Helen S. Breidegam School of Nursing

Master of Science in Nursing Program

Graduate Nursing Student Handbook

2016-2018

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The information in this Graduate Nursing Student Handbook is provided for the assistance of the student. It is accurate at the time of printing but is subject to change from time to time as deemed appropriate by the Helen S. Breidegam School of Nursing in order to fulfill its role and mission or to accommodate circumstances beyond its control. Any such changes may be implemented without prior notice and without obligation and, unless specified otherwise, are effective when made. MSN Students are also responsible for the information on policies and procedures found in the Moravian College’s Handbook for Students Enrolled in Graduate Level Programs and Courses.

Nondiscrimination Policy Moravian College is a welcoming community that embraces and values the diversity of all members of the campus community. We accept the uniqueness of all individuals, and we cultivate an environment that respects, affirms, and defends the dignity of each member of our community.

Moravian College does not discriminate against any person based on actual or perceived race, color, sex, religion, ancestry, genetic information, national origin, sexual orientation, gender identity or expression, familial status, marital status, age, veteran status, mental or physical disability, use of guide or support animals and/or mechanical aids, or any other basis protected by applicable federal, state, or local laws.

Approved by President’s Council 2/11/2014

© 2015 The baccalaureate degree in nursing and master’s degree in nursing programs at Moravian College are accredited by the Commission on Collegiate Nursing Education (CCNE) (http://www.aacn.nche.edu/ccne-accreditation) The Moravian College pre-licensure and CRNP programs are approved by the Pennsylvania State Board of Nursing. Compiled: GCET, 9/9/2011; Updated 9/16/2012; Updated 9/26/2013; Updated June 2016

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Table of Contents

Section Topic Page

I General Information Welcome Letter 4 Helen S. Breidegam School of Nursing History 5 SON Pin and Crest 6 Moravian College: Five Pillars, Mission, and Strategic Plan 8 SON Vision, Mission, Philosophy, and Program Objectives 9

II Academic Program Program Requirements and Course Scheduling 14 The Capstone Portfolio 15 Representation: Graduate Curriculum and Evaluation Team (GCET)

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Honors: Sigma Theta Tau, International 16 Awards: The Hank and Joanne Barnette Scholarship 17

III Academic Program Policies

Student Rights and Responsibilities 18 MSN Advisement 19 Academic Progression 20 Grievance and Appeals 20 RN to MSN Program 21 Computing at Moravian 25 AMOS 26 MSN Program Fees 26 Grades and Quality Points 26

Appendices

Appendix A: Frequently Asked Questions 27 Appendix B: Rubric for Professional Electronic Portfolio 29

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SECTION I

Dear Graduate Student of Nursing, Welcome! We are pleased you have chosen to continue your graduate education at Moravian College. The graduate courses you will take are designed to prepare you for leadership roles in nursing education, administration, and practice. Our faculty is dedicated to providing an excellent education, and anticipates that you will use your skills to influence positively the future of health care. As you may know, our MSN program was fully accredited with no issues of compliance by the Commission on Collegiate Nursing Education (CCNE) in November 2011.

As a clinical nurse leader, nurse administrator, nurse educator or nurse practitioner, you have the opportunity to advocate for high quality and safe health care for our changing health care environment. You also have the responsibility to work hard and learn well the knowledge, skills, and values necessary to lead critical projects and processes that will improve systems of health care delivery.

We hope you find this material in the MSN Student Handbook, 2016-2018 useful, and that you will contact me if you have any further questions. I look forward to talking with you further about your goals and interests as you complete your Master of Science in Nursing (MSN) degree. This handbook is also available at the School of Nursing’s website at www.moravian.edu/nursing. Sincerely,

Lori Hoffman, PhD, RN Associate Professor and Director Master’s of Science in Nursing Program

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MORAVIAN COLLEGE, HELEN S. BREIDEGAM SCHOOL OF NURSING St. Luke’s Hospital in Bethlehem, Pennsylvania, established a School of Nursing in 1884. Women and men graduating from the Diploma Program have served as professional staff for St. Luke’s Hospital, which expanded its operations in the late 20th century so that it became a regional health network serving the greater Lehigh Valley region of Pennsylvania. As the complexity of health and nursing care developed over the years, the nursing faculty recommended that St. Luke’s Hospital and Health Network convert the Diploma School to a Baccalaureate Degree program. St. Luke’s Hospital and Health Network began to seek an academic partner for this purpose in 1995. Moravian College was selected as the most appropriate higher education institution to work with the Hospital in developing an innovative partnership. It was the intent of the new St. Luke’s Hospital and Health Network and Moravian College Partnership to bring together the best of clinical nursing education with the best of liberal arts education creating a 21st century Professional Nurse of clinical excellence. The partnership was formed and the School of Nursing opened on the Moravian campus in 1998. The first group of 17 nursing students was admitted to Moravian College for the 1999-2000 academic year. Dr. Janet A. Sipple was appointed as the first nursing Professor and Chairperson of the School of Nursing. The original nine nursing faculty members were selected in June 1999. The first B.S. degrees in nursing were awarded on May 17, 2003. Within the next few years, the School of Nursing developed a baccalaureate degree completion program for registered nurses; the first students to receive B.S degrees with a major in nursing graduated from this program in 2007. The development of a master’s degree program in nursing followed in 2009. Tracks offered in this M.S. program included Nurse Administrator, Nurse Educator, and Clinical Nurse Leader. The first M.S. degrees in nursing were awarded to graduates of this program in May 2011. In February 2014, the Pennsylvania State Board of Nursing (PA SBON) approved proposals to offer Adult-Gerontology Primary Care and Adult-Gerontology Acute Care Nurse Practitioner programs. In April 2013, Moravian College and St. Luke’s University Health Network (formerly St. Luke’s Hospital and Health Network) mutually agreed to dissolve the joint governance structure for the School of Nursing, after receiving formal approval to do so from the PA SBON. The St. Luke’s School of Nursing at Moravian College had operated as an academic department within the College; this operating structure now became finalized, and the School of Nursing became the Department of Nursing and Public Health, Moravian College. In May 2015, Moravian College awarded the degrees Bachelor of Science in Nursing (B.S.N.) and Master of Science in Nursing (M.S.N.) for the first time to graduates of its respective undergraduate and graduate nursing programs. In May 2016, the department was renamed, the Helen S. Breidegam School of Nursing, in honor of Mrs. Breidegam, a Registered Nurse and major contributor to the Center for Health Sciences which will house nursing and other applied sciences as of fall 2017. The center is is named after Mrs. Breidegam’s daughter, Sally Briedegam Miksiewicz, a Moravian College alumna who served on the College’s Board of Trustees.

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SCHOOL OF NURSING CREST Graduates from the nursing programs receive a nursing pin, which was originally and purposely crafted to reflect the St. Luke’s and Moravian College partnership that gave birth to the program. On the left side of the crest is the Moravian College Colonial Hall cupola, long used as the logo for Moravian College. In tandem with the cupola is the year 1742, the year that the College was founded. The St. Luke’s seal comprises the right side of the crest. Placed prominently at the top of the crest between the cupola and the St. Luke’s seal is the Moravian star, used extensively as a symbol or logo by both Moravian College and St. Luke’s. To the bottom of the crest is the Nightingale lamp, used for many years as a logo by the St. Luke’s Hospital School of Nursing diploma program. In 2013, the Department of Nursing gave due consideration to make the most appropriate change to the Department of Nursing Crest to reflect the nursing program’s change in title and governance. The Nursing Faculty unanimously agreed to keep the pictorial components of the St. Luke’s School of Nursing at Moravian College crest intact, so that the program’s rich historical foundation would not be minimized nor forgotten. The only change to the crest included changing the name of the program on the perimeter of the pin from “St. Luke’s School of Nursing at Moravian College” to “Moravian College.”

MORAVIAN COLLEGE: MISSION AND VISION

Preamble

The Moravians who founded Moravian College boldly challenged the status quo with a vision of a more humane world rooted in traditional virtues and personal reflection. Moravian College grew out of several Moravian schools that were innovative in their teaching methods and revolutionary in their inclusion of women, the underprivileged, and non-Europeans. Moravian education has always promoted the well-being of students, sought to build healthy local communities, and dared to cross geographical and cultural boundaries. Nurtured by the local community, Moravians have encouraged a global perspective that cherishes mutual respect. Drawing strength from the balance of opposites, Moravian College has also been stimulated by the synergy of contrasting ideas to pursue fresh endeavors rooted in a traditional liberal arts core.

The history of Moravian College offers many examples of convictions and achievements that inspire the 2015--2020 strategic plan. In addition to educating women and learning Native

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American languages, Moravian educators embraced advances in science and technology. Music and visual arts were integrated into instruction. Moravian College has a proud heritage of educating first generation college students and preparing men and women of all ages for productive and meaningful vocations. This strategic plan now directs the undergraduate college, the theological seminary, and the Comenius Center towards a constantly renewing realization of its heritage.

Moravian College 2020

From its early roots as the sixth oldest college in America and the first school to educate women, Moravian College has been a pioneer. Rather than simply following the history of others, Moravian College innovates and provides what students and society need most. This revolutionary spirit finds its way into all aspects of the college and transforms the student. Whether in the undergraduate day program, the Seminary, or the division of Graduate Studies and Continuing Education, students will have an experience that will forever change who they are and who they will become.

Moravian College’s revolutionary student experience is focused on creating a community of learners where students work closely with professors to develop the skills and habits of mind of the liberal arts and integrate them into professional careers through experiential learning. By focusing on the skills of communication, quantitative and qualitative analysis, teamwork and leadership, ethical reasoning, global awareness, and critical thinking, Moravian College prepares students with the transferable skills they will need for any career. A Moravian education is unique in its use of history, the skill of reflection, and the encouragement to be producers. The Moravian practice of writing a personal statement called the Lebenslauf, or course of life, is included in the curriculum so that students will learn to reflect on their own lives and the impact they have on others and in the world. The founders of Moravian College were producers as well as educators, so a Moravian education focuses on the production of new knowledge, music, literature, art, and technology. Students put all these skills into practice through undergraduate research, study abroad, internships, co-ops, certificates, and first professional graduate degrees.

By 2020, Moravian College will be a unified institution focused on three areas of service: undergraduate education, graduate education, and professional adult education. All three areas will embrace the skills of liberal arts, experiential learning, and career preparation to provide students with a revolutionary experience that transforms who they are and who they will become in a world of constant change. The College population will be about 2000 undergraduate day students with 10% from international countries, 500 graduate and adult students, and 120 Seminary students.

Long before the founding of our great country, Moravian College, led by a sixteen year--old girl, existed to provide an education never before seen to a group a students who had never been served. It is this revolutionary spirit that we advance in the 21st Century.

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The Moravian College 2015: 2020 Strategic Plan

The College Mission

Moravian College’s liberal arts education prepares each individual for a reflective life, fulfilling careers, and transformative leadership in a world of change.

Vision 2020

Moravian College will challenge each individual, at all stages of life, with a revolutionary professional educational experience embedded within and strengthened by a liberal arts education in the service of self and community.

Moravian College’s Five Strategic Pillars

Pillar #1: Academic Excellence and Innovation

Using multiple delivery methods, students at Moravian College are offered outstanding professional and academic experiential learning opportunities that are imbued with the liberal arts and constant reflection that allows them to better understand themselves and their impact on society.

Pillar #2: Growth Through Partnership

Through qualified partnerships Moravian College provides the opportunities for service learning, community service, internships, co-ops, and other academic endeavors required for “Vision 2020” success.

Pillar #3: A Culture of Community

Moravian College cultivates a sense of community that embraces individual spirit in the service of self and community.

Pillar #4: Enroll and Retain Students and Engage Alumni

Moravian College identifies, enrolls and retains students who aspire to participate in our revolutionary educational experience and establish lifelong relationships within our community.

Pillar #5: Entrepreneurial Stewardship

Moravian College generates the resources to fund new initiatives that are consistent with the strategic plan while preserving the integrity of the mission and improve the financial strength of the College.

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Helen S. Breidegam School of Nursing Ethos, Philosophy, and Program Objectives

Ethos Statement

Grounded in local and global partnerships, nursing at Moravian blends compassionate art with scientific inquiry to achieve a transformative education deeply rooted in a rich liberal arts tradition. At its core the program seeks to develop students who are acutely aware of the world in which they live and their responsibilities of living in a global, inter-dependent community. The program cultivates a professional nurse graduate who values lifelong learning and service to others within a framework of social justice.

Programs

The baccalaureate program prepares the graduate to practice as an entry-level generalist who is a self-directed professional nurse providing compassionate nursing care through the roles of practitioner, counselor, educator, advocate, and coordinator. The program also serves as a basis for graduates to shape professional nursing practice and to promote healthy communities. Program options include the following:

● The BSN degree for those students who are entering the four-year program of study for an initial professional degree,

● the RN to BSN degree for those RNs who wish to complete the BSN degree, and ● A sixteen-month second degree BSN option for those who have already earned a

baccalaureate degree in another field other than nursing. The master’s program prepares professional nurses at the graduate level for essential leadership roles in nursing administration, education and practice environments. Graduate level coursework is designed to foster exchange and learning between nursing, education, and business administration programs. This interdisciplinary approach broadens and enriches the health care perspectives of the graduates. Applicants to any of these programs must have completed a bachelor’s degree, either in nursing or in another major, so long as they are registered nurses and enroll in the RN to MSN Bridge program. Program options include the following: · Nurse Administrator, · Nurse Educator, · Clinical Nurse Leader, · Adult-Gerontology Acute Care Nurse Practitioner, and · Adult-Gerontology Primary Care Nurse Practitioner.

Program Philosophy

The philosophy of the nursing programs evolves from the missions of Moravian College and supports the College's quality values of learning, collaboration, compassion and personal faith. The Nursing Faculty is dedicated to providing a baccalaureate and master’s level nursing education program based on the complexities and demands of a rapidly changing world. The faculty in collaboration with students ascribes to self-governance for the nursing program. The faculty view nursing as a humanistic art and science in which the primary concern is the health

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care of diverse individuals, families and communities. Faculty believes nursing has an innate responsibility to ensure access to essential health care. Faculty believes health care encourages and requires the values of respect, altruism, autonomy, human dignity, social justice, and spirituality. The curriculum promotes development of leadership skills in the professional nurse, who, in collaboration with other health care professionals and groups, provides safe, quality holistic care in a variety of settings. The educational methodology develops the ability to think critically, solve problems and incorporate inquiry and research into practice. The program seeks to foster comprehensive development of the student as a lifelong learner who contributes to humanity while experiencing a deeper enjoyment of life. The academic program is based on faculty’s beliefs about humanity, health, environment, learning and nursing. Humankind is multidimensional, incorporating body, mind and spirit. Each human is a whole, congruent being living in an environment that is compatible with life. Rational thought, the capacity for caring, freedom of choice, perceptions and feeling are attributes of this human system. These attributes allow relationships and phenomena to occur with other individuals, family and community systems. Fluidity provides the energy and forward direction for humankind within a mutually valued community. Within this community system, humanity is the foundation for promoting harmony, integrity and optimal health. All elements of humanity -- individual, family, community, and beyond -- are open, interconnected and complex systems. Health is a dynamic state of physical, psychological, social and spiritual well being, unique to each individual. Health includes the ability to adapt to changes in both the internal and external environment. Being heterogeneous in nature, health behaviors are influenced by motivations, past experiences and personal beliefs and values. Human beings respond to actual or potential health problems with patterns of behaviors that determine their health states. Health promotion activities are directed toward developing resources to maintain and/or restore wellness and to educate human beings. Human beings, through education, can acquire the ability and accept responsibility to participate in the management of health. The ever-evolving environment is viewed from an ecocentric perspective. Thus the environment context includes all variables which unite humankind with other systems throughout the universe. The faculty of the nursing program values learning as a process that is interdependent and reciprocal occurring through caring teacher-student and student-student relationships. Learning is a component of growth and development that promotes change resulting from ongoing and lifelong experience. A variety of teaching styles is used to promote inquiry, research, critical thinking and problem solving. Teachers encourage learning through positive reinforcement, immediate feedback, motivation, advocacy and creativity. Student attributes of commitment, flexibility, risk-taking and self-motivation promote a successful learning process. Overall, the process of learning involves accountability, diversity, mutual respect, openness, honesty and a reality base. At the time that the undergraduate program was conceived, the nursing faculty adopted core components for the curriculum that included Community, Holism, Inquiry & Professionalism (CHIP). These core components provided the foundation for the original program objectives and outcomes.

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Nursing is an art and a science dedicated to the promotion of health for diverse individuals and families. The art of nursing is an expression of human caring and commitment to the worth and dignity of humanity. Through phenomenological engagement with the human experience, nursing addresses the deepest and most intimate perceptions of humankind. Nursing interfaces with the lived experience of humanity and nurtures each person’s realization of capabilities, strengths and health. The science of nursing is based on its own theoretical and research context and is enhanced by the physical, natural and behavioral sciences. Nursing is proactive in meeting society’s evolving health care needs. The promotion and pursuit of health is accomplished through holistic assessment of and intervention in actual or potential health problems. The creative use of nursing science, advanced technology, health concepts and a caring presence is the basis of nursing interventions. The programs prepare self-directed professional nurses who provide compassionate nursing care through the roles of practitioner, counselor, educator, advocate, and coordinator at the baccalaureate and graduate levels. The education of professional nurses is best articulated in the context of broad general education in a higher education institution and clinically based practice environments. Nursing care is implemented through models of nursing practice and critical thinking, and is advanced through continuous inquiry and research. The professional nurse accepts commitment as a citizen through ethical behavior and participation in health care, education and the community. Revised: GCET, 4/19/2011; 5/6/2014 Ratified: NFO, 6/2/2011; 5/6/2014

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Baccalaureate and Master of Science Program Objectives The School of Nursing offers five MSN specialty tracks. Adult-Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner, Nurse Administrator, Nurse Educator, and Clinical Nurse Leader program objectives are congruent with the baccalaureate program objectives.

Baccalaureate Objectives Master’s Program Objectives

● Synthesize knowledge from the humanities, sciences, and nursing theory as a basis for making decisions in the practice of nursing.

● Propose evidence-based solutions to practice dilemmas through synthesizing advanced theories from nursing and other disciplines that contribute to nursing knowledge.

● Provide holistic nursing care that contributes to safe and quality outcomes among individuals, families, and communities, accessing healthcare technologies as appropriate.

● Design interventions, projects, and programs that assure safe and quality health outcomes to meet the diverse and complex needs of individuals, families, and communities, accessing healthcare technologies as appropriate.

● Collaborate with other health care team members to foster optimal health of individuals, families and communities.

● Incorporate theories of nursing, leadership, and education into quality and performance initiatives within multidisciplinary settings.

● Provide culturally sensitive care with diverse populations in local, regional, national, and global settings.

● Advocate for the profession of nursing in the local, regional, national, and global community to influence health care through cultural sensitivity, ethical behavior, and civic engagement.

● Plan and implement theory-based and evidence based nursing interventions in the care of individuals, families, and communities.

● Promote a culture of inquiry that transforms nursing practice through evidence-based and research initiatives.

● Exhibit civic and leadership behaviors grounded in a social justice framework to guide practice and foster the attainment of health outcomes for individuals, families, and communities.

● Demonstrate leadership grounded in a social justice framework to guide practice and impact health outcomes.

● Demonstrate professional accountability and advocacy in making ethical decisions through adherence to professional standards.

● Engage in moral and ethical decision-making through adherence to professional standards of practice and codes of ethics and accountability.

Revised: GCET, 4/21/2011 NFO, 12/15/12015 Ratified: NFO, 9/12/2011

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The additional objectives for the Adult-Gerontology Acute Care Nurse Practitioner (AG-AC NP) and Adult-Gerontology Primary Care Nurse Practitioner (AG-PC NP) programs flow from the objectives of the MSN tracks. The AG-AC NP program objectives articulate that by completion of the program students will:

1. Use evidence-based interdisciplinary best practices for acute care when assessing, diagnosing, and treating patients, including young adults, adults and old adults.

2. Meet the diverse and complex needs of adults across the adult lifespan spectrum, from young adults to old-old adults, through fostering interpersonal, intraprofessional, and collaborative relationships aimed at effecting therapeutic outcomes of acute care, accessing health care technologies as appropriate.

3. Provide leadership in the education of adults, adult patients, patients’ caregivers, and other professionals to promote quality and safety in acute care.

4. Adhere to professional standards for ethical decision-making, interprofessional and intraprofessional collaboration, and engagement in strategic initiatives in acute care, that promote optimal health in the adult.

5. Continuously monitor and assure one’s own practice competency and initiate approaches that improve the quality of acute care delivered to adults of all ages

6. Apply principles of leadership, social justice, and cost effective care management in the provision of acute health care for adults of all ages.

7. Provide direct acute health care services that respect individuals’ cultural and spiritual beliefs and their impact on health behavior and use of health resources.

The AG-PC NP program objectives articulate that by completion of the program students will:

1. Use evidence-based interdisciplinary best practices for primary care when assessing, diagnosing, and treating patients, including young adults, adults and old adults.

2. Meet the diverse and complex needs of adults across the adult lifespan spectrum, from young adults to old-old adults, through fostering interpersonal, intraprofessional, and collaborative relationships aimed at effecting therapeutic outcomes of primary care, accessing health care technologies as appropriate.

3. Provide leadership in the education of adults, adult patients, patients’ caregivers, and other professionals to promote quality and safety in primary care.

4. Adhere to professional standards for ethical decision-making, interprofessional and intraprofessional collaboration, and engagement in strategic initiatives in primary care, that promote optimal health in the adult.

5. Continuously monitor and assure one’s own practice competency and initiate approaches that improve the quality of primary care delivered to adults of all ages

6. Apply principles of leadership, social justice, and direct care management for cost-effective use of clinical therapies and resources in providing direct primary care health care services for adults of all ages.

7. Provide direct primary health care services that respect individuals’ cultural and spiritual beliefs and their impact on health behavior and use of health resources.

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SECTION II

PROGRAM REQUIREMENTS Nursing course are offered regularly, however are not always offered on an annual basis or in a semester when students wish to take them. There are courses that are scheduled only every other year, and other situations may arise in which enrollment is not sufficient to provide courses as planned. Students are advised to confirm their tentative program plans in consultation with the MSN Director at least twice a year. Course Scheduling, 2016-2017 MSN COURSES PROPOSED OFFERING General Core Courses (Required for All Students) NURS 502: Epidemiology and Bioinformatics (3 cr.) Fall (Hybrid) NURS 504: Policy, Quality, and Safety in Health Care (3 cr.) Spring; occasional Summer (Hybrid) NURS 536: Law, Regulations, & Ethics in Health Care (3 cr.) Fall; cross-listed MGMT 536 (Hybrid) NURS 506: Nursing Role Theory & Evidence-Based Practice (3 cr.)

Spring; occasional Summer (Hybrid) Pre-requisite NURS 502: Epidemiology and Bioinformatics

NURS 704.1: Capstone Portfolio (1 cr.)* Spring, final semester Co-requisite NURS 622

Direct Care Core (Required for Nurse Practitioner, Clinical Nurse Leader, and Nurse Educator Students) NURS 530: Advanced Pathophysiology (3 cr.) Fall (Full semester) NURS 532: Advanced Pharmacology (3 cr.) Spring (Full semester) NURS 534: Advanced Health & Physical Assessment (3 cr.) Fall (Full semester); Lab practicum, $300 Lab fee Adult-Gerontology Acute Care NP Courses (AG-AC NP) NURS 505: NP Roles & Responsibilities (3 cr.) Spring (Full semester);

Clinical practicum 100 hrs., $300 Lab fee NURS 630/631: Care of the Younger Adult, Acute Care Theory (6 cr.)

Summer (Full semester) Clinical practicum 150 hrs., $300 Lab fee

NURS 632/633: Care of the Older Adult, Acute Care Practicum (36cr.)

Fall (Full semester); Clinical practicum 150 hrs., $300 Lab fee

NURS 700/701: AG-AC NP Capstone Seminar and Practicum I (6 cr.)

Fall (Full semester); Clinical practicum 250 hrs., $300 Lab fee

Adult-Gerontology Primary Care NP Courses (AG-PC NP) NURS 505: NP Roles & Responsibilities (3 cr.) Spring (Full semester);

Clinical practicum 100 hrs., $300 Lab fee NURS 634/635: Care of the Younger Adult, Primary Care Theory and Practicum (3 cr.)

Summer (Full semester) Clinical practicum 150 hrs., $300 Lab fee

NURS 636/637: Care of the Older Adult, Primary Care Theory and Practicum (6 cr.)

Fall (Full semester) Clinical practicum 150 hrs., $300 Lab fee

NURS 702/703: AG-PC NP Capstone Seminar and Practicum I and II (6 cr.)

Spring (Full semester); Clinical practicum 25 hrs., $300 Lab fee

Clinical Nurse Leader Courses NURS 610: CNL Roles and Responsibilities (3 cr.) Spring even (full semester) CNL 640/641.2: CNL Seminar and Internship I (5 cr.) Summer (Summer 1 and 2); Clinical practicum, 200 hr. CNL 642/643.2: CNL Seminar and Internship II (5 cr.) Fall (full semester); Clinical practicum, 200 hr. CNL 640/641.2: CNL Seminar and Internship (5 cr.) Summer (Summer 1 and 2); Clinical practicum, 200 hr. Nurse Administrator Courses (Cross Listed with MGMT) NURS 520: Financial Management in Health Care (3 cr.) Fall odd, every other year (Hybrid) NURS 522: Project Management in Health Care (3 cr.) Fall even, every other year (Hybrid) NURS 524: Strategic Planning Management in Health Care Fall even, every other year (Hybrid)

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(3 cr.) NURS 533: Managing Healthcare Organizations (3 cr.) Typically offered in Summer (Hybrid) NURS 535: Financing Healthcare Systems (3 cr.) Fall even, every other year (Hybrid) NURS 624.2/625: Nurse Administrator Capstone Seminar and Internship (5 cr.)

Spring (Full Semester)

Nurse Educator Courses EDUC 610: Differentiating Instruction (3 cr.) Fall odd (full semester) EDUC 655: Standards-Based Curriculum Design (3 cr.) Fall odd (full semester) NURS 613: Assessment and Measurement (3 cr.) Spring even, every other year (Hybrid) NURS 614: Theory and Practice for Nurse Educators (3 cr.) Fall even, every other year (Hybrid) NURS 622: Nurse Educator Seminar and Internship (3 cr.) Educators (3 cr.)

Spring, final semester; includes 100 practicum hours (full semester)

All MSN students complete four (4) core courses, as well as specialty courses relevant to their programs. One additional course credit is required for the final synthesis of course work into a portfolio. The total number of credits for the Master’s of Science Degree with a major in nursing vary are as follows: Adult-Gerontology Nurse Practitioner 43 credits, 650 hours practicum

(Acute and Primary Care) Clinical Nurse Leader 35 credits, 400 hours, immersion clinical Nurse Administrator 36 credits, 150 hours, internship Nurse Educator 37 credits, 100 hours, internship As of fall 2016, students taking courses with practicum or laboratory practice hours are assigned a special lab fee of $300. These clinical hours must ordinarily be completed during weekday, daytime hours; however, students must schedule with their preceptor according to the preceptors’ availability. Internship/practicum hours must be scheduled in order to assure that students have substantive opportunities to develop in their specialty roles.

THE CAPSTONE PORTFOLIO Individual self-evaluation of professional development throughout the MSN program is a graduation expectation, and viewed as an important program outcome. In May 2014, Nursing faculty approved replacement of a pre-existing capstone project with the development of a professional portfolio This portfolio requirement allows students to showcase both academic and professional accomplishments and, as an assessment method, is intended to provide evidence of meeting MSN Program Objectives.

MSN Students who enrolled in their first courses in fall 2014 are required to complete NURS 704.1: The Capstone Portfolio course, and compile an electronic portfolio. Examples of academic work completed throughout the program of study are compiled and organized according to identified program objectives. The electronic portfolio is a synthesis of the knowledge, skills, and attitudes gained through the graduate program of study. Students will compile and reflect on papers, projects, and other academic materials developed in completing course requirements and document how these have enabled achievement of program objectives. The actual portfolios developed in NURS 704.1 will be evaluated using the rubric for that requirement (see Appendix B: Portfolio Rubric).

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ORGANIZATIONS STUDENT REPRESENTATION ON SCHOOL OF NURSING COMMITTEES MSN Student representatives serve as direct communication links between the faculty and students. Students are invited at the beginning of each semester to participate on School of Nursing (SON) standing committees, including Graduate Curriculum and Evaluation Team (GCET). Students may also contact faculty or other student representatives to express their desire to participate in program governance. Committee student representatives are volunteers and are responsible for attending scheduled meetings. Representatives elicit ideas, questions, or concerns from other students and provide information to them as well. Graduate Curriculum and Evaluation Team (GCET) The functions of GCET are:

1. Coordinate and monitor the Program Assessment Plan for the nursing programs. 2. Evaluate and interpret outcome measures as designated in the Program Assessment

Plan. 3. Review and recommend changes in the ethos, philosophy, and program objectives to

Nursing Faculty Organization. 4. Review course reports on graduate courses and make recommendations to course

faculty or Nursing Faculty Organization to ensure consistency with course and program objectives.

5. Review and recommend revisions in the graduate curriculum and methods of evaluation to Nursing Faculty Organization.

6. Review professional and legal standards periodically, including, but not limited to, the AACN Essentials of Masters Education; AACN/NONPF Criteria for Evaluation of Nurse Practitioner Programs, PA SBON CRNP Regulations, ANA Standards of Clinical Nursing Practice, ANA's Nursing: A Social Policy Statement, and ANA Code for Nurses with Interpretive Statements.

7. Recommend the purchase of appropriate graduate resources for support of learning experiences to the Chairperson/Faculty.

8. Review academic/programmatic policies and make recommendations for change to the Nursing Faculty Organization.

9. Submit written reports, including annual reports, to the Nursing Faculty Organization and the College’s Committee on Assessment of Student Learning.

10. Provide a forum for students to give input relative to curricular and program issues. HONORS AND AWARDS

SIGMA THETA TAU INTERNATIONAL The Upsilon Alpha Chapter of Sigma Theta Tau, the international nursing honor society, is the chapter Moravian College. Upsilon Alpha Chapter was established in April of 2006 with 50 members, and has grown to over 125 members. The goals of the Nursing Honor Society are to: recognize superior achievement, develop professional leadership qualities, foster high professional standards, encourage creative work, and strengthen commitment to the ideals and purposes of nursing. To apply for membership in the Upsilon Alpha Chapter, the graduate student must meet the following criteria.

● Have completed at least 9 credit hours of the MSN in Nursing program

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● Have a minimum GPA of 3.5 ● Meet the expectation of academic integrity

An annual research fund award is made on a competitive basis to a chapter member with master’s preparation in support of outcome or theoretical research. For further information on membership in this distinguished organization the home page can be reviewed at http://www.nursingsociety.org or the Upsilon Alpha Chapter’s home page at http://upsilonalpha.nursingsociety.org/UpsilonAlphaChapter/Home/ A member of the nursing faculty serves as the Faculty Counselor for the organization and will send invitation to membership to qualified graduate students during summer months. Induction to chapter members generally occurs in fall of the academic year. You may contact Dr. Hoffman for additional information on honor society membership.

THE HANK AND JOANNE BARNETTE SCHOLARSHIP This scholarship is awarded to a nurse employed by St. Luke’s University Health Network who is enrolled in either the RN to BSN degree completion program or the MSN program in nursing. Scholars will be selected based upon merit and financial need and, when feasible, preference will be given to graduates of Liberty High School or Northampton Community College. This scholarship will be awarded prior to the start of each fall semester. In order to be a candidate for this scholarship, the student must:

● Have achieved at least a 3.5 grade point average in current program or at last school attended.

● Be admitted or enrolled in the RN to BSN degree completion program or the MSN program in nursing at Moravian College.

● Submit the following materials to the Scholarship Selection Committee by the published deadline.

1. Copies of relevant transcripts (i.e., current program or last program attended); these may be unofficial but must be legible. If you are a graduate of either Liberty High School or Northampton Community College, make certain those transcripts are included with your application. (Please note that transcripts from other high schools are not required).

2. A brief statement (500 word maximum) about your goals and aspirations as they relate to your education, career, and future plans in nursing. Explain why you are a qualified candidate and should be considered for the scholarship. Any special financial considerations that you wish the selection committee to understand should be noted in this statement (e.g., intentions to accelerate your program of study and take additional coursework this coming academic year).

• In addition, if selected as the recipient of this award, the award recipient must be willing to write a letter of appreciation to Hank and Joanne Barnette (submitted via the Department of Nursing at Moravian College) and be willing to meet with the Barnettes upon request. Failure to do so may result in garnishing of award.

• The award recipient will be primarily selected by the Scholarship Selection Committee on the basis of excellence in nursing scholarship, professionalism, educational commitment, and financial need. Candidates who are graduates of Liberty High School or Northampton Community College will be given special consideration for this award.

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Section III STUDENT RIGHTS AND RESPONSIBILITIES NURSING STUDENTS RIGHTS AND RESPONSIBILITIES *

1. The NSNA Student Bill of Rights and Responsibilities was initially adopted in 1975. The document was updated by the NSNA House of Delegates in San Antonio , Texas (1991); and item #4 was revised by the NSNA House of Delegates in Baltimore, Maryland (2006).

2. Students should be encouraged to develop the capacity for critical judgment and engage in a sustained and independent search for truth.

3. The freedom to teach and the freedom to learn are inseparable facets of academic freedom: students should exercise their freedom in a responsible manner.

4. Each institution has a duty to develop policies and procedures which provide and safeguard the students’ freedom to learn.

5. Under no circumstances should a student be barred from admission to a particular institution on the basis of race, color, creed, national origin, ethnicity, age, gender, marital status, life style, disability, or economic status.

6. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.

7. Students should have protection through orderly procedures against prejudiced or capricious academic evaluation, but they are responsible for maintaining standards of academic performance established for each course in which they are enrolled.

8. Information about student views, beliefs, political ideation, or sexual orientation which instructors acquire in the course of their work or otherwise, should be considered confidential and not released without the knowledge or consent of the student, and should not be used as a basis of evaluation.

9. The student should have the right to have a responsible voice in the determination of his/her curriculum.

10. Institutions should have a carefully considered policy as to the information which should be a part of a student's permanent educational record and as to the conditions of this disclosure.

11. Students and student organizations should be free to examine and discuss all questions of interest to them, and to express opinions publicly and privately.

12. Students should be allowed to invite and to hear any person of their own choosing within the institution's acceptable realm, thereby taking the responsibility of furthering their education.

13. The student body should have clearly defined means to participate in the formulation and application of institutional policy affecting academic and student affairs, e.g., through a faculty-student council, student membership or representation on faculty committees.

14. The institution has an obligation to clarify those standards of behavior which it considers essential to its educational mission, its community life, or its objectives and philosophy.

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15. Disciplinary proceedings should be instituted only for violations of standards of conduct formulated with significant student participation and published in advance through such means as a student handbook or a generally available set of institutional regulations. It is the responsibility of the student to know these regulations. Grievance procedures should be available for every student.

16. As citizens and members of an academic community, students are subject to the obligations which accrue to them by virtue of this membership and should enjoy the same freedoms of citizenship.

17. Students have the right to belong or refuse to belong to any organization of their choice.

18. Students have the right to personal privacy in their living space to the extent that the welfare and property of others are respected.

19. Adequate safety precautions should be provided by nursing programs, for example, adequate street lighting, locks, and other safety measures deemed necessary by the environment.

20. Dress code, if present in school, should be established with student input in conjunction with the school director and faculty, so the highest professional standards are maintained, but also taking into consideration points of comfort and practicality for the student.

21. Grading systems should be carefully reviewed periodically with students and faculty for clarification and better student-faculty understanding.

22. Students should have a clear mechanism for input into the evaluation of nursing faculty. * These Student Rights and Responsibilities are from "The Bill of Rights and Responsibilities for Students of Nursing," National Student Nurses' Association, Inc. These student rights and responsibilities are inspiration in nature and they are not intended, nor shall they be construed to represent a contract between the School of Nursing and students, or a guarantee, promise, or assurance of any of the subject matter set forth therein. To the extent there is any inconsistency between these rights and responsibilities and any of the policies and procedures set forth elsewhere in this Handbook, such policies and procedures will govern. (Revised 2006, http://www.nsna.org) MSN STUDENT ADVISEMENT MSN Students are required to meet with their program’s director for preparing an academic program plan and for further guidance as needed. Students are responsible for knowing the requirements of their academic programs and needed courses. The student should discuss with the program director at least once per academic year in order to confirm the student’s program completion plan. At the beginning of each semester and summer sessions students will be informed of the next sessions’ course schedule. Registration occurs online after a student has registered for the first time. Course schedules and other forms fare available at the Access to Moravian Online (AMOS) intranet site. Ordinarily courses will be offered in a way that will facilitate program completion; yet, there may be times when a course is not available during a semester when the student needs it to be.

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*Special forms are to be completed by St. Luke’s employees at the time of registration and sent to the program director prior to the start of the academic session for which the student is registered. ACADEMIC PROGRESSION The MSN progression policy stipulates that students must maintain at least a 3.0 cumulative QPA with no more than two letter grades of less than B-. There can be no unremediated grades of F; if a failed course is required, then it must be retaken. If the failed course is an elective, the student has the option of either repeating the same course, or enrolling in another elective with the approval of the MSN Program Director. Any grade of F is factored into a student’s overall QPA, whether or not the course is repeated. GRIEVANCE AND APPEALS The College defines a formal complaint as any complaint given by a student in writing or when a student contacts one or more academic or a member of the academic affairs staff in person to present a complaint. Depending on the nature of the complaint (e.g., academic or non-academic), several pathways are available for students. When a student believes that her or his rights have been violated, the first effort should be informal reconciliation. This may involve speaking directly with the other individual or speaking with a neutral person who can serve as mediator. In the event that the problem involves two members of the same class, the instructor for the course, the program director, department chairperson, or other appropriate college administrator may be approached and asked to serve as mediator. The Chairperson and the nursing faculty support an “open door policy” in an effort to provide an avenue for the voicing of student concerns. Student concerns are discussed with the appropriate faculty member(s) or the faculty at large to determine if action is indicated. Nursing students have a variety of methods for voicing concerns or complaints. Most issues can be identified through annual review Student Satisfaction Surveys. Student representation on the Graduate Curriculum and Evaluation Team (GCET) provides an additional avenue for the voicing of concerns and a mechanism for ensuring nursing student input into curricular and other student issues. Generally speaking, academic appeals that are heard by SDP and then NFO are upheld to scrutiny by appellants and the College ASC. If the student is not satisfied with that decision, the student may continue the appeals process with ASC. Appeals of academic policies and procedures are heard by the Academic Standards Committee (ASC), chaired by the Associate Provost. If the student is not satisfied with the decision of the Academic Standards Committee, he or she may submit a written appeal to the College Provost or President. This must be done in writing and should specify the nature of the event and the right that the student believes has been violated. The grievance should also be filed with the school’s Dean, except when the Dean is the subject of the grievance. In the latter instance, the grievance should be filed with the Director of Human Resources. The Dean or Human Resources director will respond in writing to the grievance.

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Any student complaint involving a matter not covered by existing institutional policy (e.g., inappropriate language, preferential treatment, misuse of funds) can communicate the grievance to the Vice President for Student Affairs/Dean of Students (or to the Director of Human Resources if the complaint is about the Vice President for Student Affairs/Dean of Students). The Dean begins the process of mediation or, at his or her discretion, defers the process of mediation. In the latter case, the grievance may be referred directly to the Grievance Panel. RN TO MSN PROGRAM Program Overview: RN’s with baccalaureate degrees in non-nursing disciplines are eligible to apply to the RN to MSN Bridge Program. Once students fulfill Baccalaureate Nursing Competencies, they are eligible to apply for full acceptance into the MSN Program. Students demonstrate competency through previous course work, relevant experience, challenge examinations, and completion of Moravian College courses. The MSN Program Coordinator, in consultation with the Department Chairperson, will determine which of the Baccalaureate Nursing Competencies must be completed. This will be documented on the “RN to MSN Program Acceptance Agreement” and placed in the student’s academic file. Phase I: Initial Requirements Below are initial entrance requirements for RN Students with Non-Nursing degrees:

● Completion of the “Application to Enroll in Courses as a Non-Matriculated Student” ● Submission of official transcripts from all postsecondary schools attended ● Grade Point Average (GPA) > 3.0 (on a 4 point scale) from pre-licensure RN

program ● Active RN licensure in Pennsylvania or eligibility for licensure by endorsement ● Two (2) professional references, one from a nursing supervisor

Students in the RN to MSN Bridge program are non-degree seeking and considered “non-matriculated” while completing baccalaureate level competency courses as outlined in this document. With permission of the course instructor and MSN Program Coordinator, a student in the RN to MSN Bridge program, with > 3.0 cumulative GPA in the non-nursing baccalaureate degree program, may take up to two (2) graduate level courses while completing competency courses on a space-available basis. These courses would be MSN program requirements and count towards the master’s degree. For the student whose GPA from the non-baccalaureate degree program is < 3.0, up to two graduate level courses may be completed on a space available basis once a GPA of 3.5 is achieved from at least three (3) of the required RN to MSN Bridge competency courses completed at Moravian College.

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Graduate courses in the graduate program which can be taken by eligible RN to MSN Bridge students include: NURS 502: Epidemiology and Bioinformatics NURS 504: Policy, Quality and Safety in Health Care CCBU 536: Law, Regulations and Ethics in Health Care NURS 530: Advanced Pathophysiology NURS 532: Advanced Pharmacology NURS 534: Advanced Health and Physical Assessment

Phase II: MSN Program Application Students are eligible to submit their final application materials to the MSN Program’s Admissions Committee once they have completed at least half of the prescribed competency courses or course equivalents. Below are the requirements for RN to MSN Bridge Students to fully matriculate into the MSN Program.

● Completion of the “Application for Admission to the Master’s of Science (MSN) Program in Nursing”

● Completion of RN to MSN Bridge course competencies taken at Moravian College with at least a 3.00 QPA on a 4 point scale.

● MSN Program acceptance by the MSN Admissions Committee ****************************************************************************** Descriptions of Baccalaureate Nursing Competencies: The following table (column on left) displays the basic general education courses that are baccalaureate requirements for RN’s who receive their baccalaureate degrees in the discipline of nursing. Competency Approaches to Demonstrating Competency BIOL 205: Pathophysiology

● RNs must complete course equivalent

BIOL 206: Microbiology for the Health Science

● RN’s must complete course equivalent

PSYC 207: Lifespan Developmental Psychology

● RN’s must complete course equivalent

CHEM 108: Chemistry ● RN’s must complete course equivalent

MATH 107: Statistics ● RN’s must complete course equivalent

The following table (column on left) displays Nursing courses that are baccalaureate requirements for RN’s who receive their baccalaureate degrees in the discipline of nursing. Suggestions are provided for an alternative approaches for demonstrating competency for RN’s who receive their baccalaureate degrees in other areas of study.

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Nursing Competency Approaches to Demonstrating Competency NURS 324: Cornerstone of Professional Nursing

● This is a required course competency.

NURS 331: Holistic Assessment

● RNs must complete course equivalent

NURS 332: Embracing the Dynamic and Challenged Community

● RNs must complete course equivalent

NURS 333: Evidence-Based Nursing Practice

● RN’s must complete course equivalent

NURS 334: Professional Nurse as Emerging Leader

● RN’s must complete course equivalent

Original Approval: 12/15/2009 Revised by GCET: 2/18/2015; 4/22/2015; 10/7/2015 Approved; NFO: 10/16/2015 CLINICAL INFORMATION AND PRECEPTOR SELECTION Purpose: The intent of this policy is to describe guidelines for identifying and approving the primary preceptors and internship and/or practicum experiences for MSN Students. Capstone courses that include supervised internship or practicum hours are completed at the end of students’ programs of study. Precepted practicum hours for NP student are completed in each specialty courses, as well as in the final capstone courses Experiences in these courses are expected to provide opportunities for students to meet professional development goals, assume the roles and responsibilities of selected areas of specialization, and fulfill course and program requirements. Internship Experience:

1. For specific graduate tracks the following precepted internship hours are required: a. Adult-Gerontology Nurse Practitioner, Acute and Primary Care: 650 hours b. Clinical Nurse Leader: 400 hours c. Nurse Administrator: 150 hours d. Nurse Educator: 100 hours

2. A primary preceptor is the individual who provides supervision of the MSN Student in the

role specialization internship.

3. In selecting preceptors for the internship experience, the following criteria must be met. The primary preceptor:

- Has the knowledge, skills, and attitudes to facilitate the student’s professional development in the area of role specialization.

- Must be a professional nurse associated with an affiliating, accredited clinical agency.

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- Is approved by the appropriate organizational supervisor. - Is in compliance with the mandatory requirements and policies of the affiliating

agency, e.g. St. Luke’s University Health Network or Lehigh Valley Health Network

- Has a master’s degree in Nursing or other master’s degree that is commensurate with his or her role and responsibilities. For preceptors for Nurse Educator students, the doctoral degree is preferred; for Nurse Practitioner students the preceptor must be CRNP or physician.

- Has at least two (2) years of experience in the designated role. - Demonstrates a willingness to serve as the preceptor and to collaborate with the

course faculty member. Process:

1. By at least the end of the semester prior to enrolling in the capstone course, each student must consult with the designated capstone faculty member, and the Department Chairperson, MSN Program Director, or NP Program Director to discuss potential preceptors and site placements for the students’ capstone internship experiences.

2. Based on the students’ goals for role specialization experiences, she or he may contact a qualified preceptor to determine if the preceptor is willing to supervise the student’s experience. The student will then provide the name of this person to the MSN Program Director, NP Program Director, or Clinical Coordinator, as well as the faculty teaching the course.

3. The MSN Program Director or NP Program Director will then notify the appropriate department at the affiliating site(s) to determine the acceptability of the affiliation, confirm the availability of the student’s identified preceptor, and discuss the arrangements that need to be made prior to the internship experience, e.g. mandatory health requirements, child abuse/criminal check, agency contract, confidentiality statements, etc.

4. Along with the Clinical Coordinator, the program directors will ensure that all prerequisite health and background screening are completed and on file in the department.

5. Course faculty will contact the preceptor and the appropriate personnel at the affiliating site to confirm when the internship will be and to coordinate arrangements for the experience.

6. Once the preceptor has been determined, course faculty will provide the course syllabus to the preceptor and obtain a signed letter of agreement.

7. Course faculty will meet with the preceptor and student during the semester to review the student’s progress towards meeting professional development goals.

8. Preceptor feedback to course faculty will be integrated into the student’s evaluation. Course faculty is responsible for determining the student’s grade for the capstone internship course.

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COMPUTING AT MORAVIAN Computer Access and Resources Usernames and passwords are a vital link to the Moravian College campus for access to library databases, AMOS, Canvas (the learning management system), email, grades, registration information, and account balances. You must access your Moravian College at least weekly throughout the year when not taking classes, and daily when enrolled in classes. You may do this on campus or off campus via http://www.gmail.com. Official correspondence from the College and School of Nursing will be sent to your via your Moravian College email. New MSN students must obtain their usernames and passwords from Moravian College’s Information Technology (IT) Help Desk, located on the first floor of Memorial Hall. Prior to the first class for which a student is enrolled, IT distributes to that student. If not received within a week of registration, a student should contact IT at 610 861-1500 for information regarding username and password availability. AMOS Access Moravian Online Services (AMOS) https://amos.moravian.edu ▪ This is the starting point for accessing all of the College’s online resources: ▪ Provides quick links to the learning management system, Gmail, and Reeves Library. ▪ Displays current course details, course history, and unofficial transcripts. ▪ The Registrar's Office no longer mails out paper grade reports. AMOS must be used to

access grades. ▪ Broadcasts for important announcements i.e. snow delays, class cancellations, etc. will be

posted on the main AMOS page. ▪ The AMOS user name and password is the same as Moravian Computing log-in

information. MSN PROGRAM FEES In addition to tuition, there are additional fees which students are required to pay.

▪ Technology fee at the time of registration for each semester or session: $45 each semester.

▪ An additional laboratory fee of $300 is charged for select courses: All NP practicum courses, all Capstone Internship courses, and NURS 534: Advanced Health and Physical Assessment.

GRADES AND QUALITY POINTS FOR NURSING COURSES The requirements and quality points assigned for each grade are as follows:

A 93-100 4.00 points A- 90- 92.99 3.67 points B+ 87- 89.99 3.33 points B 83- 86.99 3.00 points B- 80- 82.99 2.67 points C+ 77-79.99 2.33 points C 73-76.99 2.00 points

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C- 70-72.99 1.67 points D+ 67-69.99 1.33 points D 64-66.99 1.00 points D- 61-63.99 0.67 points F < 60 No points. This indicates failure.

Other Grade Notations W Withdrawal prior to the last day for withdrawal as noted on the calendar. It does not affect the QPA. WF Withdrawal after the last day permitted for withdrawal with a W. WF is computed in the Quality Point Average as an F. In cases of illness or other extenuating circumstances, students may be eligible to receive a grade of W.

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APPENDIX A: FAQ’s about the MSN Program in Nursing Below are answers to questions often asked about the MSN Program: 1. “What kind of master’s programs do you have at St. Luke’s-Moravian?”

Presently our MSN Program has five tracks, preparing RN’s who already have baccalaureate degrees for roles as Adult-Gerontology Nurse Practitioners in Acute or Primary Care, Clinical Nurse Leaders (CNL), Nurse Administrators, and Nurse Educators.

2. “What is a Clinical Nurse Leader?” The CNL is a relatively new role for nurses, endorsed by the American Association of Colleges of Nursing (AACN). The CNL is a master’s prepared “nurse generalist” who coordinates patients’ care, optimizes outcomes, and reduces risks, typically in hospital or clinic settings. The CNL role developed in response to the Institute of Medicine’s call for improved health care quality and patient safety. Settings where CNL’s practice have shown increased patient, physician, and nurse satisfaction scores; improved NDNQI indicators; better adherence to Core Measures; improved care coordination; enhanced physician-nurse communication; decreased fragmentation of care; and, decreased length of stay.

3. “Are the MSN Programs in Nursing accredited?” The curriculum was structured according to AACN’s essential criteria for graduate nursing education. Accreditation status will be retroactive and applied to all MSN Program graduates, including those who graduate prior to accreditation being established. Accreditation was received in 2011 with no issues of compliance voiced by the CCNE visiting team of experts.

4. “How many credits do I need for a master’s degree?” Our program tracks differ in the number of required course credits. Typically, each course offering is 3-credits. Nurse Practitioners complete 43 credit hours, including 650 practicum hours in acute or primary care. For the Nurse Administrator, there are 36 credits; for the Nurse Educator, 37 credits. There is a clinical practicum in the final semester that is 150 hours for the administrator and 100 hours for the educator. In the CNL program there are 35 credits, with 400 hours of a clinical internship or “immersion” experience in the last semester.

5. “What is my tuition benefit?” Note: The tuition benefit that MSN Students receive is determined by the student’s employer.

6. “How long does it take to get my master’s?” How long it takes varies according to how many courses a student takes at a time. A full-time course load is three (3) courses, although few students can go to school fulltime due to other life and work commitments. Typically students take one or two courses per semester; a few courses are available in summer.

7. “Is there a time limit on how long I have to complete the program?” Ordinarily the program must be completed within seven (7) years of initial enrollment in MSN courses at Moravian College.

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8. “I have a bachelor’s degree, but it’s not in Nursing. What can I do?” Applicants do not need to obtain a baccalaureate degree in nursing first before applying to the MSN Program and may begin as non-matriculated students in the RN to MSN Bridge Program. Qualified RN’s with non-nursing baccalaureate degrees are eligible to apply to the MSN Program once pre-MSN competencies are met. Eligible RN’s must show baccalaureate level nursing competency through prior course work, challenge examinations, and/or relevant experience.

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APPENDIX B: The Capstone Portfolio

Rubric: Professional Electronic Portfolio (E-Portfolio) Purpose: The development of a professional portfolio enables MSN students to compile evidence of their academic work and reflect on its relevance to their advanced nursing specialty roles. Students analyze and synthesize the meaning of their academic and professional accomplishments and correlate their findings to the program objectives. The MS program objectives are as follows:

1) Synthesize knowledge from the humanities, sciences, and nursing theory as a basis for making decisions in the practice of nursing. (Scholarship)

2) Provide holistic nursing care that contributes to safe and quality outcomes among individuals, families, and communities, accessing health care technologies as appropriate. (Quality Initiatives)

3) Collaborate with other healthcare team members to foster optimal health of individuals, families and communities. (Organizational Engagement)

4) Provide culturally competent care utilizing nursing roles of practitioner, counselor, educator, advocate, and coordinator. (Professional and Community Service)

5) Plan and implement theory-based and evidence based nursing interventions in the care of individuals, families and communities. (Evidence-Based Practice)

6) . (Professional Leadership) 7) Demonstrate professional accountability and advocacy in making ethical decisions

through adherence to professional standards. (Advocacy/Ethics)

Directions: Students will submit assignments from courses and other experiences that provide evidence of meeting the MSN program objectives in the following categories, as well as reflections for each of the categories.

• Scholarship

• Quality Initiatives

• Organizational Engagement

• Professional & Community Service

• Evidence Based Practice

• Professional Leadership

• Advocacy/Ethics

The portfolio will also include a résumé, a personal career analysis, and a 3-5 year career plan. An exemplary or satisfactory grade on the portfolio is a course, as well as a graduation requirement.

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OVERALL: The following material is required to be submitted with all E-portfolios. This includes the Résumé, Personal Career Analysis, and Career Plan. Category Exemplary (3) Satisfactory (2) Unsatisfactory (1) Rating Résumé The resume

consistently follows formatting guidelines for length, layout, spacing, and alignment. Format and layout make the resume exceptionally attractive, drawing attention to the content, and enhancing readability.

Formatting guidelines for length, layout, spacing, and/or alignment are almost always followed. 1-2 problems in format and layout, but readability and attractiveness are not affected.

Formatting is repeatedly inconsistent in length, layout, spacing, and/or alignment, reducing readability and attractiveness.

Personal Career Analysis

The career analysis is a thoughtful, professional inquiry that is strength-based; addresses strengths, opportunities, aspirations, and desired results (SOAR)

The career analysis focuses on strengths and opportunities, with minimal attention to areas for professional goals and growth.

The e-porfolio does not include a section that addresses strengths, opportunities, and/or professional goals and growth.

3-5 year Career Plan

Career plan clearly outlined for 3 – 5 years.

Career plan outlined for 3 – 5 years.

Career plan partially outlined.

Total

PROGRAM COMPONENTS: The following are the seven (7) MSN program objectives; course assignments and other experiences are to be documented according to the program objectives’ categories below. Category Exemplary (3) Satisfactory (2) Unsatisfactory

(1) Rating

Scholarship A wide variety of artifacts are included that are clearly and directly related to Scholarship.

At least three artifacts are included that are related to Scholarship.

Two or less artifacts are included that are related to Scholarship.

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Quality Initiatives

A wide variety of artifacts are included that clearly and directly related to Quality Initiatives.

At least three artifacts are included that are related to Quality Initiatives.

Two or less artifacts are included that are related to Quality Initiatives.

Organizational Engagement

A wide variety of artifacts are included that clearly and directly related to Organizational Engagement.

At least three artifacts are included that are related to Organizational Engagement.

Two or less artifacts are included that are related to Organizational Engagement.

Professional & Community Service

A wide variety of artifacts are included that clearly and directly related to Professional & Community Service.

At least three artifacts are included that are related to Professional & Community Service.

Two or less artifacts are included that are related to Professional & Community Service.

Evidence-Based Practice

A wide variety of artifacts are included that clearly and directly related to Evidence-Based Practice.

At least three artifacts are included that are related to Evidence-Based Practice.

Two or less artifacts are included that are related to Evidence-Based Practice.

Professional Leadership

A wide variety of artifacts are included that clearly and directly related to Professional Leadership.

At least three artifacts are included that are related to Professional Leadership.

Two or less artifacts are included that are related to Professional Leadership.

Advocacy/ Ethics

A wide variety of artifacts are included that clearly and directly related to Advocacy /Ethics.

At least three artifacts are included that are related to Advocacy/Ethics

Two or less artifacts are included that are related to Advocacy/Ethics

Total

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REFLECTIONS: Upon completion of the program, MS students are expected to provide evidence for each of the MSN program objectives categories. With each submission of the e-portfolio evidence should be posted and described for at least 5 of the categories. Reflections are required for each category and all categories are to have strong, quality evidence by the final e-portfolio submission. Category Exemplary (3) Satisfactory (2) Unsatisfactory

(1) Rating

Reflections All reflections related to MSN program objectives clearly describe why the evidence was selected and areas for strengthening the evidence; evidence is strong and of good quality.

Most reflections describe evidence, with inattention to accomplishments that would improve evidence of meeting program objectives; evidence is satisfactory.

Few of the reflections describe growth, accomplishments, and goals for continued learning; evidence is of poor quality.

Total

E-PORTFOLIO STYLE: The following aspect of e-portfolio style include overall presentation and writing mechanics. Category Exemplary (3) Satisfactory (2) Unsatisfactory (1) Rating Overall Presentation

Navigation links are easy to use; Fonts are appropriate : Easy to read Color of background, fonts and links enhance readability & are used consistently throughout.

Navigation links function but not always clear Use of fonts is consistent Color of back-ground, fonts and links enhance readability & are consistent.

Navigation is difficult or confusing Fonts are inappropriate Difficult to read Color of background, fonts, and links decrease readability.

Writing Mechanics

There are no errors in grammar, punctuation and spelling.

There are a few errors in grammar, punctuation and spelling.

There are four or more errors in grammar, punctuation and spelling.

Total

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Mid-Semester Portfolio Review: � Mid-Semester Review

� Exemplary � Satisfactory � Unsatisfactory

Student Comments: Faculty Comments: Final Portfolio Review: � Final Review

� Exemplary � Satisfactory � Unsatisfactory Course Grade_____________

Student Comments: Faculty Comments: _________________________________ ______________ Student Signature Date _________________________________ ______________ Faculty Signature Date