This handbook will be reviewed periodically and revised as needed. Any changes will be communicated to the student body. Any student may make recommendations for changes by submitting those in writing to the Student Affairs Committee.
Table of Contents
Table of Contents 2
PHILOSOPHY AND PURPOSES OF THE SCHOOL OF NURSING 6
STUDENT LEARNING OUTCOMES OF THE BSN GRADUATE 7
CHARACTERISTICS OF THE MSU GRADUATE 7
GENERAL STUDENT CONDUCT REGULATIONS 8
PROGRAM ASSESSMENT AND REVIEW 9
School of Nursing Program Accreditation 9
OVERVIEW OF BACCALAUREATE NURSING PROGRAM 10
English Proficiency Requirements for Admission to the BSN or RN-BSN Programs 15
SCHOOL OF NURSING ACADEMIC POLICIES 17
Academic Advising Procedure 18
Progression and Retention in the School of Nursing 18
Course Grading 21
Grading Scale: 21
Clinical Evaluation Scale 22
Academic Dishonesty 23
School of Nursing Grade Appeals Policy 25
Course Credit/Clinical Hours 27
Reporting to the School of Nursing 27
Program Costs above University Tuition and Fees 28
MSU E-mail 28
Microsoft Word 28
Official Style Manual 28
Service Learning Scholars 28
Policy Regarding Children in Mason Hall and in the Classrooms 29
Cell Phone Policy 29
HEALTH POLICIES 30
CLINICAL EXPERIENCES 31
Practice Parameters for Student Nurses 31
Professional Liability Insurance 31
Planning for Clinical Experiences 32
Personal Belongings 33
End of Shift Report 33
Student Parking 33
CPR Policy 33
Uniform Code 34
Dress Code Guidelines for All Students 35
Professional Dress, Non-Uniform 36
COMPUTER LAB POLICIES 37
BIOTERRORISIM/HEALTH EMERGENCY FIRST RESPONSE TEAM 41
PROFESSIONAL ORGANIZATIONS AND SCHOOL OF NURSING COMMITTEES 41
Murray State Student Nurses Association 41
Sigma Theta Tau 41
Nursing Alumni Association 43
Outstanding Senior Nursing Student 47
Nightingale Award 47
Baccalaureate and Graduate Degrees Recognition Ceremony 48
LICENSING EXAMINATION PROCEDURE 49
ADDITIONAL STUDENT INFORMATION 50
APPENDIX A 51
Applicants for Licensure with Criminal Convictions 51
APPENDIX B 56
Application for Admission 56
APPENDIX C 60
Verification of Acknowledgement and Acceptance of the Policies and Procedures Set Forth in the BSN Nursing Students’ Handbook 60
The purpose of the Baccalaureate of Science in Nursing (BSN) Student Handbook is to provide the student with the Murray State School of Nursing’s philosophy, an overview of the policies and procedures within the University and the School of Nursing, and pertinent information regarding the BSN program. The BSN Student Handbook, the Student Life Handbook, and the MSU Undergraduate Bulletin are important documents and resources. It is the student’s responsibility to be familiar with these materials.
This information has been compiled to assist you in understanding the program and related policies and procedures. The faculty reserve the right to make revisions in policy and /or procedure as indicated. The handbook is revised annually to reflect changes. Any significant changes are communicated to students via email, handouts, or announcements.
Baccalaureate education offers the opportunity for personal as well as academic growth. The faculty encourage you to become familiar with and participate in activities available to you in the School of Nursing, and the University community.
The mission of the School of Nursing is to educate generalists and advanced practice nurses to meet the health care needs of the service area, provide leadership in nursing and contribute to the body of nursing knowledge.
PHILOSOPHY AND PURPOSES OF THE SCHOOL OF NURSING
The philosophy of the School of Nursing utilizes professional nursing standards, The Essentials of Baccalaureate Education for Professional Nursing Practice and The Essentials of Doctoral Education for Advanced Practice Nursing, which support the mission and goals of Murray State University. It is the belief of the faculty that through this blending of academic and professional standards; nursing graduates exemplify characteristics of the MSU graduate.
The philosophy and purposes of the School of Nursing are congruent with the mission and goals of the University. The mission and goals reciprocally support the faculty’s belief in a liberal education as basis for nursing practice. This document outlines the faculty’s beliefs about person, environment, health, nursing, the teaching-learning process, the learner, and the teacher.
The faculty view the person as a constantly evolving holistic, culturally unique being who has needs and who assigns meaning to life experiences. The person has dignity, rights, worth and potential for reasoning, responsible behavior, and self-direction. The person has the right to competent health care that is congruent with these beliefs and needs.
The faculty perceive the environment as anything external to and interacting with the person. The environment consists of individuals, families, communities, society, and space. Health is dynamic. The person functions at a maximum potential so that one’s life is both meaningful and manageable. Health is determined by the strengths and weaknesses of a person’s total being.
Professional nursing is a scientific practice discipline that integrates and synthesizes theories from nursing, the physical and behavioral sciences and the humanities. Professional nursing involves a commitment to maximize the health of person and environment and is practiced through the interaction with individuals and groups in their respective environments. Professional nursing is guided by standards of practice to promote health and to diagnose and treat “human responses to actual or potential health problems,” and where recovery is impossible, to give support toward a dignified and peaceful death (Social Policy Statement, 1980, p.9).
The professional nurse makes comprehensive assessments of individuals, families, and communities through the nursing process and develops quality-nursing care for culturally diverse societies. The professional nurse utilizes the research process to extend and expand nursing knowledge and improve care. Professional nurses are accountable for their behavior, function independently and collaboratively, recognize their limitations, and take responsibility for meeting personal and professional needs. The nurse participates in social and political activities to foster positive changes in health care delivery.
The teaching-learning process is regarded as a complementary process occurring between the teacher and the learner. Within this process, teaching creates an environment for learning and fosters a spirit of inquiry. Learning proceeds both independently and collaboratively toward the acquisition of expanded knowledge, attitudes, and skills that enrich the learner’s personal and professional life. The teaching-learning process occurs within an environment that provides flexibility in meeting the learning needs of students who enter the teaching-learning process with differing levels of previous education and diverse life experiences.
The learner is a self-directed, self-motivated individual with unique knowledge and life experiences. Learners initiate teaching-learning as they grow and develop. The teacher is a facilitator of learning, a clear communicator who transmits professional knowledge and values, and who exemplifies professionalism in nursing.