
mentoring to
prospective students, serve as orientation leaders and perform duties at various campus
events. Student Ambas-
sadors demonstrate a high level of School pride and exceptional service at all times.
Students who are interested
in participating are encouraged to contact Student Services at
SONStudentSer[email protected] or 919-684-
4248.
6.7
Duke University School of Nursing Student Council
The Duke University School of Nursing Student Council is the governing body for all students in the school,
and is
composed of elected officers and class representatives. Its sole purpose is to serve the students’
educational
and professional needs and provide a formal structure for student participation in a wide variety
of events within
the school. Activities include submitting information to the student listserv covering local
events and opportunities
of interest to students, cosponsoring events at Duke with other organizations, (i.e.,
Duke University and Duke
Health organizations, the local chapter of Sigma Theta Tau, and the Duke
University School of Nursing
Alumni Association). The Student Council enhances students’ educational
experience by increasing awareness
of resources and student services, encouraging student involvement in
DUSON activities, and sponsoring events
throughout the school year, including alumni and student socials,
service projects, and career planning events.
6.8
American Assembly for Men in Nursing
‒
Duke Chapter
The Duke Chapter of the American Assembly for Men in Nursing (DAAMN) is an assembly of nurses and
affiliates
within the Duke University Health System (DUHS) who are interested in increasing the visibility and
inclusion of men
in nursing. DAAMN supports the mission of the American Assembly for Men in Nursing
(AAMN) to influence
policy, research and education about men in nursing. Objectives include creating a
network of people who desire
to further the participation of men in all aspects of professional nursing practice
within and beyond DUHS; providing
formal and informal networking, mentorship and leadership
opportunities, and supporting professional growth
of men who are nursing students and licensed nurses; and
serving as role models of professional nursing through
community outreach and service. Membership is open
to Registered Nurses, Licensed Practical/Vocational Nurses,
entry-level nursing students, and affiliates.
Membership is unrestricted by consideration of age, color, creed,
handicap, sexual orientation, lifestyle,
nationality, race, religion, or gender.
6.9
Duke Emergency Nursing Students
The mission of Duke Emergency Nursing Students (DENS) is to function as a specialty nursing club for
professional nursing students committed to advancing their knowledge of emergency nursing to best
advocate
for safety, philanthropy and education for the community of Durham in preparation to provide
emergency
nursing care.
6.10
Duke Nursing Students without Borders
The mission of the Duke Nursing Students without Borders (NSWB) organization is to promote health empowerment
33
through volunteer efforts in education, hands-on patient care, building networks to access health care
re-
sources as well as distributing collected materials to local, regional and international communities. In
addition,
by creating opportunities to give, learn and connect, Nursing Students without Borders aims to
expand the
perspectives and experiences of current nursing students and alumni.
6.11
DUSON Spectrum
The mission of Spectrum is to assist the Duke University School of Nursing in enhancing the quality of life for
people of all cultures, economic levels and geographic locations. This organization is committed to the advancement
of the health of lesbian, gay, bisexual, transgender and other individuals of minority status
through the practice
of nursing advocacy. DUSON Spectrum will encourage its members to be socially-aware,
active, and responsible
Duke citizens who reflect the DUSON Spectrum mission proudly in their nursing
practice.
6.12
Fusion: Multicultural Nursing Student Association
The mission of Fusion: Multicultural Nursing Student Association is to represent diversity within DUSON for
stu-
dents from diverse, ethnic and racial backgrounds to come together as learners and leaders towards a
more
multicultural and rich nursing workforce. Fusion will encourage its members to be socially-aware, active,
and respon-
sible Duke citizens who reflect the Fusion mission proudly in their nursing practice.
6.13
National Student Nurses Association
‒
Duke Chapter
The Duke University School of Nursing Student Nurses Association (DUSON SNA) is the Duke chapter of the
Na-
tional Student Nurses Association and the North Carolina Association of Nursing Students. The organization
serves
several purposes: assumes responsibility for contributing to nursing education in order to provide for
the highest
quality of health care; provides programs representative of fundamental interests and concerns
to nursing stu-
dents; and aids in the development of the whole person, his/her professional role, and his/her
responsibility for
health care of people in all walks of life. The functions of the DUSON SNA include: providing
direct input into stand-
ards of nursing education and influencing the education process; influencing health
care, nursing education and
practice through legislative activities as appropriate; and representing nursing
students to the consumer, to
institutions, and other organizations. The organization also promotes and
encourages student participation in
community affairs and activities towards health care and the resolution
of related social issues and in interdiscipli-
nary activities; recruitment efforts, participation in student activities,
and educational opportunities regardless of a
person’s race, color, creed, sex, lifestyle, national origin, age, or
economic status; and collaborative relationships
with nursing and health related organizations
.
6.14
Nightingales
DUSON's student-directed acappella group, the Nightingales, includes students, faculty, and staff who love
to sing
and have fun together. Music is great self-care for those singing and hearing it, so we love to be able
to use our
gifts outside the classroom / lab / clinic / office to bring joy to ourselves and others.
6.15
Nurses Christian Fellowship
Nurses Christian Fellowship is intended to be an interdenominational Christian fellowship organization for
nursing
students at all levels. We intend to meet regularly for Bible study, fellowship, and prayer, as well as
hold monthly
events, such as service oriented activities in the community, on-campus guest speakers, social
gatherings, church
events, etc. Our general aim is to create a Christian community of nurses, develop ongoing
friendships, and to share
ideas about how our Christian values impact our role as developing nurses
.
6.16
Active Minds: Nurses for Mental Health Awareness
Active Minds is an organization leading change within the world at large, and now within the medical world,
by
pushing forward a movement that reaches more than 400 schools serving more than 5.1 million students
in 50
states and 17 countries with suicide prevention training and mental health education.
34
6.17
Nature vs. Nurses
The mission of Nature vs. Nurses is to promote self-care and environmental awareness within the
DUSON
community by participating in organized outdoor activities, fostering a sense of connection to the
surrounding
community.
6.18
Women's Health Organization
A specialty-nursing club for professional nursing students committed to advancing their knowledge of
wom-
en's health, believing that preventative and educational care is essential to lifelong health and that all
women
deserve excellent care.
6.19
Neonatal and Pediatric Students
The Neonatal and Pediatric Students are a group of ABSN students interested in pursuing and learning about
the
nursing field of pediatrics. We provide educational sessions, community outreach, and cross-cohort
support
to students wanting to precept and/or work as a nurse in pediatrics.
7.
Resources – Duke University
7.1
Duke Student Health
Duke Student Health provides a variety of student healthcare services (including general medical care, allergy
and
travel clinics, some laboratory services, basic nutrition counseling, and physical therapy) at the Duke
Student
Health Center. Medical Services are provided by board-certified faculty physicians, physician
assistants, nurse
practitioners, and resident physicians under faculty supervision.
The Duke Student Health Center is located in the Student Wellness Center, 305 Towerview Drive. Hours of
opera-
tion are listed online
. The Duke Student Health Center is not a "walk-in clinic"; students are seen by
appointment.
Appointments may be scheduled via phone at 919-681-9355 or online through the Duke
MyChart patient portal.
Many but not all services provided by the Duke Student Health Center are covered by the Student Health Fee.
Infor-
mation about covered and non-covered services is available online; this information may be subject to
change over
time. Students who are not sure whether a service is covered should ask the staff at the Duke
Student Health Center
before receiving the service.
7.2
Student Mental Health Services
The Duke University School of Nursing is committed to assisting in the care and well-being of our students at
all
points of their educational careers. As part of the University community, the School of Nursing works
closely
with Duke Counseling and Psychological Services
(CAPS) to ensure that assistance can be provided to
any student
with personal or emotional concerns. CAPS provides a confidential, coordinated, and
comprehensive range of
counseling and psychological services to meet the unique needs of individual
students.
Services include confidential assessment and brief counseling/psychotherapy regarding personal concerns
abet
family, social, academic, and sexual matters. The professional staff is composed of psychologists, clinical
social work-
ers, and psychiatrists. Individual, couples, and group counseling may be utilized in helping students
resolve their con-
cerns once the student and staff member have identified together the most helpful
alternative. CAPS services
are available to all undergraduate, graduate, professional, and allied health
students who pay the Student Health
fee. There are no additional costs for these services. Students can make
an appointment by calling (919) 660-1000.
7.3
Safety
Duke University has a continuing commitment to provide a safe environment for all members of the University
com-
munity. The University’s lighting system, including special blue lights to identify emergency telephones,
police
patrols, the Security Alert Network on the campus and medical center, van services, and automatic
door locking
devices are some of the measures taken to ensure safety. Duke University alone cannot
guarantee the personal
safety of each person who works or studies on campus. Safety is a community issue
that can be addressed only
35
through the active participation of every member of the Duke community. Each
person must help achieve this
objective by taking all appropriate precautions. Safety-related information and
services are listed below.
7.3.1
Duke University Police
The Duke University Police Department (located at 502 Oregon St.) provides 24-hour law enforcement and
secu-
rity services to Duke’s academic campus and health system, as well as off-campus areas.
•
If a crime is in progress or if you have an emergency to report, dial 911.
•
For non-emergencies, call (919) 684-2444.
7.3.2
Sexual Assault Support Services
For students (male or female) who have experienced sexual assault or gender violence, sexual assault support
ser-
vices including one-on-one counseling and advocacy are available through the Women’s Center.
For crisis support:
•
During working hours (Monday-Friday, 9:00 to 5:00), call (919) 684-3897.
•
After hours or on weekends, call (919) 970-2108.
•
In an emergency situation, any student who feels that she or he is in danger should dial 911 or Duke Police at
(919)-684-2444.
7.4
Duke University Student Affairs
The Duke University Division of Student Affairs includes a number of departments which support and enrich
the
educational experience of students at Duke University:
•
The Center for Sexual and Gender Diversity provides education, advocacy, support, and space for
lesbian,
gay, bisexual, pansexual, transgender, transsexual, intersex, questioning, queer, and allied
students, staff,
and faculty at Duke. The Center for Sexual and Gender Diversity also serves and
supports Duke alumni/ae
and the greater LGBTQ community.
•
The Center for Multicultural Affairs empowers students and their organizations to create a vibrant
and
inclusive multicultural student community. CMA promotes community engagement, multicultural
education,
and leadership development through its programs and services.
•
The International House (Ihouse) mission is to provide educational services and advocacy to the
inter-
national population at Duke as well as outreach to the Durham community. The International
House
offers extensive cross-cultural programming and information to enhance the global mission of
the university.
•
Jewish Life at Duke is comprised of the Freeman Center for Jewish Life and the Rubenstein-Silvers
Hillel.
The Freeman Center provides a home for Jewish life on campus while the Rubenstein-Silvers
Hillel provides
exciting and innovative programming throughout the Duke community. The
combination works to foster
and enrich Jewish life through social, educational, religious, and cultural
activities.
•
Muslim Life at Duke is committed to enriching the lives of Muslim students and the whole campus
through
events and activities that cater to the spiritual, social, and intellectual needs of Duke students.
•
The Mary Lou Williams Center for Black Culture strives to promote racial understanding, build
com-
munity, and foster an appreciation for and increase knowledge of black people, black history,
black
culture, and the vast contributions of people of the African Diaspora.
•
The Duke University Women’s Center works to improve the status of women in higher education
at Duke. By educating the university community about gender-related issues, addressing matters
of particular concern to women, and promoting a campus climate that is safe, healthy, and re-
spectful of all people, the Women’s Center enhances all students' academic experiences. In col-
laboration with student groups and faculty and staff colleagues, the Women's Center offers infor-
mation, advocacy, technical assistance, referrals, and programming on a variety of gender-related
issues, including safety, health, personal and professional development, sexuality, discrimination,
harassment, and sexual assault support services.
36
•
Graduates and Professional Student Council (GPSC)
The Graduate and Professional Student Council is the umbrella student government organization for Duke’s
nine
graduate and professional schools. GPSC represents and advocates on behalf of graduate and
professional
students; serves as a liaison between graduate and professional students and the University
Administration;
serves as a liaison among the student governments of the graduate and professional schools;
nominates graduate
and professional student representatives to University committees; programs events of
interest to the graduate
and professional student community; and provides financial support for
programming of graduate and pro-
fessional student groups. GPSC functions are accomplished mainly through
the General Assembly, in which rep-
resentation is allotted to each degree-granting program according to the
number of enrolled students. Repre-
sentatives of each program and officers of the council are selected
annually. School of Nursing students
participate actively in this organization.
Information about the GPSC is available from the Graduate and Professional Student Council
website.
Students interested in representing the School of Nursing should inquire through the DUSON Student
Government (Student Council) regarding election to GPSC.
7.5
The Libraries
The Duke University Library system, with more than seven million volumes, ranks among the top ten private
research
libraries in the United States. Its collections also include extensive holdings of serials, electronic
resources, digital
collections, and media, and more than fifteen million manuscripts. The system includes the
Perkins/Bostock main library
and the David M. Rubenstein Rare Book and Manuscript Library/University
Archives on West Campus; Lilly Library
(fine arts, philosophy, film and video, performing arts) and the Music
Library on East Campus; and the Pearse Memorial
Library at the Duke Marine Laboratory in Beaufort, North
Carolina. The Duke University Library system also includes
four independently administered libraries: the
Divinity School Library, the Ford Library at The Fuqua School of Business,
the Goodson Law School Library, and
the Duke University Medical Center Library. For more information about the re-
sources and hours of operation
of each of the libraries, visit the Duke University Libraries website.
7.5.1
The Duke University Medical Center Library (DUMCL)
Located adjacent to Duke Hospital in the Seeley G. Mud Building, DUMCL supports patient care, teaching, and
re-
search activities of the Duke University Medical Center by providing its users with consistent and efficient
access to
timely, relevant biomedical information. The DUMCL collection has approximately 183,500 volumes.
Users have ac-
cess to more than 4,300 biomedical electronic journal subscriptions, including more than 375
full-text online nursing
journals.
DUMCL maintains a robust online presence, thereby extending access to library resources and services
beyond
its physical location. The library also offers reference and educational services (consultations and
training in
database searching and information management), as well as a wide variety of tutorials and
Internet subject
guides on its website. The Duke University Medical Center Library website
provides access
to licensed and locally
created databases, electronic books and journals, and online learning and reference
tools. Databases include
PubMed, Ovid MEDLINE, CINAHL Plus with Full Text, Cochrane Library and the
Cochrane Database of Systematic
Reviews, EMBASE, PsycINFO, Web of Science, Nursing Consult, and many
others. The library website also includes
hundreds of free Internet resources organized into subject guides
that are searchable by keyword. Electronic
resource guides such as Nursing Tools provide quick and easy
access to important tools and evidence-based
practice information as well as other library services.
Interlibrary loan services fill requests for materials not avail-
able in the Duke Libraries or online, and books
and journal articles can be requested from libraries across the
state and the country. A desktop delivery
service provides digital copies of materials directly to the requester’s
workstation.
Medical Center Librarians provide in-depth consultations to faculty, staff, and students. These consultations
can
include individualized training in resources, identification of the best resources to meet the user’s need,
develop-
ment of effective search strategies, assistance with bibliographic software, and advice on other
information
management skills and resources. The Library staff also provides educational sessions customized
to the needs of
School of Nursing users.
37
Checking Out Books: You need a Duke ID card/badge or DukeCard with a valid bar code in order to check out
books.
Books in the Medical Center Library circulating collection may be borrowed for a four-week period
and renewed
twice, unless someone else has placed a hold on the item. Materials may be renewed online,
by phone, or in person at the Library. Refer to the Duke University Libraries website for additional information
about
borrowing privileges and other services.
8.
DUSON Student Services
8.1
Building Access
The Christine Siegler Pearson building is open from 6:30 am − 5:30 pm Monday-Friday. Students may use their
ID
badge to access the building after hours.
8.2
Student Identification Badges / Cards
Students enrolling for the first time are issued identification badges (Duke Card) that they should wear at all
times.
The card is a means of identification in clinical sites as well as for library privileges, athletic events, and
other Univer-
sity functions or services open to graduate students. The first card is issued free; replacement
cards cost $10 each.
The Medical Center Duke Card Office is located at 04230 Duke Clinics Building (adjacent
to the Medical Center
Bookstore). For more information, call the Medical Center Duke Card Office at (919)
684-2273 Monday-Friday
between 7:30 am-5:00 pm or consult the Duke Card
website.
ID badges must not be transferred or loaned to non-Duke students. Lost or stolen badges should be reported
imme-
diately to the Office of Admissions and Student Services. A replacement fee of $10.00 will be assessed
if a badge is
lost or stolen.
8.3
Parking
Students who are not Duke employees must use designated parking at the fee determined by the University.
Stu-
dents register for parking permits (and renew permits annually) online through the Permits
web page of
the Duke
University Parking and Transportation Services web site. Additional information is available through
the Parking and
Transportation Services web site or by calling the Parking and Transportation Services Office
at (919) 684-7275.
Office hours are Monday‒Friday 7:30 a.m.‒3 p.m.
8.4
ePrint
Duke’s ePrint print management system allows DUSON students to print directly from their own computers
to print
stations in the Pearson Building (currently located on the second floor) and elsewhere on campus. In
order to use
this system, students must download ePrint software (free from OIT) and install it on their
computers. (For
details, consult the OIT ePrint
webpage.) Students receive a printing allocation each semester
which supports black-
and-white laser printing through the ePrint quota system.
8.5
Name and Address Changes
To make name and other biographical information changes, follow the instructions from the Office of the
Duke
University Registrar. It is the student’s responsibility to assure that home and mailing addresses as well
as phone
numbers are updated as changes occur. This can be done in DukeHub.
After graduation, submit name and address changes to the School of Nursing and also to the Duke Alumni
Asso-
ciation, 614 Chapel Drive, Box 90572, Durham, NC 27708 (or send email to dukemag@duke.edu).
38
Appendix A.1
Personal Integrity Policy
for Duke University School of Nursing Students
Purpose:
The objective of the Personal Integrity Policy is to promote an environment in the Duke University
School
of Nursing of intellectual honesty, professionalism, trust, and integrity. It is intended to guide
the
professional behavior of School of Nursing students, and applies to all endeavors and conduct pertaining
to
nursing education and the nursing role. All students of the Duke University School of Nursing are
representatives of both the School and of the nursing profession, and are expected throughout their
student
careers to engage in appropriate interpersonal conduct, act ethically, take responsibility for their
own
actions, respect authority while taking appropriate instruction, comport themselves with civility, and
be self-
aware of their impact on all others in the DUSON community.
Policy:
By accepting admission into the Duke University School of Nursing, the student affirms the commitment to
uphold the values of:
•
the Duke Community Standard, and
•
the Duke University School of Nursing Personal Integrity Policy and Guidelines
Matriculation in the Duke University School of Nursing constitutes de facto acceptance of
the Duke
Community Standard and this Personal Integrity Policy and Guidelines and of the
policies and
procedures involved in administering them.
I.
TheDukeCommunityStandard
All members of the Duke University community are expected to uphold the Duke Community Standard,
which is stated below:
Duke University is a community dedicated to scholarship, leadership, and service and to the
principles of honesty, fairness, respect, and accountability. Citizens of this community commit
to
reflect upon and uphold these principles in all academic and nonacademic endeavors, and
to
protect and promote a culture of integrity.
To uphold the Duke Community Standard:
•
I will not lie, cheat, or steal in my academic endeavors;
•
I will conduct myself honorably in all my endeavors; and
•
I will act if the Standard is compromised.
Terms* used in the Duke Community Standard are defined as follows:
Lying
Lying is communicating untruths or misrepresentations. in order to gain an unfair academic or
employment advantage.
Cheating
Cheating is the act of wrongfully using or attempting to use unauthorized materials, information, study
aids, or the ideas or work of another in order to gain an unfair advantage. It includes, but is not limited
to:
•
giving unauthorized aid to another student or receiving unauthorized aid from another person on
tests, quizzes, assignments or examinations;
•
using or consulting unauthorized materials or using unauthorized equipment or devices on
tests, quizzes, assignments or examinations;
•
altering or falsifying any information on tests, quizzes, assignments or examinations;
•
using any material portion of a paper or project to fulfill the requirements of more than
one course unless the student has received prior faculty permission to do so;
•
working on any examination, test, quiz or assignment outside of the time constraints imposed;
•
submitting an altered examination or assignment to an instructor for regrading; or
•
failing to adhere to an instructor’s specific directions with respect to the terms of
academic integrity or academic honesty.
Plagiarism
§
Plagiarism occurs when a student, with intent to deceive or with reckless disregard for proper scholarly
procedures, presents any information, ideas or phrasing of another as if they were his/her own and/or
does not give appropriate credit to the original source. Proper scholarly procedures require that all
quoted material be identified by quotation marks or indentation on the page, and the source of
infor-
mation and ideas, if from another, must be identified and be attributed to that source. Students are
re-
sponsible for learning proper scholarly procedures.
Stealing
Stealing is the act of intentionally taking or appropriating the property of another, including academic
work, without consent or permission and with the intent to keep or use the property without the
permission of the owner or the rightful possessor.
* Adapted from The Duke Community Standard in Practice: A Guide for Undergraduates (Bulletin
of Duke
University 2008-2009), pp. 15-16.
§
Students should be aware that any assignment they submit for a course at DUSON may be subject to
review by plagiarism detection software.
II.
Personal Integrity Policy for Duke University School of Nursing Students
In all educational, clinical, and professional situations, Duke University School of Nursing students are
expected to conduct themselves in accordance with these principles:
•
Academic integrity,
•
Professional integrity, and
•
Respect for others
as set forth in the Duke University School of Nursing Personal Integrity Guidelines (see Appendix A.2).
Every new student enrolling in the Duke University School of Nursing will be provided a Personal Integrity
Policy Package that includes copies of:
•
the Duke Community Standard and Definitions, and
•
the Duke University School of Nursing Personal Integrity Policy and Guidelines.
All students will be expected to:
•
Read and review all documents included in the Personal Integrity Policy Package
•
Sign a pledge stating that they:
• Have received and reviewed the Personal Integrity Policy Package, and
• Agree to conduct themselves in accordance with the Duke Community Standard and the Personal
Integrity Policy and Guidelines for Duke University School of Nursing Students throughout their
careers as students at the Duke University School of Nursing.
Obligation to Report Violations of Academic Integrity
Students as well as faculty are expected to bring all cases of suspected academic dishonesty to the attention
of the appropriate School of Nursing authority. Because students should not accept the actions of fellow
students who lie, cheat, or steal, a student who has direct knowledge of a potential case of academic
dishonesty is required to:
1.
Provide a signed written statement of the observed behavior to the appropriate faculty
mem-
ber, faculty advisor, or Associate Dean for Academic Affairs as close to the event as possible,
and
2.
Provide the name or identity of the person(s) alleged to have committed the violation(s).
The observing student is encouraged first to confront the person(s) alleged to have committed the violation(s),
for at least two reasons:
1.
To correct any misassumption about the alleged act(s), and
2.
To let the accused student(s) know that the situation is being reported, so that the accused
student(s) might choose to self-report as well.
Appendix A.2
Duke University School of Nursing
Personal Integrity Guidelines
As a citizen of the DUSON community, each student is responsible for abiding by the principles of
academic
integrity, professional integrity, and respect for others throughout his/her tenure in the
School of Nursing.
The Duke University School of Nursing Personal Integrity Guidelines set forth specific standards of conduct that
provide a framework for applying each principle in the context of nursing education and the nursing role. These
Guidelines state the expectations of the School of Nursing with respect to some specific integrity issues that may
arise in the course of nursing education.
All DUSON students are expected to conduct themselves in accordance with these guidelines.
However, because no set of guidelines can anticipate all potential challenges to personal integrity students are also
expected to adhere to the principles of academic integrity, professional integrity, and respect for others in
all endeavors pertaining to nursing education and the nursing role.
A.
Academic Integrity
Every School of Nursing student is expected to demonstrate academic integrity, including (but not limited to) the
standards listed below:
•
Follow the specific directions of course instructors with respect to academic integrity and academic
honesty.
•
Understand and comply with correct procedures for citation and documentation of references and
assignment of credit in all written submissions (papers, research reports, or clinical reports), always
avoiding plagiarism.
•
Submit only one’s own work for course credit, and not the work of any other.
•
Complete all academic work independently unless the faculty member or other responsible authority has
expressly authorized collaboration with others, refraining from unauthorized collaboration on work that
is claimed to be one’s own.
•
Ask instructors for clarification if there is any question concerning the degree of collaboration permissible
on an assignment.
•
Give full credit and acknowledgement to all collaborators on projects and reports in which collaboration
is permitted.
•
Do not use a significant portion of any paper or project to fulfill the requirements of more than one
course, unless the student has received prior faculty permission to do so.
•
Observe the time constraints imposed on tests, quizzes, examinations, and assignments, and take them
when scheduled unless appropriately excused.
•
Do not use or consult unauthorized materials, equipment, or devices when taking tests, quizzes,
ex-
aminations, or other evaluative procedures.
•
Refuse to give unauthorized aid to other students or to receive unauthorized aid from other students
on tests, quizzes, examinations, or assignments. (Note: The term "assignment" is used for any work,
required or volunteered, submitted to a faculty member for review and/or academic credit.)
•
Refuse to take examinations or to complete assignments for any other person.
•
Respect the intellectual property and educational and research materials of others, recognizing that
depriving them of such property (by improperly denying access, damaging, or destroying such property
or materials) would result in unfair academic advantage.
•
Respect the intellectual property of course instructors and all creators of course content by complying
with principles of fair use and copyright law, and by avoiding unauthorized appropriation, reproduction,
or dissemination of course materials in any medium (print, audio, visual, multi-media, and online).
•
Use only one’s own access codes, passwords, login codes, keys, and facility access cards.
•
Never attempt to access academic or administrative files, research documents, or patient medical
records without authorization.
•
Never alter, falsify, or fabricate academic, research, clinical, or patient documents.
•
Be truthful in all applications for admission to academic programs, employment, and financial support
for education or research.
•
Honestly represent one’s own academic, clinical, and work credentials under all circumstances.
•
Refrain from all other behaviors that clearly compromise intellectual integrity and honesty.
•
Promptly report any suspected violations of academic integrity to the appropriate School of
Nursing authorities.
B.
Professional Integrity
Every School of Nursing student is expected to demonstrate professional integrity, including (but not limited
to) the standards listed below:
•
Treat patients, research participants, and family members with respect and dignity at all times, both
in their presence and in discussions about them with professional colleagues.
•
Protect the confidentiality of all personal health information, whether it is transmitted electronically,
on paper, or through verbal communication.
•
Always identify oneself as a student in clinical situations and avoid misrepresentation of licensure
and certification status.
•
Limit all clinical activities to the proper scope of nursing student practice, consulting with instructors
if there are any questions on this issue.
•
Recognize the limitations of one’s knowledge and skills in clinical situations, requesting supervision
or advice as needed.
•
Rigorously observe best practices in hygiene and safety in clinical practice.
•
Practice behaviors in the clinical setting that optimize the quality of patient care.
•
Recognize when one’s ability to function effectively and safely in a clinical or research environment is or
could be impaired (by exhaustion, illness, or any other factor), and notify a responsible person if
assistance is needed.
•
Do not compromise patient care or personal/professional interactions with members of the Duke
com-
munity or other professional colleagues through the use of alcohol or illegal substances.
•
Refrain from engaging in romantic, sexual, or other nonprofessional relationships with patients under
any circumstances.
C.
Respect for Others
Every School of Nursing student is expected to demonstrate respect for others, including (but not limited to)
the standards listed below:
•
Treat all persons with respect in accordance with Duke University policies of nondiscrimination and
non- harassment.
•
Demonstrate respect for patients with cultural backgrounds different from one's own.
•
Respect the rights of patients and research participants and their families to be informed about and
to participate in decision-making concerning their health care.
•
Communicate truthfully with patients and colleagues in all clinical situations and carefully avoid
misrepresentation.
•
Respect the modesty and privacy of all patients and research participants.
•
Maintain a neat and professional appearance consistent with clinical site requirements and School policy.
•
Respect the value of the time of patients, research participants, families, and professional colleagues
in c
linical situations, avoiding late arrivals and early departures.
•
Treat all colleagues and peers in health care endeavors with consideration, courtesy, and cooperation.
•
Maintain civility and professional behavior at all times in classroom, laboratory, clinic, hospital, and
all h
ealth care settings; avoiding disruptive and aggressive behavior.
Acknowledgements
The development of the Personal Integrity Policy for Duke University School of Nursing Students was based on
a comprehensive review of integrity policies and honor codes of many U.S. nursing schools, and of the
undergrad-
uate, graduate, and professional schools of Duke University. Following this review, the integrity policy of
the
Duke University School of Medicine, which is in accord with the core values of both Duke University and Duke
Health, was chosen as the model for the Personal Integrity Policy of the School of Nursing. The structure,
content, and language of these Guidelines have been adapted from portions of the Statement of the Honor Code
of Profes-sional Conduct of the Duke University School of Medicine.
A
ppendix B
Duke University School of Nursing
Student Complaint and Dispute Resolution Process
For Academic Issues
From time to time disagreements may occur between a student and a faculty member. It is the practice of the
Duke University School of Nursing that these occurrences be addressed at the lowest appropriate organizational
level. The purpose of this document is to articulate the process by which student complaints related to
Academic Affairs (i.e., admission, progression and graduation) may be brought to resolution.
As an instructor's evaluation of the quality of a student's work is final, this procedure does not apply in any
dispute about a grade assigned to a student by a faculty member, unless it is alleged that the determination
of
the grade resulted due to a failure to follow published policies or procedures. Issues of sexual or other types
of
harassment or discrimination fall under the auspices of the Duke University Office for Institutional Equity
.
This procedure does not apply to any matter inherent in the academic freedom of an instructor, for example, in
regard to the syllabus or contents of a course of instruction. It is also not a procedure that may be used when
there is a complaint about the quality of a course or the quality of instruction in a course. These issues are
addressed through the course and instructor evaluation process.
Examples of actions which may be subject to student complaint include, but are not necessarily limited to,
the following:
•
Change of the grading scale from that set forth in the syllabus (that officially used by the school)
•
Changing weights or percentage allocations of grades
•
Moving assignment due dates or examinations to an earlier time without unanimous agreement by
the
class members.
There are two types of processes available to students in resolving a complaint or dispute: Infor-
mal and
Formal. The formal process can be used only if resolution cannot be reached using the infor-
mal process.
Informal Resolution Process:
The student must initiate resolution of the issue with the faculty member (or other individual – for example,
a preceptor) against whom the complaint is directed by requesting a meeting with that person. The request
for a meeting should be made within 5 business days of the issue* about which the student has a complaint.
In
the meeting the student should be specific as to the complaint being made and the resolution being sought. If
the
student and faculty member agree to a solution, the faculty member will document the decision to the
student
in an email, and proceed with the resolution.
If the student and faculty member cannot come to a resolution via the informal resolution process, the student
may request consideration of the matter by the Program Director or designee. If the issue is not resolved, the
student may follow the Formal Resolution Process
Formal Resolution Process:
1.
The complaint must be made in writing to the Associate Dean for Academic Affairs (ADAA) or designee within
five (5) business days of the informal resolution process meeting.*
* If the complaint is against the faculty member of a course in which a student is currently enrolled, the
student may request that the hearing of the complaint be postponed until the semester has concluded.
The written request should be submitted on the designated form (below), and must include the following:
a.
A succinct statement of the reason for the complaint including specific information as to the
grounds for the complaint
b.
Identification of who was involved
c.
Resolution sought
d.
Supporting documentation may be attached as appendices to the complaint
e.
Signature of the student and date
2.
Within ten (10) business days of receiving the complaint, the ADAA or designee will review the complaint
and schedule a meeting to hear and discuss the complaint with the student and other party.
3.
The ADAA or designee will make a written summary to the parties involved as to the resolution of the
issue and the time frames for actions to be taken and by whom.
4.
A copy of the signed acceptance will be retained in the student’s file.
If a student believes that he or she has been retaliated against as a result of the dispute/complaint under
this Procedure, a separate complaint charging retaliation can be pursued by means of this Procedure. Another
resource available to assist students with dispute resolution is the Duke University Ombudsperson in the
Office of Institutional Equity.
Duke University School of Nursing
Request for Formal Resolution of Student Complaint
Related to Academic Issues
1.
Date of Occurrence:
2.
Description of issue and steps taken for resolution: (Include dates, times and meeting participants)
3.
Individual(s) directly involved:
4.
Resolution sought:
Student Name:
Student Signature:
Date:
This form must be submitted to the Associate Dean for Academic Affairs no later than five business days after the
informal dispute resolution meeting.
Appendix C
Duke University School of Nursing
Violation of Duke Community Standard or
School of Nursing
Personal Integrity Policy
A student upon accepting admission to the Duke University School of Nursing indicates his/her willingness to be
governed by the rules and regulations of the School of Nursing and the University, as well as his/her willingness to
accept disciplinary action if and when the rules and regulations of the school and/or university are breached. This
includes those rules in effect at the time of admission, as well as those which may be put into effect during the
student’s enrollment at the school.
Chief among the rules and regulations to which the student agrees are the Duke University Community Standard
and the Duke University School of Nursing’s Personal Integrity Policy. All members of the DUSON community
(faculty, students and staff) have the responsibility for reporting suspected violations of either the Community
Standard or the Personal Integrity Policy and Guidelines.
Reporting and Initial Disposition of a Suspected Violation
There are multiple situations in which violating a community standard or the personal integrity policy may be
ob-
served or suspected.
1.
A faculty member suspects that a student has committed a violation.
2.
A student believes he/she has witnessed another student violating policy.
3.
A staff member, for example, serving as an exam proctor, observes a student violating policy.
In all these situations, if they have occurred within a course, the course faculty member is responsible for an
initial discussion with the student(s) suspected of the violation. Depending on the faculty member’s
investiga-
tion, the faculty member will determine the consequences in consultation with the Program Director
and/or
appropriate Associate Dean (i.e., Academic Affairs, Research).
In situations that occur outside of a course, the report of a suspected violation should be submitted to the ADAA
who will conduct an investigation and determine any consequences if warranted.
Sanctions
Sanctions levied in response to a student being found in violation of the Duke Community Standard or School of
Nursing Personal Integrity Policy in the academic setting should be commensurate with the violation. The severity
of the sanction is determined by the type of offense as well as the number of times a student has been found
in violation of these policies. Sanctions may be levied in cases in which a student is complicit in an action or
when a student chooses to remain silent and not report violations of academic integrity, as required by both the
Duke Community Standard and the DUSON Personal Integrity Policy.
Beginning with the Fall 2015 semester, a uniform method of sanctioning violations of the Duke University
Community Standard or School of Nursing Personal Integrity Policy will be used, as set forth in the table below.
This listing is not meant to be all inclusive. Sanctions for other offenses will be determined using a similar
formula of seriousness and frequency of offense. Faculty members may also choose to consult with their
respective program director or the Associate Dean for Academic Affairs.
V
iolations and Sanctions
Offense
Occurrence
Sanction
Plagiarism
1
st
offense
Documentation of reprimand; score of “0” on assignment
2
nd
offense
Fail the course (may have other consequences due to other
policies)
3
rd
offense
Dismissal from the program with no option to reapply
Cheating 1
st
offense Documentation of reprimand; score of “0” on assignment;
maximum course grade is a “C”
2
nd
offense
Dismissal from the program with no option to reapply
Misrepresentation (i.e.,
falsifi-
cation of
credentials/records;
buying a
paper and submitting
as one’s
own work, etc.)
1
st
offense Dismissal from the school with no option to reapply
Complicity with another
stu-
dent’s violation or failure to
re-
port
1
st
offense
Documentation of reprimand
2
nd
offense
One semester suspension
3
rd
offense
Dismissal from program with no option to reapply
Student Wishes to Dispute the Violation Penalty and Requests a Judicial Board
Hearing
To dispute the adequacy of the investigation and/or the penalty for violating a community standard or the
personal integrity policy, a student must provide in writing to the Chair, Faculty Governance Association
(FGA), a statement that includes the following:
•
What he/she is specifically disputing, the charge or the penalty
•
His/her account of what occurred – or –
•
Why the judgment/sanction is unwarranted.
DeterminationofConstitutingaJudicialBoard
Within ten (10) business days of receipt of the student’s request for hearing, the Chair of the Faculty
Governance
Association, in consultation with the FGA Executive Committee, will determine if a hearing is
warranted. If
convening a judicial board is not determined to be warranted, the Chair will notify the student,
in writing, that
no further action will be taken. If convening a judicial board is determined to be warranted, the
Chair will notify
the student, in writing, that a Judicial Board hearing will occur and provide the student with the
procedure for the
hearing.
Convening of JudicialBoard
The student and faculty member will be notified of the date, time and location that a Judicial Board will be
convened in response to the student’s request.
Members of the judicial board will be selected from the committee appointed for this purpose and will include
three (3) faculty members; two (2) students, as recommended by the Student Government Association will
also serve on the Board. Faculty and student representatives will be drawn from the programs other than
that in which the student is enrolled. The Board will elect one of its faculty members as Chairperson. An
administrative staff member will be appointed to take confidential minutes of the hearings and the Board’s
actions, and these minutes will be retained in the office of the Executive Vice Dean (EVD).
The student accused of the violation will be given the opportunity to challenge the participation of any Judicial
Board
member provided that he/she can provide ample reason to substantiate the removal of the individual.
Conduct of Hearing:
Unless the student specifically requests an open hearing, the judicial board will meet in private with only the
student, the faculty member and witnesses for each side. The student may be accompanied by one member of
the school community (student, faculty member, administrator, or other employee) as an advisor. The advisor
may not have legal training and may not be a participant in the proceedings.
The judicial board hearing will begin by the chairperson reading (or stating) the reason for the hearing.
The board will hear statements from the student, faculty and any witnesses. The student and faculty will be
given the opportunity to question the witnesses. Members of the Judicial Board may ask questions of any and
all parties. When all the witnesses have been heard, the judicial board will meet in private to deliberate and
to uphold, amend, or overturn the disciplinary action.
Pending the decision of the judicial board, the student’s status shall not be changed. The student may attend
classes except when the individual’s behavior constitutes an immediate threat to others or the property or
orderly functioning of the University. In cases in which patient safety is an issue, the student will be withdrawn
from the clinical setting until the appeal is resolved.
NotificationofDecision:
Within ten (10) business days of the hearing, the chair of the judicial board will prepare and deliver a report
to the student, the course faculty member (where applicable), and the appropriate Associate Dean or
de-
signee as to its decision. The report must be approved by the majority of the judicial board. The Associate
Dean or designee, in turn, will notify the Executive Vice Dean and the Dean of the School of Nursing.
The decision of the judicial board is final, except when
•
New information/evidence is discovered subsequent to the hearing.
•
There has been a perceived violation of Judicial Board procedure.
Actions of the judicial board do not supersede or preclude, where appropriate, actions by civil law
en-
forcement and judicial system.
Note: In the event of a perceived violation of the Judicial Board procedures, the Executive Vice Dean, in concert
with the FGA chair will determine if there are grounds for a Judicial Board hearing. If so, the FGA chair will
convene a new Judicial Board comprised of individuals who did not serve on the Judicial Board for which
there was a perceived procedural violation.
Record of Hearing and Decision:
A confidential record of the judicial board hearing, decision, and penalties shall be retained by the Executive
Vice Dean. The purpose of this record is two-fold:
1. To provide a record of the students who have a previous history of violations of the Duke Commu-
nity
Standard and/or DUSON Personal Integrity Policy;
2. To help assure equity across decisions and sanctions of various judicial boards.
A
p
pendix D
ABSN Curriculum
Course # Course Name
Course
Credits
Semester 1
Nursing 388
Health Assessment & Foundations for Nursing Practice Across the
Lifespan
6
Nursing 389
Wellness/Health Promotion Across the Lifespan
4
Nursing 392
Professional Nursing: Past, Present & Future
2
Nursing 393
Physiologic Homeostasis and Principles of Pharmacology
2
Semester Total
14
Semester 2
Nursing 394
Professional Nursing: Evolution as an Evidence-Based Clinician
2
Nursing 395
Nursing Care of the Childbearing Family
4
Nursing 396
Nursing Care of Infants, Children and Adolescents
4
Nursing 397
Community and Public Health Nursing
4
Nursing 398
Pathophysiologyand /Pharmacology I
2
Semester Total
16
Semester 3
Nursing 473
Professional Nursing: Evolution as an Effective Team Member
2
Nursing 474
Nursing Management of the Adult Patient with Health Problems
5
Nursing 475
Gerontological Nursing: Caring for Older Adults and their Families
4
Nursing 476
Pathophysiologyand Pharmacology II
2
Nursing xxx
Elective(s)
3
Semester Total
16
Semester 4
Nursing 483
Professional Nursing: Evolution as a Leader
2
Nursing 484
Nursing Care of Patients with Complex Health Problems
7
Nursing xxx
Elective(s)
3
Semester Total
12
Program Total
58
Note: 56 clinical hours is equivalent to 1 credit hour
A
p
pendix E
Duke University School of Nursing Accelerated BSN Program
ENTER COURSE NUMBER AND NAME
Learning Improvement Plan for ENTER STUDENTS NAME HERE Initiated ENTER DATE HERE
OUTCOME MEASURES
EXAMPLES
ACTION PLAN
*Objectives from Course/Clinical Evaluation
Tool used in this course
Date of occurrence and detailed examples
of student’s behavior.
Concrete, measurable action plan for how the student will meet the identified objective,
with timeline.
Student Comments:
In accordance with course and clinical objectives, the following critical behaviors must be achieved for satisfactory course/clinical completion: safety, infection control, maintaining
patient confidentiality, professionalism, assessment, and effective communication. Additionally, students will comply with all Duke University and School of Nursing policies, the
Duke Honor Code, and Duke University Community Standards. Noncompliance may result in dismissal from the ABSN program.
If a student’s behavior gives the course faculty or program director reasonable cause to believe that their continued presence in the program poses a danger to the health or safety
of the student or others, they may face dismissal from ABSN program. Unsafe clinical practice is an occurrence or pattern of behavior involving unacceptable risk of placing the
student or others in physical and/or emotional jeopardy. Physical jeopardy is the risk of causing physical harm; emotion jeopardy is creating an environment of anxiety or distress
which puts an individual at risk for emotional or psychological harm.
This document has been reviewed with me and I understand that these objectives as well as the other outcomes / objectives on the clinical evaluation tool, must be met in order
for me to pass clinical this semester. I must pass clinical in order to pass course INSERT COURSE NUMBER AND NAME HERE.
Student Signature
Date
Clinical Faculty Signature
Date
Faculty Liaison Signature
Date
Course Coordinator Signature
Date
The above outcome measures have been achieved and the Learning Improvement Plan for ENTER NAME HERE has been resolved.
Student Signature
Date
Clinical Faculty Signature
Date
Faculty Liaison Signature
Date
Course Coordinator Signature
Date
