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COLUMBIA UNIVERSITY SCHOOL OF NURSING

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Masters Direct Entry Program 2018-2019

I DO SOLEMNLY SWEAR, BY WHATEVER I HOLD MOST SACRED THAT I WILL BE LOYAL TO THE PROFESSION OF NURSING, AND JUST AND GENEROUS TO ITS

MEMBERS. THAT I WILL LEAD MY LIFE AND PRACTICE MY ART WITH HONOR AND INTEGRITY.

THAT WHEREVER I PRACTICE, TO THE UTMOST OF MY POWER, IT SHALL BE FOR THE GOOD OF THOSE IN MY CARE,

HOLDING MYSELF AWAY FROM WRONG, FROM CORRUPTION, AND FROM THET TEMPTING OF OTHERS TO VICE.

THAT I WILL EXERCISE MY ART SOLELY FOR THE BENEFIT OF MY PATIENTS AND WILL GIVE NO DRUG,

PERORM NO ACT FOR A CRIMINAL PURPOSE, EVEN IF ASKED, FAR LESS SUGGEST IT. THAT I SHALL RESPECT THE PRIVACY OF MY PATIENTS AND I SHALL

KEEP THEIR CONFIDENCES INVIOLABLY SECRET. I SWEAR THESE THINGS AND BOW MY HEAD IN SIGN OF ACQUIESCENCE. AND NOW, IF YOU BE TRUE TO THIS, YOUR OATH, MAY PROSPERITY AND

GOOD REPUTE BE YOURS; THE OPPOSITE IF YOU SHALL PROVE YOURSELF FORSWORN Maxwell Oath


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Table of Contents

History of the School

3

Masters Direct Entry Program

5

Masters Direct Entry Courses

7

Calendar

14

Summer Schedule

15

Fall Schedule

16

Spring Schedule

17

Summer II Schedule

18

Credit Allotment Calendar

19

First Year Basics

20

Clinical Site Experience 34

The Role of the Nursing Student

36

FAQs

39

Clinical Site Directions

42

Contract

45


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HISTORY

Columbia University School of Nursing was founded in 1892 as Presbyterian Hospital

School of Nursing, with Anna C. Maxwell as its first director. The School became part of

Columbia University in 1937 and began offering the baccalaureate degree. It is one of the

oldest schools of nursing in the U.S. Since its inception, the mission of the school has been

clinical excellence. Today, clinical excellence means not only direct patient care, but also

outcomes research and health policy development. In 1956, it became the first nursing school

in the country to award a master’s degree in a clinical nursing specialty. In 1999, the School

granted its first Doctor of Nursing Science degree. In, 2005 the School graduated the first

Doctors of Nursing Practice. More than 9,000 nurses have graduated since the School

opened.

School of Nursing faculty has substantial experience in curriculum, instructional design,

clinical practice, and research. They maintain expertise in their areas of teaching

responsibility through faculty practice, participation at local, regional, national and

international conferences, and involvement in scholarly presentations and publications.

Columbia University School of Nursing is distinguished by the clinical excellence of its

programs and graduates. There are ten master’s specialties offered: adult, family, pediatric

primary care, nurse midwifery, nurse anesthesia, acute/critical care, and psychiatric/mental

health. There are also four sub-specializations available at the master’s level including:

Woman’s Health, HIV/AIDS, Oncology Nurse Practitioner and Palliative and End of Life

Care.

Philosophy

The faculty, representing all clinical nursing disciplines, believe that in a dynamic society,

education for membership in a profession includes development not only of expertise in a

field but also of social awareness. The professional nurse thinks critically, exercises technical

competence, and makes socially significant contributions to society through theory-based

practice. Nursing's role and responsibility to society are to establish and maintain

relationships with clients that support and restore health and well-being. The professional

nurse has the ability to diagnose and treat human responses to actual or potential health

problems and to provide preventive health services to individuals and groups in a variety of

settings. Belief in the integrity and worth of all human beings is basic. The professional nurse

is viewed both as a responsible health care provider accountable for the quality of practice

and as an agent of change in the health care delivery system. Nursing seeks to advance its

contribution through research and collaboration with other health professions. The nurse acts

independently and interdependently. The faculty endeavor to provide knowledge; to

stimulate learning; to define issues; to serve as resource persons, administrators, leaders, and


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innovators in nursing through education, research, and practice; and to contribute to the

development of human values. The faculty recognize that interests and abilities vary, and

they seek to provide flexibility in the curriculum to facilitate the optimal development of

each learner's potential. Learning is viewed as a lifelong process, and learners are expected to

be self-directed and accountable for their performance.


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THE MASTERS DIRECT ENTRY NURSING PROGRAM

The Masters Direct Entry Program is an accelerated nursing program for non-nurse college

graduates. It grew from Columbia’s accelerated BS program which was one of the first such

programs developed in this country in 1988. To meet the needs of the fast-changing health

care environment, nursing education must adapt to today’s challenges and anticipate those of

tomorrow. Continuing in its tradition of preparing the nation’s nurse leaders, Columbia

Nursing’s new Masters Direct Entry curriculum equips its students with the desire and ability

to improve the health and health care of all Americans. Whether it’s teaching them to master

complex new technologies, provide care based in the latest scientific investigations, lead

health care teams, carry out life-saving research, or engage in the policy arena, a Columbia

Nursing education places its graduates at the forefront of their profession, eminently

qualified to provide the best care possible to patients, families and communities. The

program is designed to prepare students for a career in nursing, advanced practice nursing or

nursing research. It brings a new and previously untapped source of high quality candidates

into the nursing profession.

Coursework

The coursework develops basic competence in professional nursing. Most important is

learning the science of nursing and socialization to the profession. Clinical education

receives major emphasis, with patient care experiences beginning in the first semester. You

will also learn to negotiate the language, tasks, skills and components of nursing care, and

how to function in an organized unit of care. You will be exposed and learn in a variety of

settings, including clinics, hospitals, community centers and homes. In the fall and winter

semesters, experience (both didactic and clinical) is focused around the continuum of health

and illness in adults, children, the childbearing family, behavioral health and the community.

In the spring semester, you will have an extended clinical integration experience. Specific

schedules for this experience will be determined by the faculty. Integration is a time to

assimilate all the knowledge, skills and concepts previously learned and to become proficient

at doing so. The experience accrued from integration will provide not only comfort and

competence with basic nursing but will build breadth and depth in nursing practice. The

integration experience is an ACADEMIC experience in which you will identify the assets

and liabilities of your performance and construct experiences during integration to

complement strengths and remediate deficiencies.

Successful completion of the pre-licensure year is essential for continuation into any doctoral

programs. This involves completion of all course and clinical work with a > 3.0 GPA and

passing of the NCLEX examination. See School handbook for more information.


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Four themes anchor the Masters Direct Entry program: care coordination, evidence-based

practice, and cultural awareness.

1. Care-coordination: Students are taught models of care that ensure seamless transitions

as patients move among health care settings, for example from a hospital, to a skilled

nursing facility, to a community clinic, and back to their homes. Their education

also introduces new techniques that improve communication between nurse and

patient, which not only engages patients and their families as partners in health care

decision making, but also improves treatment compliance and self-management of

chronic conditions. In addition, the curriculum also teaches leadership skills that

include how to effectively advocate for patients when working collaboratively in

health care provider teams.

2. Evidence-based practice: Standards of nursing care are continuously being revised by

scientific research. Columbia Nursing’s new curriculum builds on its tradition of

instilling a passion for life-long learning by bringing into the classroom the latest

research on best-nursing practices. Students are introduced to published research

studies at the start of the program and carries through all their classwork and clinical

immersions. By creating an appreciation for how research can inform practice and

improve patient care, our students are also prepared to lead research teams and

pursue careers as nurse scientists.

3. Religious - cultural awareness: Caring for patients in a globalized society requires

nurses who understand how cultural background, religious beliefs, and sexual

orientation influence the safe and effective care of patients, families and

communities. Sensitizing our students to the rich diversity of backgrounds and

beliefs of their patients has always been a hallmark of a Columbia Nursing

education. Our new curriculum now places a renewed emphasis on providing care to

patients that accommodate their ethnic, racial, religious, sexual and social

orientation. We have also partnered with the Tanenbaum Foundation, a non-

sectarian, not-for-profit organization, to create special case-based modules embedded

into several of our clinical specialty immersion experiences which will that add an

additional layer of understanding and empathy when treating individuals of disparate

backgrounds and religious beliefs.

4. Palliative Care: In 1997, the American Academy of Colleges of Nursing (AACN)

convened an expert panel to discuss the need for palliative care education for the

entry level for nursing. The resultant End of Life Nursing Education Consortium

(ELNEC) developed an innovative, interactive on-line curriculum with six modules

including: Introduction to Palliative Care, Communication, Pain Assessment and

Management, Symptom Management, Loss, Grief and Bereavement and Care of the

Imminently Dying Patient and Family.


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Master’s Direct Entry Courses

Summer I Semester

N5300 - Physical Assessment (3 credits)

This course will develop the knowledge and skills necessary for conducting comprehensive

and focused health assessments for individuals with emphasis placed on interviewing skills,

health histories, physical and psychosocial findings in the well person. Communication and

record keeping skills are developed.

N5350 - Physical Assessment Laboratory (2 credits)

Students will utilize the knowledge and skills learned to perform a comprehensive or focused

health assessment including history and physical examination in a supervised laboratory.

Students will record findings in an approved manner and demonstrate utilization of holistic,

region-cultural and ethical approaches to individuals and families.

N5375 - Pharmacology (3 credits) This is an introductory pharmacology course and, since pharmacology is an applied science,

it builds on several foundational concepts of biology, chemistry, microbiology, anatomy, and

physiology. Principles of pharmacology will be discussed, including pharmacokinetics,

pharmacodynamics, and toxicities. Major pharmacologic agents used in treating more

common disease states will be discussed with emphasis on relating the mechanism of action

to the therapeutic use.

N5400 - The Science of Nursing Practice (3 credits)

This fundamental course introduces students to core concepts of nursing science including

taxonomy, philosophies of caring, nursing process, and evidence-based care. Concepts from

the biological, physical, epidemiological, and behavioral sciences will be utilized as students

begin the study of adults experiencing major biophysical health problems. The course is an

introduction to the role of the professional nurse in medical/surgical nursing care of the adult

client in context of populations.

N5450 - Practicum: Science of Nursing Practice (1 credit)

This fundamental course provides the student with clinical experience to implement patient-

centered care that reflects an understanding of the concepts of human growth and

development, health promotion, nursing management of illness, and patient safety.

Philosophies and scientific theories of nursing will serve as a foundation for the development

of critical thinking and skill acquisition. Key elements of culture, spirituality, heredity, and

ethics will be integrated into the planning and provision of nursing care to individuals and

populations.

N5451 Skills Lab: Science of Nursing Practice (1 credit)

Students will gain competency by practicing skills in a supportive and supervised

environment in the simulation laboratory. This fundamental course provides the student with

practical application of nursing skills and the scientific rationale for performing procedures


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correctly in order to provide patient-centered care that reflects an understanding of the

concepts of human growth and development, health promotion, nursing management of

illness, and patient safety. Philosophies and scientific theories of nursing will serve as a

foundation for the development of critical thinking and skill acquisition. Key elements of

culture, spirituality, heredity, and ethics will be integrated into the planning and provision of

nursing care to simulated patients

N5800 – Topics in Nursing I (Yearlong 1 credit)

This course is designed to introduce baccalaureate students to relevant and emergent topics

which affect the practice of nursing in the national and international healthcare system. The

focus will be on issues confronting professional nurses including global health, cultural

awareness, gender identity, and evidence-based wellness. State mandated topics for licensure

will be covered.

N6010 - Global Health Equity and the Responsibility of the Nursing Profession

(1 credit)

The pursuit of health equity for all in the 21st century is a global mandate and responsibility.

This course is designed to provide an overview of critical health disparities within the global

community and provide the student with a systematic approach to understanding them within

the framework of human rights and social justice. The course will also explore the role and

responsibility of the nursing profession to address these with both individual and cooperative

strategies.

N7000 - Introduction to Evidence-Based Practice (3 credits)

This course is designed for graduate nurses to provide them with the skills to understand and

utilize research evidence in decisions about clinical practice. The course is designed to help

graduate nurses articulate relevant practice-based questions, search the literature to identify

relevant evidence, evaluate the quality of research on which the evidence is based, and

discuss the application of the evidence in clinical practice to improve quality of care.


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Fall Semester Only

N5800 – Topics in Nursing II (Yearlong 1 credit)





will be covered.

N7001 – Advanced Physiology and Pathophysiology Across the Lifespan I

In this course we will examine the normal physiological function of organ systems, the

mechanisms for the maintenance of health, and the pathophysiological alterations in body

function that lead to disease. Each class will focus on a specific physiologic process or organ

system. We will pay particular focus to diseases that commonly occur across the lifespan,

examining common etiologies, pathogenetic mechanisms, clinical manifestations, and

common treatments of each.

N7003 – Health Promotion/Disease Prevention (3 credits)

This course is designed to provide the student with a systematic approach to the delivery of

health promotion and disease prevention in primary health care to individuals, families,

communities and aggregate populations.

Fall and Winter Semesters

Intensive 5-week Concentration

N6310 - The Science of Nursing Practice with Adults (3 credits)

This course follows N5400 Science of Nursing Practice and builds upon the study of major

biophysical health problems affecting the adult population. The course is designed to provide

the student with a sound foundation in medical-surgical nursing care of the adult client.

Through integration of knowledge from the biological, physical, epidemiological, and

behavioral sciences, concepts of health, environment, risk reduction and disease prevention

will be presented. Emphasis will be placed on older adults experiencing common geriatric

syndromes. The role of the professional nurse in caring for the adult client continues to be a

focus in the context of individual, family, and community.

N6311 - Nursing Practice with Adults (2 credits)

This course is designed to provide the student with clinical experience to implement patient-

centered care that reflects an understanding of the concepts of human growth and

development, pathophysiology, medical management, and nursing management along the

health-illness continuum. Emphasis will be placed on nursing care of the adult with acute and

chronic illness as well as common geriatric syndromes. Key elements of culture, spirituality,

heredity, ethics, and health literacy will be integrated into the planning and provision of

nursing care


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N6306 - The Science of Nursing Practice with Childbearing Families (3 credits)

This didactic course focuses on the care of the family during the childbearing years. The

processes of normal pregnancy and birth, high risk pregnancy, and the care of the healthy

newborn are presented. Through integration of the sciences and evidence-based knowledge,

concepts of family, environment, health, wellness, and culture will be emphasized. Issues

related to women’s reproductive health and contraception will be covered.

N6307 - Nursing Practice with Childbearing Families (2 credits)

This clinical course is designed to provide the student with experience to utilize evidence-

based knowledge and critical thinking skills in providing nursing care to childbearing

families. Clinical assignments will include caring for families during the antepartum,

intrapartum, postpartum, and newborn periods. Concepts of wellness, culture, infant growth

and development, family integrity, and patient advocacy are used as a basis for the provision

of care.


N6308 - The Science of Nursing Practice with Children (3 credits) This course focuses on nursing care of the child along the health-illness continuum. Core

concepts of growth and development, well child care, family structure, environment,

heredity, and psychosocial factors will serve as a basis for designing care. The child with

acute, chronic, and life threatening illness will be covered as well as risk factors for

morbidity and mortality. Nursing strategies to minimize stressors experienced by children

and their families during illness will be presented. Key elements of spirituality, culture,

socioeconomic status, and health beliefs will be examined.

N6309 - Nursing Practice with Children (2 credits) This clinical course is designed to provide the student with the opportunity to utilize

evidence-based knowledge and critical thinking skills in the planning and provision of

comprehensive nursing care to children along the health-illness continuum. Clinical

assignments will include caring for the well child as well as the child with acute and chronic

illness. Concepts of growth and development, family integrity, wellness, risk reduction and

disease prevention will be stressed. Key elements of culture, spirituality, heredity, and patient

advocacy will be integrated into nursing care.


N6302 - The Science of Psychiatric/Mental Health Nurse Practice (3 credits)

This course focuses on the population of clients experiencing acute and chronic psychiatric

disorders across the lifespan. Emphasis will be placed on the nurse/client relationship,

psychopharmacology, and treatment modalities. Environmental stressors and the effects of

mental health disorders on clients and their families will be discussed.


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N6303- Practice in Psychiatric/Mental Health Nursing (2 credits)

This clinical course is designed to provide the student with experience to care for the client

experiencing a major psychiatric and/or mental health disorder. Emphasis will be placed on

the role of the professional nurse in various treatment settings as well as current treatment

modalities. The client population includes children, adolescents, and adults along the health-

illness continuum.


N6312 – Science of Community and Public Health Nursing (3 credits)

This course will focus on the role of the application of nursing science in the community

from the individual, family and the population perspective recognizing the social

determinants of health. Tools for community nursing assessment and diagnosis will be

discussed. Principles of epidemiology and evidence based practice will be utilized in

developing a plan of care. The impact of culture and health literacy in health education and

communication will be explored. This course will cover the spectrum of community nursing

including specialty practices such as community mental health; school health; home care; and

palliative and end of life care.

N6313-Nursing Practice in the Community and Public Health (2 credits)

This course is designed to provide the student with the opportunity for clinical application of

content learned in N6312 Science of Community and Public Health Nursing. Focus will be

on the assessment and evidence-based clinical care of individuals and families in the

community as well as population-focused interventions. Emphasis will be placed on

interprofessional collaboration as well as collaboration with extant community groups.


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Winter Semester Only

N5800 – Topics in Nursing III (Yearlong 1 credit)





will be covered.

N5950 – Nursing Leadership and Management

This nursing course is designed to introduce concepts of leadership and management for

entry-level professional nursing practice. The course addresses building cultures of quality

and safety in complex health care delivery systems and introduces management theories and

concepts including interprofessional communication, teamwork, delegation and supervision.

N7002 –Advanced Physiology and Pathophysiology Across the Lifespan II

In this course we will examine the normal physiological function of organ systems, the

mechanisms for the maintenance of health, and the pathophysiological alterations in body

function that lead to disease. Each class will focus on a specific physiologic process or organ

system. We will pay particular focus to diseases that commonly occur across the lifespan,

examining common etiologies, pathogenetic mechanisms, clinical manifestations, and

common treatments of each.

N7005 -Health and Social Policy in the Context of Practice

This core course examines contextual contributors to health status and the current social,

legal and political determinants of healthcare systems, emphasizing the U.S. system. Issues

are explored to understand their impact on current and future delivery of health care, in

particular on advanced practice nursing. The class focuses on how to bring the professional

values of nursing to bear in policy debate and how nurses partner in the policy process to

improve health outcomes of populations and quality of the healthcare delivery system.

Spring Semester only (after spring break)

N6400 - Integration of Nursing Practice (3 credits)

Nursing integration is the capstone clinical course that builds on previously acquired

knowledge and provides the student the opportunity to synthesize the skills and knowledge

necessary to function as a beginning professional nurse. It offers the student the opportunity

to apply evidence-based knowledge of preventive, therapeutic and rehabilitative nursing

interventions to individuals, families and population groups. The student will be able to

apply concepts from nursing science in planning, delivering and evaluating nursing practice.


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Second Summer Semester

N5110 - Issues of Nursing Practice (2 credits)

This course is designed to provide the baccalaureate student in a combined degree program

with an overview of current issues confronting professional nursing. Emphasis will be placed

on the history of nursing, interrelated theories, current trends, and policy issues that shape the

profession and the health care delivery system. The role of the nurse as patient advocate,

designer, manager, and coordinator of care will be discussed.

N7004- Care Coordination

The care coordination course is designed to provide nursing students the skills to provide

patient-centered care, deliberately organize patient care activities and share information

among all of the participants concerned with a patient's care to achieve safer and more

effective care. Reducing high rates of errors, reducing high rates of readmission, improving

satisfaction with care, addressing unmet needs in health care and reducing cost burden will

also be explored.

N7020 – Masters e-Portfolio

The MDE e-Portfolio will be a multimedia collection for the individual student learning

experiences. It will allow the student to take part in both summative and formative

assessments on work done throughout the program while providing a vehicle for personal

growth and development. Upon completion of the MDE Program, the e-Portfolio provides

the graduating student with a showcase of acquired skills and knowledge to assist with the

pursuit of further academic work and/or transition to professional life.

N8102 – Advanced Pharmacology (3 credits)

The goals of this course are to provide students with a basic knowledge and understanding of

the actions of drugs in order to enable them to use therapeutic agents in a rational and

responsible manner in patients. Initially, basic principles of pharmacology will be reviewed,

including absorption, distribution, metabolism, and excretion of drugs by the body. Drug-

receptor interactions will also be presented and illustrated with appropriate examples. The

focus of these lectures will be case-based whenever possible to demonstrate the therapeutic

application of these pharmacologic principles and how this translates into efficacy and

potential toxicity.

N8685 - Advanced Assessment (3 credits)

Utilizing a systems approach and a background in basic physical assessment, advanced

physical assessment skills are studied. The identification and interpretation of abnormalities

in the physical exam are emphasized in depth. The approach to the development of the

differential diagnosis is introduced. The goal of this course is to provide the critical thinking

necessary for the beginning advanced practice nursing student to analyze history and physical

exam data.


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Columbia University School of Nursing

Masters Direct Entry Calendar

2018-2019*

*Subject to change

2018 May 30th (Wednesday)

May 31st and June 1st (Thursday & Friday)

June 4th (Monday)

July 4 (Wednesday)

Aug 10th - 3:00 p.m. (Friday)

August 13th – August 31st

September 3rd (Monday)

September 4th (Tuesday)

November 5th (Monday)

November 6th (Tuesday)

November 19th -23rd (Monday - Friday)

December 20th - 3:00 p.m. (Thursday)

December 21st- January 18th (Friday – Monday)

Mandatory Orientation and Registration

MDE Classes Begin - Summer Term

Fourth of July Holiday

MDE Summer Term Ends

MDE Summer Recess

Labor Day Holiday

MDE Fall term begins

MDE Classes Off (University Holiday)

MDE Classes in Session (University Holiday)

MDE Thanksgiving Recess

MDE Fall Term Ends

MDE Winter Recess

2019 January 21st (Monday)

January 22nd (Tuesday)

February 18th (Monday)

March 18th –22nd (Monday - Friday)

April 8th (Monday)

May 17th (Friday)

June 3rd

August 9th

Martin Luther King Jr.’s, Day Holiday

MDE Winter Term Begins

Presidents’ Day Holiday

MDE Spring Recess

MDE Integration Begins

MDE Integration Ends

MDE Summer II Courses Begin

MDE complete


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Master’s Direct Entry Program Summer I 2018 Schedule*

* Subject to change - All students will be pre-assigned to a clinical group (Groups 1-8)

Monday

Tuesday

Wednesday

Thursday

Friday

7:30 - 8:00 a.m.

Groups 5, 6, 7 & 8

N5450 – Hospital

7:30 a.m. - 3:30 p.m.

Groups 1, 2, 3 & 4

N5450 – Hospital

7:30 a.m. - 3:30 p.m.

8:00 - 9:00 a.m.

Group 1

N5350– PA Lab

8:00 - 10:00 a.m.

N5451 – Skills Lab

10:15 a.m. – 12:15 p.m.

Group 2

N5350 – PA Lab

10:15 a.m. - 12:15 p.m.


8:00 - 10: 00 a.m.

Group 3

N5350 – PA Lab

1:00 – 3:00 p.m.

N5451 –Skills Lab

3:15 – 5:15 p.m.

Group 4

N5350 – PA Lab

3:15 – 5:15 p.m. N5451 – Skills Lab

1:00 – 3:00 p.m.

Group 5

N5350 – PA Lab

8:00 - 10:00 a.m.


10:15 a.m. – 12:15 p.m.

Group 6

N5350 – PA Lab

10:15 a.m. - 12:15 p.m.


8:00 - 10: 00 a.m.

Group 7

N5350 – PA Lab

1:00 – 3:00 p.m.


3:15 – 5:15 p.m.

Group 8

N5350 – PA Lab

3:15 – 5:15 p.m. N5451 – Skills Lab

1:00 – 3:00 p.m.

9:00 - 10:00 a.m.

N5300

Physical Assessment

N6010

Health Equity

N5375

Pharmacology

10:00 - 11:00 a.m.

11:00 a.m. - 12:00 noon

12:00 noon - 1:00 p.m.

1:00 - 2:00 p.m.

N5400

Science of Nursing Practice

N7000

Evidence –based Practice

Optional Pharmacology

Review

2:00 - 3:00 p.m.

3:00 - 4:00 p.m.

4:00 - 5:00 p.m.

N5800

Topics in Nursing Practice

(Town Meeting)


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Master’s Direct Entry Program Fall 2018 Schedule *

*Subject to Change

*Possibility of evening and Saturday and Sunday clinical

Monday

Tuesday

Wednesday

Thursday

Friday

7:30 - 8:00 a.m.

Clinical

7:30am – 3:30 pm

Clinical

7:30am – 3:30 pm

8:00 - 9:00 a.m.

5 x 5 Immersion

8:00 or 9:00 – 12:50 pm

9:00 - 10:00 a.m.

N7003

Health Promotion/Disease

Prevention

5 x 5 Immersion

9:00 –12:50 pm

10:00 - 11:00 a.m.

11:00 a.m. - 12:00 noon

12:00 noon - 1:00 p.m.

1:00 - 2:00 p.m.

Town Meeting

N7001 Normal Physiology/

Pathophysiology Across the

Lifespan I

1:00 – 4:00 pm

2:00 - 3:00 p.m.

3:00 - 4:00 p.m.

4:00 - 5:00 p.m.

5:00 - 6:00 p.m.


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Master’s Direct Entry Spring 2019 Schedule * Monday Tuesday Wednesday Thursday Friday

7:30 - 8:00 a.m.

Clinical

7:30 am – 3:30 pm

Clinical

7:30 am – 3:30 pm

8:00 - 9:00 a.m.

5 x 5 Immersion

Some begin at 8:00 am

8:00 – 12:50 pm

N7005

Health & Social Policy

10 weeks

5 x 5 Immersion

Some begin at 8:00 am

8:00 – 12:50 pm

9:00 - 10:00 a.m.

10:00 - 11:00 a.m.

11:00 a.m. - 12:00 noon

12:00 noon - 1:00 p.m.

1:00 - 2:00 p.m. N5800


10 weeks

N7002

Normal Physiology/


Lifespan II

1pm--4:50pm

10 weeks

2:00 - 3:00 p.m.

3:00 - 4:00 p.m.

4:00 - 5:00 p.m.

5:00-6:00 p.m.

Nursing Leadership and

Management

10 weeks

*Subject to Change

*Possibility of evening and Saturday and Sunday clinical


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Master’s Direct Entry Program Summer II 2019 Schedule*

*Subject to Change

Monday

Tuesday

Wednesday

Thursday

Friday

7:30 - 8:00 a.m.

8:00 - 9:00 a.m.

9:00 - 10:00 a.m.

Adv. Assess. Skills

Adv. Assess. SP

TBA

Adv. Assess. SP

TBA

NURSN 7004

Care Coordination

NURSN 8685

Advanced Assessment

Integrated Testing

OR Simulation

TBA

10:00 - 11:00 a.m.

11:00 a.m. - 12:00 noon

12:00 noon - 1:00 p.m.

1:00 - 2:00 p.m.

Integrated Testing OR

Simulation

TBA

Integrated Testing OR

Simulation

TBA

2:00 - 3:00 p.m.

3:00 - 4:00 p.m.

4:00 - 5:00 p.m.

NURSN 8102

Advanced Pharmacology

4:00pm- 6:00 pm

NURSN 8102

Advanced Pharmacology

4:00pm- 6:00 pm


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Credit Allotment Calendar 2018-2019*

* Subject to change

Summer Semester Fall Semester Spring Semester 2nd Summer Semester

Physical Assessment

3 Science of Nursing Practice with

Adults **

3 Science of Community and Public

Health Nursing **

3 Advanced Assessment 3

Physical Assessment Lab

2 Nursing Practice with Adults **

2 Practicum –Community and

Public Health Nursing **

2 Care Coordination

3

Science of Nursing Practice


Children **

3 Science of Psychiatric/Mental

Health Nursing Practice**

3 Advanced Pharmacology 3

Science of Nursing Practice:

Practicum

1 Nursing Practice with Children **

2 Psychiatric/Mental Health

Nursing Practice **

2 Master’s Portfolio (full year

course)

2

Science of Nursing Practice:

Skills Lab


Childbearing Families **

3 Advanced Physiology and


Lifespan II

3 Issues of Nursing 2

Pharmacology

3 Nursing Practice with Childbearing

Families **

2 Health and Social Policy 3

Evidenced-based Practice 3 Advanced Physiology and

Pathophysiology Across the Lifespan I

3 Practicum: Nursing Practice

Integration

3

Health Equity 1 Health Promotion/Disease Prevention 3 Topics in Nursing Practice (full-

year course)

1


0 Topics in Nursing Practice

0 Nurse Leadership and

Management

1

Master’s Portfolio

0 Master’s Portfolio 0

Credits 17 Credits

21 Credits 21 Credits 13

72


20

** Students take three of five concentrations in the fall and two concentrations in the spring


21

FIRST YEAR

BASICS

The home base of the MDE program is on the third floor of the School of Nursing located at 560 West

168th Street. Dr. Desjardins, Dr. Hahn-Schroeder and the staff are located here. The remainder of the

faculty are mostly located on the 5th floor of the School of Nursing You can stop by for advice,

directions, class handouts, questions and answers, syllabi, and any other needed information. Chandra

Cates, administrative coordinator for the program, is your main point person and she can be reached for

questions or reporting of absences through the main telephone number (212) 305-2805 or our program

email [email protected].

Email:

General Email: [email protected]

Director - Dr. Karen Desjardins: [email protected]

Assistant Director – Dr. Heidi Hahn-Schroeder: [email protected]

Program Manager - Nina Roman: [email protected]

Senior Program Coordinator – Janette Ricketts: [email protected]

Administrative Coordinator - Chandra Cates: [email protected]

mailto:[email protected]








22

Principles and Practices of Professional Conduct

The principles and practices of professional conduct serves as a guide to faculty, students and staff who

learn and work at CUSON. As members of the CUSON community we are primarily engaged in

learning activities that develop our personal and professional potentials within the context of an

educational system and a professional calling that emphasizes respect, compassion, service and integrity.

Respect:

As a respectful community, we emphasize the inherent worth of all individuals and honor the unique

contributions they make to our work and learning. We practice respect by creating a welcoming,

inclusive environment that celebrates diversity, promotes trust, values open civil exchange of ideas and

opinions, and seeks the well being and maximum accomplishments of each member.

Compassion:

The principle of compassion incorporates caring, which is a central value in the profession of nursing,

and includes the motivation to act in support or aid of others in our community and world. We practice

compassion by listening intently to those around us, by caring for the world we inhabit, and by seeking

to improve human society locally and at a distance.

Service:

Service is imbedded in the implementation of invited community partnerships that model collaboration

and interdisciplinary work. The goal of this engagement is to promote health and safety of the

community, local and global. We serve through sharing our knowledge and skills to promote individual

and community well-being.

Integrity:

Integrity is fundamental to the academic community and assumes that there is a general commitment to

truth, honesty, civility, formally acknowledging the ideas and works of others, only taking credit for

one’s ideas and work, and taking responsibility for one’s own behaviors. Integrity is practiced through

all our dealings with others regardless of professional role or social status. In nursing, we look for

character which is reflected in a person who is trustworthy, reliable and honest. Patients are entrusting

their life to you as a health care professional. They expect their nurse (and other health care

professionals) to possess good moral character.

The fulfillment of these principles and practices would be seen in the following actions:

Being knowledgeable and complying with hospital, local, state and federal regulations.

Patient confidentiality must be maintained at all times and in all circumstances.

Health care personnel are not allowed to chew gum, eat or drink in patient care areas. This is an

OSHA (Occupational Safety & Health Administration) regulation.

Communicating in a calm, quiet, non-threatening manner.

Maintaining a learning environment free from distracting or disruptive human and

technologically generated noises (examples: pagers, cell phones, watch alarms, hand held

PDA’s, laptops.) Devices should be on silent or vibrate.

Respectfully treating others as you expect others to treat you.


23

Taking responsibility for one’s own behavior and outcomes related to this behavior.

Professionals owns up to their mistakes and works to rectify them.

Being truthful and honest when representing your works or the works of others in written and

verbal exchanges.

Using environmental resources responsibly and appropriately

Managing personal time to maximize established outcomes and priorities.

Being mindful of other’s time by respecting deadlines and competing time priorities.

Maintaining a learning environment free from distracting or disruptive behaviors.

Fulfilling individual responsibilities to the best of one’s abilities in accomplishing team and

group endeavors.

Challenging the comments and behaviors of others that threaten the climate and civility and

mutual respect.

Demonstrating professional behavior is required for passing in all

didactic/clinical practice courses regardless of performance in other areas.

Professional Appearance

Patient trust and confidence in the health care provider are essential to successful treatment

experiences and outcomes. The message communicated by the nurse with his/her dress and appearance

plays a fundamental role in establishing this trust and confidence. Students should consider the cultural

and social sensitivities of their most conservative potential patients and present themselves in a manner

that will earn their respect, ensure their trust, and make them feel comfortable

Professional appearance is required for all clinical areas. When patient contact is part of the

educational experience, students are expected to dress professionally. This includes instances of actual

patient encounters in the hospital and other clinical sites. A student may be dismissed from the clinical

setting for unprofessional dress. The clinical grade will be affected for any infraction of the dress code.

The Purpose of the Dress Code:

To ensure students maintain a professional appearance at all times

To ensure the protection of students and the public

To assure a consistent standard of dress while respecting current practices and cultural beliefs,

where possible.

To minimize the risk of cross infection and to facilitate good and effective hand decontamination

To ensure uniforms are compatible with safe moving and handling


24

Uniform Policy

The uniform identifies an individual as a student in Columbia University School of Nursing and should

reflect a positive and professional image of the individual and the School. The uniform is worn during

clinical experiences and consists of:

Official Columbia University School of Nursing uniform (navy blue pants and navy blue tops)

purchased through the Columbia University bookstore (Exceptions: Community & Psychiatry -

You may be requested to wear professional business attire in these rotations. Be sure to wear

your Columbia Nursing name tag)

If additional garments are worn, (i.e. sweater) they must be navy blue and free of designs and

logos other than official CUSON insignia. No other color than navy is to be worn in the

clinical area. Appropriate flesh-tone undergarments are required and must be undetectable under

uniform pieces.

Shoes that provide support to the foot and locomotor system will contribute to protecting the

student from harm. Shoes must be ALL WHITE and free of logos with rubber/non-conductive

soles (may be nursing shoes, sneakers, or clogs [no holes or open toes]). No canvas, open crocs

or gauze. Socks must be white; hose may be white or neutral in color. No exposed skin.

A watch with a second hand and a stethoscope

Columbia Nursing name pin (provided)

Badges/Identification must always be visible as a matter of security and reassurance to patients.

CUSON ID cards must be worn at all times.

Grooming:

o Uniforms (minimum 2) should be properly fitted, regularly laundered, pressed and

maintained in good condition. Students are required to launder their uniforms and they

must be changed daily. Body cleanliness without offensive odors is required.

o Makeup must be used in moderation. Cologne or perfume, if used, should be used in

moderation.

o Hair must be clean, tidy, well controlled and a natural color. It shall be off the face and

above the level of the uniform collar. Avoid scarves or ribbons, unless culturally

appropriate. Facial hair must be neatly trimmed so as not to interfere with the seal of the

respirator used as personal protective equipment.

o Jewelry should be kept at a minimum secondary to risk of contamination. A watch, plain

wedding band and one pair of small stud earrings in the lobes are permissible. No other

jewelry may be worn. All other jewelry and body piercing are prohibited.

o Fingernails should be neatly clean, manicured, and of reasonable length. For infection

control reasons, no artificial nails or nail polish are allowed. All tattoos are to be covered

up.


25

Professional Attire: When a uniform is not required (psychiatry and community) students must dress in a professional

manner. Regardless of the clinical or agency setting students must conform to the following:

CUSON Photo ID and name tag

Casual business attire. Tops must have sleeves and cover body parts appropriately. No skirt

above knee length.

Shoes should be comfortable and supportive to allow students to undertake the required duties

safely. No opened toed shoes.

No shorts, jeans, tops low cut or showing midriff. No torn clothing. No scarves, or neck ties

unless clip on for safety reasons.

Absentee Policy and Predictable Absences

In an accelerated program, the content is very compressed. Unlike previous academic experiences, in a

professional educational program, students will have both classroom (didactic) and clinical

requirements. Policies regarding absence from classes are determined by the professor (s) responsible

for the course, although attendance is highly recommended for all courses and in-class grading

opportunities may not be available for make-up. All clinical experiences in the hospitals from June until

Integration in April will occur on Wednesdays and Thursdays with an occasional make-up day on

Sundays. Some clinical assignments may be in the evening and Saturdays and Sundays. Skills labs may

be scheduled in the evenings.

The development of a deep sense of professional responsibility towards patients and professional

colleagues guides the requirement of attendance in all clinical components. Absences from the clinical

portion of a nursing course will be excused for a documented illness with note from a provider who is

not a family member or a documented family emergency only. Chronic illness follow-up will also

require documentation. Travel to provider is not an excuse for no documentation. No student should

arrive to clinical if they are ill including a strong cough, feeling nauseous, having diarrhea, fever or

having vomited within eight hours prior to clinical. It exposes your colleagues and the patients who are

already in a vulnerable condition to your germs. If you will be unable to report for lab and/or hospital

clinicals, you must call (a) the school at 212.305.2805 or email [email protected] AND

(b) your clinical instructor one hour before the start of your shift, otherwise it is unexcused. Five points

will be deducted for every excused absence per course. An opportunity to complete an 8-hour Kaplan

case may negate one 5 point loss.

An unexcused absence results from non-adherence to above stated rules. It is a professional

responsibility to inform appropriate parties. An unexcused absence from clinical will result in a failing

grade for the day and a letter grade deduction for the course. Two unexcused absences during the

remainder of the program may result in withdrawal from the school. Multiple absences for any reason

may necessitate repetition of the entire course at the discretion of the program director.

Knowledge of predictable absences (e.g. religious holidays), in advance, will help the administration,

faculty, and instructors collaborate with the student in a plan for successful fulfillment of the program

requirements. Please notify Chandra Cates ([email protected]), program administrative




26

assistant, with all predictable absences for this period by June 8, 2018. If a predictable absence occurs

later in the year, please notify Chandra.

Late Policy

Arriving to clinical on-time is a professional responsibility and necessary to ensure proper clinical

learning. Lateness to a clinical experience is disruptive and disrespectful to the clinical instructor,

students, the hospital staff, and the patient. Therefore, the following policy shall apply:

A student will be considered late if arriving after the designated start time. All clinical lateness prior to

the end of pre-conference will be noted on the student’s evaluation and the final grade will be deducted

5 pts. Arrival of a student after pre-conference has concluded will be considered an unexcused absence

resulting in a lowered letter grade noted on the student's evaluation and the possible inability to

participate in the clinical experience for that day.

Removal from Clinical Site

If a student is dismissed from a clinical placement, the circumstances are carefully reviewed and

depending upon the nature of the reason for the discharge, the student may be dismissed from the

school.

Progression into Doctoral Degree Programs

Progression into the doctoral degree programs for enrolled students at Columbia University School of

Nursing (CUSON) requires that students maintain CUSON’s academic and professional integrity

standards. Any breach in these standards may preclude progression into the doctoral degree program.

Clear, detailed information on school policies and procedures are in the CUSON Student Handbook. All

nursing students are required to be familiar with the Student Handbook.

Required Equipment

Stethoscope with diaphragm and bell capability

Watch with a second hand

Reflex Hammer

Tuning forks (both 128 and 512hz)

Pen light

Tape or ruler marked in centimeter

Bandage Scissor


27

Exposure to Blood Borne Pathogens Policy

1. Notify appropriate facility personnel (incident report)

2. Instructor/student to notify MDE program office 212.305.2805

3. Student to present to student health services within 2 hours

4. Testing for HIV, Hepatitis B, and Hepatitis C of patient if requested by student. Permission is

sought for the HIV test only.

5. Testing for HIV, Hepatitis B, and Hepatitis C of student if requested by student on day of injury,

3mos and 6mos later.

6. Post-exposure prophylaxis if student desires

Information Technology

Columbia University maintains certain policies with regard to the use and security of its Information

Technology (IT) resources, including computer usage, computer systems and networks. All users of

Columbia University's IT resources and facilities are expected to be familiar with and adhere to the

Columbia University IT policies and will be subjected to the consequences of and/or penalties for

violating University policies.

The full database of Columbia University IT policies is available here.

It is expected that you come to the school with some basic informatics knowledge: word processing,

database searching on the internet and the use of e-mail. All students are expected to bring a laptop in

order to take in-class exams. Tablets (i.e. iPads and Surface Pro) will be supported. Dell and Apple

offer discounts to Columbia University Students.

CPR certification

You need CPR certification for the Healthcare provider with certification lasting two years. A copy of

your CPR card will be uploaded to your Typhon (see "Typhon Program" info below) account the first

week of school and you should keep a copy for your own files (to be discussed during orientation).

Contact your local American Red Cross, American Heart Association and/or community hospitals for

their course offerings. Note that a two year certification for the Healthcare provider is required.

No student may attend clinical without CPR certification. Missed clinical will result in grade

deductions.

http://policylibrary.columbia.edu/node_browser/nodes_by_category/term/7

http://cuit.columbia.edu/computer-discounts


28

Kaplan Testing

Outcomes have shown the Columbia University nursing students perform better on the NCLEX exam

following participation with KAPLAN testing during the school year. Therefore, the faculty require

participation in Kaplan testing. The cost of the program that includes a review session is $500 for the

fifteen month program. Payable between June 4th and Friday, June 22nd. This fee is accounted for in

your financial planning as a book cost.

Typhon

The MDE program will utilize the Typhon Tracking System. This is a computer-based program that is

compatible with most computer systems which tracks de-identified data of all patients seen. All students

are required to purchase this program for $60.00 before clinical starts June 8, 2018. Demonstrations

will be held prior to utilization.

The MDE Faculty have access and periodically review Typhon records. Each student is required to input

clinical information on a weekly basis throughout the program. Additionally, students will maintain a

professional portfolio within the program.

Disability Services

Students seeking reasonable accommodations or support services from the Office of Disability Services

(ODS) are required to register with ODS. Please visit their website for more information.

This process can take 3-4 weeks. Students are encouraged to contact ODS to start the registration

process now.

Student Drug Testing

Please be advised all incoming School of Nursing Students will be required to participate in CUMC

Mandatory Pre-clinical Drug Testing within your FIRST WEEK of matriculation. Students will be

provided with all the necessary details and documentation during orientation. Students may also be

required to participate in additional Drug Testing throughout the year if the clinical site requires.

Local Addresses and Phone Numbers

Please update your local address and phone number on SSOL and Typhon. We need updated

information for notification during emergencies as well as clinical placements.

https://health.columbia.edu/disability-services


29

E-mail

Columbia University has established email as an official means of communication with students.

An official Columbia University email address is required for all students. The University has the right

to send official communications to the University email address, which is based upon the University

Network ID (UNI) assigned to the student.

The University expects that every student will receive email at his or her Columbia University email

address and will read email on a frequent and consistent basis. A student's failure to receive and read

University communications in a timely manner does not absolve that student from knowing and

complying with the content of such communications.

Students may elect to redirect (auto-forward) email sent to their University email address. Students who

redirect email from their official University email address to another address do so at their own risk. If

email is lost as a result of forwarding, it does not absolve the student from the responsibilities associated

with communications sent to their official University email address.

All use of email will be consistent with other Columbia University policies including the Email Usage

Policy.

We will distribute instructions on setting up your e-mail once it is ready in the coming weeks

For any technical problems or questions you may have, please contact the CUMC IT Help Desk, at

(212) 305-4357. For all other questions, please contact us at [email protected]

Lockers

Limited lockers in the School of Nursing building are available to enrolled full-time status nursing

students on a first come, first serve basis. Locker sign-up information is e-mailed out to students during

the Change of Program period each term. Students that reside in university housing are not eligible for a

nursing locker. Students assigned a locker must use the lock provided by the Office of Student Affairs.

Locker assignments are for one academic year (June-May). Upon the end of the Spring semester in May,

the locker must be vacated. All items left in lockers will be discarded.

Jury Duty

If you are called for jury duty, please be advised to schedule your service when classes are not in

session. Refer to the Academic Calendar. A letter is available in the MDE office if needed.

http://uni.columbia.edu/

http://uni.columbia.edu/



30

Simulation

The Helene Fuld Health Trust Simulation Center at Columbia University School of Nursing is a two-story

16,000-square-foot state-of-the-art facility that enhances nursing education by simulating clinical

practice using sophisticated technologies in a safe learning environment. The simulation center is

designed to promote patient safety and prepare students for real-world practice in an ever changing,

complex healthcare system. Simulation offers an opportunity for students to practice nursing skills,

clinical judgment and critical thinking without jeopardizing patient safety. Our center consist of 12

simulation rooms including 2 in-patient hospital rooms, an operating room, a labor and delivery suite, 2

large multipurpose rooms, 4 out-patient exam rooms, a health assessment , and a patient interview room.

Each of the simulation rooms have video-recording capabilities in addition to laptops at each station for

EHR charting

Policy:

a. Student’s dress code are expected to wear their clinical uniform as determined by their program

during all lab sessions. Students without uniform will not permitted into class.

b. Students are expected to arrive 15 minutes prior to their simulation session. Students are also

expected to complete any pre-simulation assignments, as designated by faculty or by the staff of the

Helene Fuld Center.

c. Students must inform faculty of any illnesses or absences prior to the start of a simulation activity.

d. Video reordering or taking of pictures are strictly prohibited in The Helene Fuld Center unless prior

permission is obtained.

e. The simulation center is fully equipped with a video and audio recording system. By entering the

center, you are subject to being recorded. All simulations have the potential of being recorded, or

being viewed live through a control or debriefing room. Audio and video recordings are only

accessible by course faculty and staff of the Helene Fuld Trust Center and are used for learning

purposes only. Participants will be able to view recordings in debriefing situations, and as needed

with faculty or simulation staff.

f. No food or drinks are allowed in the simulation center.

g. All back packs, coats, and personal belongings are required to be secured in lockers before each

simulation session.

All back packs, coats, and personal belongings are required to be secured in lockers before each

simulation session.

Study Strategies for Accelerated Program

This program compresses four regular semesters into one fifteen month period. This is not a part-time

commitment. You will need to adjust your studying time accordingly. In addition, you should use the

skills lab and physical assessment classes to practice your skills and build your confidence. The

proficiency of the skills will be accomplished during clinical rotations.


31

Optional Coursework

Please notify Nina Roman if taking any additional coursework over the prescribed curriculum

Credit by Exam for N7000

The Office of Academic Enrichment will be offering an option for students to receive Credit by Exam

for N7000, Introduction to Evidence Based Practice (3 Credits). The exam will be on Tuesday June 5th,

2018.

Credit by Exam details:

Carries a non-refundable fee of $125 per credit, required at the time of request

Students are given one chance to successfully complete the exam with a grade of B or better

The exam will consist of a 3 hour paper exam, which has a combination of multiple choice and

open ended answer questions.

The exam is designed to cover the full syllabus for N7000. Details on the syllabus and

recommended readings are attached here.

Students are advised to ensure that they are comfortable with the content and concepts covered in

the course before sitting for the exam.

If you would like to sit for the credit by exam option for N7000, Introduction to Evidence Based

Practice (3 Credits). Make sure that you:

1. Complete and submit the Credit by Exam Request Form by June 1, 2018.

2. Submit exam payment in the form of personal check or money order in the amount of $375, by

June 1, 2018. Please make checks payable to:

Columbia University School of Nursing

Attn: Office of Academic Services and Reporting

560 W 168th St.

New York, NY 10032

If you have already taken a graduate level course that you feel is equivalent to N7000, Introduction to

Evidence Based Practice (3 Credits). Please feel free to submit a request for advanced standing by

completing an advanced standing request form. Due June 1, 2018.

Turn It In

Turnitin is a web-based platform that allows instructors and their students to check written work for

improper citation or misappropriated content. Turnitin checks submissions against internet sources,

publications, and other student papers within the course, at Columbia University, and at other

https://admissions.nursing.columbia.edu/www/documents/N7000Credit%20by%20exam%20syllabus%20and%20readings.docx

https://admissions.nursing.columbia.edu/www/documents/Credit%20By%20Exam%20Request%20Form.pdf

https://admissions.nursing.columbia.edu/www/documents/advanced_standing_request.pdf


32

institutions. Each submitted paper receives an “originality report” in which passages of high similarity

to another source are highlighted and linked to their original source. Turnitin also offers a suite of

additional services, including peer review functionality and an online grade book. School of Nursing

instructors may submit or request that students submit their assignments via Turnitin instead of or in

addition to CourseWorks. Please be advised that the instructor, at his or her discretion, may choose to

submit students’ written work to either the Columbia repository or Turnitin’s universal

repository. Turnitin is a learning tool as well. Students are encouraged to submit their written work to

check for improper citation or misappropriated content prior to submitting for course requirements and

can use feedback from the Turnitin report to correct errors.

Evidence of plagiarism as reported in the originality report will result in a grade penalty and/or

disciplinary review.

Advanced Standing and Course Exemption

Advanced standing for a course already successfully completed elsewhere may be granted on an

individual basis to students as either 1) transfer credits, 2) credit by exam, or 3) course exemption. No

more than nine credits of coursework will be accepted for Advanced Standing. Of these nine (9) credits,

a maximum of six (6) may be transfer credits. Only courses taken before enrolling at Columbia Nursing

will be considered. Course exemption, not transfer credit, may be granted for coursework which has

been applied to an earlier degree but is deemed similar to Columbia University School of Nursing course

requirements. Advanced Standing Requests should be submitted to the Office of Academic Enrichment.

In order for course(s) taken at another school to be considered for either transfer credit or course

exemption, the syllabus for such course, an official transcript with course grade, and a written request

must be submitted to the Office of Academic Enrichment. This request must be submitted during the

first semester the student is enrolled at the School of Nursing. The Associate Dean of Academics will

review the materials and forward eligible requests to the faculty responsible for the course. Advanced

standing is granted at the discretion of the faculty.

Please note: Students that are interested in applying for advanced standing should bring the syllabus of

their completed course to Orientation in order to submit an advanced standing request. To be eligible for

transfer credit or course exemption, completed coursework must be considered comparable to Columbia

University's course. Example: If Columbia's course is a graduate level course, your completed course

must also be a graduate level course in order to be reviewed for advanced standing.

Details on policy criteria can be reviewed here.

Integration

In the spring semester, beginning in April, you will have an extended clinical integration experience in

which you will spend a minimum of six full-time weeks (6) 12-hour shifts or equivalent every two

weeks in the same clinical site. Your work schedule for this individually mentored experience will be

determined by the faculty/institution. Integration is a time to assimilate all the knowledge, skills and

http://nursing.columbia.edu/students/student-policies-and-procedures/transfer-credit


33

concepts previously learned and to become proficient at doing so. Following integration, you will take

Advanced Assessment, Advanced Pharmacology, Care Coordination and finish up your master’s

portfolio. At the completion of the MDE year, you will be eligible to sit for the NCLEX examination.

The Faculty of Nursing reserves the right to withdraw, deny admission, or deny graduation to any

student who is determined to be unsuited for the study or practice of nursing.

During integration, be advised that every student may have to travel considerable distance to rotation

site. Public transportation is available for most sites but may require a lengthy commute. Some

students have rented cars or used car services when necessary. Please make preparations for this

contingency.

Global Integration

The MDE Office and Office of Global Initiatives (OGI) at CUSON offers global clinical sites for

integration in countries such as Mexico, Dominican Republic, Jamaica, Ethiopia, Ghana, Malawi and

Jordan. These opportunities will be presented to MDE students in the fall semester during one of the

town hall meetings and the opening of application will be announced via e-mail. Students can choose to

apply to more than one global clinical site and an interview with the MDE Office and OGI team will

follow prior to the selection and acceptance in the early spring semester. Although prior global

experiences may be helpful for individuals, this is not a requirement for application. The global clinical

integration follows the same MDE integration schedule of six weeks between April and May. Students

must be in good standing within the program and display professional behavior. There can be no

disciplinary or academic probation per school policy in order to participate.

RN Licensure (NCLEX)

The NCLEX is the national examination that is required for state licensure as a professional nurse. The

National Council Licensure Examination (NCLEX-RN® exam) has one purpose: to determine if it's safe

for you to begin practice as an entry-level nurse. It is significantly different from any test that you took

in nursing school. Nursing school exams are knowledge-based. The NCLEX-RN® exam, however, is

application-based. You will be tested on how you can use critical thinking skills to make nursing

judgments.

The NCLEX-RN® exam is organized according to the framework, "Meeting Client Needs." There are

four major categories and several subcategories. All of the questions on the exam involve integrated

nursing content. Many nursing programs are based on the medical model where students take separate

medical, surgical, pediatric, psychiatric, and obstetric classes. However on the NCLEX-RN® exam, all

content is integrated. You may want to visit www.ncsbn.org for information on the exam.

Getting a nursing license in New York requires you to perform two steps:

1. Submit an application for licensure in the NY (expedited form given by program)

2. Register for the NCLEX examination. (http://www.vue.com/nclex/ )

http://www.ncsbn.org/

http://www.vue.com/nclex/


34

Once the NY State Education Department receives authorization from the Office of Student Services

that you have completed the pre-licensure requirements, they will notify Pearson Vue that you can be

given an appointment to test. Pearson Vue will then contact you to set up an appointment.

Letters of Recommendation

You may request a recommendation letter from any Columbia University School of Nursing clinical

instructor or professor with 2 weeks to one month notice. Letters should be emailed to Chandra Cates

at [email protected] to be printed on Columbia letterhead. No letterhead leaves the main

office.

IMPORTANT: If you request a letter from a preceptor that you work with during integration the MDE

office cannot print the recommendation on letterhead because the nurse preceptor is not employed by the

Columbia School of Nursing.



35

The Student Clinical Experience

Clinical Days/Times

o Wednesday and Thursday in the first summer semester (hospital or lab)

o Wednesday and Thursday in the fall and winter semester

o ~ 7:00 a.m. – 3:30 pm, some evenings and Saturdays and Sundays possible

o Simulation experiences may be in the evening Monday – Friday

o Weekend make-ups may be required during the year.

o Any days or hours including weekends during integration

Clinical Site Rotations

o The Clinical Placement Director under consultation with the Program Director will assign

individual clinical rotations. There are no requests.

o Students will be rotated to various hospitals during their clinical rotations. Any hospital

may be used. Transportation is provided to Nyack Hospital only. Public transportation is available for all other sites; however, may require a lengthy commute. Please plan accordingly.

No requests will be considered.

o During integration, be advised that every student may have to travel considerable

distance to rotation site. Public transportation is available for most sites but may require

a lengthy commute. Some students have rented cars or used car services when

necessary. Please make preparations for this contingency. o Clinical rotations can only be changed at the discretion of the Program Faculty.

No exceptions. o Students will not be admitted to clinical area without proper uniform and/or

identification.

o Students who are feeling ill should not attend clinical and expose the patients or peers.

Refer to absentee policy.

Clinical Preparation

o Attendance in clinical is mandatory. Predictable absences are discussed prior to start of

clinical with the program director.

o Students are expected to arrive to clinical prepared, on time, in uniform, and with

required equipment or expect grade adjustment.

o Absences from the clinical portion of a nursing course will be excused for a documented

illness with note or a documented family emergency only.

o Multiple absences for any reason may necessitate repetition of the entire course.

o Students’ clinical grades will be affected by excused or unexcused absences. See

absentee policy.

o Students must pass the didactic co-requisite in order to progress in the program.


36

Clinical Behavior Policy:

Demonstrating professional behavior is required for passing in all didactic/clinical practice

courses regardless of performance in other areas.

Attendance at all clinical sessions is mandatory. Refer to absentee policy.

Students report on duty promptly at assigned time. Refer to late policy.

Identify each patient

Maintain client confidentiality and dignity (Remember HIPAA!)

Refrain from engaging in patient care when physical or emotional condition is a threat to patients

and/or others.

Carry out nursing practice in accordance with the student’s level of preparation, legal limitations

and agency policy.

Communicate with faculty and health team members honestly and accurately including reporting

of errors of omission or commission to appropriate persons.

Seek appropriate supervision and/or consultation in the planning and provision of nursing care.

Avoid conflicts with staff and patients. If conflicts occur, seek assistance of clinical instructor or

course director for guidance.

Never hesitate to ask for help.

No printed chart material can be removed from the hospital.

Students may do the following:

1. Practice therapeutic communication

2. Do patient teaching

3. Assist patients with hygiene, toileting, dressing, ambulation and eating

4. Perform nursing shift assessment

5. Calculate and record I & O, vital signs, and pain assessments

6. Chart as appropriate with staff supervision

7. Perform dressing changes

8. Insert, remove and care for catheters (urinary)

9. Give enemas

10. Help other students or nurse if they are finished with their own assignments

Students may NOT:

1. Take verbal orders

2. Check out, co-sign, or administer blood or blood products

3. Give experimental drugs

4. Give or sign for narcotics

5. Give medications without passing Pharmacology exam.

6. Perform point-of-care testing

7. Use/carry personal cell phones/pagers at clinical

8. Stay on the hospital floors without an instructor.

9. Take a newborn baby to or from the nursery or any other area

10. May not adjust Pitocin.

Off-site assignments are observation only and may be canceled as determined by course director.


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The Role of the Nursing Student

Participate in the identification of learning needs

Participate in the planning and implementation of learning experiences

Demonstrate self-direction by actively seeking learning experiences and being prepared to

accomplish the learning objectives for the experience

Accept and act in accordance with the direction provided by the preceptor and/or clinical

instructor

Participate in ongoing evaluation of progress with the preceptor, program director and faculty

clinical liaison

Participate in ongoing evaluation of the self and program

Accept accountability of own actions in both academic and clinical pursuits

‘Reality Shock’ or ‘From Novice to Expert’ The term ‘reality shock’ is sometimes used to describe the reaction of students when they discover that

the clinical experience does not always match the values and ideals that they had anticipated. We find

many students go through a growing process similar to Benner’s work. There are four phases of

adaptation to this reaction: the honeymoon, the shock, the recovery and the resolution. Patricia Benner

and her colleagues in the classic text From Novice to Expert: Excellence and Power in Professional

Nursing Practice, 1982, describe this same paradigm.

Stage Behaviors

The Honeymoon perceives everything as being wonderful

fascinated by the newness of the experience

focused on mastery of skills, routines and integration with the staff

The Shock/Crisis sets in when needs and goals are not met

experiences outrage

rejects school and work values

preoccupied with the past

globally negative

The Recovery sense of humor returns

tension lessens

discrimination between effective and ineffective behaviors

The Resolution conflicts in values resolve in either constructive or destructive ways (crisis

doesn’t last forever)

could see rejection of role/nursing or burnout, or new ways to cope

positively


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The following information is also provided to instructors and preceptors in their handbook. This

information should be read carefully for expectations of students and instructor/preceptors.

The Learning Process...

Learning is an active and continuous process manifested by growth and changes in behavior

Learning styles vary from one individual to another.

Learning is dependent on the readiness, emotional state, abilities and potential of the learner, as

well as his/her life experiences.

Learning happens when the material to be learned is relevant to the learner.

Learning takes place ‘within’ the learner: unless a new behavior or competency has been

‘internalized,’ it hasn’t been ‘learned.’

Moving from simple to complex and known to unknown facilitates learning.

Learning is facilitated when the student has an opportunity to test ideas, analyze mistakes, take

risks and be creative.

Learning how to learn and that learning is a life-long process enables the students to deal with

expansion of knowledge and changes in nursing and society.

Learning is facilitated when the learner has feedback of his/her progress toward the goal.

Learning takes place more effectively in situation where satisfaction is derived: good work

deserves praise just as problem performance requires correction.

Interpersonal relationships are important in determining the kind of social, emotional and

intellectual behavior that emerges in the learning situation.

Recognition of similarities and differences between past and current experience facilitates the

transfer of learning.

Principles of Effective Communication...

An active listener shows interest and acceptance

Eye contact is important

Be open minded and avoid prejudging the speaker or the message

Tune into words, meanings and feeling conveyed

Focus on the central message or the message being sent

Note the other person’s body language (and your own...)

Avoid interrupting

Listen first, then respond

Respond to what is communicated rather than how the message is sent

Ask questions to verify your understanding of the message: ‘Do I understand you correctly

that...’ ‘What I hear you saying is...’

Communication involves both the sending and receiving of a message

‘I’ messages (I think, I feel) are more effective than ‘you’ messages; they minimize

defensiveness and resistance to further communication.

Communication is more effective when it involves talking with and to rather than at the listener.


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Steps in Problem Solving...

Define the nature of the problem

Identify possible causes of the problem

List a number of possible solutions for each cause : identify the evidence for each one

Select the best solution

Decide on necessary actions and implement them

Reassess, evaluate and re-plan as necessary

Steps in Decision Making...

Determine situations that require some action be taken

Analyze possible courses of action and the potential effects (determine pros and cons, gather

facts and opinions)

Select the best course of action from the available alternatives

Implement the selected action

Monitor the effect of the decision

Reevaluate the decision in the light of the effects

Thanks to the following: Indiana University School of Nursing, Hampton University School of Nursing, West Virginia

University School of Nursing, City University, St. Bartholomew School of Nursing & Midwifery University College London,

University of Pittsburgh School of Nursing, California State University and Middle Tennessee State University


40

FAQ’s

Where do I go to find information on anything and everything? If you have any questions, please

see Chandra Cates, the program’s administrative coordinator in the program office. She will either

answer your question or steer you in the right direction. She may also be reached via e-mail at

[email protected] and/or telephone at (212) 305-2805.

Why are there three days for orientation? The first day of orientation is organized by the Office of

Student Services and provides you with University specific information while answering your questions

about financial aid, the School of Nursing at Columbia University, and a broad overview of the years to

come during your time at the School. The second and third days of orientation are program specific.

During these days, you will collect your supplies and uniforms, receive mandatory training (which is

required prior to entering the program), and will be introduced to and prepared for your first week of

classes.

When do I register for classes? What do I register for? May I register for classes other than those

required? You will register for your summer classes during orientation. You will be instructed as to

which classes to register for during each semester and when to register. Everyone will be registering for

the same classes. During the fall and spring semesters, you may register for classes in addition to your

regular course load with permission from the Director of the Program.

If I was exempted from a class, do I need to take another class? You must have seventy-two (72)

completed credits to continue into doctoral courses and be eligible to sit for the NCLEX. If you think

that a class that you have taken previously could exempt you from a class required as part of the

seventy-two credits, please consult the O.S.S. for information regarding class exemption and/or credit

transfer.

How soon will I need my uniform for the program? You will need your uniform no later than

Wednesday, June 6, 2018.

Do I get a CUSON nametag? Do I have to wear it? If I accidentally put my nametag in the dryer,

may I purchase another one? Where? The School of Nursing will provide you with your first name

tag printed with the name given as an applicant. You must wear this nametag to all clinical assignments

while you are a student in this program. If your nametag is damaged or lost, you may obtain another one

from the CUMC Medical Bookstore.

If I have children, whom should I let know? Even though no changes will be made to your pre-

assigned clinical placement, you may e-mail Chandra Cates in the program office and she will direct you

to services that may be helpful.



41

Who do I need to contact if I am going to be absent from class or clinical? Attendance to didactic classes is highly recommended or required. Any student, who will miss an exam

for illness or family emergency must notify the program office (212.305.2805) and his/her didactic

instructor (at the telephone number or email indicated on the syllabus) one hour before the exam. Failure

to do so will result in a grade of 0 for the exam.

Attendance in clinical is mandatory. Absences from the clinical portion of a nursing course will be

excused for a documented illness with note from a provider or a documented family emergency only. If

you will be unable to report for lab and/or hospital clinicals, you must call (a) the school at

212.305.2805 and (b) your clinical instructor one hour before the start of your shift, otherwise it is

unexcused. Clinical instructors may not give permission for absences or early dismissal.

How many clinical days am I allowed to miss during the 5x5 intensives? Multiple absences will be

discussed with the program director and may result in a delay in completing all of the requirements of

the MDE program.

What happens if I get really ill and miss more than one day of clinical? Multiple absences will be

discussed with the program director and may result in a delay in completing all of the requirements of

the pre-licensure studies.

Who should I notify of my religious observances? If you observe religious holidays that do not fit the

official calendar schedule, please notify the program director or Chandra Cates before the start of

clinical.

Does this program follow the CU holiday schedule? This program does not follow the CU holiday

schedule. Please, note the calendar in the program handbook. Also, note that you are excused at 3 p.m.

at the earliest on Fridays.

When will I meet the doctoral directors? Scattered throughout the program, time will be set aside for

students to meet with specialty program directors. Information sessions will provide interested students

with plan options and ability to answer questions concerning the program.

What is a Town Meeting? The Town Meeting (Topics in Nursing) is in its thirteenth year at the

School of Nursing. This time will be utilized for announcements, special presentations, and for anything

else that might arise throughout the course of the year. It is also a time for students to address issues

with the program director.

What is a Portfolio and why do I need one? The MDE e-Portfolio will be a multimedia collection for

the individual student learning experiences. It will allow the student to take part in both summative and

formative assessments on work done throughout the program while providing a vehicle for personal

growth and development. Upon completion of the MDE Program, the e-Portfolio provides the

graduating student with a showcase of acquired skills and knowledge to assist with the pursuit of further

academic work and/or transition to professional life. In addition, you should add the following

documents to your portfolio: Child Abuse and Infection Control certificates, Skills Portfolio, Fire Safety


42

Education, HIPPA certificate, CPR certification card, personal history and physical, PPD and immune

status, etc. .

What happens if my CPR card expires while I am in the program? If your CPR certification expires

during the program, it is your responsibility to renew your certification and keep a valid CPR card in

your portfolio. No student attends clinical without current CPR and will earn a letter grade deduction for

each day missed.

What is the CUSON FAFSA code? 03-545

What do I do if I am called for jury duty? If you are called for jury duty during the program, you will

obtain an official certification from the Registrar’s Office (141 Black Building on West 168th Street) that

you are a full-time student registered at Columbia University School of Nursing. You will attach this

certification to any paperwork that needs to be filled out and return to the appropriate office. You may

also obtain a letter from the program director.

Should I get a flu shot? Columbia University may require its students to obtain a flu shot. It is always

recommended.

When & where may I park my car at CUSON? New parkers should complete a Parking Information

Form obtained from http://www.cumc.columbia.edu/facilities-management/parking/parking. Parking

allocation is governed by a set of criteria and rules – a copy of which is given to new parkers when their

application has been approved.

How do I get a recommendation letter?

You may request a recommendation letter from any clinical instructor or professor with 2 weeks to one

month notice. Letters should be emailed to Chandra Cates at [email protected] for print on

letterhead. No letterhead leaves the main office.

http://www.cumc.columbia.edu/facilities-management/parking/parking



43

Clinical Site Information and Directions

Allen Pavilion

5141 Broadway at 220th Street, New York, NY 10034; (212) 932-4000

Via Automobile

Henry Hudson Parkway to exit Dyckman Street; make left at second light onto Broadway; follow

straight to 220th Street; Allen Pavilion is on your left up the hill or on the first floor. Parking on

the street is free, and a parking lot for a fee is available.

Via Bus

Take M100 to the 220th Street stop. The bus stops directly in front of Allen Pavilion.

(http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m100cur.pdf)

Via Shuttle**

There is a shuttle to the Allen Pavilion that leaves from the front of Milstein Hospital

Via Subway

Take the A train (local after 168th Street) to 207th Street or the 1 (9 during off peak hours) to

215th Street. (http://www.mta.nyc.ny.us/nyct/maps/submap.htm)

New York Presbyterian Hospital (Milstein Hospital)

177 Ft. Washington, New York, NY 10032; (212) 305-2500

Children’s Hospital of New York (CHONY)

3959 Broadway, New York, NY 10032; (212) 305-KIDS (5437)

New York Presbyterian Hospital Weill Cornell Medical Center 525 East 68th Street, New York, NY 10021

Via Automobile

Located at East 68th Street and First Avenue on the East Side of Manhattan

Via Bus

Take the M15 to East 68th Street and First Avenue.


Take the M31 to East 66th Street and York Avenue.


Take the M66 to East 68th Street and York Avenue.


Via Shuttle**

There is a shuttle to the Cornell that leaves from the front of Milstein Hospital

Via Subway

Take the 6 train to East 68th Street and Lexington Avenue.


44

New York State Psychiatric Institute

1051 Riverside Drive, New York, NY 10032

Via Automobile

The most direct way to CPMC from most locations is to follow directions leading to the George

Washington Bridge, then exit onto the Henry Hudson Parkway, and then onto Riverside Drive

(south). From there, continue south and turn left onto 165th Street (the first left south of the

bridge). Proceed one block and turn right onto Ft. Washington Avenue, then turn right into the

Medical Center parking garage.

From Westchester, Connecticut, and the East Side of Manhattan via the Major Deegan, Cross-

Bronx Expressway, or Harlem River Drive: Approaching the George Washington Bridge, take

the Henry Hudson Parkway exit; on the approach to the Hendry Hudson Parkway, stay to the left

and follow signs to Riverside Drive.

Via Bus

Take the M2, M3, M4, M5, or M100. (http://www.mta.nyc.ny.us/nyct/maps/manbus.pdf)

Via Subway

Take the A, C, 1, or 9 train to 168th Street.

Nyack Hospital – No public transportation

160 North Midland Avenue, Nyack, NY 10960; (845) 353-3333

Travel by car or Shuttle Bus provided by school

Montefiore (CHAM)

3415 Bainbridge Avenue, Bronx, NY 10467; (718) 741-2426

Via Subway

Take the 242nd St-Van Cortland Park Bound #1 Train departing. Get off at 231st Street Station.

From West 231st Street & Broadway, take the Norwood 205th Street Station Bound BX10. Get

off at Bainbridge Ave. & East 210th Street.

Via Bus

Walk Southeast to Saint Nicholas Ave & West 167th Street. Take the Riverdale 263rd Street

Bound BX7 Bus. Transfer to the Norwood 205th Street Bound BX10. Get off at Bainbridge

Ave. & 210th Street.

Mt. Sinai Medical Center

1 Gustave Levy Place, New York, NY 10029

Via Automobile

Located on Fifth Avenue near East 101st Street on the Upper East Side of Manhattan

Via Bus

From uptown, take the M4 to East 101st Street and Fifth Avenue. From downtown, take the M4

to East 101st Street and Madison Avenue.


Via Subway

Take the 6 train to 103rd Street.


45

Mount Sinai St. Luke’s

1111 Amsterdam Avenue, New York, NY 10025

Via Automobile

Located at West 113th Street and Amsterdam Avenue near Columbia University 116th campus

Via Bus

Take the M11. (http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m011cur.pdf)

Via Subway

Take the 1 or 9 to 116th Street and Broadway.

Mount Sinai West

1000 Tenth Ave New York, NY 10019

Via Automobile

Take the West Side Highway (Henry Hudson Parkway) to the 56th Street exit. Head eastbound

on West 56th Street to 10th Avenue. Turn left (northbound) on 10th Avenue to Mount Sinai

West’s main lobby entrance (east side of 10th Avenue, between West 58th and West 59th

Streets).

Via Bus M11 (uptown) to 10th Avenue and West 59th Street. M11 (downtown) to 9th Avenue and West

59th Street. M57 (crosstown) to 10th Avenue and West 57th Street. M104 (Broadway line) to

Columbus Circle (Broadway between West 58th Street and West 60th Street).

Via Subway Take an A, B, C, D, #1 train to Columbus Circle - 59th Street at the intersection of Broadway

and 8th Avenue.

** The shuttle for Allen, Milstein and Cornell is provided by the hospital for NYP employees.

NYP Photo ID is required to board the bus. Students should not rely on the shuttle to get to

clinical.


46


STUDENT CONTRACT

I have received a copy of the Columbia University School of Nursing Master’s Direct Entry 18-19

Handbook. I have had an opportunity to review its contents. I agree, as a student enrolled at the School

of Nursing, to adhere to the guidelines and policies set forth by the faculty of the MDE Program and the

School of Nursing. I understand that the policies and procedures are subject to change during my course

of study and that it is my responsibility to keep abreast of these changes.

_______________________________

Printed Name

_______________________________

Signature

_______________________________

Date

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