Dana Wright, Director of Academic Program Development

Transcription

1 Academic Program Development 261 University Hall (MC 10) 601 South Morgan Street Chicago, Illinois November 2, 2015 TO: FROM: Ilene Harris, Chair Senate Committee on Educational Policy Dana Wright, Director of Academic Program Development I am submitting for the review and action of the Senate Committee on Educational Policy the attached Proposal to Revise the Bachelor of Science in Nursing and Revise the Registered Nurse/Bachelor of Science in Nursing Completion Program. The proposal was approved by the College of Nursing Curriculum Committee on March 12, 2015 and the college faculty on April 2, ATTACHMENT

2 Title: Sponsor: Proposal to Revise the Bachelor of Science in Nursing (BSN) and Revise the Registered Nurse/Bachelor of Science in Nursing (RN/BSN) Completion Program Office of Academic Programs, College of Nursing Executive Summary: As part of an extensive, college-wide curricular review and assessment based upon the American Association of Colleges of Nursing s (AACN) curricular guidelines Essentials of Baccalaureate Education in Nursing (2008) and the UIC College of Nursing (CON) curriculum analysis (201), the CON proposes to revise its Bachelor of Science in Nursing (BSN) program to do the following: 1) emphasize communication and inter-professional collaboration to optimize outcomes of care; 2) shift the emphasis from doing research towards preparation for evidence-based practice; ) emphasize understanding systems and developing quality improvement skills leading to enhanced patient safety; and ) emphasize principles of health care policy, finance, and regulation to guide professional nursing practice. In addition, a basic statistics course has also been added to the admission (pre-nursing) prerequisites as part of the shift towards evidence-based practice and clinical application mentioned above. The RN/BSN Completion Program provides registered nurses an opportunity to earn a baccalaureate degree in nursing that builds upon the skills they have already developed in their previous nursing education. Revisions to the RN/BSN program will insure that all newly created objectives for non-clinical courses in the new BSN curriculum also appear in the RN/BSN program. There has also been a recent change to the RN/BSN program s chemistry prerequisite requirement (approved spring 2015). Unlike for the new BSN curriculum, there will be no addition of a statistics prerequisite for the RN/BSN program since these students come to the program with this requisite knowledge and take a required research and statistics for evidence-based practice course as part of the RN/BSN program. Description: As part of an extensive, college-wide curricular review and assessment based upon the AACN s curricular guidelines, specifically, The Essentials of Baccalaureate Education in Nursing (2008), the UIC College of Nursing proposes to revise its BSN program to do the following: 1) emphasize communication and interprofessional collaboration to optimize outcomes of care; 2) shift the emphasis from doing research towards preparation for evidencebased practice. This includes a new admissions requirement of a basic statistics course for the traditional BSN program since this content provides requisite knowledge for evidence-based practice courses and clinical application. ) emphasize understanding systems and developing quality improvement skills 1

3 leading to enhanced patient safety; and ) emphasize principles of health care policy, finance, and regulation to guide professional nursing practice. The RN/BSN program is also being revised to remain consistent with the knowledge, skills, and attitudes fostered in BSN education by insuring that all newly created non-clinical course objectives in the proposed BSN program are included in the coursework for the RN/BSN program. For both the BSN curriculum and the RN/BSN curriculum, the proposed revisions will not change in the total credit hours required for the degree. For the BSN program, students enter as juniors, having completed 5-57 credits of prerequisites. They earn 6-66 credits (depending on whether or not they still need an upper division arts & science elective that is one of the prerequisite courses) over the subsequent semesters, to graduate with a total of 120 credits. As a result of the significant changes in the BSN, all of the current courses will be eliminated from the new requirements. The courses in Table 1 will remain on the books until continuing students (those already enrolled in the BSN prior to Fall 2016) complete their degree requirements. Since the BSN is a two-year program and students currently enrolled in the BSN will be in the 2 nd year of the program when the new curriculum is implemented in Fall 2016, the college anticipates that it will offer the two curricula concurrently for only the academic year. The CON is committed to its current students. The College will implement a transition plan for any student admitted to the current curriculum who needs to decelerate (are unable to progress). Completed coursework will be substituted for courses in the revised curriculum so that academic progression in the revised BSN can continue as outlined. It is important to note, that this only happens to a very small number of students and typically in the first semester of the program. We would be able to identify these students by the end of spring 2016 and can facilitate a transition plan for them before the end of the current academic year. Use of Simulation: Providing high-quality clinical experiences for pre-licensure nursing students is a challenge. Barriers include limited clinical sites and competition for those sites, clinical site initiatives that limit student access to certain patient experiences, disparities in learning opportunities across sites, and a faculty shortage. One solution to reduce these barriers or their impact is the integration of simulated clinical experiences throughout a nursing curriculum. The use of simulation facilitates learning based on principles of repetitive practice, standardization of experiences and minimization of patient safety risks. In a recent landmark randomized control, multisite design study by the National Council of State Boards of Nursing (201), using a, traditional clinical education was compared to replacement of hours with high-fidelity simulation experiences for pre-licensure nursing students. No significant difference was found with respect to clinical competency, nursing knowledge, and readiness for practice post-graduation, indicating strong evidence to support substitution of high-quality simulation for traditional clinical hours (25%-50% in the study) in pre-licensure nursing students. The revised curriculum plans to use simulated experiences for 2

4 20%-0% of its clinical requirements. This is also consistent with the Illinois Board of Nursing administrative rules for the integration of simulation in nursing curricula. Upper Division Elective: BSN students may choose a course from one of these categories: physical sciences, life sciences, mathematical sciences, social sciences, fine arts, performing arts, or humanities. In order to meet the requirement, the course must be equivalent to a 200-level or above course at UIC. Though the requirement may be completed after entry to the program, it is very highly recommended that students complete an upper division elective with other prerequisite courses prior to enrollment. Table 1. Current BSN Curriculum: Number Name Hours NURS 202 Concepts and Processes of Professional Nursing Introduction to the history and framework of nursing practice. Emphasis on basic curricular concepts and processes of professional nursing. NURS 210 Health Assessment Introduction to assessment of physical and psychosocial health across the lifespan. Includes physical assessment techniques, interviewing skills and introduction to medical terminology and health risk assessment. NURS 215 Pathophysiology and Applied Pharmacology I Presents clinical pathophysiological mechanisms across the lifespan integrating pharmacological principles and therapies required for nursing practice NURS 217 Pathophysiology and Applied Pharmacology II Presents clinical pathophysiological mechanisms across the lifespan integrating pharmacological principles and therapies required for nursing practice NURS 225 Introduction to Clinical Concepts and Processes Applies nursing process, communication and teaching/learning to individuals. Includes mobility, comfort, safety, infection, protection, fatigue, sleep, oxygenation, and elimination. Clinical application in various settings 6 NURS 22 Introduction to Nursing Research and Statistics for Evidence-Based Practice Basic concepts of research emphasizing relationship between research and nursing practice. Includes basic statistical measures, hypothesis testing, and interpretation of nursing research for application and practice. NURS 5 Clinical Concepts and Processes in Adult Health Nursing concepts/processes concerning common adult health problems: oxygenation, information processing, regulation, immune response, elimination, metabolism, mobility, substance abuse, and perioperative. Clinical application in various settings 6 NURS 5 Clinical Concepts and Processes in Women's & Family Health Care of women and families across the lifespan. Emphasizes health promotion from a community-based 5

5 NURS 55 NURS 65 NURS 75 NURS 85 NURS 90 NURS 97 Nursing Elective perspective. Social, cultural, political, legal and ethical influences on health behavior and outcomes are explored. Clinical application in various settings. Clinical Concepts and Processes in Children's & Family Health Nursing care of the well, acutely and chronically ill infant and child using a family-focused approach with clinical application in various settings. 5 Clinical Concepts and Processes in Mental Health Application and integration of biopsychosocial and cultural concepts and principles in the nursing process for individuals and groups in psychiatric settings. Clinical application in various settings. 5 Concepts and Processes in Older Adult Health Application of concepts of gerontology, aging theories and care of the older adult, including health promotion and maintenance and rehabilitation. Clinical Concepts & Processes in Population-Focused Nursing Synthesis of theory, research and practice related to population-focused nursing care, with emphasis on health promotion of aggregates. Clinical application with aggregates across the lifespan. 5 Nursing Leadership and Management in Healthcare Appraisal and synthesis of theory, research and practice in the application of principles of nursing leadership and management. Clinical application will focus on the management of groups of clients and systems. 6 Issues in Nursing Practice Analysis of social, economic, and policy issues affecting the practice of professional nursing with emphasis on strategies for advancing the profession. Minimum requirement of two hours of electives chosen from 00 or 00 level nursing courses and selected with an advisor 2 Total Credits 6 In the revised BSN curriculum, students will continue to take 6 hours of coursework. However, all 6 hours will be earned in specific courses as the 2 hour nursing elective has been eliminated. Students will continue to take courses in the core concepts in professional nursing, health assessment, pharmacology, clinical concepts in specific areas of care/care for specific populations, and nursing management. But they will do so in new courses that reframe the content according to current AACN s curricular guidelines. The revised curriculum is summarized below. Table 2. Proposed BSN Curriculum: Number New Name Credits NURS 20 Professional Nursing 1 Examination of core concepts in professional nursing which define the role of the nurse. Utilizing principles of evidence-based practice, special emphasis will be

6 NURS 212 NURS 221 NURS 22 NURS 2 NURS 25 NURS 0 NURS 21 NURS 1 NURS 1 NURS 51 NURS 5 placed on ethical, legal, and cultural considerations that impact nursing practice. Health Assessment and Communication Introduction to physical assessment and interview skills necessary to assess health status of clients across the lifespan. Concepts of communication, health literacy, patient centeredness are investigated as they impact health and risk assessment. Foundations of Nursing Introduction to professional nursing emphasizing clinical and scientific concepts; nursing process; patient safety; communication and teaching/learning; and technology in the care of patients and their families. 6 Concepts in Pathophysiology & Pharmacology I Provides pathophysiologic and pharmacologic concepts critical to clinical decision making focusing on common disease processes across the lifespan, and on therapeutic and toxic effects of associated major drug classes. Concepts in Pathophysiology & Pharmacology II Provides pathophysiologic and pharmacologic concepts critical to clinical decision making focusing on common disease processes across the lifespan, and on therapeutic and toxic effects of associated major drug classes. Professional Nursing 2 Exploration of social and ethical issues in nursing with specific emphasis on social determinants of health, health disparities, social justice, utilizing evidence based practice principles and critique of nursing research. Professional Nursing Utilize nursing research to investigate concepts of patient safety, quality improvement, and risk management, including ethical and legal consideration. Nursing Care of Adults across the Life Span Application of nursing knowledge and skills in care of adults across the life span. Unique health care needs of older adults will be addressed. 7 Nursing Care of Childbearing Women and Families Application of nursing knowledge and skills in the care of childbearing women and their families. Nursing Care of Children and Families Application of nursing knowledge and skills in the care of infants, children, and adolescents and their families. Nursing Care in Mental & Behavioral Health Application of nursing knowledge and skills in the integration of bio-psychosocial concepts and principles into care of individuals and groups. Professional Nursing Concepts of leadership, management, organizations/systems theory, healthcare finance and policy, and their impact on the role of the nurse are 5

7 NURS 61 NURS 71 NURS 77 NURS 87 investigated. Intra- and inter-professional collaboration and nursing informatics will be examined. Nursing Care of Populations (BSN) Application of nursing knowledge and skills in the care of populations. Acute Care Nursing and Care Management Integration of nursing knowledge and coordination of clinical skills when caring for multiple patients in acute care settings, with emphasis on care management and care transitions. Integrative Practice Experience Integration of theory and concepts into complex practice scenarios to develop knowledge and skills needed to provide safe and effective nursing care across diverse populations and settings. 2 Senior Nursing Seminar Explore transition to the professional role through discussion of career development strategies including NCLEX preparation, graduate education opportunities, professional engagement, and dedication to lifelong learning. Total Credits 6 The following is a standard program plan for a BSN student entering the College of Nursing as a junior. Table. BSN Program Plan Semester Course Credits 1st Semester NURS 20 Professional Nursing 1 NURS 212 Health Assessment and Communication NURS 221 Foundations of Nursing 6 NURS 22 Concepts in Pathophysiology & Pharmacology nd Semester NURS 2 Concepts in Pathophysiology & Pharmacology 2 NURS 25 Professional Nursing 2 NURS 21 Nursing Care of Adults across the Life Span 7 NURS 51 Nursing Care in Mental and Behavioral Health 17 rd Semester NURS 1 Or NURS 1 NURS 61 Or NURS 71 Nursing Care of Children and Families or Care of Childbearing Women and Families Nursing Care of Populations (BSN) or Acute Care Nursing and Care Management NURS 0 Professional Nursing NURS 77 Integrative Practice Experience 2 Upper Division Arts & Sciences Course (if needed) () 1 th Semester 6

8 NURS 1 Or NURS 1 NURS 61 Or Nursing Care of Children and Families or Care of Childbearing Women and Families Nursing Care of Populations (BSN) or Acute Care Nursing and Care Management NURS 71 NURS 5 Professional Nursing NURS 87 Senior Nursing Seminar 15 Total credits 6 The RN/BSN program offered by the College of Nursing through the School of Continuing Studies is designed for registered nurses pursuing higher education. Students who have graduated from a state-approved associate s degree in nursing (ADN) program and who hold a current license as registered professional nurses receive semester hours of proficiency credit towards the BS in Nursing. UIC s RN-BSN curriculum is a nationally recognized online degree completion program consisting of 6 required courses (25 hours) and five hours of nursing electives, totaling 0 credit hours. The remaining credits for the degree are comprised of proficiency credits, prerequisite requirements, and general education courses for a total of 120 credit hours, as summarized below. RN / BSN Program Requirements Proficiency Credits Pre-Nursing Studies (Prerequisite and General Education courses) RN-BSN Required Courses Total Hours RN / BSN Program hours 57 hours 0 hours 120 hours Table provides a summary of the 0 hours of the current RN-BSN requirements. Table. Current RN/BSN Curriculum Number Name Credits NURS 210 Health Assessment Introduction to assessment of physical and psychosocial health across the lifespan. Includes physical assessment techniques, interviewing skills and introduction to medical terminology and health risk assessment NURS 22 Concepts and Processes in Contemporary Nursing Practice Introduces RN/BSN student to contemporary concepts for professional nursing practice in health care systems with emphasis on the nursing paradigm, health promotion and continuity of care. NURS 22 Introduction to Nursing Research and Statistics for Evidence-Based Practice Basic concepts of research emphasizing relationship between research and nursing practice. Includes basic statistical measures, hypothesis testing, and 7

9 interpretation of nursing research for application and practice NURS 85 Concepts and Processes in Population-Focused Nursing Synthesis of theory, research and practice related to population-focused nursing care, with emphasis on health promotion of aggregates. Clinical application with aggregates across the lifespan 5 NURS 90 Nursing Leadership and Management in Healthcare Appraisal and synthesis of theory, research and practice in the application of principles of nursing leadership and management. Clinical application will focus on the management of groups of clients and systems 6 NURS 97 Issues in Nursing Practice Analysis of social, economic, and policy issues affecting the practice of professional nursing with emphasis on strategies for advancing the profession. Nursing Electives 5 Total Credits 0 For the proposed RN/BSN curriculum, the following curriculum revisions have been made: NURS 210: Health Assessment will be eliminated from the curriculum, and replaced by a new course NURS 212. NURS 212: Health Assessment and Communication will be required in both the traditional BSN and RN/BSN programs. The other five RN/BSN courses will be revised as indicated below in Table 5. Revisions are primarily revisions to course descriptions. Nursing care of populations will be taught in both pre-licensure BSN and RN-BSN, but there are additional course objectives in the RN/BSN program. Therefore, an updated and renamed NURS 85: Nursing Care of Populations (RN to BSN) will continue to be used. A new course - NURS 61: Nursing Care of Populations (BSN) will be added in the traditional BSN program. The traditional BSN curriculum revision has eliminated elective courses (other than the upper division elective), thus in the RN/BSN program, it is proposed that two courses which have been elective choices be revised from nursing electives to nursing requirements. Students will be required to take NURS 16: Introduction to Nursing informatics and NURS 2: Caring in Professional Nursing. These two courses are designed to help RN/BSN students fulfill a number of the curricular requirements delineated in the AACN BSN Essentials. The upper division arts & sciences elective is a graduation requirement rather than an admission requirement. Students may choose a course from one of these categories: physical sciences, life sciences, mathematical sciences, social sciences, fine arts, performing arts, or humanities. In order to meet the requirement, the course must be equivalent to a 200-level or above course at UIC. Though the requirement may be completed after entry to the program, it is very highly 8

10 recommended that students complete an upper division elective with other prerequisite courses prior to enrollment. Table. Proposed RN/BSN Program Changes Current RN-BSN Courses (Hours) Proposed RN-BSN Courses (Hours) NURS 210 DELETE Health Assessment () Introduction to assessment of physical and psychosocial health across the lifespan. Includes physical assessment techniques, interviewing skills and introduction to medical terminology and health risk assessment NEW COURSE NURS 212 Health Assessment and Communication () Introduction to physical assessment and interview skills necessary to assess health status of clients across the lifespan. Concepts of communication, health literacy, patient centeredness are investigated as NURS 22 Concepts and Processes in Contemporary Nursing () Introduces RN/BSN student to contemporary concepts for professional nursing practice in health care systems with emphasis on the nursing paradigm, health promotion and continuity of care. NURS 22 Introduction to Nursing Research and Statistics for Evidence-Based Practice () Basic concepts of research emphasizing relationship between research and nursing practice. Includes basic statistical measures, hypothesis testing, and interpretation of nursing research for application and practice NURS 85 Concepts and Processes in Population-Focused Nursing (5) Synthesis of theory, research and practice related to population-focused nursing care, with emphasis on health they impact health and risk assessment. REVISE NURS 22 Concepts and Processes in Contemporary Nursing () Introduces RN/BSN students to contemporary concepts for professional nursing practice in health care systems with emphasis on the definition of nursing; nursing paradigm; health promotion; continuity of care. REVISE NURS 22 Introduction to Research and Statistics for Evidence Based Practice () Basic concepts of research utilization and critique emphasizing relationship between research and evidence based nursing practice. Includes study of basic statistical measures, vocabulary, data analysis, and hypothesis testing. REVISE NURS 85 Nursing Care of Populations (RN to BSN) (5) Application of nursing knowledge and skills in the health promotion of populations. 9

11 promotion of aggregates. Clinical application with aggregates across the lifespan NURS 90 Nursing Leadership and Management in Healthcare (6) Appraisal and synthesis of theory, research and practice in the application of principles of nursing leadership and management. Clinical application will focus on the management of groups of clients and systems. NURS 97 Issues in Nursing Practice () Analysis of social, economic, and policy issues affecting the practice of professional nursing with emphasis on strategies for advancing the profession. REVISE NURS 90 Nursing Leadership and Management in Healthcare (6) Exploration and application of principles of nursing leadership and management through an integrative practice experience applying the five functions of nurse managers to the management and support of clients, groups, and systems. REVISE NURS 97 Issues in Nursing Practice () Analysis of social, economic, and policy issues affecting the practice of professional nursing with emphasis on strategies for advancing the profession. REVISE NURS 16 Introduction to Nursing Informatics () Explore the concepts of data, information, knowledge, and wisdom as they develop from information and patient care technology. Experience learning in computer applications, such as, wiki, PowerPoint, Spreadsheets, Lynda.com, and Google Drive. NEW COURSE NURS 2 Caring in Professional Nursing (2) Exploration of the complex nature of caring and its critical role in nursing. Special emphasis is placed on defining caring, describing nurse caring, and investigating caring through application, discussion, research, and teaching. Justification: All proposed changes are based on the College of Nursing s extensive, collegewide curricular review and assessment (201) and the AACN s curricular guidelines Essentials of Baccalaureate Education in Nursing (2008). It is the faculty s position that these changes in emphasis are vital in helping us to educate professional nurses who are able to work within complex systems to provide optimal care to their clients and their clients families. 1) Emphasize communication and interprofessional collaboration to optimize outcomes of care. 10

12 It was noted during a 201 college-wide curriculum review that students would benefit from more intensive skill development in the area of communication with patients, families, and other health professionals. This was also consistent with an increased emphasis on these skills in the 2008 AACN Essentials of Baccalaureate Education document which guides university-based nursing curricula. To address this area of emphasis in the new curriculum, two specific objectives were added to the new health assessment course taken in the first semester of the BSN program. NURS 212: Health Assessment and Communication Utilize communication concepts and interview skills to accurately assess the health, health literacy, and risk of clients. Describe core competencies of inter-professional communication, and examine the impact of inter-professional communication on patient outcomes. In addition, each clinical course also includes objectives addressing communication with its respective populations. For example, the new course NURS 21: Nursing Care of Adults across the Lifespan, includes these course objectives: Communicate with clients and families, using accurate and appropriate language to enhance therapeutic relationships, care delivery, and health literacy. Demonstrate skill in using patient care technologies, information systems, and communication devices that support safe nursing practice and interprofessional collaboration. 2) Shift the emphasis from doing research towards preparation for evidence-based practice. This includes a new admissions requirement of a basic statistics course since that content is requisite knowledge for evidence-based practice and clinical application. Nursing education has long included content on performing research. However, the clinical need, particularly for baccalaureate-prepared nurses, has shifted towards understanding and incorporating existing and new research findings into practice rather than independently conducting research. To meet this need, students must master skills in searching for research and other kinds of evidence, interpreting and synthesizing research, and applying relevant findings to their practice area. Although the current curriculum does include this evidence-based practice material, it is not presented until the rd semester of the curriculum (1 st semester of their senior year). In the new curriculum, this content will begin in the first semester, in the Professional Nursing sequence (PN 1, 2,, & ), allowing students more opportunities to practice those skills during their clinical experiences. Students in the RN/BSN program will not be required to complete a statistics prerequisite since these students come to the program with this requisite knowledge. However, they will continue to take a required research and statistics for evidence-based practice course as part of the RN/BSN program. 11

13 ) Emphasize understanding systems and developing quality improvement skills leading to enhanced patient safety. As recognized in the AACN Essentials of Baccalaureate Education (2008), it is increasingly important for nurses to be aware of and understand how to work with the complex systems now in use in health care. A separate but related component of that understanding is the ability to participate in and use the results from quality improvement activities to optimize patient safety and clinical outcomes. These newly prominent content areas are incorporated into the Professional Nursing sequence (PN 1, 2,, & ), with greater emphasis in the rd and th semesters when students have become more comfortable with providing direct patient care to individuals and their families. ) Emphasize principles of health care policy, finance, and regulation to guide professional nursing practice. As recognized in the AACN Essentials of Baccalaureate Education (2008), it is increasingly important for nurses to be aware of issues in health care policy, finance, and regulation as they affect professional nursing practice. These content areas are also incorporated into the Professional Nursing sequence (PN 1, 2,, & ), with greater emphasis in the rd and th semesters, after students have become more comfortable with providing direct patient care to individuals and their families and can better see the bigger picture within which these topics can be appreciated. The RN/BSN program has also been revised to remain consistent with the knowledge, skills, and attitudes fostered in the BSN program by insuring that all newly created non-clinical course objectives in the proposed BSN program are included in the coursework for the RN/BSN degree. Catalog Statement Current Requirements The College of Nursing offers programs of study leading to the Bachelor of Science in Nursing; the Master of Science, including joint degree options with a Master of Business Administration, Master of Science in Health Informatics, and a Master of Public Health; and the Doctor of Philosophy and the Doctor of Nursing Practice with entry at the postbaccalaureate or postmaster s level. In addition, the college offers a pre-licensure program of graduate study leading to a Master of Science degree in nursing. The Graduate Entry Master of Science Proposed Requirements The College of Nursing offers programs of study leading to the Bachelor of Science in Nursing; the Master of Science, and the Doctor of Philosophy and the Doctor of Nursing Practice with entry at the post-baccalaureate or postmaster s level. In addition, the college offers a pre-licensure program of graduate study leading to a Master of Science degree in nursing. The Graduate Entry Master of Science program is specifically designed for students 12

14 program is specifically designed for students who hold baccalaureate degrees in other fields and want to pursue a master s degree in nursing. In addition to the Chicago campus, the college has five regional sites within the state: Peoria, Quad Cities, Rockford, Springfield, and Urbana. The traditional Bachelor of Science in Nursing program is offered at the Chicago and Urbana sites. The first cohort of nursing students will be admitted to our newest campus in Springfield in The graduate entry master s program is offered at the Chicago and Urbana sites. The PhD program is offered only at the Chicago site. The Master of Science and Doctor of Nursing Practice are offered at all sites. The RN/BSN program is offered online through UIC Online. who hold baccalaureate degrees in other fields and want to pursue a master s degree in nursing. In addition to the Chicago campus, the college has five regional sites within the state: Peoria, Quad Cities, Rockford, Springfield, and Urbana. The traditional Bachelor of Science in Nursing program is offered at the Chicago and Urbana sites. The first cohort of nursing students will be admitted to our newest campus in Springfield in The graduate entry master s program is offered at the Chicago and Urbana sites. The PhD program is offered only at the Chicago site. The Master of Science and Doctor of Nursing Practice are offered at all sites. The RN/BSN program is offered online through UIC Online. Undergraduate Study in Nursing The College of Nursing undergraduate program leads to the Bachelor of Science in Nursing. The curriculum is divided into three levels: foundation, middle, and terminal. The foundation level, freshman and sophomore years, includes those lower-division non-nursing courses that represent the basic learning necessary for the completion of the course of study. The middle level, junior year, includes most upper-division courses that prepare the graduate as a nurse generalist. The terminal level, senior year, represents those upper-division, senior-level courses at the end of the nursing program that synthesize previous learning. The Bachelor of Science in Nursing provides students with the basic nursing preparation and eligibility to apply for the Undergraduate Study in Nursing The College of Nursing undergraduate program leads to the Bachelor of Science in Nursing. The curriculum is divided into three levels: foundation, middle, and terminal. The foundation level, freshman and sophomore years, includes those lower-division nonnursing courses that represent the basic learning necessary for the completion of the course of study. The middle level, junior year, includes most upper-division courses that prepare the graduate as a nurse generalist. The terminal level, senior year, represents those upper-division, senior-level courses at the end of the nursing program that synthesize previous learning. The Bachelor of Science in Nursing provides students with the basic nursing preparation and eligibility to 1

15 registered nursing licensing examination (NCLEX-RN). For students who are already licensed registered nurses and wish to further their education, the college offers an RN/BSN completion program (offered through UIC Online). Accreditation College of Nursing programs are accredited by the Commission on Collegiate Nursing Education (CCNE) and approved by the Illinois Department of Financial and Professional Regulation (IDFPR). The college holds membership in the American Association of Colleges of Nursing (AACN). apply for the National Council Licensure Exam for Registered Nurses (NCLEX-RN). For students who are already licensed registered nurses and wish to further their education, the college offers an RN/BSN completion program (offered through UIC Online). Accreditation College of Nursing programs are accredited by the Commission on Collegiate Nursing Education (CCNE) and approved by the Illinois Department of Financial and Professional Regulation (IDFPR). The college holds membership in the American Association of Colleges of Nursing (AACN). Admissions Requirements Admissions Applications to the BSN program are accepted for fall admission only. Students are admitted to the college in one of three ways: Admissions Requirements Admissions No change intercollege transfer student; transfer student; or Guaranteed Professional Program Admissions (GPPA) student. Information on the application process and deadlines can be found at Applications to the RN/BSN program are accepted year-round; information on the application process and deadlines can be found at Admission Requirements Students applying to the BSN program must meet the following minimum requirements: No change No change 2.75/.00 cumulative transfer grade 1

16 point average 2.50/.00 natural science grade point average Completion of all pre-nursing course work (see Course Requirements Pre- Nursing Studies) with a grade of C or higher prior to enrollment. Effective for fall 2016, applicants must have all BSN prerequisite courses completed by the end of the spring semester before the start of the program. The five natural science courses (human anatomy and physiology I and II, microbiology, general chemistry, and organic chemistry/biochemistry) must be completed by the end of the spring semester before the start of the program and must have been completed within seven years of enrollment. Pre-nursing course work can be completed at UIC through the College of Liberal Arts and Sciences or at another college or university. Applicants can view information about course equivalencies and how courses transfer to UIC and the College of Nursing at In addition, all students will be required to have a background check and drug test upon admission. If the results of either requirement indicate that a student would not be eligible for placement at the college s practicum agencies, the student s admission will be rescinded. No change No change RN/BSN Program In addition to meeting the admission requirements listed above, students applying to the RN/BSN program must have a current RN license. Students who apply for admission directly from a nonbaccalaureate nursing program must take the NCLEX-RN licensure examination at the first opportunity after graduation and present the RN license to RN/BSN Program No change 15

17 the college prior to enrollment. Failure to pass the NCLEX-RN examination will result in cancellation of admission. Students who have graduated from a state-approved associate s degree in nursing (ADN) program and who hold a current license as registered professional nurse will receive semester hours of proficiency credit. The credit will be awarded upon successful completion of NURS 210 and NURS 22 in the RN/BSN program. Students who have graduated from a state-approved associate s degree in nursing (ADN) program and who hold a current license as registered professional nurse will receive semester hours of proficiency credit. The credit will be awarded upon successful completion of NURS 212 and NURS 22 in the RN/BSN program. First Year Student Admissions No change The College of Nursing does not admit first year students to the BSN program because two years of college level prerequisite courses are required. Those seeking admission to UIC as first year students should first apply to the College of Liberal Arts and Sciences and designate their major as undeclared. Students can list Pre-Nursing as their educational goal. Those seeking admission to the University of Illinois at Urbana-Champaign (UIUC) as first year students should apply to either the College of Liberal Arts and Sciences or the College of Applied Health Sciences, both of which provide an advising track for students interested in several health professions. More information on admission to UIUC can be found at Guaranteed Professional Program Admissions (GPPA) No change The Guaranteed Professional Program Admissions (GPPA) gives academically talented freshman applicants the opportunity to be admitted to UIC with admission guaranteed to the College of Nursing BSN program if undergraduate course and performance criteria are met. 16

18 For more information, please see the Guaranteed Professional Program Admissions information in the Admissions section of this catalog. BS in Nursing Degree Requirements Summary of Requirements Pre-Nursing Studies 57 BS in Nursing Degree Requirements Summary of Requirements Pre-Nursing Studies 57 Course Requirements in the College of Nursing 61 Course Requirements in the College of Nursing 6 Nursing Electives/Selectives 2-5 Total Hours 120 Total Hours 120 Courses Hours ENGL 160 Academic Writing I: Writing for Academic and Public Contexts ENGL 161 Academic Writing II: Writing for Inquiry and Research BIOS 50 General Microbiology a CHEM 112 General College Chemistry I bg 5 CHEM 10 Survey of Organic and Biochemistry bf 5 KN 251 Human Physiological Anatomy I 5 KN 252 Human Physiological Anatomy II 5 NUEL 250 Human Development across the Life Span HN 196 Nutrition Exploring World Cultures course c Understanding the Creative Arts course c Understanding the Individual and Society course cd Understanding the Past course c Understanding U.S. Society course cd One -semester-hour, 200-level, upperdivision course in the arts and sciences e LAS electives (hours vary) Total Pre-Nursing Studies 57 a BIOS 100 is a prerequisite for this course. b This course is approved for the Analyzing the Natural World General Education category. c Students should consult the General Education section of the catalog for a list of approved courses in this category. d For the Understanding the Individual and Society Courses Hours ENGL 160 Academic Writing I: Writing for Academic and Public Contexts ENGL 161 Academic Writing II: Writing for Inquiry and Research BIOS 50 General Microbiology a CHEM 112 General College Chemistry I bf 5 CHEM 10 Survey of Organic and Biochemistry bf 5 KN 251 Human Physiological Anatomy I 5 KN 252 Human Physiological Anatomy II 5 NUEL 250 Human Development across the Life Span HN 196 Nutrition STAT 101 Introduction to Statistics or STAT 10 Introduction to Statistics for the Life Sciences g Exploring World Cultures course c Understanding the Creative Arts course c Understanding the Individual and Society course cd Understanding the Past course c Understanding U.S. Society course cd One -semester-hour, 200-level, upper-division course in the arts and sciences e LAS electives (hours vary) Total Pre-Nursing Studies 57 NOTE: Effective Fall 2016, CHEM

19 requirement, PSCH 100 Introduction to Psychology is recommended; for the Understanding U.S. Society requirement, SOC 100 Introduction to Sociology is recommended. e Upper Division Elective: Students may choose a course from one of these categories: physical sciences, life sciences, mathematical sciences, social sciences, fine arts, performing arts, or humanities. Must be 200-level or above at a fouryear college or university. Though the requirement may be completed after entry to the program, it is highly recommended that students complete an upper division elective with other prerequisite courses prior to enrollment. f Students applying for the RN/BSN Program are required to take a total of -5 hours of chemistry. This requirement can be fulfilled by taking any of the following UIC courses which are approved for the Analyzing the Natural World General Education category: CHEM 100, CHEM 105, CHEM 112, CHEM 11, CHEM 116, CHEM 118, or CHEM 10. These students may need to take additional course/s approved for General Education to meet the university requirement of 2 hours distributed across the six categories. has been replaced by CHEM 122/12 (5 hours in total). This change was approved by the College, SCEP and the Senate in Spring a BIOS 100 is a prerequisite for this course. b This course is approved for the Analyzing the Natural World General Education category. c Students should consult the General Education section of the catalog for a list of approved courses in this category. d For the Understanding the Individual and Society requirement, PSCH 100 Introduction to Psychology is recommended; for the Understanding U.S. Society requirement, SOC 100 Introduction to Sociology is recommended. e Upper Division Elective: Students may choose a course from one of these categories: physical sciences, life sciences, mathematical sciences, social sciences, fine arts, performing arts, or humanities. Must be equivalent to UIC 200-level or above. Though the requirement may be completed after entry to the program, it is very highly recommended that students complete an upper division elective with other prerequisite courses prior to enrollment. f Students applying for the RN/BSN Program are required to take a total of -5 hours of chemistry. This requirement can be fulfilled by taking any of the following UIC courses which are approved for the Analyzing the Natural World General Education category: CHEM 100, CHEM 105, CHEM 112, CHEM 11, CHEM 116, CHEM 118, or CHEM 10. These students may need to take additional course/s approved for General Education to meet the university requirement of 2 hours distributed across the six categories. g Students applying for the RN/BSN Program are not required to take introductory statistics. As a result, these students will need to take hours of LAS electives in order to meet the 57 hours of pre-nursing requirements. 18

20 Course Requirements in the College of Nursing: BSN Required Courses Course Requirements in the College of Nursing: BSN Required Courses NURS 202 Concepts and Processes of Professional Nursing NURS 210 Health Assessment NURS 215 Pathophysiology and Applied Pharmacology I NURS 217 Pathophysiology and Applied Pharmacology II NURS 225 Introduction to Clinical Concepts and Processes NURS 22 Introduction to Nursing Research and Statistics for Evidence-Based Practice NURS 5 Clinical Concepts and Processes in Adult Health NURS 5 Clinical Concepts and Processes in Women's and Family Health NURS 55 Clinical Concepts and Processes in Children's and Family Health NURS 65 Clinical Concepts and Processes in Mental Health NURS 75 Concepts and Processes in Older Adult Health NURS 85 Clinical Concepts and Processes in Population- Focused Nursing NURS 90 Nursing Leadership and Management in Healthcare NURS 20 Professional Nursing 1 NURS 212 Health Assessment and Communication NURS 221 Foundations of Nursing NURS 22 Concepts in Pathophysiology & Pharmacology I NURS 2 Concepts in Pathophysiology & Pharmacology II NURS 25 Professional Nursing 2 NURS 0 Professional Nursing NURS 21 Nursing Care of Adults Across the Lifespan NURS 1 Nursing Care of Childbearing Women and Families NURS 1 Nursing Care of Children and Families NURS 51 Nursing Care in Mental & Behavioral Health NURS 5 Professional Nursing NURS 61 Nursing Care of Populations (BSN) NURS 71 Acute Care Nursing and Care Management NURS 77 Integrative Practice Experience NURS 87 Senior Nursing Seminar Total Hours

21 NURS 97 Issues in Nursing Practice Nursing Electives 2 Total Hours 6 BSN Sample Curricula Junior Year Fall Semester NURS 202 NURS 210 NURS 215 NURS 225 Concepts and Processes of Professional Nursing Hours Health Assessment Pathophysiology and Applied Pharmacology I Introduction to Clinical Concepts and Processes Term Hours: 16 Spring Semester NURS 217 Pathophysiology and Applied Pharmacology II Two courses from NURS 5, NURS 5, NURS 55, NURS BSN Sample Curricula NOTE: See table in proposal for BSN program plan NURS 75 Concepts and Processes in Older Adult Health Term Hours: Senior Year Fall Semester Two courses from NURS 5, NURS 5, NURS 55, NURS 65, NURS NURS 22 Introduction to Nursing Research and Statistics for Evidence-Based Practice Term Hours: 1-15 Spring Semester NURS 65 Clinical Concepts and Processes in Mental Health 5 20

22 or NURS 85 NURS 90 NURS 97 or Clinical Concepts and Processes in Population- Focused Nursing Nursing Leadership and Management in Healthcare Issues in Nursing Practice Nursing Elective 2 6 Term Hours: 16 Total Hours: 6 RN/BSN Completion Program Course Requirements: Pre-Nursing Studies See the BS in Nursing page for the Course Requirements: Pre-Nursing Studies. Course Requirements in the College of Nursing: RN/BSN Required Courses NURS 210 Health Assessment NURS 22 Concepts and Processes for Contemporary Nursing Practice NURS 22 Introduction to Nursing Research and Statistics for Evidence-Based Practice NURS 85 Clinical Concepts and Processes in Population-Focused Nursing NURS 90 Nursing Leadership and Management in Healthcare NURS 97 Issues in Nursing Practice Nursing Electives 5 Total Hours RN/BSN Completion Program Course Requirements: Pre-Nursing Studies See the BS in Nursing page for the Course Requirements: Pre-Nursing Studies. Course Requirements in the College of Nursing: RN/BSN Required Courses NURS 212 Health Assessment and Communication NURS 22 Concepts and Processes for Contemporary Nursing Practice NURS 22 Introduction to Research and Statistics for Evidence-Based Practice NURS 85 Nursing Care of Populations (RN to BSN) NURS 90 Nursing Leadership and Management in Healthcare NURS 97 Issues in Nursing Practice NURS 16 Introduction to Nursing Informatics 5 6 NURS

23 Caring in Professional Nursing Total Hours 0 Sample Curriculum Note: RN/BSN Courses are eight weeks in length. Courses NURS 210 Health Assessment NURS 22 NURS 85 NUEL 10 NURS 22 NUEL 16 NURS 90 NURS 97 Concepts and Processes for Contemporary Nursing Practice Clinical Concepts and Processes in Population- Focused Nursing Exploring Complementary/Al ternative Practices Introduction to Nursing Research and Statistics for Evidence-Based Practice Nursing Informatics Nursing Leadership and Management in Healthcare Issues in Nursing Practice Total Hours Sample Curriculum Note: RN/BSN Courses are eight weeks in length. Courses NURS 212 Health Assessment and Communication NURS 22 Concepts and Processes for Contemporary Nursing Practice NURS 85 Nursing Care of Populations (RN to BSN) NURS 2 Caring in Professional Nursing NURS 22 Introduction to Research and Statistics for Evidence-Based Practice NURS 16 Introduction to Nursing Informatics NURS 90 Nursing Leadership and Management in Healthcare NURS 97 Issues in Nursing Practice Total Hours Minority Impact Statement: The proposed program changes will allow the College of Nursing to offer an undergraduate curriculum that is consistent with healthcare delivery and meets the needs of our communities of interests, including those from diverse backgrounds. Both minority and non-minority BSN and RN/BSN undergraduate students will be positively affected by these changes. 22

24 Budgetary and Staff Implications: Library Resource Implications: Space Implications: Unit (e.g. department) approval date: College (educational policy committee, faculty) approval dates: Contact Person: Proposed Effective Date/Term: This curricular transition will have an initial budgetary impact since it requires that we run two curricula concurrently. However, we are committed to completing the current students (approximately 20 BSN students) while moving forward with the development and implementation of our revised program. We are planning to add additional faculty and staff resources to meet these needs during transition and implementation. The College of Nursing believes that there will be minimal impact on the need for additional library resources and services, and that current library resources and services are sufficient. Although we are implementing new courses for the traditional BSN nursing program, overall the number of courses running will be the same as in the previous curriculum. More significantly, the new courses will largely cover the same disciplinary concepts the content having been reframed according to the AACN s curricular guidelines. Further, existing library resources amply cover new course content, as this content is widely addressed within nursing journals and other sources within the discipline already within the library s collections. There may be some impact on space requirements from the proposed change in curricula, related to the increased use of simulation activities. The College of Nursing does have adequate space and equipment for the proposed changes, but will need to consider expanding its simulation capacity as this curriculum becomes fully implemented. College Curriculum Committee Approval Date March 12, 2015 College of Nursing Faculty Approval: April 2, 2015 Linda D. Scott, PhD, RN, NEA-BC, FAAN Associate Dean for Academic Affairs College of Nursing Fall

25 Wright, Dana C From: Sent: To: Subject: Attachments: Scott, Linda D Friday, October 0, :25 PM Wright, Dana C Fw: Statistics Requirement nursing.pdf From: Marker, David Ellis Sent: Friday, October 0, : 22 AM To: Linda Scott Cc: Superfine, Alison May, dus@math.uic.edu, Kimberly White Dear Linda, Thanks for letting us know about this. We support this change (a formal letter is attached). I would suggest allowing students to take Stat 101 or Stat 10. Starting in we will add one additional large lecturer of Stat 101 per year (likely in the spring). Best, Dave David Marker LAS Distinguished Professor MSCS Associate Head On Thu, Oct 29, 2015 at 6:2 PM, Roman Shvydkoy <shvydkoy@uic.edu> wrote: Dear Linda, My understanding is that STAT101 online version might be a suitable option for your program. Otherwise, I am cc ing this to our Associate Head to comment on whether we have resources available to accommodate what appears to be another large section of statistics course. Best, Roman. On 10/29/15 :8 PM, Scott, Linda D wrote: Hi Roman and Alison, We are in the process of revising our BSN program for implementation in Fall Because of the need to increase content for evidence based practice, we are adding an undergraduate statistics course as a prerequisite to admission. As an upper division admit program, we foresee that a number of students will come to us with this requirement met (50% of our students are transfers). We admit 96 students each year to our Chicago campus and 6 in Urbana, Students at UIC may want to take either STAT 101: Introduction to Statistics or STAT 1

26 10: Introduction to Statistics for the Life Sciences. I am writing to request your support for the inclusion of these courses in our curriculum proposal with an understanding that you may experience an increase in enrollment by 0 50 students each semester. I need to submit our proposal to OPAA on Monday. I look forward to hearing from you asap. Thanks, Linda Linda D. Scott, PhD, RN, NEA BC, FAAN Associate Dean for Academic Affairs Director for Graduate Studies, PhD Studies, and Urban Health UIC College of Nursing University of Illinois at Chicago College of Nursing 85 S. Damen Street MC 802 Suite 506 Chicago, IL ldscott@uic.edu Kimberly K. White, MBA Executive Administrative Assistant kimwhite@uic.edu Office of Academic Programs University of Illinois at Chicago College of Nursing 85 S. Damen Street MC 802 Suite 508 Chicago, IL Roman Shvydkoy Professor, Director of Undergraduate Studies Department of Mathematics, Statistics, and Computer Science University of Illinois at Chicago 2

27 David E. Marker LAS Distinguished Professor October 28, 2015 Linda D. Scott, PhD, RN, NEA-BC, FAAN Associate Dean for Academic Affairs Director for Graduate Studies, PhD Studies, and Urban Health UIC College of Nursing Dear Linda, We recognized that the college of Nursing will be adding a statistics requirement and strongly support this change. Starting in we will add an additional section of Stat 101. Sincerely, David E. Marker LAS Distinguished Professor MSCS Associate Head