Rutgers School of Nursing-Camden

Transcription

1 Rutgers School of Nursing-Camden Rutgers University School of Nursing-Camden Doctor of Nursing Practice (DNP) Student Handbook 201/2015

2

3 Table of Contents Page Rutgers University & Rutgers School of Nursing-Camden Mission Statements & DNP Program Vision 1. DNP Learning Outcomes & Objectives 2. Program Description: Adult/Gero Primary Care Nurse Practitioner Description. DNP Scholarship. DNP Courses. Program Progression: DNP Tracks 5. Transfer Credits 6. Requirements for all DNP Students 6. Course Grades and GPA 7. Program GPA Requirements for Retention and Progression 8. Course Grade Requirements for Retention and Progression for Clinical and Residential Courses Numeric to Grade Equivalents 8. Incomplete Grades 8. Program Evaluation of Student Performance 9. Requirements for Graduation 9. Graduation Requirements and Time Limits 10. DNP Scholarly Project 10. DNP Program Curriculum Plans Organization Competencies Integrated into the Curriculum (AACN, NONPF, NTF) 18. Essential Abilities 18. Professional Conduct 19. University and DNP Academic Policies 20. Code of Student Conduct 20. Academic Integrity 20. Student Information

4 DNP Program Policies Course Attendance 21. Enrollment 22. Leave of Absence 22. Academic Grade Appeal Policy 22. Appeals of Dismissal or Withdrawal 2. Academic Advisement 2. Writing Standards 2. Technology 2. Social Media Policy 2. Clinical Affairs: Clinical/Residential Requirements 25. Required Student Documentation (Student Health Requirements, Criminal Background Check, Child Abuse Clearance) 25. Malpractice Liability Requirements 25. Student Representation on SNC Committees 26. Student Organizations 26. Credentials & Certifications 26. Description and Websites of Student Resources Rutgers School of Nursing-Camden Faculty List 0-.

5

6 Rutgers University Mission Statement As the sole comprehensive public research university in the state s system of higher education, Rutgers, The State University of New Jersey, has the threefold mission: Providing for the instructional needs of New Jersey s citizens through its undergraduate, graduate, and continuing education programs Conducting the cutting-edge research that contributes to the medical, environmental, social, and cultural well-being of the state, as well as aiding the economy and the state s businesses and industries Performing public service in support of the needs of the citizens of the state and its local, county, and state governments. Rutgers University is currently accredited by the Middle States Commission on Higher Education. Rutgers University School of Nursing-Camden (SNC) Mission Statement To prepare professional nurses who are critical thinkers and knowledgeable and competent providers of health promotion, disease prevention, and care of sick and dying patients across the life span in this region, nationally, and globally. DNP graduates will be prepared to become leaders in healthcare delivery systems, develop and provide evidence-based advanced practice nursing care that will benefit the adult and older adult populations, and advance the science of nursing practice and healthcare. The SNC is currently accredited by the Commission on Collegiate Nursing Education (CCNE) and approved by the New Jersey Board of Nursing. DNP Program Vision The program focuses on primary care of adult and gerontological individuals and populations. The program provides advanced nursing education that: Responds to recommendations by the Institute of Medicine (IOM) to double the nation s doctorally prepared nursing workforce by Prepares nurses to practice to the full extent of their education and training. Provides for the seamless academic transition of nurses from the baccalaureate degree to the DNP. Prepares nurses for certification, licensure, and practice as DNPs with a clinical focus in care of adult and gerontological clients. Provides nurses with the skills needed to translate research into clinical practice. 1

7 Fosters the design, examination, implementation, evaluation and dissemination of best practice models of nursing care for adult and gerontological populations. Increases the number of advanced practice nurses with expertise in clinical nursing specialties that serve adult and gerontological populations (e.g., End of Life, Palliative Care, Oncology, Chronic Illness, Wound Care, Women s Health, Mental Health, Frail Elderly) Promulgates the University s statements of vision, mission, goals, and commitment to excellence. DNP Program & Student Learning Outcomes The DNP program prepares the graduate to: Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches. Design, implement, and evaluate therapeutic interventions based on nursing and other sciences. Develop and sustain therapeutic relationships and partnerships with patients (individual, family, or group) and other professionals to facilitate optimal care and patient outcomes. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. Guide, mentor, and support other nurses to achieve excellence in nursing practice. Educate and guide individuals and groups through complex health and situational transitions. Use conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal, and policy issues. The DNP program graduate will have the preparation to: Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. Evaluate care delivery models and/or strategies using concepts related to community, environmental and occupational health, and cultural and socioeconomic dimensions of health. Demonstrate advanced levels of clinical judgment with adult and gerontological populations based on integrated knowledge of the basic sciences, nursing science, ethics, law, psychosocial theory, cultural knowledge, and communications skills. Develop and translate research in nursing and health care into clinical practice focused on adult and gerontological populations. Lead quality improvement and safety initiatives in individual and community health for adult and gerontological populations. Collaborate with intraprofessional and interprofessional groups in community settings to address major community health challenges of adult and gerontological populations. Participate in leadership and management roles that include the development of standards of care and health policy for adult and gerontological populations. Practice in the context of evolving health information systems and technology. Teach and mentor students studying healthcare for adult and gerontological populations. 2

8 The primary measure of learning outcomes will be the success rate of students on a national certification exam that is required to obtain licensure as an adult-gerontology nurse practitioner. Success in the presentation and publication of the required evidence based clinical project will also be monitored as will on-time graduation rate, attrition rate, and employment as an APRN within the first six months of graduation. Program Description Adult/Gero Primary Care Nurse Practitioner Program The Adult-Gerontological Nurse Practitioner Program has a direct care focus and prepares the nurse practitioner to deliver high quality care to individual adult and older adult patients and their families in primary care settings. Graduates are prepared to assume expanded responsibility and accountability for care and practice at the most independent level of nursing practice. The program provides didactic content and clinical experiences which are designed to support the development of expertise in the independent management of adult-gerontological primary care problems including preventative as well as the ongoing collaborative management of patients with complex needs. Students will also have the opportunity to develop expertise in selected areas beyond their basic population focus. Examples of these APRN specialties include: End of Life Care, Palliative Care, Oncological Care, Chronic Illness Care, Wound Care, Women s Health Care, Mental Health Care, and Care of the Frail Older Adult), and transitional care. Didactic content and clinical experiences are also designed to help students develop a broad focus in their efforts to improve care. This includes the use of conceptual and analytic skills in evaluating the interdependent nature of practice, organizational, population, fiscal and policy issues. DNP Scholarship The program prepares students to engage in the scholarship of practice as defined by the American Association of Colleges of Nursing (AACN). Definition of Nursing Scholarship: Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, ) can be documented, ) can be replicated or elaborated, and 5) can be peerreviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing

9 Description of the Scholarship of Practice: The focus is on the scholarship generated through practice. Practice is conducted through the application of nursing and related knowledge to the assessment and validation of patient/health care outcomes, the measurement of quality of life indicators, the development and refinement of practice protocols/strategies, the evaluation of systems of care, and the development and analysis of innovative health care delivery models. DNP Courses Courses with an asterisk (*) include competencies in interprofessional collaborative practice identified by the Interprofessional Education Collaborative (IPEC) Expert Panel (2011), as well as competencies identified by the National Organization of Nurse Practitioner Faculty (NONPF) National Task Force (NTF) on Quality Nurse Practitioner Education. Courses with a plus sign (+) have an Engaged Civic Learning (ECL) component and include residency hours. APRN Core courses: (May be accepted in transfer pending review and approval) Advanced Physiology/Pathophysiology Advanced Pharmacology Advanced Health/Physical Assessment Additional Pre-requisite courses required before starting clinical courses: Foundations of Nursing Science Evidence-based Prevention, Promotion & Practice Clinical Courses that Support the Nurse Practitioner Role in the Adult-Gerontology Population Context: Principles of Adult-Gerontology Primary Care (cr.) * Principles of Adult-Gerontology Complex Care (cr.) * Adult-Gerontology Primary Care Residency I (cr.) * Adult-Gerontology Complex Care Residency II (cr.) * APRN Role Transition (2cr.) * Clinical Courses that Support the Nurse Practitioner Role in caring for Special Populations: Adult-Gerontology III (cr.) Adult-Gerontology III Residency (cr.) Specialty Residency IV (cr.) * Capstone Project Courses: Scholarly Seminar I (2cr.) + *

10 Scholarly Seminar II (2cr.) + * Scholarly Seminar III (2cr.) + * Non-Clinical Courses that Support the DNP role: Epidemiology & Biostatistics (cr.) Interdisciplinary Ethics for Advanced Practice (cr.) * Foundations of Nursing Science for Advanced Practice (cr.) * Health Information Systems & Technology (cr.) * Building Evidence for Health Promotion, Prevention & Practice (cr.) National & Global Health Policy (cr.) * + Elective (e.g., Law, Business, Public Affairs, Psychology, Ethics, independent study) (cr.) Financial Management in Healthcare (cr.) Leading Interprofessional Teams in Health Care Organizations (cr.) * + Best Educational Practices (cr.) * Program Progression DNP Tracks The DNP program requires that three core courses be completed prior to progression to the clinical courses in the program. These core courses include: pathophysiology, advanced pharmacology, advanced health/physical assessment. Students who are in baccalaureate programs in the Rutgers SNC (Early Track and RN Track) may take the DNP core courses at the baccalaureate level and use these courses to count for the number of required courses and credit hours for both the baccalaureate and graduate programs (up to courses or 12 credit hours). Post BSN students may transfer credits up to 15 credit hours. This includes transfer credits for the core courses and one elective course taken at an outside institution.. The elective credit course may not be used to substitute for clinical or capstone-related courses. Students in the Early Entry and RN tracks must complete a total of 12 credits to receive the baccalaureate degree prior to beginning the post baccalaureate portion of the DNP program. Students in the Post Baccalaureate track must complete four prerequisite graduate nursing courses (15 graduate credits) prior to beginning the post baccalaureate portion of the DNP program. Transfer credit can be obtained for three of the five prerequisite courses (9 graduate credits). Syllabi for the courses that are being submitted for transfer must be reviewed and approved by the faculty member who teaches the equivalent course in the RSONC. The typical progression of students in each track of the DNP Program is described below. Early Entry Track: This track is designed for the full time student who desires both a baccalaureate degree in nursing and DNP degree. Students who are enrolled in Rutgers SNC s baccalaureate nursing program can apply for admission to the DNP program upon completion of the spring semester of their first year. Notification of admission to the program will occur in the summer semester prior to the applicant s sophomore year in the baccalaureate program. Once enrolled in the DNP program, Early Entry students will begin substituting four undergraduate nursing courses in the baccalaureate curriculum 5

11 with four corresponding graduate courses that meet the requirements of the DNP program as outlined in the DNP curriculum plan. Students are expected to graduate with a baccalaureate degree in nursing (including 15 graduate credits) after four years of study (summers off) and must pass the NCLEX-RN Exam to obtain licensure as a registered nurse. Students may enroll in the Foundations of Nursing Science course offered in the first summer session post-graduation; however, they may not progress in the program until they have a license to practice nursing. Licensure as an RN is required in order to be placed in DNP clinical sites (Nursing ) which are taken the fall semester of the first year. RN Track: This track is designed for the registered nurse student who holds an associate s degree or diploma in nursing from an accredited nursing program and desires both a baccalaureate degree in nursing and DNP degree. A program of study will be individualized based on the student s pre-requisite courses and pre-licensure program courses already completed to assess whether the student meets the requirements for corresponding graduate nursing courses in the DNP curriculum as outlined in the DNP curriculum plan. Student evaluations of each course will take place according to University protocol. The SNC s DNP Program Director will monitor student progression and satisfaction with the program. Post Baccalaureate Track: This track is designed for the registered nurse who holds a baccalaureate degree in nursing from an accredited nursing program and desires a DNP degree. Students in the Post Baccalaureate track can obtain transfer credit for up to three of the four prerequisite graduate nursing courses (i.e., Advanced Pharmacology, Advanced Physiology/Pathophysiology, and Advanced Health/Physical Assessment) if equivalent courses have been successfully completed elsewhere. Transfer credit can be obtained for one additional graduate course (i.e., Epidemiology & Biostatistics or an elective) with the same proviso. Students in the Post-Baccalaureate track are expected to attend the DNP program full-time, including summers, and complete all requirements in two years. An opportunity to study abroad is available during the program. Transfer Credits Post Baccalaureate Track students must provide an official course syllabus from the equivalent course completed elsewhere. The equivalent course syllabus must include a course description, course objectives and a topical outline. This document must be submitted to the DNP program director for review. Transfer credits will be granted to equivalent courses based on this review. Requirements for all DNP Students Students from all tracks must compete the core courses prior to proceeding to the clinical courses. Once the student begins the clinical courses (58:705:660 and 58:705:662) it is the strong recommendation of the program that the student attend the DNP program full time. This includes summer courses and the residency week requirements. All students must complete their post-bsn coursework as well as the capstone project within two years. An opportunity to study abroad is available during the program. Each student will have an assigned graduate nursing faculty advisor upon admission to the program. 6

12 Each student will have an assigned graduate nursing faculty advisor upon admission to the program. It is expected that students will proactively communicate with their advisors regarding any non-course related questions or issues that arise in the course of study. Course-related issues should be addressed to the course leader or clinical faculty member first. If the course-related issues cannot be resolved with the course leader or clinical faculty member, the student should make an appointment with the DNP program director. In addition, a selected graduate faculty mentor will guide the evidence based clinical project, scholarly presentation, and publishable paper. The student should meet with this faculty mentor during the first semester of full time study. The student is encouraged to continually reflect upon ways in which courserelated work might support their final clinical project, scholarly presentation and publishable paper. This process should start with the first course and continue in a progressive manner throughout the program. The student should meet with their faculty mentor at least once a semester to review their work as it contributes to the clinical project, scholarly presentation and publishable paper. Initially the student may need to request additional support in order to identify a preliminary area of interest and a potential clinical project. It is expected that the student will take a proactive stance in communicating with the faculty mentor. Course Grades and GPA A course grade of B is required for progression. Students in the DNP program who achieve less than a grade of B will be allowed to repeat the course one time on a space available basis. If a student does not repeat the course the next time offered, the student will need to reapply to the program. Clinical courses are run sequentially and have designated prerequisite courses that must be completed prior to progressing to the next clinical course. A course can only be retaken one time. Unsuccessful completion of the course retaken will result in dismissal from the DNP Program and academic withdrawal from the University. Students in the early entry DNP program will be taking graduate level advanced pharmacology, advanced pathophysiology and advanced health assessment at the undergraduate level. They will be able to apply these credits in partial fulfillment of both the BSN and DNP degrees. They must also achieve a grade of B or above in each graduate course taken during their undergraduate education (Advanced Pathology, Advanced Pharmacology, and Advanced Health Assessment). Failure to achieve a grade of B or above will result in a dismissal from the early entry option. The student may elect to complete the pre-licensure baccalaureate degree program and apply to the post-bsn entry track. If the early entry student scores less than a C+ in one of the graduate level core courses, the student will be required to repeat the course as an undergraduate course that is part of the normal BSN curriculum. 7

13 Program GPA Requirements for Retention and Progression DNP students must maintain a cumulative GPA of.0 or greater. If the cumulative GPA falls below.0 (B average) the student will be placed on probation. The student must raise their cumulative GPA to.0 or greater by the end of the semester in which they are placed on probation. Failure to correct probationary status after one semester will result in dismissal from the DNP Program and academic withdrawal from the University. Course Grade Requirements for Retention and Progression for Clinical and Residency Courses Students must attain a grade of B or better in all clinical theory (58:705:660; 58:705:661; 58:705:561) and residency courses (58:705:662; 58:705:66; 58:705:561; 58:705:676) or they must repeat the course. Failure to achieve a grade of B or better on repeating a clinical theory course will result in dismissal from the program. Failure in a residency course will result in the student needing to repeat the corresponding theory course as well as that residency course. A second failure in a residency course will result in dismissal from the program. Numeric to Grade Equivalents Grade Percentage Interpretation Quality Points A 90%-100% Excellent.0 B+ 85%-89% Very Good.5 B 80%-8% Good.0 C+ 75%-79% Unsatisfactory 2.5 C 70%-7% Unsatisfactory 2.0 F 69% or less Failure 0 Incomplete Grades The SNC expects students to complete coursework in a timely manner. An Incomplete grade is assigned at the discretion of the instructor when, due to extraordinary circumstances, a student is prevented from completing the work of the course on time. An incomplete grade may impact progression in sequential courses. Students will be required to create a timeline of when assignments will be completed and sign a contract with the faculty member. Students must request that the instructor consider assigning an incomplete grade prior to the completion of the course. Students may negotiate completion for a period of no longer than one year (see section above related to progression). However if the student does not specifically negotiate with the course faculty, the default policy for incomplete grades will go into effect. Per university policy, a grade of incomplete will revert to a grade of F if the student does not complete the course requirements by the following dates: 8

14 February 1 (Fall Semester Courses); June 1 (Spring Semester Courses); September 15 (Summer Session Courses). An incomplete grade in a prerequisite course must be converted to an acceptable letter grade prior to progression to the next sequential course unless an arrangement involving the student and the faculty of both courses has been agreed to in writing. Students may not carry an incomplete grade in progressing from one residency course to the next. Students must complete all residency course requirements including clinical hours before progressing to the next residency course. Program evaluation of student performance Student evaluations of each course will take place according to University protocol. The SNC s DNP Program Director will monitor student progression and satisfaction with the program. Requirements for Graduation: In addition to achieving a cumulative GPA of.0 or greater, graduation requirements for all tracks include: Completion of a total of 6 graduate credits in the post baccalaureate portion of the DNP program Completion of a minimum of 1000 graduate clinical residency hours Completion of an evidence based clinical project Scholarly presentation of the evidence based clinical project Scholarly paper reporting results of the evidence based clinical project that is suitable for publication The capstone is to be completed during the last semester of the program as part of the requirements for Scholarly Seminar II (58:705:672). For the purposes of this program we will refer to the capstone chair as the capstone advisor. The faculty mentor may but does not need to be the capstone advisor. The student will need to get the approval of the faculty mentor in selecting a capstone advisor. The capstone advisor must give assent that the capstone work is completed prior to setting the presentation date. The student must work proactively with their capstone advisor to set a date for the presentation of the scholarly project as well as the date for the submission of the scholarly paper. The presentation of the capstone project will be an open event and an invitation will be disseminated to the faculty and the RSONC student body. All DNP candidates complete an application for admission to candidacy for degree form. This form needs to be signed by the capstone advisor and the DNP program director. The student must have the capstone advisor sign off on the final paper and the student must show evidence that they have submitted the paper to a scholarly journal (it does not need to be accepted for publication) prior to the capstone advisor and the program director sign off on the admission for candidacy form. 9

15 Graduation Requirements & Time Limits All degree requirements for the Post-Baccalaureate and Post-RN DNP must be completed and the degree awarded within 5 years of initial enrollment; for the Post-Master s DNP all degree requirements must be completed and the degree awarded within years of initial enrollment. Students who are applying for an initial certification as an Advanced Practice Nurse must compete a credit graduate level advanced pharmacology course that has been approved by the program within a 5 year period. This means that the student must not allow more than 5 years to pass between the time that they take advanced pharmacology and the time that they apply for their initial APN certification. If there is more than a 5 year span of time the student must follow the stipulations put forth by the State Board of Nursing. DNP Scholarly Project The main purpose of the scholarly project is to have the student engage in activity that is consistent with the definition of nursing scholarship and practice scholarship as previously described (p.-.) The student will be expected to engage in a systematic approach to pertinent information and evidence that supports the need for the project. The student will develop a plan that supports the scholarly goals of the project. The student will produce oral and written work that meets the criteria for nursing scholarship (p.-). In particular, the student must submit work that derives from the project to a peer reviewed publication. There are three scholarly seminar courses in the curriculum. Scholarly Seminar I is designed to support the student in developing their project. It is suggested that the student submit a proposal of their project upon the completion of Scholarly Seminar I. Scholarly Seminar II is designed to support the student in collecting data and implementing their project. Scholarly Seminar III is designed to support the student in analyzing and synthesizing data and information and prepare for dissemination of the project results. This dissemination includes writing a paper to be submitted to a peer reviewed publication During Scholarly Seminar I, students will be paired with a doctorally prepared Rutgers Camden faculty member who will serve as a capstone committee chair. Capstone committee chairs should have expertise in the student s area of interest to support and guide them with a selected project. The chair will ensure that the student is maintaining a steady pace and focus as he/she progresses with the project. The student is also required to work collaboratively with a partner in the practice-service setting where the project is conducted. This individual will serve in a consultative role to the capstone committee. However, the final decision as to whether the student meets the terminal learning objectives of the project will lie solely with the capstone committee. 10

16 DNP Program Curriculum Plans EARLY ENTRY BS to DNP Early Entry BS to DNP FALL AY1 SPRING AY1 50:120:127 or 120:101 (no lab) Principles of Biology 50:160:10 General Org. Biochemistry 50:50:101 English Composition I 50:80:101 Introduction to Psychology 50:920:207 Introduction to Sociology 50:120:21 Genetics 50:50:102 English Composition II 00:000:000 Transcultural Health & Diversity 57:705:101 or 102 () Seminar on Professional Nursing 50:960:250 Stats for Social Sciences OR 50:960:18 Elem. Applied Stats 2 Credit Total 16 Credit Total 1 FALL AY2 SPRING AY2 50:120:25 Anatomy & Physiology I (c Lab 255) 00:000:000 Transcultural Health & Diversity Requirement 50:80:222 Human Development 50:70:29 Biomedical Ethics 50:705:519 Advanced Health/Physical Assessment 50:120:25 Anatomy & Physiology II (c Lab 256) 50:120:211 Microbiology (c Lab 212) 57:520:255 Nutrition 00:000:000 Civilizations & Heritages Requirement 57:705:210 & /50:705:211 Basic Clinical Nursing Competencies c Lab (must register for both) Credit Total 17 Credit Total 18 FALL AY 57:705:11 Research in Nursing 00:000:000 Free Elective 57:705:01 Nursing of Women & Childbearing Family Theory 57:705:02 Nursing of Women & Childbearing Family Lab. 58:705:516 Advanced Physiology/Pathophysiology FALL AY 00:000:000 Literature or Fine Arts Requirement 57:705:01 Gerontological Nursing Theory 57:705:02 Gerontological Nursing Lab. 57:705:0 Psychiatric-Mental Health Nursing Theory 57:705:0 Psychiatric-Mental Health Nursing Lab. SPRING AY 58:705:518 Advanced Pharmacology 57:705:0 Nursing of Adults Theory 57:705:0 Nursing of Adults Lab. 57:705:05 Nursing of Children & Adolescents Theory 57:705:06 Nursing of Children & Adolescents Lab. Credit Total 16 Credit Total 16 SPRING AY 58:705:526 Advanced Practice Role (R=10) 57:705:05 Community Health Nursing & Global Health Theory 57:705:06 Community Health Nursing & Global Health Lab. 57:705:07 Nursing Management and Leadership Theory 57:705:08 Nursing Management and Leadership Lab. Credit Total 15 Credit Total Credit hours 11

17 SUMMER I AY (6 weeks) Prepare for NCLEX 58:705:511 Foundations of Nursing Science 0 SUMMER II AY (6 weeks) 58:705:517 Evidence-based Prevention, Promotion & Practice FALL AY5 58:705:660 Adult/Gero Primary Care Theory 58:705:662 Adult/Gero Primary Care Res. I (R=20 hrs.) 58:705:580 Interprofessional Ethics for Advanced Practice RESIDENCY WEEKEND Credit Total Credit Total SPRING AY5 58:705:661 Adult/Gero Complex Care Theory 58:705:66 Adult/Gero Complex Care Res. II (R=20 hrs.) 58:705:671 Scholarly Seminar I (R=120 hrs.) Credit Total 10 Credit Total 10 SUMMER I AY5 ( or 6 weeks) SUMMER II AY5 ( or 6 weeks) 58:705:607 Health Information Systems & Technology FALL AY6 58:705:698 Epidemiology & Biostatistics 00:000:000 Financial Management in Healthcare (Business School) 58:705:672 Scholarly Seminar II (120 hours) 58:705:675 Adult/Gero Res. III (R=120 hrs.) R = Clinical Residency/Immersion Hours (60hrs. = 1 cr) 58:705:691 Leading Interprofessional Collaborative Teams in Healthcare Organizations (R=0 hrs.) Credit Total Credit Total SPRING AY6 58:705:676 Specialty Res. IV (R=120hrs.) 58:705:67 Scholarly Seminar III (R=120 hrs.) 58:705:581 Best Educational Practices 58:705:695 National & Global Health Policy (R=0hrs.) 58:705:526 APN Role Transition 2 2 Credit Total 12 Credit Total 1 12

18 POST BS/BSN to DNP Post BS/BSN to DNP Pre-requisites or Co-requisites 705:526 Advanced Practice Role take with prelicensure students 705:52 Advanced Physiology/Pathophysiology (can be transferred in) 705:521 Advanced Health/Physical Assessment (can be transferred in) 705:525 Advanced Pharmacology (can be transferred in) SUMMER I AY (6 weeks) 705:511 Foundations of Nursing Science 0 Credit Total 12 SUMMER II AY (6 weeks) 705:517 Evidence-based Prevention, Promotion & Practice Credit Total 6 Credit Total 6 FALL AY5 SPRING AY5 705:660 Adult/Gero Primary Care Theory 705:662 Adult/Gero Primary Care Res. I (R=20 hrs.) 705:580 Interprofessional Ethics for Advanced Practice 705:661 Adult/Gero Complex Care Theory 705:66 Adult/Gero Complex Care Res. II (R=20 hrs.) 705:671 Scholarly Seminar I (R=120 hrs.) 7 2 Credit Total 1 Credit Total 12 SUMMER I AY5 ( or 6 weeks) SUMMER II AY5 ( or 6 weeks) 705:607 Health Information Systems & Technology 2 705:691 Leading Interprofessional Collaborative Teams in Healthcare Organizations (R=0hrs.) FALL AY6 705:698 Epidemiology & Biostatistics 000:000 Financial Management in Healthcare (Business School) 705:672 Scholarly Seminar II (R=120 hrs) 705:675 Specialty Res. III (R=120 hrs.) Credit Total 5 Credit Total SPRING AY6 705:676 Specialty Res. IV (R=120hrs.) 705:67 Scholarly Seminar III (R=0 hrs.) 705:581 Best Educational Practices 705:695 National & Global Health Policy (R=0hrs.) 705:526 APN Role Transition 2 Credit Total 12 Credit Total 1 9 credit hours for prerequisites 57 Credit Hours after Prerequisites 66 credit hours TOTAL Post BSN DNP 1160 Residency Hours 705:519/521 Advanced Health/Physical Assessment (/) 705:5/25 Advanced Physiology/Pathophysiology (/) 2 1

19 705:518/525 Advanced Pharmacology (-) 705:526 APN Role Transition (2) 705:511 Foundations of Nursing Science for Advanced Practice () 705:517 Building Evidence for Health Promotion, Prevention & Practice () 705:660 Principles of Adult-Gerontology Primary Care () 705:661 Adult-Gerontology Primary Care Residency I () 705:580 Interprofessional Ethics for Advanced Practice () 705:66 Principles of Adult-Gerontology Complex Care () 705:665 Adult-Gerontology Complex Care Residency II (7) 705:671 Scholarly Seminar I () 705:607 Health Information Systems & Technology () 705:691 Leading Interprofessional Teams in Health Care Organizations () 705:698 Epidemiology & Biostatistics () 000:000 Financial Management in Healthcare () 705:675 Specialty Seminar & Residency (III) () 705:676 Specialty Seminar & Residency (IV) () 705:621 Best Educational Practices (2) 705:622 National & Global Health Policy () 705:67 Scholarly Seminar II () 705:67 Scholarly Seminar III () 720 specialty hours 00 capstone/immersion experience 1

20 RN to DNP RN to DNP Curriculum Program of study will be individualized based on the student s pre-requisite courses and pre-licensure program courses already completed. FALL AY1 SPRING AY1 160:107 General Chemistry I 50:101 English Composition I 80:101 Introduction to Psychology 920:207 Introduction to Sociology 160:108 General Chemistry II 50:102 English Composition II 070:21 Introduction to Cultural Anthropology 960:18 Stats for Social Sciences or Elem. Applied Stats 2 Credit Total 1 Credit Total 12 FALL AY2 120:25 Anatomy & Physiology I 90:227 Spanish for Healthcare Professionals 80:222 Human Development FALL AY 705:11 Research in Nursing 705:58 Conceptual Foundations of Prof. Nsg Practice 705:516 Advanced Physiology/Pathophysiology FALL AY 705:07 Nursing Management and Leadership Theory 705:08 Nursing Management and Leadership Lab. 70:9 Biomedical Ethics SPRING AY2 120:25 Anatomy & Physiology II 120:211 Microbiology 000:000 Ancient and Modern Heritages 705:519 Advanced Health/Physical Assessment Credit Total 10 Credit Total 15 SPRING AY 705:518 Advanced Pharmacology 000:000 Literature or Fine Arts Elective 520:255 Nutrition Credit Total 10 Credit Total 10 SPRING AY 705:51 Community Health Nursing & Global Health Theory 705:52 Community Health Nursing & Global Health Lab Credit Total 9 Credit Total 6 91 Credit Hours 15

21 SUMMER I AY (6 weeks) SUMMER II AY (6 weeks) 705:511 Foundations of Nursing Science 705:517 Evidence-based Prevention, Promotion & Practice Credit Total Credit Total FALL AY5 SPRING AY5 705:660 Adult/Gero Primary Care Theory 705:662 Adult/Gero Primary Care Res. I (R=20 hrs.) 705:580 Interprofessional Ethics for Advanced Practice 705:661 Adult/Gero Complex Care Theory 705:66 Adult/Gero Complex Care Res. (R=20 hrs.) 705:671 Scholarly Seminar I (R=120 hrs.) Credit Total 10 Credit Total 10 SUMMER I AY5 ( or 6 weeks) SUMMER II AY5 ( or 6 weeks) 705:607 Health Information Systems & Technology 705:691 Leading Interprofessional Collaborative Teams in Healthcare Organizations (R=0hrs.) Credit Total Credit Total FALL AY6 705:698 Epidemiology & Biostatistics 000:000 Financial Management in Healthcare (Business School) 705:675 Specialty Res. III (R=120 hrs.) 705:672 Scholarly Seminar II (R=120 hours) SPRING AY6 705:676 Specialty Res. IV (R=120hrs.) 705:67 Scholarly Seminar III (R=120 hrs.) 705:518 Best Educational Practices 705:695 National & Global Health Policy (R=0hrs.) 705:526 APN Role Transition Credit Total 12 Credit Total Credit Hours 1160 Residency Hours 16

22 POST MS/MSN to DNP Post MS/MSN to DNP SUMMER I AY (6 weeks) SUMMER II AY (6 weeks) 705:511 Foundations of Nursing Science 705:517 Evidence-based Prevention, Promotion & Practice Credit Total Credit Total FALL AY5 705:580 Interprofessional Ethics for Advanced Practice SPRING AY5 705:671 Scholarly Seminar I (R=120 hrs.) Credit Total Credit Total SUMMER I AY5 ( or 6 weeks) SUMMER II AY5 ( or 6 weeks) 705:607 Health Information Systems & Technology 705:691 Leading Interprofessional Collaborative Teams in Healthcare Organizations (R=0hrs.) Credit Total Credit Total 705:698 Epidemiology & Biostatistics 000:000 Financial Management in Healthcare (Business School) 705:675 Scholarly Seminar II (R=120 hrs.) FALL AY6 SPRING AY6 705:672 Scholarly Seminar III (R=120 hrs.) 705:581 Best Educational Practices 705:695 National & Global Health Policy (R=0hrs.) Credit Total 9 Credit Total 8 6 Credit Hours 0 Residency Hours 17

23 Organization Competencies Incorporated Into the Curriculum I. American Association of Colleges of Nursing (AACN) Essentials for Doctoral Education (2006): 1. Scientific underpinnings for practice 2. Organizational and systems leadership for quality improvement and systems thinking. Clinical scholarship and analytical methods for evidence based practice. Information systems/technology and patient care technology for the improvement and transformation of health care 5. Health care policy for advocacy in health care 6. Interprofessional collaboration for improving patient and population health outcomes 7. Clinical prevention and population health for improving the nation s health 8. Advanced nursing practice II. National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies (2012) 1. Scientific foundation 2. Leadership. Quality. Practice Inquiry 5. Technology and Information Literacy 6. Policy 7. Health Delivery System 8. Ethics 9. Independent Practice III. National Task Force on Quality Nurse Practitioner Education (NTF) and Commission on Collegiate Nursing Education (CCNE) additional resources used for program development Essential Abilities 1. Demonstrate advanced levels of clinical judgment with adult and gerontological populations based on integrated knowledge of the basic sciences, nursing science, ethics, law, psychosocial theory, cultural knowledge, and communications skills. 2. Translate research in nursing and health care into clinical practice focused on adult and gerontological populations.. Lead quality improvement and safety initiatives in individual and community health for adult and gerontological populations.. Collaborate with intraprofessional and interprofessional groups in community settings to address major community health challenges of adult and gerontological populations. 5. Participate in leadership and management roles that include the development of standards of care and health policy for adult and gerontological populations. 18

24 6. Practice in the context of evolving health information systems and technology. 7. Teach and mentor students studying healthcare for adult and gerontological populations. Professional Conduct All DNP students are subject to the Rutgers University Code of Student Conduct. DNP students are held to additional standards: Health professionals are privileged to serve in important and time honored roles as caregivers for other humans. These roles include physical and emotional dimensions that demand the highest degree of ethical behavior among our professions. Ethical behavior includes, but is not in any way limited to honesty, trustworthiness, professional demeanor, respect for the rights of others, personal accountability, and concern for the welfare of patients: Professional Nursing Ethics- All students will be familiar with and adherent to the ANA Code of Ethics for Nurses. Honesty Being truthful in communication with all others, while in the healthcare arena or in the community at large. Behaviors that indicate honesty include: Submitting original work for all assignments and learning tasks. Written and oral assignments that pertain to clinical work should be an accurate report of activities, experiences and outcomes. Report errors of commission or omission in an appropriate timely manner to preceptors and course faculty Identify self as a student and wear program approved identification that is clearly visible to patients and others at all times when working in the clinical area. Maintenance of Patient Confidentiality Restricting discussion of patient care to those areas where conversations cannot be overheard by others outside of the care team; refraining from disclosing patient identity to those not connected to the care of the patient; maintaining appropriate security for all paper and electronic patient records, whether in the patient care or research realms. Behaviors that indicate appropriate maintenance of patient confidentiality include: Familiarity with and adherence to all HIPPA regulations Familiarity with and adherence to all regulations related to protected health information (PHI). Trustworthiness Being dependable; following through on responsibilities in a timely manner; maintaining the confidentiality of patient information. Behaviors that indicate trustworthiness include: 19

25 Work collaboratively with the preceptor and clinical faculty and abstain from performing any activity that is beyond the scope of generalist nursing practice unless under the direct supervision of the preceptor or supervising faculty Punctuality is expected at all times. Students will arrive 15 minutes prior to the start of the expected start time for a class or clinical experience. Attend all synchronous learning activities. Faculty have the discretion to establish specific rules regarding attendance. It is the student s responsibility to ensure that they obtain the required number of clinical hours within the allotted time periods. Submit all projects and asynchronous learning activities within the specified time period. Faculty have the discretion to establish specific rules regarding not meeting time deadlines. Notify the program immediately regarding any legal or practice issues that have any potential for suspension or revocation of licensure. Professional Communication and Demeanor Behaving in a calm, dignified and mature manner at all times. Taking a pro-active role in communicating with patients, preceptors and clinical faculty at all times. Behaviors that indicate professional communication and demeanor include: Notify preceptors and clinical faculty in advance regarding the need for being late or absent from class or clinical. Negotiate any need for make-up time or other remedial work in a respectful and mature manner. Such plans need to be at the discretion of the preceptor or clinical faculty. Establishing a schedule for clinical hours that is respectful of the needs of the preceptor and clinical site. Provide the preceptor with a course syllabus and clinical evaluation tool on the first day of clinical. Accept all constructive feedback in a mature manner and use feedback to promote learning and growth. Proactively seek feedback regarding clinical performance in a continual manner. University and DNP Academic Policies University Policies It is the responsibility of the student to understand and adhere to the general policies that pertain to all students at Rutgers University. Students must read these policies in their entirety. Students must regularly check these policies as the university reserves the right to amend them at any time. In addition there are selected policies that are specific to the DNP Program. Code of Student Conduct: 10#2 Academic Integrity: 20

26 Student Information Office of the Registrar: Provides information about many important issues such as: registration; class schedules; add/drop periods; withdrawal and medical leave policies; academic calendar; financial assistance; housing General information about the Graduate School at Rutgers Camden: The graduate student handbook has information on general policies and information about the graduate school. DNP Program Policies Course Attendance Students must review and adhere to university policy regarding course attendance. In additions per university policy permits the DNP program to specify additional requirements regarding course attendance: Students are expected to attend all face-to-face meetings of their courses. Students are expected to negotiate with their employers for time off from work to accommodate class and clinical attendance. Required documentation supporting absences is at the discretion of the course leader. The student must communicate proactively with the course leader for all didactic courses. The student must communicate proactively with the clinical faculty member and the preceptor regarding absences in seminar courses. Make up time for missed hours in the residency courses is at the discretion of the clinical faculty and preceptor. Enrollment 21

27 When students have accepted admission to the DNP Program they must matriculate in the semester they were accepted or they will be withdrawn from the program. Once matriculated into the DNP program, students must be continuously enrolled in the program unless a written, formal request for a leave of absence has been submitted to and approved by the Director of the DNP Program and the Associate Dean of Graduate and Professional Programs. Continuous enrollment requires that every doctoral student must earn at least twelve credits toward his or her degree every calendar year from the time of the first registration until completion of all requirements for the doctoral degree. If the continuous enrollment policy is not maintained, a letter will be sent to the student and the advisor from the Director of the DNP Program. Leave of Absence Students may request a leave of absence from the SNC for one academic year To request a leave of absence, students must submit a Leave of Absence Request form to the Associate Dean of Graduate and Professional Programs. It is essential to discuss your leave with your assigned faculty advisor prior to submitting the form. Academic Grade Appeal Policy The purpose of the academic grade appeal policy is to provide a fair and speedy review of all student appeals of academic grades in graduate/professional programs at the SNC; this policy will permit such appeals to be determined in a manner that reflects the interests of both the student and the faculty member. The only matters reviewable under this policy are claims of prejudice on the part of a faculty member in an academic exercise or activity for which a grade leading to academic credit is awarded, and/or evident and prejudicial error in the administration or grading method used for any paper, examination, performance, or other exercise or activity for which a grade leading to academic credit is awarded, provided that the academic judgment used in determining the merits of the grade to be awarded to such exercise or activity shall not be reviewable. An appeal under this policy shall be carried out according to the following procedures: STEP I: The student should present his or her claim, in writing, to the faculty member involved and shall seek to have the matter resolved by the faculty member. In no event shall there be a right of appeal hereunder for a claim presented to the faculty member more than thirty days after a final grade is posted to the student's record. The faculty member must respond within one week of receiving the appeal. STEP II: If the student remains aggrieved by the decision of the faculty member under step one, he or she may, within one week after formal receipt of the faculty member s final decision, appeal, in writing, to the director of the program in which the course or other exercise or activity is offered. The program director must respond within one week of receiving the appeal. STEP III: If the student remains aggrieved by the decision of the program director under step two, he or she may, within one week after formal receipt of the program director's final decision, appeal, in writing, to the associate dean of the school in which the course or other exercise or activity is offered. 22