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2021-2022 SON BSN Student HandbookSchool of NursingCollege of HealthNURSING STUDENT HANDBOOKBACHELOR OF SCIENCE IN NURSING2021-2022Revised July 2021

2021-2022 SON BSN Student HandbookWelcome.to theUniversity of Alaska AnchorageSchool of NursingThe faculty and staff of the University of Alaska Anchorage (UAA) School of Nursing (SON) take thisopportunity to welcome all new and returning students. We are pleased you have chosen to attendour school and we hope your educational experience with us will be rewarding.We provide equal education and employment opportunities and to provide service and benefits to allstudents and employees without regard to race, color, religion, national origin, sex, age, disability orstatus as a Vietnam era or disabled veteran. This policy is in accordance with the laws enforced bythe Department of Education and the Department of Labor, including Presidential Executive Order11246 as amended, Title VI and Title VII of the 1964 Civil Rights Act, Title IX of the EducationAmendments of 1972, the Public Health Service Act of 1971, the Veterans’ Readjustment AssistanceAct of 1974, the Vocational Rehabilitation Act of 1973, the Age Discrimination in Employment Act of1967, the Equal Pay Act of 1963, the 14th Amendment, EEOC’s Sex Discrimination Guidelines andAlaska Statutes 18.80.220 and 14.18. Direct inquiries regarding application of these and otherregulations to the University’s Affirmative Action Director, the Office of Civil Rights (Department ofEducation, Washington, DC) or the Office of Federal Contract Compliance Programs (Department ofLabor, Washington, DC).There are two parts to the handbook. Part I applies to all students in all programs and Part II isspecific to your program. The handbook assists you in becoming familiar with various aspects of yourchosen degree program. Please take the time to familiarize yourself with the contents so you canlocate specific information as needed. Use this handbook in conjunction with the UAA CourseCatalog. In addition, please take advantage of interacting with the SON faculty.The UAA School of Nursing programs offer both challenges and rewards. We wish you success inadvancing your nursing career.The School of Nursing FacultyNote: Updates to the 2021-2022 Student Handbook may periodically be made and will takeprecedence. All updates will be posted on the UAA SON website.I

2021-2022 SON BSN Student HandbookTABLE OF CONTENTSAccreditation . 1PART 1: School of Nursing (SON) Information . 2Section 1: Introduction .2Mission. 2Vision . 2Core Values . 2Culture Statement . 2Nursing Program Philosophy . 2Conceptual Framework . 5Nursing Programs . 5Current Structure. 7Academic Calendar . 7Section II – General Policies .7Essential Behaviors for Admission, Continuation, and Graduation, for Graduate Students . 7Infants and Children . 9Pets and Service Animals . 9Electronic Communication Devices . 9Support for Nursing Mothers . 10Transportation . 10Selection of Clinical Experiences . 10Distance Classes. 10Computer Competencies . 10Personal Computers . 11Equipment in Classrooms . 12Clinical Simulation . 12Lockers . 12Soliciting Funds, Donations, and Use of the UAA Logo/Patch . 13Requesting a Letter of Reference/Recommendation from a Faculty Member . 13Section III – Conduct Policies . 13UAA Student Code of Conduct . 13Student Rights, Freedoms and Responsibilities . 14Professional/Academic Ethics . 14Social Media Policy . 14Gifts to and From Students . 16Professional Conduct Probation . 16Substance Abuse. 17Drug Screening . 18Section IV – Clinical Policies . 20Documentation of Health Status . 20Basic Life Support . 23Criminal Background Checks . 24Health Insurance and Students Illness or Injury . 25Professional Liability Insurance . 25Student Identification (ID) Badges . 25Attire Guidelines . 26Clinical Orientation . 26Medication Administration. 27Bloodborne Pathogen Exposure Control Plan . 27Latex Allergy . 29II

2021-2022 SON BSN Student HandbookUnusual Occurrences . 31Section V – Dispute/Complaint Resolution Policies . 34Section VI – Student Records Policies. 34Policy Regarding Maintenance of Student Educational Records . 34Maintenance of Course Records . 37Section VII – Student Services and Resources . 38Tuition and fees . 38Financial Aid. 39Scholarships . 39Tuition Waivers . 39Student Reference/Recommendation Requests . 39Student Health Services. 40Academic Resources . 40Student Ombudsman. 42University Police . 42Safety from Sexual violence (title ix) . 42Facilities . 42Consortium Library . 43Printing . 44UAA Student Government . 44PART 2: Bachelor of Science in Nursing Program.45Section I – Program Overview. 45Advising. 45Program Options. 45Program Student Learning Outcomes of Baccalaureate Graduates . 45Program of Study and Admissions. 45Section II – Program-Specific Student Policies . 46Registration Deadlines for Clinical Courses . 46Academic Probation . 46Dismissal from the BS Nursing Program . 46Transfer of Courses to Meet Nursing Degree Requirements . 47Life Span Development Course Requirement . 49Course Grade Determination / Progression and Retention Policies . 49Penalty for Lateness . 52Absences . 52Delay of Entry into Initial Clinical Courses . 53Delay of Progression Between Clinical Nursing Courses . 53Repeating Nursing Courses. 54Re-enrollment Request. 54Course Progression for Students at an Outreach Site . 55Students Transferring Between Sites . 55Probation/Dismissal Policy . 55Reapplication to the BS Nursing Program After Program Dismissal . 55Reinstatement in Clinical Course after Dismissal or Prolonged Absence . 56Format for Required Nursing Papers . 56Section III – Student Involvement .57Committee Participation . 57Section IV – Graduation Information . 57Application for Graduation/NCLEX-RN . 57UAA Commencement Ceremony . 57III

2021-2022 SON BSN Student HandbookSON Recognition Ceremony . 58Section V – Licensure . 58IV

2021-2022 SON BSN Student HandbookAccreditationThe Associate of Applied Sciences, Baccalaureate, and Master's programs at the University ofAlaska Anchorage School of Nursing are fully accredited by the Accreditation Commission forEducation in Nursing (ACEN).Contact Information:Accreditation Commission for Education in Nursing3343 Peachtree Road NE, Suite 850Atlanta, Georgia 30326Phone: (404) 975-5000Fax: (404) 975-5020Email: [email protected]: www.acenursing.orgThe Doctor of Nursing Practice (DNP) program at the UAA SON is accredited by the Commission onCollegiate Nursing Education (CCNE).Contact Information:Commission on Collegiate Nursing EducationOne Dupont Circle, NW Suite 530Washington, DC 20036Phone: (202) 887-6791Fax: (202) 887-8476Web: http://www.aacn.nche.edu/ccne-accreditationAll University of Alaska Anchorage nursing programs are reviewed and approved by the AlaskaBoard of Nursing, contingent on obtaining and maintaining national nursing accreditation.Contact Information:Alaska Board of Nursing550 West Seventh Avenue, Suite 1500Anchorage, AK : ursing.aspx1

2021-2022 SON BSN Student HandbookPART 1: School of Nursing (SON) InformationSection 1: IntroductionMissionThe purpose of the SON is to promote health and well-being of people and communities by fosteringexcellence and innovation in nursing education, research and health care.VisionThe vision of the SON is to be a leader in the transformation of nursing in Alaska dedicated to improving localand global health outcomes.Core ValuesThe core values held by the School of Nursing include:o Excellence – We strive for the best, to continually improve ourselves and our endeavors.o Respect – We treat each person in a manner that recognizes their intrinsic value as a human being.o Integrity – We demonstrate unwavering honesty and decency.o Caring – We display kindness and concern for all, especially for those in need.Culture StatementOrganizational culture is defined as the integration of patterns of human behavior that include language,thoughts, communications, actions, customs, beliefs and values within an organization. Culture encompassesthe customary way of thinking and behaving that is shared by members.o A collaborative culture is sustained and student success is fostered. Individual and collectivebehaviors incorporate positive communication, collegiality, support, trust, respect and celebration ofdiversity.o Organizational goals are accomplished through a participative leadership/management style thatfosters safety, openness to ideas and input from members. All ideas and opinions are valued.o Individual and collective behaviors reflect organizational core values of excellence, respect, integrityand caring.o Leadership sets agendas with input of members and functions as coach and team builder.Leadership expects results and holds members accountable. Membership expects results and holdsleaders accountable.Nursing Program PhilosophyThe following are the beliefs of the faculty regarding professional nursing, health, client systems, criticalthinking, academic integrity, nursing education and teaching-learning; these beliefs guide the graduatenursing education program at UAA.Professional NursingNursing is a caring profession; it is learned as a science and an art, which synthesizes theoretical andempirical knowledge from science with the practice of the humanistic disciplines. The professional nurseprovides care directed toward health maintenance and promotion, health restoration, and rehabilitation that isbased on knowledge derived from theory and research.Professional nursing care for individuals, families, groups, and populations is structured by the application ofcritical thinking skills in a variety of settings. The role of the professional nurse is designed to meet emerging2

2021-2022 SON BSN Student Handbookhealth needs of the public in a changing society; inherent in this role is the application of nursing research topractice and the exercise of leadership and management skills. The professional nurse is liberally educatedand prepared to responsibly challenge the status quo by anticipating and adapting to change.Attributes of professional nursing practice include accepting accountability and responsibility for theevaluation of nursing practice, collaboration with other health care providers and the public in promotinghealth, and the incorporation of professional values into the therapeutic milieu. This is done withconsideration of the ethical and legal implications and dilemmas that affect health care and nursing practice.HealthHealth is a dynamic state of being that varies on personal dimensions such as the presence or absence ofdisease or disability, ability to fulfill roles, ability to cope and adapt, a sense of wellbeing, andspirituality. Health is contextual and is influenced by social, political, economic, and culturalenvironments. The assumption that values and beliefs about health differ is inherent in this conceptualization.Client SystemProfessional nurses interact with client systems which may refer to individuals, families, groups orpopulations. Each individual is a unique and holistic being with intrinsic worth whose characteristics reflectinterrelationships among internal and external environments comprised of physiological, psychological,sociocultural, developmental, and spiritual factors. Individuals are capable of rational thinking and have thecapacity to think, know, and make choices that impact their lives.Academic IntegrityThe profession of nursing holds its members to high standards of conduct. Nurses are expected to beknowledgeable, honest, ethical, responsible, accountable, respectful, and trustworthy. As licensed andpracticing RNs, individuals admitted to the graduate nursing program should possess these core attributes.Faculty expect students to demonstrate professionalism in all aspects of their academic work. Academicintegrity violations clearly show a lack of core professional values and will not be tolerated in any form.Faculty have a responsibility to the school, to the profession, and to our clientele to graduate advancepractice nurses with the highest moral, ethical, and professional standards. As such, any provenoccurrence(s) of academic dishonesty will result in severe consequences.Nursing EducationNursing education prepares nurse generalists at the associate degree level for practice in structured caresettings, nurse generalists at the baccalaureate level with experiences in community, population-focused careand evidence-based practice, nurse specialists at the master’s level for advanced practice and leadership,and advanced clinical practitioners at the doctoral level with a focus on improving health care outcomesthrough evidence-based practice and leadership. At each successive level of nursing education, knowledgeand skills in practice, interprofessional collaboration, scientific evidence, and management/leadershipincrease both qualitatively and quantitatively.At the baccalaureate level, the educational process is designed to provide the student with opportunities todevelop the knowledge, understanding, and competencies necessary for entry into beginning professionalpractice and graduate study. The general education requirements are designed to support nursing practiceand development as an educated, productive citizen in society. They serve as the foundation upon whichprofessional education builds. Professional baccalaureate education is based on theoretical constructs drawn3

2021-2022 SON BSN Student Handbookfrom nursing and related disciplines. It is designed to assist the student in development of critical thinking,affective, and psychomotor skills. The curriculum is designed to prepare students to use nursing therapeuticsto adapt care to meet the health needs of client systems from diverse populations and to develop aframework for ethical decision making. The curriculum prepares students to recognize, analyze, and affecttrends in health care, in the profession, and within Alaska.At the graduate level, the educational process builds on the undergraduate baccalaureate degree in nursing.The goals of graduate education are to prepare the student for advanced professional practice withpopulations of varying complexity and from a variety of sociocultural contexts. It emphasizes the analysis andapplication of nursing theory, the development of skills in conducting, evaluating and applying research topractice, and expanded management and leadership skills. Graduate study at the master's level serves asthe foundation for further study at the doctoral level.Continuing education in nursing and in related fields is a lifelong expectation for the professional nurse. As aprofessional, it is the responsibility of the nurse to maintain currency and competence in the chosen arena ofpractice.Graduates of UAA nursing education programs are prepared to practice in a variety of settings andparticularly in settings characterized by the demographic, geographic, climatologic, and cultural diversity thatare found in Alaska.LearningLearning is expected to influence the values, beliefs, and behaviors of the individual. Within the context ofprofessional nursing education, learning is a primarily goal directed activity that is promoted when theindividual has a clear understanding of the objectives of learning opportunities and when the individual takesresponsibility for the accomplishment of identified learning objectives. Developing maturity as a professionalis demonstrated by the increasing ability of the individual to become an active participant in defining theobjectives of learning experiences.Learning is enhanced when it begins at a point that is congruent with the learner's expectation of what is tobe learned, when educational experiences are organized in a logical sequence that promotes continuity, andwhen the unique needs and strengths of individual students and groups of students are recognized and builtupon.Learning becomes professionally relevant when it is applicable to one's experience and when it provides toolsthat are applicable in diverse situations. It is futuristic and therefore must be transferable to new and differentsituations.The responsibility of the faculty is to assist individual students to acquire the knowledge and competenciesneeded for entry into beginning (at the associate or baccalaureate level) or advanced (at the master’s ordoctoral level) nursing practice. In the socialization of the student to the professional nursing role, the facultymember participates with the learner in the teaching learning process and acts as a critically thinking rolemodel who is both accountable and responsible for professional actions. Faculty also assist students todevelop skills in evaluating their need for continuing learning and in meeting those needs through plannedactivities.The primary responsibilities of the faculty in the teaching-learning process include the identification of theknowledge and competencies required of students at each level of nursing education, the establishment of4

2021-2022 SON BSN Student Handbookminimum standards for demonstrating such, and the evaluation of student behaviors to determine the degreeto which standards have been met.Conceptual FrameworkThe UAA SON developed an organizing conceptual framework to serve as a model or map for building thecurricula for each program. A group of faculty from the graduate, baccalaureate and associate programsconsidered many

The UAA School of Nursing programs offer both challenges and rewards. We wish you success in advancing your nursing career. The School of Nursing Faculty Note: Updates to the 2021-2022 Student Handbook may periodically be made and will take precedence. All updates will be posted on the UAA SON website.File Size: 1004KBPage Count: 63Explore furtherUniversity of Alaska Anchorage University of Alaska .www.uaa.alaska.eduDates and Deadlines Students University of Alaska .www.uaa.alaska.eduUAOnline Services UAOnline Serviceswww.alaska.eduWelcome University of Alaska Fairbankscatalog.uaf.eduUAF Home University of Alaska Fairbankswww.uaf.eduRecommended to you b