The University of Michigan School of Nursing

Professional Graduate Programs

Handbook

Academic Policies and Procedures

(Master’s and DNP)

2017-2019

Revised July 2018

Table of Contents

Graduate Programs Academic Policies & Procedures Handbook ................................................... 5

2018 – 2019 Academic Calendar ........................................................................................................... 6

Chapter 1 - School of Nursing............................................................................................................... 7

The Michigan Difference - A Statement of Aspiration .......................................................................... 7

Vision .................................................................................................................................................... 7

Mission .................................................................................................................................................. 7

Background Information Regarding Our Mission ................................................................................. 8

Philosophy of Nursing........................................................................................................................... 8

Core Values .......................................................................................................................................... 9

Accreditation ....................................................................................................................................... 10

Memberships Held By the School of Nursing .................................................................................... 10

Non-Discrimination Policy Notice ....................................................................................................... 10

Chapter 2 - Student Services and Resources ................................................................................... 11

Office of Practice and Professional Graduate Programs ................................................................... 11

Academic Advising ............................................................................................................................. 11

School of Nursing Buildings Information ............................................................................................ 12

Communication in the School of Nursing ........................................................................................... 14

Computing and Technology.............................................................................................................. 135

Student Organizations ...................................................................................................................... 139

School of Nursing and University Resources..................................................................................... 20

Chapter 3 - Master’s Program Details ................................................................................................ 23

Objectives of the Master’s Degree Program ...................................................................................... 23

Guidelines for Theory, Research, and Leadership Core Requirements ........................................... 24

Program Options................................................................................................................................. 25

Adult-Gerontology Nursing Programs ................................................................................................ 26

Acute Care Pediatric Nurse Practitioner Program ............................................................................. 29

Adult-Gerontology Primary Care Nurse Practitioner Program........................................................... 32

Primary Care Family Nurse Practitioner Program ............................................................................. 35

Primary Care Pediatric Nurse Practitioner Program .......................................................................... 37

Nurse Midwife Program ...................................................................................................................... 40

Nurse Midwife and Family Nurse Practitioner (Combined) Program................................................. 43

Nurse Midwife and Primary Care Pediatric (Combined) Program ..................................................... 46

Health Systems, Nursing Leadership and Effectiveness Science Program...................................... 50

Certificate in Nursing Education ......................................................................................................... 55

Certificate in Health Informatics ......................................................................................................... 56

Global Health Concentration .............................................................................................................. 57

Occupational Health Nursing Concentration ...................................................................................... 59

Transfer of Credit ................................................................................................................................ 59

Change of Master’s Program ............................................................................................................. 59

Degree Requirements and Program Time Limit Programs ............................................................... 59

Program Interruptions and Readmission............................................................................................ 60

Chapter 4 - DNP Program Details ....................................................................................................... 65

Objectives of the PM-DNP Program .................................................................................................. 65

Curriculum........................................................................................................................................... 66

PM-DNP Residency Hours .................................................................................................................. 67

PM DNP Scholarly Project Requirement ............................................................................................ 67

PM DNP Progam Plan ........................................................................................................................ 68

PM Learning Objectives and Planning for the Residency .................................................................. 96

PM Grading of Final Defense and Examination, and Final Submission .......................................... 101

Objectives of BSN to DNP Program

Curriculum

Program Plans

BSN to DNP Scholarly Project requirement

Enrollment Requirements .................................................................................................................

101

Program Term Limits ........................................................................................................................ 103

Readmission ..................................................................................................................................... 104

Mentorship Meetings ........................................................................................................................ 104

Chapter 5 - Academic Rules, Policies and Procedures ................................................................. 106

School of Nursing Student Code of Academic and Professional Conduct...................................... 106

School of Nursing Academic and Professional Integrity Policy ....................................................... 113

School of Nursing Technical Standards ........................................................................................... 107

Definitions of Professionalism and Safety........................................................................................ 109

Expected Student Competencies ..................................................................................................... 109

School of Nursing Student Grievance Process................................................................................ 110

Committee on Academic Admissions and Scholastic Standing ...................................................... 110

Coursework & Grading Policies........................................................................................................ 114

Academic Assistance........................................................................................................................ 117

Disability Statement .......................................................................................................................... 117

Chapter 6 - Compliance ..................................................................................................................... 118

Compliance Policy ............................................................................................................................ 118

Graduate Student Compliance Requirements List .......................................................................... 119

School of Nursing Technical Standards ........................................................................................... 121

Chapter 7 - Clinical Placements........................................................................................................ 122

Clinical Locations .............................................................................................................................. 122

Onboarding ....................................................................................................................................... 122

Attendance ........................................................................................................................................ 122

Arrangement of Clinical Placements ................................................................................................ 123

Repetition of a Clinical Course ......................................................................................................... 124

Clinical Uniforms and Dress Codes ................................................................................................. 125

Confidentiality and Use of Medical Records .................................................................................... 126

Use of Technology and Social Media............................................................................................... 126

Accidents During Clinical Experiences............................................................................................. 127

Malpractice Insurance ...................................................................................................................... 127

Pregnancy ......................................................................................................................................... 127

Chapter 8 - Registration Information................................................................................................ 128

Wolverine Access ............................................................................................................................. 128

Schedule of Classes ......................................................................................................................... 128

How to Register ................................................................................................................................ 128

Drop/Add Deadline ........................................................................................................................... 128

Verification of Enrollment.................................................................................................................. 129

Chapter 9 - Graduation and Licensure Information........................................................................ 130

Applying for Graduation .................................................................................................................... 130

University of Michigan Commencement........................................................................................... 130

University of Michigan Graduate Exercises ..................................................................................... 130

School of Nursing Commencement Ceremony................................................................................ 130

Graduate Licensure and Certification............................................................................................... 130

Appendix A – Student Code of Academic and Professional Conduct ......................................... 133

Appendix B - School of Nursing Student E-Mail Group Guidelines ............................................. 142

Appendix C - Plagiarism .................................................................................................................... 144

Appendix D - School of Nursing Student Grievance Process ...................................................... 146

Appendix E - Skills and Abilities for Degree Completion .............................................................. 150

Appendix F - Master’s Course Descriptions ................................................................................... 152

Appendix G - DNP Course Descriptions .......................................................................................... 168

Appendix H – Guidelines for the Post-Master’s DNP Scholarly Project .................................... 1171

Appendix I - Health Sciences Institutional Review Board –Review of Research Proposals

Involving Human Subjects................................................................................................................. 177

Appendix J - Responsible Conduct of Research and Scholarship ................................................ 1

Graduate Programs Academic Policies & Procedures

Handbook

Welcome to the University of Michigan School of Nursing!

This handbook for graduate students at the School of Nursing provides information regarding policies,

procedures, available resources, and issues that are of concern to student academic life. It also

outlines rights and responsibilities of the School of Nursing graduate students. These policies, and

any additional School of Nursing policies and procedures relative to student records, publications,

grievances and discipline, are consistent with the Family Rights and Privacy Act of 1974 and the

Michigan Freedom of Information Act of 1977.

Students are responsible for using the handbook as a resource when questions arise and as a guide

to academic and nonacademic policies and procedures. All students are required to sign the

Handbook Certification document and upload it to their online compliance tracker with Certified

Background. In the Handbook Certification document, students certify that they are responsible for:

a. Reading the handbook in its entirety

b. Reviewing and understanding any changes made to the Handbook during the entire time they

are enrolled as a student in the School of Nursing

c. Recognizing that changes made to policies and procedures may impact them as a student

Note that the information in this handbook is updated annually. Changes may also be made

throughout the academic year and these changes will be posted on the School of Nursing website.

Students will be notified of any changes to the handbook via e-mail to their @umich.edu address and

published in The Pulse, the School of Nursing biweekly electronic newsletter. The information in this

handbook is accurate as of September 2017. The Master’s Handbook of Academic Policies &

Procedures is available electronically in the Handbooks & Policies

section of the University of

Michigan, School of Nursing’s official website.

2018-2019 Academic Calendar

2018 FALL TERM

Labor Day (Holiday)

Sept 3, Mon

Classes begin

Sept 4, Tues

Fall Study Break

Oct 15-16, Mon-Tues

Thanksgiving recess 5:00 p.m.

Nov 21, Wed

Classes resume 8:00 a.m.

Nov 26, Mon

Classes end

Dec 11, Tues

Study Days

Dec 12, Weds & Dec 15-16, Sat-Sun

Examinations

Dec 13-14, Thur-Fri & Dec 17-20, Mon-Thur

Grades Due

72 Hours After Exam

Commencement

Dec 16, Sun

2019 WINTER TERM

Classes begin

Jan 9, Wed

Martin Luther King, Jr. Day University Symposia.

No Regular Classes.

Jan

21, Mon

Vacation begins 12:00 noon

Mar 2, Sat

Classes resume

Mar 11, Mon

University Honors Convocation

Mar 24, Sun

Classes end

Apr 23, Tues

Study Days

Apr 24, Wed & Apr 27-28, Sat-Sun

Examinations

Apr 25-26, Thur-Fri & Apr 29-May 2, Mon-Thur

Grades Due

72 Hours After Exam

Commencement Activities

May 2-5, Thur-Sun

2019 SPRING/SUMMER TERM

Classes begin (Spring and Spring/Summer Terms)

May 7, Tues

Memorial Day (Holiday)

May 27, Mon

Classes end (Spring Half Term) 5:00 pm

June 124 Mon

Study Days

June 24-26, Tues-Wed

Examinations

June 27-28, Thur-Fri

Spring Half Term ends

June 28, Fri

Grades Due

72 Hours After Exam

Classes begin (Summer Half Term)

July 3, Wed

Independence Day (Holiday)

July 4, Thurs

Classes end 5:00 p.m.

Aug 15, Thurs

Study Day

Aug 16 -18, Fri-Sun

Examinations

Aug 19-20, Mon - Tues

Grades Due (Full and Summer Half Terms)

72 Hours After Exam

Full & Summer Half Terms end

Aug 20, Tues

(This calendar is subject to change.

Visit the Office of the Registrar website

for the most up-to-date information.)

Chapter

School of Nursing

The Michigan Difference - A Statement of Aspiration

Spirited Leaders Who Make a Difference Everyday

We have a passion for the “Michigan Difference” which exemplifies rigorous scholarship, high

expectations for students and ourselves, and accountability for continuous quality. We are committed

to diversity and have a global reach in our research, education, practice and professional service. We

prepare our students to be leaders and thinkers who also have cutting edge skills. The graduates of

all of our programs are the ‘best of the best’ and populate leadership positions locally, regionally and

around the world. We value interdisciplinary activity and are leaders on campus in areas of our

expertise.

Our environment and activities are engaging for faculty and students and draw the best from each of

us. We aspire to be good partners to each other in a spirit of ‘lifting others as we climb’. We want to

function with flexibility, synergy and efficiency across programs and divisions.

Vision

Lead the nation and influence the world through the impact of our research, educational programs and

practice innovations on health.

Mission

The School of Nursing is an integral part of the University of Michigan and as such, subscribes to the

three purposes of the university: education, research and service. The primary mission of the School

of Nursing is to improve the health and well-being of society through the impact of our research and

by educating nurses for leadership in academic and practice roles. The school achieves its mission by

building a community that draws its intellectual strength from the rich diversity of people.

The School of Nursing advances the science of our field as well as contributes to general knowledge

development. The faculty and students engage in service activities that benefit our communities and

that advance the profession of nursing. The school’s faculty practices are part of our service mission

and are aligned with interdisciplinary partners and institutions that provide for integration of our

research, education and practice activity. The school’s faculty practices are demonstrations for

innovations in methods and set high standards for excellence.

Background Information Regarding Our M ission

Education

The University of Michigan, School of Nursing (UMSN) strives for excellence, offering innovative, high

quality academic programs. By setting standards of intellectual rigor, a distinguished faculty provides

leadership to the state and nation. The School of Nursing prepares nurses at the baccalaureate,

masters, doctoral and postdoctoral levels who are capable of making significant contributions in

meeting changing health needs. The School of Nursing utilizes educational models of clinical practice

that address compelling societal needs related to health and illness.

Undergraduate study is designed to prepare nursing students to contribute to the health of individuals,

families, groups, and communities through nursing science. The baccalaureate program is grounded

upon a liberal education and prepares nurses with the general knowledge base and abilities

necessary to function effectively in a variety of nursing careers.

Graduate study is designed to prepare scholarly, specialized nurses capable of assuming leadership

responsibilities within both disciplinary and interdisciplinary contexts. Inherent in this learning process

is the development of an understanding of scientific inquiry methods and research competencies. The

master’s program prepares advanced practice nurses who assume roles in practice, teaching,

management, and research in current and emerging health care systems. The PhD and postdoctoral

programs prepare nurse researchers to assume leadership roles in developing the empirical and

theoretical of nursing practice, nursing science, and health policy.

Research

The School of Nursing, as part of the University of Michigan, is responsible for discovery,

development, and transmission of new knowledge relevant to nursing practice and to the formulation

of health policy in a multicultural society. Basic and applied nursing research is needed to test, refine,

and advance knowledge. The School of Nursing faculty develops productive programs of disciplinary

and interdisciplinary research and demonstrates excellence in teaching.

Service

The School of Nursing is committed to serving the University, the profession of nursing and society

and to improving the health of the people of Michigan, our nation, and the world. This is accomplished

by a faculty that responds to economic and social mandates. School of Nursing faculty hold local,

national, and international leadership positions and respond to the public’s health needs by

developing and adhering to the highest standards of nursing care.

To provide a base for innovative education and research initiatives as well as facilitating the clinical

capabilities of faculty, the School of Nursing sponsors and supports nurse managed services that are

interdisciplinary in nature and serve diverse populations. Faculty direct health care services (including

nurse-managed services), consult with health care systems and educational agencies, and participate

in continuing education activities.

Philosophy of Nursing

A philosophy of nursing contains three essential elements: beliefs about the central phenomena of the

discipline, mechanisms by which phenomena can be known or addressed, and values of the

discipline. Taken together, these three elements guide the education, research, and practice of the

School’s students and faculty.

a. Beliefs About the Central Phenomena of the Discipline

Viewed holistically, humans are characterized by the dynamic interaction of biological,

psychological, sociological, spiritual, and environmental factors. Clients’ decisions about health

care vary depending upon their stage in the life span, gender, ethnic/racial origin, sexual

orientation, economic status and physical/mental ability. Nurses recognize that individuals’

health and illness exist in a larger context of family, community, society, and the environment.

Nurses provide consumer-centered services that assist individuals, families, groups, and

communities to attain and maintain optimal well-being.

b. How Phenomena Are Addressed

Nurses support clients’ rights to self-determination, to complete information, and to active

participation in all aspects of care. They strive to promote familial, societal, and environmental

conditions through education, research, and service, which contribute to health and well-being

and inform health care policy. Nurses work both independently and in collaboration with

consumers of health care, members of each of the health professions, and other individuals and

organizations concerned with health to provide high quality, cost-effective care. Nursing shares

with other health professions the goals of promotion and maintenance of wellness, prevention of

illness and disability, restoration of the ill and disabled to health, and provision of support

through the life cycle including a dignified death.

Rapidly changing health care systems have greatly expanded opportunities and ventures for the

profession. Nurses recognize that optimal health care balances scientific knowledge and

technology with effective resource utilization. Further, professional nursing practice includes

leadership in local, state, and national professional organizations and in other health-related

enterprises. Professional nurses collaborate with health professionals and other concerned

persons in identifying the health needs of society and provide leadership in developing effective

health care delivery systems and building the body of scientific knowledge to inform practice.

c. Values of the Discipline

Nurses are committed to the belief that every individual has the right to safe, satisfying health

care that is based upon respect for human dignity and cultural variation. Professional nurses

use decision-making and independent judgment consonant with responsible and accountable

practice and based on multiple ways of knowing.

Core Values

The core values at the School of Nursing that define how we will work and interact with others are as

follows:

• Accountability

• Diversity

• Excellence

• Initiative

• Integrity

• Respect

Accreditation

The University of Michigan is accredited by the North Central Association of Colleges and Schools.

The baccalaureate and master's degree programs in the School of Nursing are accredited by the

Commission on Collegiate Nursing Education and approved by the Michigan State Board of Nursing.

As of April, 2014, the Post Masters Doctor of Nursing Practice program at the U-M School of Nursing

also is accredited by the Commission on Collegiate Nursing Education.

M emberships Held By the School of Nursing

The School of Nursing holds charter membership in the Council of Member Agencies of the

Department of Baccalaureate and Higher Degree Programs of the National League for Nursing, the

Committee of Institutional Cooperation, the Midwest Alliance in Nursing, the American Association of

Colleges of Nursing, and the Commission on Collegiate Nursing Education. The School is also a

sustaining member of the National Student Nurses’ Association and Sigma Theta Tau International

(Rho Chapter).

Non-Discrimination Policy Notice

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all

applicable federal and state laws regarding nondiscrimination and affirmative action. The University

of Michigan is committed to a policy of equal opportunity for all persons and does not discriminate on

the basis of race, color, national origin, ag marital status, sex, sexual orientation, gender identity,

gender expression, disability, religion, height, weight, or veteran status in employment, educational

programs and activities, and admissions.

Inquiries or complaints may be addressed to the Senior Director for Institutional Equity and Title

IX/Section 504/ADA Coordinator, Office for Institutional Equity, 2072 Administrative Services Building,

Ann Arbor, Michigan 48109-1432; (734) 763-0235 (TTY (734) 647-1388). For other University of

Michigan information, call (734) 764-1817.

Chapter

Student Services and Resources

Office of Practice and Professional Graduate Programs

The Office of Practice and Professional Graduate Programs (The Graduate Programs Office) provides

service and support to help students to be successful academically, and offers opportunities for

students to enrich their leadership experiences. The Graduate Programs Office provides academic

services including academic advising for graduate students, degree audits, and credit transfers.

The Graduate Programs Office also plans, funds and manages student activities such as all

orientations, All School Welcome, Welcome Week, convocation and other school-wide activities.

Academic Advising

Specialty Program Leads

The School of Nursing Master’s and DNP Programs Leads meet at least twice a year with their

students to discuss career goals, approve course transfers, and to serve as mentors. Talk with your

Program Lead if you are considering dropping a course or if you are changing the sequence of

courses from your original program plan.

Academic Advisors

The Office of Practice and Professional Graduate Programs (The Graduate Programs Office) has

academic advisors who assist all students with advising, course selection, support with any changes

to program plans or program plans of study, and help them to utilize the resources available in the

school and at the university. Advisors perform degree audits to ensure that students complete

requirements for graduation. Degrees are not conferred by the university until approximately a month

and a half after the last day of classes.

Students who have other academic questions or concerns about curriculum, transfer credit

information, Mcard forms, or are in need of academic-related information should e-mail the academic

advisors UMSN-GradAdvisors@med.umich.edu

or stop by Room 3160, North Ingalls Building. The

Graduate Programs Office also offers open academic advising hours every Monday, Tuesday,

Wednesday, Thursday, and Friday from 9:00am - 4:00pm. No appointment is necessary but is

advisable.

Group Advising

Each semester, faculty leads for the respective graduate specialties, along with the Graduate

Programs Office Advisors, will host a group advising session for each graduate program. These group

advising sessions will occur near the beginning of the Fall and Winter semesters. More information on

dates, topics, and locations will be sent out to students in the weeks prior. If students have advising

questions outside of these group advising sessions, they should direct them to the Graduate

Programs Office Advisors at UMSN-GradAdvisors@med.umich.edu

. The Graduate Programs Office

Advisor will review and respond to the question, in consultation with the student’s program faculty

lead, as needed.

School of Nursing Buildings Information

Buildings

The School of Nursing is housed in two buildings, the School of Nursing Building, located at 426 North

Ingalls and the 400 North Ingalls Building.

School of Nursing Computing Site

The School of Nursing computing site is located in Room 4210 of the 400 North Ingalls Building.

The site contains 15 Windows workstations. It is a card-key access site, meaning that users

must have a valid Mcard to enter.

Electronic Classroom: The School of Nursing Computing Site can be reserved through

Sites Instruction Support Classroom Reservation however, it is not equipped with an

instructor station or with AV projection equipment.

4-HELP: The School of Nursing Computing site is an Unstaffed Site. If the site is in need

of maintenance, call (734) 764-HELP (4357) to report the problem, and a staff member

of the Sites Environment Support Team will be sent to troubleshoot the problem or

restock the Site.

Site Access: Access to the School of Nursing is restricted to University of Michigan

students, staff, faculty and those having business with the U-M School of Nursing. The

School of Nursing Building is equipped with an extensive care access system, which will

necessitate frequent use of your M-Card. As such, anyone entering the 426 N. Ingalls

Building will be required to prominently display their M-Card.

Normal business hours for the south exterior doors facing Cornwell Street to be

unlocked are 7:30 a.m. – 5:30 p.m., Monday – Friday.

Normal business hours for the 1

and 2

floor classrooms to be unlocked are

7:30 a.m. – 600 p.m., Monday – Friday.

Printers: M-Print printers are available in room 4210 400NIB and in the lower level of

the School of Nursing Building near room A135. Standard student printing charges

apply. For more information on M-Print services visit the ITS Campus Computing Sites

web page.

Student Lounge and Reading Room

Student lounge and study areas are located throughout the School of Nursing Buildings. The fourth

floor of the 426 North Ingalls Building hosts a graduate student lounge in Room 4116. A reading

room for quiet study space is located on the first floor in Room 1219 of the 400 North Ingalls Building.

These are areas where students are encouraged to gather, relax and study.

Vending

Vending is available in the School of Nursing Building on the Lower Level and Level 2. Students will

also find a microwave for their use in the Level 2 vending area. In the 400 North Ingalls Building,

vending, a microwave and a refrigerator are located in the undergraduate student lounge in Room

1188.

Student Lockers

Students may sign out lockers from The Graduate Programs Office (Room 3160, 400 North Ingalls

Building) on a first-come, first-serve basis. Master’s students’ lockers are located on Floor 2 of the

School of Nursing Building. Lockers may be signed out in September, after classes begin. Lockers

can only be signed out for the current school year. Student lockers must be emptied by June 30 of

each year. On July 1, any items remaining in lockers are moved to the Lost and Found. There is no

fee to sign out a locker.

Wellness Rooms

Students may utilize the wellness rooms which are designated for use by nursing mothers. Rooms

are available in both School of Nursing buildings. Room 4104 in the new School of Nursing Building

(SNB) is kept locked during normal business hours Mon-Fri, 8:00 a.m. – 5:00 p.m. See the 1

Floor

Reception Desk for a key. Room 3337 in 400 North Ingalls Building (NIB) is unlocked and available

on a first come first serve basis.

Lost and Found

Found items should be turned in to the Facilities Manager Office (Room 1343 B, 400 North Ingalls

Building).

For inquires about lost or misplaced items in the North Ingalls Building or surrounding grounds, please

visit the Facilities Managers Office. In the event your item has not yet been turned in, you may leave a

brief description of the item and your contact information at the front desk where it will be posted for

two weeks.

Most lost and found items will be held in for one month. After one month they will be sent to the

University of Michigan Police Department (UMPD). Please Note: Items such as water bottles, coffee

mugs, and food containers, which may easily spread germs and/or grow bacteria, will be thrown away

at 5:00pm each day.

If you are looking for items you have lost, contact the University of Michigan Police Department

Records/Evidence Unit at 734-936-2791 between 8:00am and 4:30pm Monday through Friday, or by

email at lost-and-found@police.umich.edu

. Items with no known owner are held for safekeeping for up

to six months, depending on the value of the article. After the appropriate time has elapsed, the items

are disposed according to applicable state law.

Communication in the School of Nursing

All persons in the School of Nursing community (students, staff and faculty) are expected to conduct

themselves in a professional manner when communicating with one another in person, e-mail or on

the telephone.

Use of Technology and Social Media

All students are responsible for respectable communication on social media sites (e.g. twitter,

Facebook, etc.). Any technology, tool, or on-line space in clinical agencies cannot be used for

personal business. This applies to social media platforms. Students must follow clinical agency

policies regarding use of technology and social media. At times, a clinical setting may allow use of

technology or on-line space or use of social media for work purposes. They are only to be used as

they relate directly to patient care or specified agency activities.

• Agency computers cannot be used for personal business such as checking email or Facebook.

• Any personal communication such as cell phone use or texting must be done outside of agency

clinical areas on the student’s personal time.

• Posting or discussing any information about patients or families on social media or on-line

space is not permitted and is a violation of the Student Code of Academic and Professional

Conduct (see Appendix A

• Non-compliance with policies regarding the use of technology and social media may affect

course grades and result in the violation of the Student Code of Academic and Professional

Conduct, up to and including disenrollment from the School of Nursing.

E-Mail

All students automatically become members of a School of Nursing user group. Students’

campus e-mail address (uniquename@umich.edu

) is the only address used in these groups.

Forwarding your @umich.edu email to a personal email account introduces unwelcome

challenges and is not recommended. The Graduate Programs Office is not responsible for any

information not received from e-mails sent to the UMSN student body e-mail groups that may

be of importance to students, including scholarship, employment, event and class information.

Students should not share School of Nursing student email distribution lists with external parties

who wish to contact students. Instead students should refer all external parties to the Graduate

Programs Office at UMSN-GradAdvisors@med.umich.edu

so that information can be

distributed if appropriate.

Contact the Graduate Programs Office via e-mail at UMSN-GradAdvisors@med.umich.edu

about

problems with School of Nursing user groups. Usage guidelines, which are included in Appendix B,

address the management of student user groups. It is important all students review and abide by

these guidelines.

Students need to check for e-mail messages frequently. Students are held responsible for School of

Nursing, course and University information communicated via e-mail. Students should use their

@umich.edu account to communicate on e-mail for any School of Nursing and University business.

Level 1 and Level 2 Passwords

A Level-1 password, also referred to as your UMICH password or Kerberos password, is used to

access your @umich.edu email account and campus resources such as libraries, benefits, and

Wolverine Access. To obtain a UMICH (Level-1) password, contact the ITS accounts office.

A Level-2 password, also known as Novell (UMMED) or Michigan Medicine Exchange password, is

used to access your @med.umich.edu account (MICHIGAN MEDICINE Exchange) and other hospital

resources. Please Note: your @med.umich.edu account is only available while in clinical at Michigan

Medicine. This email account also does not forward to your @umich.edu.

Computing and Technology

Computing at the School of Nursing (Fall 2017 Computer System Requirements)

School of Nursing students in all graduate programs must have access to a laptop while enrolled to

complete the coursework in their respective programs. While UMSN does not require the purchase of

any specific computing hardware, students must acquire a computer that meets the standards set

forth in this document. It is each student’s responsibility to ensure that they have the required

hardware and software for every course for which they are enrolled. Please review these standards

each term as they may change to stay current with technology upgrades.

The School of Nursing has set computer requirements to ensure that student computers have the

functionality needed for their coursework. Students may choose either Option A or Option B below,

choosing the best fit for their needs. If you already own a computer, please compare your

specifications with the requirements listed below. At a minimum, your computer must meet the

requirements listed for Option B. If your computer does not meet the standards outlined here

you must acquire computer hardware and software that is compliant.

Option A

Students who will be at the University for 4 years or more should choose this option. Option A

specifications are based on a 4-year replacement cycle, which means that students will be able to use

their computer for at least 4 years.

Option B

Though the requirements listed in Option B meet the School of Nursing’s minimum computing

requirements, these systems are not adequate for more than 2 years of use. Option B is only

appropriate for students who have less than 2 years of coursework to complete. If you are enrolled for

longer than two years, you are required to acquire computer hardware and software to meet the

School’s computing requirements.

School of Nursing Information Technology Support (Nursing IT)

The School of Nursing Service Desk is available to assist you in selecting a system that is compatible

with the University’s computing environment and meets the School’s computing requirements. Please

contact the School of Nursing IT Service Desk if you need assistance identifying systems appropriate

for your needs.

Email: 4help@umich.edu

Phone: 734-764-6300

Computer Requirements

COMPONENT OPTION A REQUIREMENTS OPTION B REQUIREMENTS

Operating Systems

• Windows (current release-Windows 10) • Windows 7 (64bit)

• Mac OS (current release-Sierra)

• Mac OS X (Mountain Lion

or Greater)

Laptop Hardware

• Processor: i7 2.6 GHz (or equivalent)

• RAM: 8G (expandable to 16GB or

more)

• Processor: i5 Quad core

2.4 GHz (or equivalent)

• RAM: 8GB

• HD: 250GB (Solid State optional)

• HD: 250GB (Solid State

optional)

• Built-in Wifi (802.11 ac/g/n)

• Built-in Wifi (802.11 g/n)

• Webcam

• Built-in ethernet jack or external USB

ethernet jack

• Built-in ethernet jack or

external USB ethernet jack

• 5 Hour Battery

• 4 Hour Battery

•

3-4 Year Warranty

•

3-4 Year Warranty

Software

• Microsoft Office Suite 2016 (or

compatible Office Suite)

• Microsoft Office Suite 2013

or compatible office suite

• Adobe Acrobat Reader

(current)

• Chrome Web Browser

• Antivirus Software (current release)

• Antivirus Software (current

release)

Optional Accessories/Peripherals

ACCESORY RECOMMENDED USE

Laptop/Mobile Device Bag

or Case

Recommended for protecting laptops and mobile devices when

traveling.

Laptop Security Cable

Recommended for securing laptops when in use in public spaces.

Mobile Wifi Hotspot

Recommended for students who may need internet access in areas

that may have restricted or limited internet connectivity.

Webcam

Recommended for use with desktop systems when using

collaboration and web conferencing software.

USB Headset

w/Microphone

Recommended for reducing feedback when using web conferencing

software. REQUIRED if participating in online synchronous class

(check course syllabi for details).

External Laptop Battery

Recommended to provide additional run time when power receptacles

are not readily available.

External Backup Drive

Recommended for backup of data and data sharing when connectivity

is not readily available.

External Mobile Device

Battery Pack

Recommended to provide additional run time when power receptacles

are not readily available.

Laptop Video Adapters

(DVI/VGA/HDMI)

Recommended for students who will use their laptops and mobile

devices to connect to various projection systems.

Mobile Devices

• Android Devices (current release)

• iOS Devices (current release)

• Wifi (802.11 g/n)

Technology Policies

POLICY REFERENCE

Sensitive Data

Sensitive Data Policies

Proper Use Policy

Ethics UMSN Student Handbooks

Netiquette

UM Safecomputing Student Guidelines

URespect

E-Mail policies for

UMSN Students

UMSN Student Handbooks

UMich IT Policies UM Student IT Policies

Please Note: Students should be able to perform basic computing tasks such as performing internet

searches, uploading and downloading documents, using email, and installing software. Students

should also have a basic level of proficiency using standard productivity applications such as

Microsoft Word, PowerPoint, and Excel.

Computing at the University

The Information Technology Central Services (ITCS) provides a central focus for computing and

telecommunications at the University. Within ITCS are a number of units that provide direct services

to students. Students can use computers, take advantage of many free educational services including

classes and consulting, and benefit from special purchase plans which make it possible to purchase

computers and software at reduced prices. For additional information about all services offered by

ITCS, please visit the ITS General Computing website

. The University of Michigan dictates standard

practice and proper use policies for technology resources. These can be reviewed on the Office of the

Chief Information Officer’s website.

Creating and Changing Uniqnames

After matriculating, new students will receive an email from ITS Accounts instructing them on

how to create a uniqname. If students would like to change their uniqname they should contact

the ITS Accounts Office at 734-764-HELP (4357) and select option three. Students should also

notify all their contacts of their uniqname change. Any individual sending an e-mail to an old

uniqname will receive a “bounced message” alert. However, by changing your uniqname

through the ITS Accounts Office, all U-M Directory membership groups you are a member of

will be automatically updated with your new uniqname. Problems occur when other units, such

as Michigan Medicine, change someone's uniqname and do not contact ITS Directory

Accounts.

Assistive Technology Resources On-Campus

Adaptive Technology Computing Services

– “meets the needs of any U-M community members who

have questions about modifications or alternatives to standard monitors, keyboards or mice, or who

are seeking high-tech tools to help with reading and writing.”

James Edward Knox Center

1128 Shapiro Library

Jane Vincent, Assistive Technology Lead

Phone: 734-936-3794; Knox Center direct line 734-647-6437

Email: sites.knox@umich.edu

Google Accessibility - Barriers and Alternative Options

– “provides a list of examples of accessibility

barriers of Google Apps for Education’s core applications and U-M accommodations and alternative

options.” Questions about the accessibility of U-M's implementation of Google Apps for Education or

other ITS-provided applications can be directed to Jane Vincent at

jbvincen@umich.edu.

M+Google Accessibility

– “provides information about known accessibility barriers and work-arounds.”

For general information about Information Technology (IT) Accessibility at the University of Michigan,

please see the CIO’s IT

Accessibility page.

ITS Service Center

Phone: 734-764-4357

Email: 4HELP@umich.edu

Assistive Technology Funding Sources – lists several assistive technology funding sources for

students with specific types of disabilities.

Services for Students with Disabilities

G-664 Haven Hall

Phone: 734-763-3000

Email: ssdoffice@umich.edu

Ergonomics Awareness Program

– “helps increase faculty and staff awareness of, access to, and the

effectiveness of ergonomic resources within the U-M community. The program helps departments and

employees apply ergonomic principles to everyday work practices. The Ergonomics Team provides a

combination of education and ergonomic consultations to minimize the effects of ergonomic risk

factors on our health and productivity and to help us emphasize personal responsibility for safe

behavior and environmental factors within our control.”

Ergonomics Awareness Program – Medical Ergonomics and Occupational Therapy Work Services

Suzanne Bade, Senior Clinical Specialist and Ergonomics Consultant

Phone: 734-647-0852

Email: mhealthyergo@umich.edu

Student Organizations

There are a number of ways for students to become involved with extra-curricular activities at the

School of Nursing and within the greater University.

Sigma Theta Tau

Sigma Theta Tau International Honor Society of Nursing establishes chapters at degree-granting

colleges and university schools, and in 1959, established the Rho Chapter at the University of

Michigan. Rho Chapter of Sigma Theta Tau seeks students who have demonstrated the qualities of

scholarship, leadership and service, integrity, and commitment to nursing. Rho Chapter typically

extends offers of membership to graduate students in September based on the following criteria. That

said, any student who has met the criteria below is welcome to request a membership application by

contacting the Rho Chapter Faculty Counselor.

The criteria for membership for masters and doctoral students are:

1. Completion of 1/4 of the required graduate curriculum

2. GPA of 6.5 or higher for master students; 7.0 or higher for doctoral students (using the

Rackham scale)

3. Academic integrity and professional goals

Upon receiving a membership invitation via email during the fall term, students must reply to indicate

interest and provide approval for release of information to Sigma Theta Tau International (STTI). STTI

will then contact the student and request completion of an online application.

The ceremony for induction into membership is usually held in late October or early November.

Visit the About Rho Chapter section of the UMSN website for more information.

Michigan Council of Nurse Practitioners

Michigan Council of Nurse Practitioners, University of Michigan School of Nursing Student Affiliate

Chapter (MICNP UMSN) seeks to provide Student Nurse Practitioners a venue to understand the

professional issues that impact Advanced Practice Registered Nurse practice in the state of Michigan

and advocate for the Nurse Practitioner role. MICNP UMSN seeks to aid in the development of the

whole student, his/her professional role, and his/her responsibility for the health care of people from

all walks of life. MICNP UMSN aims to increase understanding of the role of a professional

organization in improving health care outcomes.

To join MICNP, please visit the website

! You will be contacted by our membership chair after

submitting the interest form.

School of Nursing and University Resources

Nursing Clinical Learning Center (CLC)

The Nursing Clinical Learning Center (CLC), on the lower level of the School of Nursing Building and

is comprised of the following areas:

Two Physical Assessment Labs (A250, A270) are equipped with a conference table in the center and

an overhead projection system. There are 8 Exam tables in each lab with Welch-Allyn diagnostic tool

and bedside computers. Anatomical charts and models are provided as visual aids to enhance

learning and practice. The room can be opened to teach in both sections at once.

The Anatomy Lab (A265) is equipped with a Plastinated full body model, an Anatomage table and

various skeletal and bone models. There are LCD displays in the room and at tables.

The Nursing Skills Lab (A210) is equipped with 12 beds, a Pyxis Medication Station, two ceiling lifts,

functioning head walls, mid-fidelity mannequins, computers at the bedside and a ‘nursing station’.

The Skills/Task Training Lab (A204) is equipped with various task trainers to support advanced skill

development.

The Simulation Suite had six simulation rooms each with their own control rooms. Each room is

equipped with a functioning headwall, computer, AV equipment to support a full debriefing system

with 3 cameras and vital sign/data capture from the high-fidelity mannequins. The suite is further

equipped with high-fidelity birthing simulators, pediatric simulators and adult simulators and a

comprehensive integrated debriefing system.

Students may borrow diagnostic tools from the Reception Area during posted hours. Equipment may

be borrowed for 24-48 hours and is subject to the short-term loan policy, which can be found at the

website below.

The Clinical Learning Center is accessible through M-Card access only so make sure to wear your ID

card at all times when using the resources in the Lower Level.

For more information on the Nursing Clinical Le4arning Center, visit the Clinical Learning Center

section of the UMSN website.

Sweetland Writing Center

To help students with their writing for courses at the University of Michigan, Sweetland Writing

Center offers free Writing Workshop consultations with Sweetland’s trained writers.

Sweetland Writing Center

1310 North Quad

Phone: 734-764-0429

Fax: 734-763-9148

sweetlandinfo@umich.edu

Counseling and Psychological Services (CAPS)

Counseling and Psychological Services (CAPS) provides students with short-term counseling to help

address and overcome personal and interpersonal difficulties that interfere with the pursuit of

academic and career objectives. Common concerns that CAPS staff work with students about include

self-esteem, academic difficulties, test anxieties, stress, problems with relationships, sexuality,

anxiety, depression, insomnia, substance abuse, suicide, and others.

CAPS services are free, confidential, and available to currently enrolled students. Services include:

brief counseling for individuals, couples and groups; consultation to students, faculty, staff, and

parents; assistance with referrals to community resources; and crisis interventions. The staff at CAPS

includes professional therapists, psychiatric staff, and interns from graduate programs in Psychology

and Social Work. More information is available at:

School of Nursing Counseling and Psychological Services

Kristen Adams, Psychologist

426 North Ingalls

Suite 3100

adamskri@umich.edu

Counseling and Psychological Services

3100 Michigan Union

Phone: 734-764-8312

Fax: 734-763-0454

Diversity, Equity and Inclusion Officer

The Chief Inclusion Officer provides referrals and direct support to individual students and groups who

would like to further explore various topics, experiences and critical issues related to any aspect of

inclusion at UMSN and in the larger campus community, and that bear relevance to the pursuit of their

academic, professional and personal goals. The Chief Inclusion Officer also offers a range of

opportunities for students who are interested in offering service to the school by participating and

leading in the schools ongoing commitment to creating an inclusive learning environment where all

can grow and thrive. These opportunities include but are not limited to participation in the Gateways

Fellowship Program, Nursing Story Slams Project, Diversity, Equity and Inclusion Innovation Grants

program, and professional development opportunities to grow in one’s own ability to demonstrate

inclusive leadership and work towards organizational well-being.

For more information please contact Dr. Rushika Patel at rushika@med.umich.edu. To make an

appointment, please contact Coreen Abston at cabston@med.umich.edu.

Services for Students with Disabilities (SSD)

Services for Students with Disabilities (SSD) provides services to students with all types of disabilities,

including visual impairments, learning disabilities, mobility impairments, or hearing impairments. They

also work with students who have chronic health problems or psychological disabilities. SSD offers

services which are not provided by other University offices or outside organizations. They provide

accessible campus transportation, adaptive technology, sign language and oral interpreting, readers,

guidance for course accommodations, requests to modify degree requirements, and more, all free of

charge.

Before and after a student enrolls at the University, the staff of SSD is available to answer questions

and give referrals concerning admission, registration, services available, and financial aid. In addition,

SDD is able to assist students in assessing needs for modified housing, attendants, interpreters,

transportation, classroom accommodations, note-takers, and adaptive equipment. For more

information, contact:

Services for Students with Disabilities

G-664 Haven Hall

Phone: 734-763-3000

TDD: 734-615-4461

VP: 734-619-6661

ssdoffice@umich.edu

Chapter

Master’s Program Details

Objectives of the Master’s Degree Program

Consistent with the School's Philosophy of Nursing, the Master's Degree programs are designed to

prepare graduates to:

• Expand knowledge and expertise in a specialty area of nursing

• Investigate various theories related to the practice of nursing

• Examine health issues and care delivery systems with regard to their implications for nursing

• Evaluate nursing roles and their articulation with other health care roles in the planning and

delivery of health care

• Gain advanced knowledge in related physical, social and behavioral sciences and humanities

• Develop abilities in facilitating collegial relationships in the planning and delivery of health care

and conduct of collaborative research

• Engage in directed scholarly study

• Develop knowledge and skills in planning and implementing data/evidence-based change in

nursing practice and health care delivery systems

• Assume leadership roles in clinical nursing, teaching, or management, from a strong theory,

evidence, and practice base

• Develop skills in analyzing the social, political, ethical, technological, economic, and

professional issues and their implications for nurses, nursing, and health care

• Value the diversity of people of different genders, sexual orientation, ages, races, cultures,

religions, nationalities, and beliefs and the ways in which these affect health and health care

delivery

Graduate study at the master's level builds on baccalaureate education and is designed to prepare

scholarly, specialized nurses capable of assuming leadership responsibilities in current and emerging

health care systems. Inherent in this learning process is the development of a multi-cultural

perspective and research competencies. The master's programs combine theory and practice in a

specialty area with core content related to the discipline and practice of nursing. The curriculum

emphasizes the systematic study of nursing through specialization, research, and elective and

cognate courses.

The Master's Degree programs in Nursing provide students with diverse theoretical, clinical and

managerial learning experiences, which allow them to function in a broad variety of roles in advanced

nursing practice. The specialty areas build upon previous nursing knowledge and skills learned at the

undergraduate level. At the graduate level, students develop specialized competencies and greater

capability to function in changing, complex health care delivery systems.

Guidelines for Theory, Research, and Leadership Core Requirements

The "core" courses are N527, N528, and N529. Course descriptions can be found in Appendix F

•

Nursing 527:

Promoting Optimal Models and Systems for Healthcare Delivery

• Nursing 528:

Models, Theories and

Methods to Promote Optimal Health Outcomes

• Nursing 529: Scientific and Analytic Approaches for Advanced Practice

Statistics

An approved, upper level undergraduate statistics course is a prerequisite for the N529 (master’s core

course) at the University of Michigan School of Nursing. The statistics course must meet each of the

five requirements listed below:

1. Your course must be completed at a University. Courses completed at a community college will

not be considered. Completely online statistics courses may be considered on a case-by-case

basis.

2. The statistics course must be an upper division undergraduate level. A 300 level or above

course would meet this requirement, while a 100 or 200 level course would not as they are

considered lower division.

You are required to complete the course within 5 years of the term in which you are

applying for

admission consideration.

4. You must earn a satisfactory grade of a “B-” or above (grades of C+ or below and Pass/Fail

courses will not be accepted or considered).

5. The statistics course should be a general, social science, health care related or comparable

course (courses that focus in business analytics, economics or finance do not meet the

requirement).

If you have not successfully completed a statistics course that meets the above guidelines prior to

your first term in the program,

may

enroll in the University of Michigan School of Nursing graduate

statistics course, HS550: Scientific Methods for Health Sciences: Fundamentals or N800: Graduate

Statistics for Advanced Practice and Research, which is required in the DNP Program.

Computer Skills

For students to be successful in the program, they need to acquire essential skills in the use of The

University of Michigan computing facilities and personal computers. This includes use of e-mail,

Internet; word processing, graphics, spreadsheets and statistical packages (such as SPSS and SAS).

These skills may be acquired through short computer training courses offered by the University of

Michigan Computing Center or other units on campus. Schedules for computer classes are published

at the beginning of each academic term, and are distributed at all computer workstation sites on

campus.

Program Options

The University of Michigan School of Nursing offers the Master's and Post-Master's Certificate

programs.

Master’s Programs

1. Health Behavior and Biological Sciences:

• Adult-Gerontology Acute Care Nurse Practitioner & Clinical Nurse Specialist

• Adult-Gerontology Primary Care Nurse Practitioner

• Acute Care Pediatric Nurse Practitioner

• Primary Care Pediatric Nurse Practitioner

• Primary Care Family Nurse Practitioner

• Nurse Midwife

• Nurse Midwife and Family Nurse Practitioner (Combined)

• Nurse Midwife and Primary Care Pediatric Nurse Practitioner (Combined)

2. Systems, Populations, and Leadership:

Focus areas within this program include:

− Health Informatics

− Leadership

− Population Health

Certificate Options

• Certificate in Nurse Education

• Certificate in Health Informatics

• Post-Master’s Advanced Certificate Options

− Post-Masters Certificate Acute Care Pediatric Nurse Practitioner

− Post-Masters Certificate Adult-Gerontology Acute Care Nurse Practitioner

− Post-Masters Certificate Adult-Gerontology Primary Care Nurse Practitioner

− Post-Masters Certificate Primary Care Family Nurse Practitioner

− Post-Masters Certificate Primary Care Pediatric Nurse Practitioner

− Post-Masters Certificate Nurse Midwife

Master’s Concentration Options

• Global Health Concentration

• Occupational Health Nursing (Adult-Gerontology Primary Care Nurse Practitioner, Primary

Care Family Nurse Practitioner and Systems, Populations Health and Leadership only)

Adult-Gerontology Nursing Programs

Acute Care Nurse Practitioner and Clinical Nurse Specialist

The Adult-Gerontology Nursing Programs at the University of Michigan, School of Nursing (UMSN)

focus on the care of patients with complex health problems, including young adults, adults, and older

adults with acute, critical, and chronic illnesses. Students are prepared to be advocates and leaders in

the assessment and development of comprehensive plans of care for their patient populations in an

integrative and inter-professional approach. The UMSN program foundation includes:

• Pathophysiology

• Pharmacology

• Evidence-based management of complex patient problems.

Hands-on instruction and training is provided in procedures commonly encountered in the acute and

critical care settings (e.g. suturing, performing a lumbar puncture, developing advanced airway

management skills, and central line placement). Students are given the opportunity to specialize in an

area of interest, and UMSN facilitates clinical placements with a wide range of partners.

Graduates of UMSN’s adult acute-care programs enjoy an extremely high pass rate on the national

certification exam. Included among potential employment opportunities for graduates are intensive

care units, trauma units, specialty practices, emergency department, long term care facilities,

cardiopulmonary/neurology/surgery/oncology fields, home health care, and other options.

Faculty and student research includes a vast array of topics, including chronic disease diagnosis and

management, mental health care, substance abuse, self-care management, health promotion,

decision science, and health disparities.

Curriculum

The Adult-Gerontology Acute Care NP program and the Adult-Gerontology CNS program are offered

in a 2 year (primarily full-time enrollment, 9 or more credits each fall, winter and spring-summer term

of the curriculum) or a 3 year (primarily part-time enrollment, less than 9 credits each fall, winter and

spring-summer term of the curriculum) program plan.

The Adult-Gerontology Acute Care NP students will be placed in clinical settings appropriate to the

NP role while the Adult-Gerontology CNS students will be placed in clinical setting appropriate to the

CNS role.

Adult-Gerontology Nursing Programs

Acute Care Nurse Practitioner and Clinical Nurse Specialist

Fall Start, 2 Year Plan (Full-Time)

Effective Fall 2017

FALL 2017

CREDITS

WINTER 2018

CREDITS

SPRING-SUMMER 2018

CREDITS

N503: Advanced Health

Assessment

N573: Adult-Gerontology

Acute Care Nurse

Practitioner and Clinical

Nurse Specialist Nursing

Theory I (CDM I)

N575: Adult-Gero Acute

Care Nurse Specialist

Nursing Theory II (CDM II)

YEAR

N502: Advanced

Pathophysiology

N529: Scientific &

Analytic Approaches for

Advanced Practice*

N553: Advanced Practice

Specialty Procedures and

Skills

P620:

Pharmcotherapeutics I

P621:

Pharmacotherapeutics II

N523: Role Transition to

APRN

Total

FALL 2018

CREDITS

WINTER 2019

CREDITS

SPRING-SUMMER 2019

CREDITS

N577: Advanced Practice

Nursing Clinical Practicum

I (125 hrs)

N527: Promoting Optimal

Models and Systems for

Healthcare Delivery

N611: Advanced Practice

Nursing Clinical Practicum

III, (250 hrs

YEAR

N528: Models, Theories

and Methods to Promote

Optimal Health Outcomes

HS505: Team-Based

Clinical Decision Making

N579: Advanced Practice

Nursing Clinical

Practicum II, (125 hrs)

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Adult-Gero Acute Care NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-51 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 51

Clinical Hours: 500 (min)

Adult-Gerontology Nursing Programs

Acute Care Nurse Practitioner and Clinical Nurse Specialist

Fall Start, 3 Year Plan (part-time)

Effective Fall 2017

FALL 2017

CREDITS

WINTER 2018

CREDITS

SPRING-SUMMER 2018

CREDITS

N502: Advanced

Pathophysiology

N529: Scientific &

Analytic Approaches for

Advanced Practice*

YEAR

P620:

Pharmcotherapeutics I 4

P621 :

Pharmacotherapeutics II 4

Total

FALL 2018

CREDITS

WINTER 2019

CREDITS

SPRING-SUMMER 2019

CREDITS

N503: Advanced Health

Assessment

N573: Adult-

Gerontology Acute

Care Nurse

Practitioner and

Clinical Nurse

Specialist Nursing

Theory I (CDM I)

N575: Adult-Gerontology

Acute Care Nurse

Practitioner and Clinical

Nurse Specialist Nursing

Theory II (CDM II)

YEAR

N523: Role Transition to

APRN

HS505: Team-Based

Clinical Decision

Making

N553: Advanced Practice

Specialty Procedures and

Skills

Total

FALL 2019

CREDITS

WINTER 2020

CREDITS

SPRING-SUMMER 2020

CREDITS

N577: Advanced Practice

Nursing Clinical Practicum

I, (125 hrs)

N579: Advanced

Practice Nursing

Clinical Practicum II,

(125 hrs)

N611: Advanced Practice

Nursing Clinical

Practicum, (250 hrs)

YEAR

N528: Models, Theories

and Methods to Promote

Optimal Health Outcomes

N527: Promoting

Optimal Models and

Systems for

Healthcare Delivery

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact

UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Adult-Gero Acute Care NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-51 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 51

Clinical Hours: 500 (min)

Acute Care Pediatric Nurse Practitioner Program

Acute care pediatric nurse practitioners are leaders who care for infants, children, adolescents, and

young adults with rapidly changing clinical conditions. The University of Michigan School of Nursing

(UMSN) Acute Care Pediatric Nurse Practitioner program focuses on treatment for complex health

problems including acute, critical, and chronic illnesses.

Emphasis is placed on advanced assessment, diagnostic reasoning and decision-making, therapeutic

interventions, and consultation and referral skills. Preparation is broad with increasing opportunities to

specialize toward the end of the program, which enables students to focus on a particular area of

interest. Graduates enjoy an extremely high pass rate on the national certification exam.

The foundation for students includes:

• Pathophysiology and pharmacology

• Evidence-based management of complex patient problems

• Leadership within the health care system.

UMSN utilizes partnerships with private and public organizations, including nationally recognized

University of Michigan C.S. Mott Children’s Hospital, to give students a wide variety of health care

educational opportunities, from clinical placements to guest lectures. We also foster professional

connections with peers in pharmacy, medicine, dentistry, and other fields. Potential employment

opportunities include: intensive care units, trauma units, specialty practices,

cardiopulmonary/neurology/surgery/oncology fields, emergency departments, long-term care facilities,

and home health care

Faculty research focuses on health promotion in infants, children, and adolescents—as well as injury

prevention, chronic disease management, adolescent substance abuse, and social and environmental

health for adolescent well-being.

Curriculum

The Acute Care Pediatric NP program is offered in a 2 year (primarily full-time enrollment, 9 or more

credits each fall, winter and spring-summer term of the curriculum) or a 3 year (primarily part-time

enrollment, 9 credits or less each fall, winter and spring-summer term of the curriculum).

Acute Care Pediatric Nurse Practitioner Program

Fall Start, 2 Year Plan (full-time)

Effective Fall 2017

FALL 2017

CREDITS

WINTER 2018

CREDITS

SPRING-SUMMER 2018

CREDITS

N502: Advanced

Pathophysiology

N527: Promoting Optimal

Models and Systems for

Healthcare Delivery

N551: Acute Care

Pediatric Management

Part I (CDM III)

YEAR

N503: Advanced Health

Assessment

P621:

Pharmacotherapeutics II

N544: Wellness for

ACPNP (clinical only – 56

hrs)

P620:

PharmacotherapeuticsI

N541: Wellness and

Illness for the Acute Care

PNP (CDM I)

N553: Advanced

Practice Specialty

Procedures and Skills

N523: Role Transition to

APRN 3

N550: Foundations for

Practice: Common

Acute Illness for the

Acute Care PNP (CDM

II)

HS505: Team-Based

Clinical Decision Making

Total

FALL 2018

CREDITS

WINTER 2019

CREDITS

SPRING-SUMMER 2019

CREDITS

N552: Acute Care Pediatric

Management

(Part 2)

N529: Scientific and

Analytic Approaches for

Advanced Practice*

N639: Acute Care

Pediatric Advanced

Practice Nursing Clinical

Practicum (224 hrs)

YEAR

N637: Advanced Practice

Nursing Clinical Practicum

II (1 credit seminar, 3

credits clinical) (168 hrs)

N638: Advanced

Practice Nursing Clinical

Practicum III (1 credit

seminar, 3 credits

clinical) (168 hrs)

N528: Models, Theories,

and Methods to Promote

Optimal Health Outcomes 3

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact

UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Acute Care Pediatric NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-58 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 58

Clinical Hours: 616 (min)

Acute Care Pediatric Nurse Practitioner Program

Fall Start, 3 Year Plan (part-time)

Effective Fall 2017

FALL 2017

CREDITS

WINTER 2018

CREDITS

SPRING-SUMMER

2018

CREDITS

YEAR

N502: Advanced

Pathophysiology

N527: Promoting Optimal

Models and Systems for

Healthcare Delivery

P620:

PharmacotherapeuticsI

P621:

Pharmacotherapeutics II

HS505: Team-Based

Clinical Decision Making

Total

FALL 2018

CREDITS

WINTER 2019

CREDITS

SPRING-SUMMER

2019

CREDITS

N523: Role Transition to

APRN

N541: Wellness and

Illness for the Acute Care

PNP (CDM I)

N551: Acute Care

Pediatric Management

Part I (CDMIII)

YEAR

N503: Advanced Health

Assessment

N550: Foundations for

Practice: Common Acute

Illness for the Acute Care

PNP (CDM II)

N544: Wellness for

ACPNP (Clinical Only -

56 hours)

N528: Models, Theories,

and Methods to Promote

Optimal Health Outcomes

N529: Scientific and

Analytic Approaches for

Advanced Practice*

N553: Advanced

Practice Specialty

Procedures and Skills

Total

FALL 2019

CREDITS

WINTER 2020

CREDITS

SPRING-SUMMER

2020

CREDITS

N552: Acute Care Pediatric

Management Part 2 (CDM

IV)

N638: Advanced Practice

Nursing Clinical

Practicum III (1 credit

seminar, 3 credits clinical)

(168 hrs)

N639: Acute Care

Pediatric Advanced

Practice Nursing

Clinical Practicum III

(224 hrs)

YEAR

N637: Advanced Practice

Nursing Clinical Practicum II

(1 credit seminar, 3 credits

clinical) (168 hrs)

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact

UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Acute Care Pediatric NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-58 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 58

Clinical Hours: 616 (min)

Adult-Gerontology Primary Care Nurse Practitioner Program

The practice of an Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) focuses on

independent management of adolescent and adult health care. Nurse practitioners take health histories

and provide complete physical examinations, diagnose and treat many acute and chronic problems,

interpret laboratory results and diagnostic procedures, are trained to prescribe and manage medications

and other therapies, provide health teaching and supportive counseling, and refer patients to other health

professionals as needed.

Students who complete the highly ranked University of Michigan School of Nursing (UMSN) AGPCNP

program enjoy an extremely high pass rate on the national certification exam. They have the

understanding and expertise to care for patients in challenging environments locally, nationally, and

internationally.

Students in this comprehensive and high-value program:

• Experience diverse clinical and community settings

• Benefit from engaged preceptors who help make connections between the classroom and clinical

practice

• Develop professional connections with peers in pharmacy, medicine, dentistry, and other fields

• Have strong support as they pursue projects and research with populations of interest.

The program is based on an understanding of health sciences theory and clinical preparation. It develops

the knowledge, judgment, and skills to provide primary health care management, health promotion, and

disease prevention to adolescents and adults.

Adult-Gerontology primary care nurse practitioners are in demand with changing demographics, can

practice in multiple settings, and are able to utilize their skills in ways that are meaningful both to their

patients and their patients’ families.

UMSN faculty are experienced instructors and expert clinicians with active practices. Many have

leadership roles at the state and national level. Research areas for AGPCNP faculty and students

include health promotion, population health, and risk reduction.

Curriculum

The set program plan for the Adult-Gerontology Primary Care Nurse Practitioner curriculum is 3 years in

length, primarily at part-time enrollment status (9 credits or less each fall, winter and spring-summer term

of the curriculum).

Adult-Gerontology Primary Care Nurse Practitioner Program

Fall Start, 2 Year Plan

Effective Fall 2017

FALL 2017

CREDITS

WINTER 2018

CREDITS

SPRING-SUMMER 2018

CREDITS

N502: Advanced

Pathophysiology

N566: Advanced Primary

Care Nursing, (CDM I)

(Clinical 112hrs)

N666:

Advanced Primary

Care Nursing of

Chronically Ill Adults and

their Families (CDM II)

(Clinical 168 hrs)

N503: Advanced Health

Assessment

N568: Critical Elements

and the Study of Family

Health

N554: Advanced

Practice Specialty

Procedures and Skills for

Primary Care

YEAR 1

P620:

Pharmacotherapeutics I 4

P621:

Pharmacotherapeutics II 4

N646: Primary Care Of

Older Adults 3

N523: Role Transition to

APRN

Total

FALL 2018

CREDITS

WINTER 2019

CREDITS

SPRING-SUMMER 2019

CREDITS

YEAR 2

N674: Advanced

Primary Care Nursing of

Adults and Families with

Complex Systems (CDM

III – (224 clinical hrs) 8

N529: Scientific & Analytic

Approaches For

Advanced Practice*

N528: Models,

Theories, and Methods

to Promote Optimal

Health Outcomes

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

HS505: Team-Based

Clinical Decision Making

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Adult-Gero Primary Care NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-57 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 57

Clinical Hours: 504 (min)

Adult-Gerontology Primary Care Nurse Practitioner Program

Fall Start, 3 Year Plan

Effective Fall 2017

FALL 2017

CREDITS

WINTER 2018

CREDITS

SPRING-SUMMER 2018

CREDITS

N502: Advanced

Pathophysiology

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

N554: Advanced Practice

Specialty Procedures and

Skills for Primary Care

N523: Role Transition to

APRN

N529: Scientific & Analytic

Approaches For

Advanced Practice*

N646: Primary Care Of

Older Adults

YEAR 1

N528: Models, Theories,

and Methods to Promote

Optimal Health

Outcomes

N568: Critical Elements

and the Study of Family

Health

Total

FALL 2018

CREDITS

WINTER 2019

CREDITS

SPRING-SUMMER 2019

CREDITS

YEAR 2

N503: Advanced Health

Assessment

N566: Clinical Decision

Making I ( 3 credits.

didactic,2 credits clinical,

112 hrs)

N666: Clinical Decision

Making I (3 cr. Didactic,

3 clinical, 168 hrs)

P620:

Pharmacotherapeutics I

P621:

Pharmacotherapeutics II

HS505: Team-Based

Clinical Decision Making

Total

FALL 2019

CREDITS

YEAR 3

N674: : Advanced

Primary Care Nursing of

Adults and Families with

Complex Systems (CDM

III – (4 cr. Didactic, 4 cr.

clinical 224 hrs)

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Adult-Gero Primary Care NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-57 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 57

Clinical Hours: 504 (min)

Primary Care Family Nurse Practitioner Program

The Primary Care Family Nurse Practitioner (FNP) program at University of Michigan School of Nursing

(UMSN) prepares students to deliver primary health care to individuals and families across the lifespan.

Graduates are well suited to work in a wide range of settings and specialty areas, including family

practice, internal medicine, pediatrics, and women’s health.

UMSN’s FNP graduates enjoy an extremely high pass rate on the national certification exam.

The high-value FNP program includes emphasis on:

• Health promotion and development of positive behaviors

• Care for diverse populations at different ages

• Research, education, and policy activities directed at population health

• Interdisciplinary professional connections with peers in pharmacy, medicine, dentistry, and other

fields.

With the many partnerships of the University of Michigan, our students are offered opportunities to

practice in varied clinical environments and participate in community-based projects. UMSN is a

designated World Health Organization (WHO) Collaborating Center, and primary care family nurse

practitioner students have worked with faculty in global settings including Africa, Central America, and

other locations around the world.

Current research among FNP faculty includes working with homeless families and high-risk youth,

promoting health and encouraging smoking cessation in adults, and designing interventions to increase

management self-efficacy in individuals with diabetes and other chronic illnesses. Students are

encouraged to publish their projects and/or present their findings in local or national conferences, often

jointly with their faculty mentors.

Curriculum

The set program plan for the Family Primary Care Nurse Practitioner curriculum is 3 years in length,

primarily at part-time enrollment status (9 credits or less each fall, winter and spring-summer term of the

curriculum).

Primary Care Family Nurse Practitioner

Fall Start, 2.5 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS SPRING-SUMMER 2018 CREDITS

N502: Advanced

Pathophysiology

N529: Scientific & Analytic

Approaches For Advanced

Practice*

N554: Advanced Practice

Specialty Procedures and

Skills for Primary Care

YEAR 1

N523: Role Transition to

APRN

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

N646: Primary Care Of

Older Adults

N568: Critical Elements And

The Studies Of Family And

Health

H505: Team-Based Clinical

Decision Making 2

Total

FALL 2018 CREDITS WINTER 2019 CREDITS SPRING-SUMMER 2019 CREDITS

N503: Advanced Health

Assessment

N566: Advanced Primary

Care Nursing, (CDM I)

(Clinical 112 hrs)

N693: Advanced Primary

Care Nursing Practicum II-

FNP, (224 hrs)

N528: Models, Theories

And Methods To

Promote Optimal Health

Outcomes

N593: Advanced Primary

Care Nursing Practicum II-

FNP, (168 hrs)

N666: Advanced Primary

Care Nursing of

Chronically Ill Adults and

Their Families (CDMII)

N557: PCPNP CDMI

(Clinical Decision Making I):

Infant, Child, and Adolescent

Health: Wellness and

Management of Common

Illness (Didactic Only)

YEAR 2

Pharm 620:

PharmacotherapeuticsI

Pharm 621:

Pharmacotherapeutics II

Total

FALL 2019 CREDITS WINTER 2020 CREDITS SPRING-SUMMER 2020 CREDITS

N674: Advanced

Primary Care Nursing of

Adults and Families with

Complex Systems (CDM

III) (Clinical 224 hrs)

YEAR 3

N640: Nursing Care Of

Childbearing Families

Clinical

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact

UMSN-GradAdvisors@med.umich.edu

for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer to the

Primary Care Family NP program plan for general curriculum information. To note differences, compare the courses listed to your

previously completed Master’s degree coursework. Please Note: the number of credit hours needed to complete a post-master’s

program will range from 12-67 (depending on previous Nursing Masters and Post-Master’s program of interest.

Total credits: 67

Clinical Hours: 728 (min)

Primary Care Pediatric Nurse Practitioner Program

Primary Care Pediatric Nurse Practitioners (PCPNPs) have continuously evolving roles and are highly in

demand to meet the increasing and increasingly complex health care needs of pediatric populations.

They provide primary care to infants, children, and adolescents in various health settings, such as

schools, community clinics, and ambulatory care.

Graduates and students of the University of Michigan, School of Nursing (UMSN) PCPNP program work

in nurse-managed clinics, rural clinics, research laboratories, and group clinical practices and HMOs. In

our high-value program, PCPNP students learn to:

• Educate children and families about positive practices and implement relevant health promotion

interventions

• Assess, diagnose, and manage minor, acute, and chronic health conditions

• Provide family-centered and specialized care to children and families

• Participate in multidisciplinary collaborations, research, and community projects.

The result is a focus on the overall well-being of children that recognizes and respects the family’s

strengths as caregivers.

UMSN faculty maintain active clinical practices and are actively involved in pediatric research on topics

including diabetes, obesity, oncology, health promotion, and injury prevention. Students have many

opportunities to work with faculty on research and other projects. With far-reaching influence and

connections, the University of Michigan, School of Nursing also fosters leadership and learning

opportunities in health policy and professional organizations at state and national levels.

Curriculum

The set program plan for the Pediatric Primary Care Nurse Practitioner curriculum is 3 years in length,

primarily at part-time enrollment status (9 credits or less each fall, winter and spring-summer term of the

curriculum).

Primary Care Pediatric Nurse Practitioner Program

Fall Start, 2 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS SPRING-SUMMER 2018 CREDITS

N503: Advanced Health

Assessment

N557: CDM I: Infant, Child and

Adolescent Health: Wellness

and Management of Common

Illness (CDM I) (Clinical 112 hrs)

N589: Advanced

Pediatric Nurse

Practitioner Clinical

Practicum (224 hrs)

N502: Advanced

Pathophysiology

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

N620:

PharmacotherapeuticsI

N621: Pharmacotherapeutics II

YEAR 1

N523: Role Transition to

APRN

Total

FALL 2018 CREDITS WINTER 2019 CREDITS SPRING-SUMMER 2019 CREDITS

N617: CDMII: Infant,

Child and Adolescent

Health: Primary Health

Care Across Multiple

Settings (Clinical 224

hrs)

N529: Scientific & Analytic

Approaches for Advanced

Practice*

YEAR 2

N528: Models, Theories

And Methods To

Promote Optimal Health

Outcomes

HS 505: Team-Based Clinical

Decision Making

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact

UMSN-GradAdvisors@med.umich.edu

for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to Primary Care Pediatric NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-49 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 49

Clinical Hours: 560 (min)

Primary Care Pediatric Nurse Practitioner Program

Fall Start, 2.5 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS SPRING-SUMMER 2018 CREDITS

N528: Models, Theories

And Methods To Promote

Optimal Health Outcomes

N529: Scientific & Analytic

Approaches for Advanced

Practice*

YEAR 1

N502: Advanced

Pathophysiology

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

HS505: Team-Based Clinical

Decision Making

Total

FALL 2018 CREDITS WINTER 2019 CREDITS SPRING-SUMMER 2019 CREDITS

N503: Advanced Health

Assessment

N557: CDM I: Infant, Child and

Adolescent Health: Wellness

and Management of Common

Illness (CDM I) (Clinical 112 hrs)

YEAR 2

N523: Role Transition to

APRN

N621: Pharmacotherapeutics II

N589: Advanced

Pediatric Nurse

Practitioner Clinical

Practicum (224 hrs)

N620:

PharmacotherapeuticsI

Total

FALL 2019 CREDITS WINTER 2020 CREDITS SPRING-SUMMER 2020 CREDITS

YEAR 3

N617: CDMII: Infant,

Child and Adolescent

Health: Primary Health

Care Across Multiple

Settings (Clinical 224 hrs)

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact

UMSN-GradAdvisors@med.umich.edu

for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to Primary Care Pediatric NP program plan for general curriculum information. To note differences, compare the

courses listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours

needed to complete a post-master’s program will range from 12-49 (depending on previous Nursing Masters and

Post-Master’s program of interest.

Total credits: 49

Clinical Hours: 560 (min)

Nurse Midwife Program

Nurse midwifery practice as conducted by nurse-midwives (NMWs) is the independent management of

women’s health care, focusing particularly on pregnancy, childbirth, the postpartum period, care of the

newborn, and the primary health care needs of women including family planning and gynecologic care.

The University of Michigan, School of Nursing (UMSN) has been a leader in midwifery education for

more than two decades. We created the first graduate nurse midwifery program in the state of Michigan,

to address challenges with high infant-mortality rates. We continue to prepare scholarly, clinically

competent nurse-midwives to promote women’s health across the life span, as well as to provide care for

normal newborns.

UMSN students gain clinical experience in a variety of diverse practice settings with experienced

preceptors and clinical faculty. Clinical settings include high-volume hospitals, private practices, and birth

centers. There are also numerous opportunities for international experiences. UMSN is designated a

World Health Organization (WHO) Collaborating Center and many faculty are actively engaged globally.

Settings include Liberia, Ghana, the Netherlands, Rwanda, and Honduras, to name a few.

Nurse midwife faculty from UMSN are recognized by the American College of Nurse Midwives as well as

other organizations as leaders in midwifery care, research, and education.

Curriculum

The set program plan for the Nurse Midwife curriculum is 3 years in length, primarily at part-time

enrollment status (less than 9 credits each fall and winter term of the curriculum).

Nurse Midwife Program

Fall Start, 2 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS SPRING-SUMMER 2018 CREDITS

N503: Advanced Health

Assessment for

Advanced Practice

Nurses

N566: Advanced Primary Care

Nursing: Health Promotion and

Management of Acute Health

Problems of Adults and Well

Woman/GYN Care

N546: Antepartum Care

of Essentially Normal

Women (Clinical 168 hrs)

YEAR 1

N502: Advanced

Pathophysiology

N561: Care of the

Childbearing Woman

PHARM 620:

PharmacotherapeuticsI

N571: Advanced Midwifery

(Clinical 112 hrs)

N678: Professional

Issues in Nurse

Midwifery

N527: Promoting Optimal

Models and Systems for

Healthcare Delivery

N529: Scientific and Analytic

Approaches*

Total

FALL 2018 CREDITS WINTER 2019 CREDITS SPRING-SUMMER 2019 CREDITS

N676: Intrapartum,

Postpartum Newborn

(Clinical 225 hrs)

N677: Integration of

Midwifery Care of Scope

of Practice (Clinical 225

hrs)

YEAR 2

N528: Models, Theories

And Methods To

Promote Optimal Health

Outcomes

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Nurse Midwife NP program plan for general curriculum information. To note differences, compare the courses

listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours needed to

complete a post-master’s program will range from 12-48 (depending on previous Nursing Masters and Post-Master’s

program of interest.

Total credits: 48

Clinical Hours: 730 (min)

Nurse Midwife Program

Fall Start, 3 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS SPRING-SUMMER 2018 CREDITS

N502: Advanced

Pathophysiology

N527: Promoting Optimal

Models and Systems for

Healthcare Delivery

YEAR 1

PHARM 620:

PharmacotherapeuticsI

N529: Scientific and

Analytic Approaches*

Total

FALL 2018 CREDITS WINTER 2019 CREDITS SPRING-SUMMER 2019 CREDITS

N503: Advanced Health

Assessment for

Advanced Practice

Nurses

N566: Advanced Primary

Care Nursing: Health

Promotion and Management

of Acute Health Problems of

Adults and Well

Woman/GYN Care

N546: Antepartum Care

(Clinical 168 hrs)

N678: Professional

Issues in Nurse

Midwifery

N561: Care of the

Childbearing Woman

YEAR 2

N528: Models, Theories

and Methods to Promote

Optimal Health

Outcomes

N571: Advanced Midwifery

(Clinical 112 hrs)

Total

FALL 2019 CREDITS WINTER 2020 CREDITS SPRING-SUMMER 2020 CREDITS

N676: Intrapartum,

Postpartum and

Newborn (Clinical 225

hrs)

N677: Integration of

Midwifery Care Scope of

Practice (Clinical 225 hrs)

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Post-Master’s certificate curriculum varies depending on the student’s previous educational experience. Please refer

to the Nurse Midwife NP program plan for general curriculum information. To note differences, compare the courses

listed to your previously completed Master’s degree coursework. Please Note: the number of credit hours needed to

complete a post-master’s program will range from 12-48 (depending on previous Nursing Masters and Post-Master’s

program of interest.

Total credits: 48

Clinical Hours: 730 (min)

Nurse Midwife and Family Nurse Practitioner (Combined) Program

Program Focus

The Nurse Midwife and Family Nurse Practitioner curriculum combines the Primary Care Family Nurse

Practitioner and the Nurse Midwife programs, allowing students to sit for certification exams in both of

these areas upon full program completion. The program is based on an understanding of health sciences

theory and clinical preparation that shapes knowledge, judgment, and skills necessary to provide primary

health care to individuals across the lifespan, including during pregnancy and childbirth and from infancy

to old age. With a strong emphasis on health promotion, our program focuses on the development of

healthy behaviors as they pertain to diverse groups at different developmental stages.

Dually prepared Nurse Midwives and Family Nurse Practitioners are in demand. Using their dual

preparation, students are able to provide women’s health care and primary family health care across the

lifespan. Because of this, they are ideally trained to care for whole communities in urban, rural, or

international locations where their expertise can support increased access to health promotion and

provide added healthcare options that might otherwise be severely limited.

Graduates of this type of program can practice in a number of settings (e.g. birth centers, hospitals,

private or public clinics) and apply their training to multiple ends (e.g. teaching, advocacy, research,

public education). As well as being in demand locally, their skills can be used globally, meaning

graduates from our dual program can work almost anywhere in the world.

Faculty that teach in the Nurse Midwife and Family Nurse Practitioner program are not only excellent

instructors and researchers, but also expert clinicians who maintain active practices at prestigious

institutions such as the Michigan Medicine- a premier health care organization- as well as in international

settings. In addition to their teaching, research, and practice, our faculty are actively involved in

leadership roles in national organizations, using their expertise to help shape and advance the future of

FNP and CNM care and education.

Curriculum

The set program plan for the Nurse Midwife and Family NP combined program is 4 years in length,

primarily at full-time enrollment (9 or more credits each fall, winter and spring-summer term of the

curriculum). Students in the Nurse Midwife and Family NP combined program will be placed in clinical

settings appropriate to the Nurse Midwife and to the Family NP role.

Nurse Midwife and Family Nurse Practitioner (Combined) Program

Fall Start, 3.5 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS SPRING-SUMMER 2018 CREDITS

N502: Advanced

Pathophysiology

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

N646: Primary Care of

Older Adults

YEAR 1

Pharm 620:

Pharmacotherapeutics I

N568: Critical Elements And

The Studies Of Family And

Health

Pharm 621:

Pharmacotherapeutics II

Total

FALL 2018

CREDITS

WINTER 2019

CREDITS

SPRING-SUMMER 2019

CREDITS

N528: Models, Theories

And Methods To

Promote Optimal Health

Outcomes

N566: Advanced Primary Care

Nursing: Health Promotion

and Management of Acute

Health Problems of Adults and

Well Woman/GYN Care

N546: Antepartum Care

(Clinical 168 hrs)

Year 2

N678: Professional

Issues In Nurse

Midwifery

N561: Care of the

Childbearing Woman

N554: Advanced Practice

Specialty Procedures and

Skills for Family NPs

N503: Advanced Health

Assessment For

Advanced Practice

Nurses

N571: Advanced Midwifery

(Clinical 112 hrs)

N529: Scientific and Analytic

Approaches*

HS 505: Team-Based Clinical

Decision Making

Total

FALL 2019

CREDITS

WINTER 2020

CREDITS

SPRING-SUMMER 2020

CREDITS

YEAR 3

N676: Intrapartum,

Postpartum Newborn

(Clinical 225 hrs)

N557: PCPNP CDMI

(Clinical Decision Making I):

Infant, Child, and Adolescent

Health: Wellness and

Management of Common

Illness (Didactic Only)

N666: Advanced Primary

Care Nursing of

Chronically Ill Adults and

Their Families (CDM II)

(Clinical 168 hrs)

N677: Integration of

Midwifery Care Scope of

Practice (Clinical 225 hrs)

N589: Advanced

Pediatric Nurse

Practitioner Clinical

Practicum (224 hrs)

Total

FALL 2019

CREDITS

WINTER 2020

CREDITS

SPRING-SUMMER 2020

CREDITS

YEAR 4

N674: Advanced Primary

Care Nursing of Adults

and Families with

Complex Systems (CDM

III) ( Clinical 224 hrs)

Total

Total credits: 80

Clinical Hours: 1346 (min; 730 FNP + 616)

Program plan effective for students entering in Fall 2017

and beyond; please contact UMSN-Advisors@med.umich.edu

for questions about prior program plans.

Nurse Midwife and Primary Care Pediatric Nurse Practitioner (Combined)

Program

The Nurse Midwife and Primary Care Pediatric Nurse Practitioner (combined) program prepares

advanced practice nurses to provide primary health management to women and their infants, children,

and adolescents. Relying on framework of midwifery and adolescent development, students learn to

provide direct care for women and children as well as promote healthy habits that reduce the risk of

illness and disease. Graduates also learn the skills unique to participating in multidisciplinary

collaborations, research, and community education. Graduates are eligible for the American Midwifery

Certification Board Exam to become certified as a CNM or the American Nurse Credentialing Center

(ANCC).

Graduates from our dual program are in demand as more women seek the personal care midwives

provide. Midwives have been ushering American women through pregnancy and other normal stages

of life since the early 1900s, and today, women seek midwives for prenatal care, birth, postpartum

care, gynecologic exams, vaginal infections, and birth control. With their expanded practice, Nurse

Midwifes/Primary Care Pediatric Nurse Practitioners can then continue to care for the mother while

also providing primary care for her child throughout adolescence.

The role of Nurse Midwifes/Primary Care Pediatric Nurse Practitioners is continuously evolving and

expanding to meet the increasingly complex healthcare needs of the maternal and pediatric

populations. As a result, graduates can practice in a wide variety of settings including nurse-managed

clinics, rural health clinics, specialty clinics, research laboratories, group clinical practice/HMOs, the

list goes on.

Faculty that teach in our program are excellent instructors and researchers, as well as expert

clinicians who maintain active practices at the Michigan Medicine- a premier health care organization-

and other local primary care settings, such as private practices and nurse managed centers. In

addition to their teaching, research, and practice, our faculty are actively involved in leadership roles

in national organizations (e.g. Michigan Chapter of the National Association of Pediatric Nurse

Practitioners and the American College of Nurse Midwives) using their expertise to help shape and

advance the future of midwifery and pediatric care and education.

Curriculum

The set program plan for the Nurse Midwife and Pediatric NP combined program is 3 years in length,

primarily at full-time enrollment (9 or more credits each fall, winter and spring-summer term of the

curriculum). Students in the Nurse Midwife and Pediatric NP combined program will be placed in

clinical settings appropriate to the Nurse Midwife and to the Pediatric NP role.

Nurse Midwife and Primary Care Pediatric

Nurse Practitioner (Combined) Program

Fall Start, 3 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS SPRING-SUMMER 2018 CREDITS

N502: Advanced

Pathophysiology 4

N527: Promoting Optimal

Models and Systems for

Healthcare Delivery 3

N546: Antepartum Care

(Clinical 168 hrs) 6

PHARM 620:

PharmacotherapeuticsI

N566: Advanced Primary

Care Nursing: Health

Promotion and

Management of Acute

Health Problems of Adults

and Well Woman/Gyn Care

N555: Advanced Practice

Specialty Procedures and

Skills for Primary Care

Pediatrics

N503: Advanced Health

Assessment for Advanced

Practice Nurses

N561: Care of the

Childbearing Woman

YEAR 1

N678: Professional Issues

in Nurse Midwifery

N571: Advanced Midwifery

(Clinical 112 hrs)

Pharm 621:

Pharmacotherapeutics II

Total

FALL 2018 CREDITS WINTER 2019 CREDITS SPRING-SUMMER 2019 CREDITS

N528: Models, Theories

and Methods to Promote

Optimal Health Outcomes 3

N557: Infant, Child &

Adolescent Health:

Management of Minor

Common Illnesses

(168 Hours Minimum) 2

N589: Advanced

Pediatric Nurse

Practitioner Clinical

Practicum (224 hrs) 6

YEAR 2

N676:Intrapartum,

Postpartum Newborn Care

(Clinical 225 hrs)

N677: Integration of

Midwifery Care Scope of

Practice (Clinical 225 hrs)

Total

FALL 2019 CREDITS WINTER 2020 CREDITS SPRING-SUMMER 2020 CREDITS

N617: Infant, Child and

Adolescent Health:

Primary Health Care

Across Multiple Settings

(CDMII) (Clinical 224 hrs)

N529: Scientific and

Analytic Approaches*

HS505: Team-Based

Decision Making

Total

Total credits: 71

Clinical Hours: 1346

(min; 616 Primary Pediatrics + 730 NMW)

Program plan effective for students entering in Fall

2017 and beyond; please contact UMSN-

Advisors@med.umich.edu

for questions about prior

program plans.

Nurse Midwife and Primary Care Pediatric

Nurse Practitioner (Combined) Program

Fall Start, 3.5 Year Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

N502: Advanced Physiology

N527: Promoting Optimal

Models and Systems for

Healthcare Delivery

YEAR 1

PHARM 620:

PharmacotherapeuticsI

N529: Scientific and

Analytic Approaches*

P621:

Pharmacotheraeutics II

Total

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

N528: Models, Theories and

Methods to Promote

Optimal Health Outcomes

N566: Advanced Primary

Care Nursing: Health

Promotion and

Management of Acute

Health Problems of Adults

and Well Woman/GYN

Care

N546: Antepartum Care

(Clinical 168 hrs)

YEAR 2

N678: Professional Issues

in Nurse Midwifery

N561: Care of the

Childbearing Woman

N555: Advanced

Practice Specialty

Procedures and Skills

for Primary Care

Pediatrics

N503: Advanced Health

Assessment for Advanced

Practice Nurses

N571: Advanced Midwifery

Clinical (112 hrs)

HS505: Team-Based

Decision Making

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N676:Intrapartum,

Postpartum and Newborn

Care

(Clinical 225 hrs)

N557: CDM I: Infant, Child

and Adolescent Health:

Wellness and

Management of Common

Illness (112 hrs)

N589: Advanced

Pediatric Nurse

Practitioner Clinical

Practicum (224 hrs)

YEAR 3

N677: Integration of

Midwifery Care Scope of

Practice (Clinical 225 hrs)

Total

FALL 2020 CREDITS WINTER 2021 CREDITS SPRING-SUMMER 2021 CREDITS

YEAR 4

N671: CDMII: Infant, Child

and Adolescent Health:

Primary Health Care Across

Multiple Settings (224 hrs)

Total

Total credits: 71

Clinical Hours: 1290

(min; 560 Primary Pediatrics + 730 NMW)

Program plan effective for students entering in Fall

2017 and beyond; please contact UMSN-

Advisors@med.umich.edu

for questions about prior

program plans.

Systems, Populations and Leadership Program

University of Michigan School of Nursing (UMSN) program in Systems, Populations and Leadership

uses comparisons and context to improve individual and population-level care by always using the

best possible evidence. We prepare graduates for leadership in complex organizations to improve

health outcomes, and to direct application of health informatics in a variety of settings.

The Master of Science degree program in Systems, Populations and Leadership with two distinct

areas of focus: leadership and informatics.

The leadership focus area provides the knowledge and skills needed to lead inter-professional teams

in complex environments, assess the impact of health technology, and improve efficiency of health

systems and organizations. It also offers an access point for collaborative research and development

of methods for integrating evidence-based practice in clinical and community settings. Among the

likely jobs for graduates: nurse executive, health care consultant, nurse manager, quality specialist,

patient safety officer, risk manager, and chief nursing officer.

The informatics focus area centers on transformative approaches to health and health care delivery

via health information technologies (HIT), and on using these approaches to influence and effect

change in health-related environments. Application areas include hospitals, accountable care

organizations, ambulatory care facilities, public health settings, research facilities, HIT corporations,

educational institutions, and government agencies. Careers available to graduates of this health IT

program are varied—enabling graduates to apply concepts and skills in specialty areas of interest.

Systems, Populations and Leadership faculty are conducting research on numerous topics including

teamwork, capacity to rescue, change management, health information technology in diverse and

remote settings (mHealth/eHealth), research methodology and statistics, social networking, study of

outcomes and effectiveness interventions, human-centered design, interdisciplinary communication,

and simulation science.

Curriculum

Students in the Systems, Populations and Leadership program may elect one area of focus for

master’s study: Leadership or Informatics. Each area of focus is offered in an 18 month (full-time) or 3

year (part-time) set program plan of study. Students in this program attend approximately four to eight

distributed days of on-site classes each semester (see dates below), supplemented by virtual learning

experiences.

Semester On-Campus Dates

Spring/Summer 2018 May 3-4; June 7-8; July 5-6; August 3-4

Fall 2018 September 6-7; October 4-5; November 1-2; December 6-7

Winter 2019

January 10-11; February 7-8; March 14-15; April 4-5

Systems, Population and Leadership Program

Informatics Emphasis

Fall Start, 18 Month Plan (Full-Time)

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

N528: Models, Theories

And Methods To

Promote Optimal Health

Outcomes 3

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery 3

YEAR 1

HS 510: Foundations Of

Informatics

N529: Scientific &

Analytic Approaches For

Advanced Practice

N533: Effective

Resource And

Operations

Management

N539: Foundations Of

Quality Science And

Analytics

HS 610: Sociotechnical

Components Of HIT

Sys tems

Total

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

HS 710: Informatics

Practicum 3

YEAR 2

HS 612: Evaluation

Methods For Health

Informatics

Elective

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 32

Systems, Population and Leadership Program

Informatics Emphasis

Fall Start, 3 Year Plan (Part-Time)

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

N528: Models, Theories

And Methods To

Promote Optimal Health

Outcomes

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

YEAR 1

HS 510: Foundations Of

Informatics

HS 610: Sociotechnical

Components Of HIT

Sys tems

Total

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

HS 612: Evaluation

Methods For Health

Informatics

N529: Scientific &

Analytic Approaches For

Advanced Practice

YEAR 2

Elective

N539: Foundations Of

Quality Science And

Analytics

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

HS 710: Informatics

Practicum

YEAR 3

N533: Effective

Resource And

Operations

Management

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 32

Systems, Population and Leadership Program

Population Health Emphasis

Fall Start, 18 Month Plan (Full-Time)

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

N528: Models, Theories

And Methods To Promote

Optimal Health Outcomes

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

HS520: Assessment for

Population Health

N529: Scientific & Analytic

Approaches For Advanced

Practice

YEAR 1

HS 802: EPI for Health

Professionals

N539: Foundations Of

Quality Science And

Analytics

HS620: Health Program

Planning, Implementation

and Evaluation

Total

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

N681: Decision Science

For Population Health

YEAR 2

Elective

N533: Effective Resource

and Operations

Management

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 33

Systems, Population and Leadership Program

Population Health Emphasis

Fall Start, 3 Year Plan (Part-Time)

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

N528: Models, Theories

And Methods To Promote

Optimal Health Outcomes

N527: Promoting Optimal

Models And Systems For

Healthcare Delivery

YEAR 1

HS802:EPI for Health

Professionals

N539: Foundations Of

Quality Science And

Analytics

Total

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

HS520: Assessment for

Population Health

N529: Scientific & Analytic

Approaches for Advance

Practice

YEAR 2

N533: Effective Resource

And Operations

Management

HS620: Health Program

Planning, Implementation

and Evaluation

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N681: Decision Science

For Population Health 3

YEAR 3

Elective

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact

UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 34

Total credits: 33

Certificate in Nursing Education

Description

The School of Nursing Certificate in Nursing Education (CNE) is offered to students who are currently

enrolled in a Master’s, DNP, or PhD program in the School of Nursing. Students will work with the

Graduate Programs Office Advisors to develop an individualized plan to fulfill the CNE requirements.

Students interested in the pursuing the Certificate in Nursing Education should submit

the CNE Intent

and Approval Form to the Graduate Programs Office Advisors UMSN-GradAdvisors@med.umich.edu.

The Associate Dean, Practice and Professional Graduate Programs coordinates this program in

collaboration with the Graduate Advisors, and meets with students in yearly group advising sessions

to answer questions (see below).

Completion and submission of the Intent and Approval Form will grant students access to the CNE

Canvas site whereby students will have access to CNE-related materials and information.

Objectives

Upon completion of the School of Nursing CNE program, the learner will be able to:

• Articulate philosophies of teaching and learning with particular focus on clinical education.

• Apply principles of teaching and learning in nursing education.

• Participate in curriculum design and evaluation in nursing education.

• Apply educational assessment and evaluation strategies in nursing education.

• Articulate optimal educational outcomes and strategies to achieve them.

• Apply key teaching responsibilities to the nurse faculty role.

The CNE has five required components:

a. Intent and Approval Form;

b. Didactic component:

i. course work in an approved nursing education course;

ii. mentored teaching experience taken as an independent study for 1-4 credits (N697);

c. Completion of at least two Center for Research on Teaching and Learning (CRLT) modules, with

documentation;

d. Experiential observations of faculty role with documentation and a reflective summary (e.g.,

Curriculum Committee, Faculty Meeting).

Didactic Component

Coursework in Nursing Education

Successful completion of a graduate level course in Nursing Education fulfills this requirement.

Approved courses, along with the requirements for completion, are listed on the CNE Canvas site.

Other proposed equivalent courses will be considered on an individual basis; to do so, students must

submit a course syllabus to the Graduate Advisor for review. Graded courses must be successfully

completed with a grade of “B-” or higher. Upon successful completion of an approved course,

students should submit an official transcript for an outside university course or a “Statement of

Accomplishment” for the U-M Coursera.

Mentored Teaching Experience (N697 1-4 credits)

The mentored teaching experience allows the student to practice teaching skills in either a clinical or

classroom setting under the supervision of an experienced faculty. The mentored teaching experience

should be arranged with the mentoring faculty. Students enrolling in a N697 course should read/follow

the Independent Study instructions listed on page 1 of the Master's Independent Study Form

and

complete/submit page 2 to the Graduate Advisor

CRLT Sessions

Students will be required to complete two CRLT Sessions. A list of offerings is published each term by

the CRLT and is available on their website

. Equivalent experiences such as attendance at School of

Nursing faculty development programs, are acceptable with approval and appropriate documentation.

Tracking attendance on the CRLT website:

1. Go to the CRLT website: http://www.crlt.umich.edu/

2. Go to the “Programs & Services” tab

3. Select “Seminar Series”

4. Click on the log-in option in the top left-hand corner of the page

5. Log-in using your Level 1 Kerberos unique name and password

6. Click “here” in the statement: “To view a printable list of CRLT events that you have attended,

click here.”

7. A list of your attended seminars will appear

8. Print or forward this documentation to the appropriate faculty or staff responsible for tracking

your CNE and/or NFLP requirements

Experiential Component

Students will have the opportunity to participate in meetings/groups that reflect other components of

the faculty role. Students will be required to complete at least two observations with two different

groups and complete a 1 to 2 page reaction brief for each experience. Potential observational

experiences include Curriculum Committee, Undergraduate Program Faculty meeting, Faculty

Meeting, Department Meetings, Graduate Program Meeting, Doctoral Steering Committee and

Course Meetings. These meetings are posted on the UMSN website’s Events Calendar

under

Administrative Events (select this option on the lower left hand side of the page) and often require

special permission to attend; students will need to contact the chairperson for permission to attend.

Certificate in Health Informatics

Description

The Certificate in Health Informatics is an interdisciplinary program designed for individuals who seek

to enhance their understanding and application of informatics to health and health care, and help drive

the improvement and innovation that is necessary in a new era.

The program is only available to those who have already completed a minimum of a bachelor’s

degree from an accredited institution and who have at least one year of current experience in a

health-related position. We do not require licensure as a health professional (such as a MD, RN,

PharmD, etc.), although a solid understanding of health systems is strongly advised. Students who

complete the Certificate in the Health Informatics program obtain content and practice hours that may

qualify them to sit for a variety of informatics certifications.

Curriculum

Listed below is the required curriculum for the Certificate in Health Informatics Program. The courses

taken as part of this certificate program are awarded full academic credit from the University of

Michigan Rackham Graduate School; and the certificate is issued by the University of Michigan

School of Nursing.

Certificate in Health Informatics

Course

Number

Course Name

Credits

HS510

Foundations of Informatics

HS610

Sociotechnical Components of HIT Systems

HS612

Evaluation Methods for Health Informatics

HS710

Informatics Practicum

Cognate*

Total Number of Credits for Health Informatics Certificate

*Students will need to elect at least one graduate level cognate course (minimum 3 credits) in area of

focus & approved by advisor.

Global Health Concentration (GHC)

The Global Health Concentration (GHC) is open to any UMSN graduate student. It is designed to

educate students about global health issues and provide an opportunity for practical field experience.

The program promotes multidisciplinary approaches and community based service.

The GHC is a combination of supportive coursework, an immersion experience and a mentored

independent study. The GHC has three required components:

1. Administrative: Complete the GHC Intent & Approval Form, with signatures from OGA and the

UMSN Graduate Advising Office

2. Didactic

a. Two 3-credit courses on Global Health

b. Two pre-departure trainings and one post-travel session

c. Independent study project (2 cr.)

3. Experiential: a global health immersion experience approved by faculty and advisors in the

OGA

Didactic Component

Coursework in Global Health

NURS 521, Introduction to Global Health: Issues and Challenges (3 cr.)

Graduate level Global Health elective (3 cr.)

It is recommended (but not required) that students complete these courses before immersion

experience.

Pre-departure training

The content of this component varies widely depending on the nature of the planned immersion

experience. It may include regional cultural training, study abroad training, or even selected readings

and meetings with other students going abroad. Whatever pre-departure experience is carried out,

documentation will be provided to the Office of Global Affairs Advisor.

Independent Study (N697 2 credits)

Ideally, students will select a mentor who will work with the student to develop the goals and

objectives of the independent study. The final product might be a paper, a position statement, a grant

proposal, or any other mutually-agreed upon project.

Experiential Component

The Global Health Immersion Experience

The immersion experience is defined as a “live and work” experience of sufficient length and/or

cultural distance to challenge the student to develop self-awareness and critical thinking about culture

and social determinants of health, and to gain first-hand insight into the challenges of global health

care. Potential experiences will be reviewed and approved by the Office of Global Affairs.

Option A: An approved substantive experience that results in University of Michigan credit.

• UMSN or other U-M study abroad program

• Work, internship or volunteering for which U-M credit is awarded (including

independent study with a UMSN faculty member)

• A non-U-M study abroad program for which U-M transfer credit results

Option B: An approved substantive experience that does not result in University of Michigan credit.

• A study abroad program that does not result in U-M credit

• An international work, volunteer, or internship experience that does not result in

U-M credit

• An independently proposed international research or service project

Potential experiences will be reviewed and approved by GHC Faculty Advisor and the Director of

Graduate and Professional Programs. The Office of Global Outreach will be consulted to provide input

into the proposed experience.

Regardless of which option students choose to fulfill the immersion experience requirement, an OGA

advisor must sign off on their completion of mandatory pre-travel education sessions and post-travel

session.

Students interested in the Global Health Concentration should inform their academic advisor, meet

with the OGA advisor and complete the GHC Intent & Approval Form

Occupational Health Nursing Concentration

The Occupational Health Nursing (OHN) concentration may be added to the following Masters

programs:

• Adult-Gerontology Primary Care Nurse Practitioner

• Primary Care Family Nurse Practitioner

• Population Health and Leadership

Adult-Gerontology Primary Care Nurse Practitioner, Primary Care Family Nurse Practitioner or

Population Health and Leadership students interested in the Occupational Health Concentration

should Associate Professor, Marjorie McCullagh, at mcculla@med.umich.edu

Requirements

Adult-Gerontology Primary Care Nurse Practitioner, Primary Care Family Nurse Practitioner or

Population Health and Leadership students accepted into the OHN concentration must take additional

credits of coursework

in interdisciplinary occupational health and public health courses, including, but

not limited to, occupational and environmental health, occupational diseases, ergonomics, and safety

to fulfill the concentration in addition to all required courses to complete the Master’s program.

Transfer of Credit

Students who enroll, with their Faculty Advisor’s approval in courses offered at other colleges or

universities can receive up to 6 credits toward the program if the course is transferable and the

student earns at least a “B”. The courses will appear on the Michigan transcript with the name of the

school where the course was taken. However, such courses are not calculated into the Michigan

honor point average and will not affect this average. Transfer courses cannot have been applied in

whole or in part toward a bachelor’s, previous master’s degree, or certificate, and cannot have been

taken more than 5 years prior to the current Rackham enrollment.

If a course is transferred into the School of Nursing with fewer credit hours than is listed in the School

of Nursing curriculum, the student must earn additional credit in elective courses to earn the total

credit hours needed for the MS.

Students interested in a transfer of credit, should contact the Graduate Programs Office Advisors

UMSN-GradAdvisors@med.umich.edu

Change of Master’s Program

Students interested in being considered for a change of program should contact UMSN-

GradAdvisors@med.umich.edu.This change requires full consideration by the new program’s

Program Lead. International students must supply documentation of additional funding if a change of

field will result in an extension of the expected study period.

Degree Requirements and Program Time Limit

All degree requirements must be completed within five years from the date of first enrollment in the

program. The minimum credit requirement for the master’s degree varies by program. Students must

take the required core courses plus additional required specialization courses as specified in each

program description.

Program Interruptions and Readmission

A student in good academic standing, who interrupts their program for any reason including approved

Leave of Absences (LOA), after 2 consecutive semesters (not including Spring/Summer), must apply

for readmission. Students looking to take a LOA must successfully complete at least one semester in

their current Program, and be in good standing. Students who were not in good academic standing at

the time they left the program, or who need more than 5 years to complete their program, may seek

permission their Program Lead and/or petition CAASS to request readmission. Readmission is

dependent upon approval by the graduate program and upon availability of space and facilities for the

term in which readmission is requested. International students seeking readmission will need to certify

proof of adequate funding in order for Admissions to issue the appropriate documents to obtain a visa.

Students with questions regarding program interruptions and/or readmission should contact the

Graduate Programs Office Advisors at UMSN-GradAdvisors@med.umich.edu

Chapter

Doctor of Nursing Practice Degree

Post Master’s DNP Program Details

Program Focus

The Post-Master’s DNP (PM DNP) Program has been designed with an aggregate/systems

/organizational focus consistent with The Essentials of Doctoral Education for Advanced Nursing

Practice (AACN, 2006). Students are admitted to the PM DNP Program with master’s degrees in

advanced practice specialties (e.g., clinical nurse specialist; nurse practitioner; nurse midwife; nurse

anesthetist) or community health, nursing systems administration or nursing education foci. All

students then progress through the PM DNP Program designed to prepare nurse leaders with

expertise in evidence-based practice, analytical decision-making, and leadership with aggregates and

in systems. Students build on their master’s level specialization and develop a scholarly project

around that specialization. The PM DNP Program offers a curriculum that prepares graduates for

advanced leadership roles and has been structured to award a professional degree.

Program Objectives

Graduates of the program will meet outcome competencies and upon completion of the program will

be able to:

•

Design and evaluate new models of care based on integration of theoretical and empirical

knowledge from nursing and related disciplines

•

Translate evidence to guide practice and improve outcomes of care

•

Analyze data that predict and explain variations in practice

•

Provide inter-professional leadership within an increasingly complex health care delivery

system

•

Prepare leaders to use information systems and technology to support and improve patient

care and health care systems

•

Prepare leaders to direct and deliver high quality, cost-effective care

•

Shape health policy and systems of health care in local, regional, state, national, and

international forums

•

Perform independently at the most advanced level of ethical specialty nursing practice

The Doctor of Nursing Practice Program is a practice focused doctoral program designed to prepare

expert nurse clinicians and executive leaders for the highest level of practice to improve health and

healthcare outcomes. The emphasis is on innovative and evidence-based nursing practice, applying

research processes to decision-making, and translating research findings to increase the

effectiveness of both direct and indirect patient care outcomes.

Curriculum

The Post-Master’s DNP program is specifically designed to prepare expert level clinicians. The

curriculum is based on an analytic sequence consisting of four courses: N800 Graduate Statistics for

Advanced Practice and Research (3 credits); N802 Epidemiology for Health Professionals (3 credits);

N900 Seminar on Research Synthesis (3 credits); and N910 Translation, Implementation Science, and

Comparative Effectiveness (3 credits).This sequence provides the foundation for students to identify a

clinical problem of interest, synthesize and evaluate the research evidence on this problem, and

design a project to implement the evidence and evaluate its effectiveness in a clinical setting. Where

possible, students will identify a clinical problem of interest, and the courses will help build the skills

needed to carry out their scholarly project. The courses articulate closely and are intended to be

completed in a sequence, beginning in the fall term. N802 and N900 serve as prerequisites to

N910. This course sequence enables students to begin to focus as early as possible on their clinical

problem of interest and thus begin working on the DNP scholarly project while completing the

remaining program requirements.

On-Campus Dates

The curriculum is a web-blended format, students are required to attend on-campus class two

consecutive days per month (see DNP On-Campus Dates Table); additional course time is in

synchronized and unsynchronized format.

Semester On-Campus Dates

Spring/Summer 2018 May 3-4; June 7-8; July 5-6; August 3-4

Fall 2018 September 6-7; October 4-5; November 1-2; December 6-7

Winter 2019

January 10-11; February 7-8; March 14-15; April 4-5

PM DNP Residency Hours

All candidates enrolled in the DNP Program complete mentored leadership experiences through the

DNP residency. Residency placements are individualized based on students’ learning objectives,

leadership experiences, and career goals. All DNP students must complete a minimum of 3 credits in

residency and a minimum of 1,000 clinical hours (combination of clinical hours from master’s degree

and during the DNP program) of mentored experiences. Clinical hours are defined as any direct

patient care, leadership, or community-based experiences credited in the student’s previous master’s

program. Up to 500 clinical hours can be counted from the student’s master’s degree program.

Students vary in the number of clinical hours completed in their master’s program. Therefore, the

residency (N950) requirements for the program, varies from 3 to 6 credits. The School has developed a

rubric to help estimate the number of residency hours needed to complete the 1000 hours needed for a

DNP (see table below). For example, a student has completed less than 200 hours in his/her master’s

program, he/she will need to complete 6 residency credits. A full time student could accomplish this over

three terms; 2 credits in their first Spring-Summer term, 2 credits in the second Fall term, and 2 credits

in the second Winter term, for a total of 6 credits over the three terms). For details about specific

residency requirements, see the

DNP Residency Guidelines section.

Clinical Hours

Completed in

Master’s Program

Number of

Residency Credits

Needed for DNP

Recommended

Sequencing of

Credits

Number of Terms

Required to

Complete Residency

<200 6 cr. 2/2/2 3

200-300 5 cr. 1/2/2 3

301-400 4 cr. 2/2 2

401+ 3 cr. 1/2 2

PM-DNP Scholarly Project Requirement

All candidates will prepare a DNP scholarly project that demonstrates a synthesis of the student’s

abilities, lays the groundwork for future practice scholarship, and that demonstrates mastery of

leadership in an advanced practice specialization. The scholarly project is 6 credits for all PM-DNP

students admitted prior to Fall 2014. For PM-DNP students who matriculate in Fall 2014 or later, the

scholarly project is 5 credits and the course, N803 Responsible Conduct of Research and Scholarship

(1 credit), is required.

Sample Program Plans

The curriculum has been designed to be completed over two to three years, depending on whether a

student enrolls on a full-time (2 year) or part-time (3 year) basis. For students admitted Fall 2015 or

later, there are 11 required courses. Of these required courses, 9 are didactic. The two additional

courses include a residency and a scholarly project. See sample programs plans for Fall 2017 and Fall

18 admitted students.

Post-Master’s DNP Program Plan

Fall Start, 2 Year Program Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

HS802: Epidemiology for

Health Professionals

N800: Graduate Statistics

for Advanced Practice

and Research

N816: Policy

Analysis,

Transformation

N900: Research

Synthesis

N812: Clinical Leadership

in Complex Sys tem s

N950: Residency

1-3

YEAR 1

N811: Health Informatics

N910: Translation,

Implementation,

Effectiveness

N955: Scholarly

Project

Total

5-7

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

N815: Quality and Safety

N955: Scholarly Project

YEAR 2

N955: Scholarly Project

N950: Residency

1-3

N950: Residency

1-3

N803: Responsible

Conduct of Research

and Scholarship 1

Total

7-9

Total

3-5

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Post-Master’s DNP Program Plan

Fall Start, 3 Year Program Plan

Effective Fall 2017

FALL 2017 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

HS802: Epidemiology for

Health Professionals

N800: Graduate Statistics

for Advanced Practice

and Research

N816: Policy Analysis,

Transformation

Year 1

N900: Research

Synthesis

N910: Translation,

Implementation,

Effectiveness

Total

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

N815: Quality and Safety

N812: Clinical Leadership

in Complex Sys tem s

N950: Residency

1-3

YEAR 2

N811: Health Informatics

N950: Residency

1-3

N955: Scholarly

Project

N803: Responsible

Conduct of Research

and Scholarship

Total

2-4

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N950: Residency

1-3

N950: Residency

1-3

YEAR 3

N955: Scholarly Project

Total

3-5

Total

3-5

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Post-Master’s DNP Program Plan

Fall Start, 2 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

HS802: Epidemiology for

Health Professionals

N900: Research Synthesis

N910: Translation,

Implementation,

Effectiveness

N800: Graduate

Statistics for Advanced

Practice and Research

N812: Clinical Leadership

in Complex Sys tem s

N950: Residency

1-3

YEAR 1

N811: Health Informatics

N816: Policy Analysis,

Transformation

N955: Scholarly

Project

Total

5-7

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N815: Quality and Safety

N955: Scholarly Project

YEAR 2

N955: Scholarly Project

N950: Residency

1-3

N950: Residency

1-3

N803: Responsible

Conduct of Research

and Scholarship 1

Total

7-9

Total

3-5

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Post-Master’s DNP Program Plan

Fall Start, 3 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

HS802: Epidemiology for

Health Professionals

N900: Research

Synthesis

N910: Translation,

Implementation,

Effectiveness

Year 1

N800: Graduate

Statistics for Advanced

Practice and Research

N816: Policy Analysis,

Transformation

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N815: Quality and Safety

N812: Clinical Leadership

in Complex Sys tem s

N950: Residency

1-3

YEAR 2

N811: Health Informatics

N950: Residency

1-3

N955: Scholarly

Project

N803: Responsible

Conduct of Research

and Scholarship

Total

2-4

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N950: Residency

1-3

N950: Residency

1-3

YEAR 3

N955: Scholarly Project

Total

3-5

Total

3-5

Total

Program plan effective for students entering in Fall 2017 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

PM-DNP Residency Guidelines

The purpose of the DNP residency is to provide mentored leadership experiences. The residency

placement will be individualized based on the students’ learning objectives, previous clinical and

leadership experiences, and career goals. The residency can be completed in a variety of provider or

organizational settings in either the private or public sector, in local to international settings. The

mentored experiences can include both direct and indirect (leadership) clinical experiences. It is

intended that students will become actively involved in senior leadership roles and apply knowledge

and skills learned in the program. In addition, the residency may be an environment where the student

can propose and complete the scholarly project requirement.

Learning Objectives for the Residency

All students are expected to meet general learning objectives during their residency. Upon completion

of the residency requirement, students are expected to be able to:

- Analyze challenges and issues faced in organizations and propose theory and evidence based

solutions to address them.

- Demonstrate competencies of a DNP-prepared nurse using a theoretical foundation as they apply

to senior leadership roles and responsibilities.

- Reflect on their leadership abilities and identify areas for continued growth and development.

- Evaluate the role of the DNP in improving population health outcomes.

- Collaborate with systems and organizations to define ways to apply DNP skills for application to

real-world problems.

Students will participate in a seminar when enrolled for residency credits. Course may be repeated to

accommodate part-time students or students who need additional clinical and leadership experiences

to complete 6 credits. All DNP students must complete a minimum of 3 credits in a residency as a

capstone experience. Students will work closely with their faculty advisor to identify goals for their

residency experiences. Students will then develop specific learning objectives for the residency. The

director of the DNP program, the faculty advisor, the student, and the clinical placement office will

work together to identify potential placement opportunities, a potential match with a preceptor, and

ensure that the appropriate contracts are in place. Once a preceptor has been identified, students will

work with them to refine the specific goals and activities that will be carried out within the residency.

The student registers for the residency course (N950).

Planning for the PM DNP Residency

As students meet with their academic advisor and/or program director around academic program

planning, they are advised to begin to think about how the residency credits will fit into their program

of study. Residency placements can take 6 months to a year to finalize so discuss the residency

experience early with your faculty advisor to ensure placement deadlines are met.

The student must understand that residency hours must correspond with the academic semesters.

All placements must be approved by faculty and communicated to the Clinical Placement

Administrator at least 6 weeks prior to the start of the semester in which the student wishes to

complete residency. There are onboarding requirements that each student will be required to

complete before entering any facility.

In general, each residency credit will require 8 to 10 hours per week for residency-related activities.

During a 15-week semester, this would total a minimum of 120 hours of activities for 1 credit hour.

For students who complete 3 credits of residency (totaling a minimum of 360 hours), the remaining

clinical hours will be credited as they complete their scholarly project. The actual contact hours in the

residency setting will vary depending on the setting and the type of activities the student is involved

in. Students are required to keep a detailed log of their clinical hours during the residency experience.

While the residency is envisioned as primarily a capstone experience, it also is recognized that many

students will likely complete some of their residency credits before their last term. For example, if a

DNP student is in need of more than 3 credits of residency to meet the clinical hour requirement, it

would most likely be challenging to complete all of those credits during one semester. Working closely

with the academic advisor, the student can build the residency credits throughout their program with

the understanding that the student should have completed at least 10 credits of coursework before

they are ready for a residency experience.

It is intended that residency requirements will not be met in a unit of the organization where a student

is employed. A student can complete residency hours within the same organization but within a

different department or unit. The clinical mentor for the residency may not be a student’s employment

supervisor. Finally, the clinical agency must have a clinical contract in place with the School of

Nursing.

If a student intends to link their DNP scholarly project with a portion of the residency, it is advised that

they plan at least one credit of residency during the summer between the first and second year of

coursework. This residency experience will provide the student opportunities to identify potential

scholarly projects in the setting where the residency is taking place and refining the proposal for their

scholarly project. During or following that experience, the student can work on obtaining administrative

and academic approval for the proposed project as well as IRB approval if required. With this model,

the project will ideally be ready for implementation when the student is ready to complete the

residency requirement in the following year.

In general, the PM-DNP program director will work with the School of Nursing Clinical Placement

Office to assist with placement of a student in the residency. Students are not expected to find their

own placements although they can suggest a preceptor or organization for consideration. The School

will contact the organization or proposed mentor to discuss potential residency placement and

expectations for the residency experience. Students may not carry out a residency at their specific

place of employment, but may pursue a residency within the same health system within which they

are employed.

Evaluation Methods

When students are enrolled in residency credits, they are required to maintain a log, which records

hours completed and a monthly reflective journal of their experiences. At the end of the semester,

students will complete a self-evaluation of the experience and turn this in to their preceptor/mentor.

The mentor will also be asked to complete an evaluation of the student’s experience. The completed

evaluation form and clinical hour log must be turned into the faculty of record prior to receiving a

passing grade for the residency credit(s). The residency will be graded on a Satisfactory/

Unsatisfactory (S/U) basis by the faculty of record.

PM-DNP Scholarly Project Guidelines

Overview and Purpose of Scholarly Project

The PM-DNP scholarly project is a culminating experience which demonstrates the student’s ability, as

an independent leader, to synthesize scholarship in an advanced practice specialty or an area of

health leadership. It lays the foundation for future scholarship as well. The emphasis in the scholarly

project addresses some aspect of translation of research, evidence-based practice or the

implementation of a project designed to address a problem of relevance to nursing practice and

healthcare delivery. The PM-DNP scholarly project provides the student with opportunities to

independently lead a project and demonstrate competencies related to leadership in innovation and

translation of evidence to improve care and nursing practice. The scholarly project can focus on a

variety of areas that address practice. Whatever the nature of the project, it is expected that the

solution to the problem being addressed will be based on evidence, preferably research evidence,

and that implementation will be evaluated using data relevant to the problem and practices or

programs implemented to mitigate the problem.

Although not required, students are encouraged to carry out their DNP scholarly project as part of their

residency. When linking their project with the residency requirement, it is recommended that the

student complete a portion of their residency credits during the first year of their program so that they

can begin to identify opportunities for their project during the first year in the program. Students can

then work on their proposal and plan for agency and IRB approvals as required before they implement

their project.

The written submission for the DNP scholarly project can take the form of a product that can be

disseminated, such as a manuscript suitable for publication. It is intended that the results will also be

disseminated through clinical and scientific meetings. The project will be supervised by a faculty

committee (see guidelines below). The final project will be defended in an oral examination and the

supervising committee is responsible for certifying that it meets acceptable scholarly standards.

Five scholarly project credits are required for the degree. It is expected that students will register for the

number of credits that reflect their and the faculty project chairr’s effort and direction each semester they

are working on their scholarly project. A student who completes all coursework and still has not

completed the DNP scholarly project must be enrolled for 1 project credits each term until the scholarly

project is completed.

It is expected that, upon completion of the scholarly project, students will be able to:

- Demonstrate the skill, knowledge, and ability to lead future quality improvement or change

initiatives directed at improving patient care and population health.

- Develop a proposal which defines a problem from the clinical setting and synthesizes the

evidence related to that problem.

- Apply analytic and evaluation techniques to examine the effectiveness of the quality improvement

or practice change initiative.

- Present and defend a scholarly treatise that synthesizes the evidence and presents

recommendations based on findings.

- Develop a plan to disseminate findings in scholarly journals and other forums to improve practice

and patient care.

Selection of the PM-DNP Scholarly Project Committee Chair and Committee

The PM-DNP Scholarly Project is supervised by a faculty committee comprised of a minimum of three

qualified members. Revised Guidelines (effective for students enrolled Fall 2016) for preparation and

structure of the proposal can be found in Appendix H

. The chairperson for the student’s scholarly

project must be a member of the School of Nursing faculty (clinical or tenure track) with the requisite

expertise and experience to provide substantive assistance and direction to the student. Additional

members for the scholarly project committee are selected based on their specific strengths and

perspective they will bring to the problem or topic being addressed in the scholarly project, and can be

from within the School and/or practice setting.

Requirements to serve as a committee member are as follows:

• At least three committee members must hold doctoral degrees. A minimum of two of these

committee members must be members of the School of Nursing faculty.

• The chair must be a School of Nursing faculty member (clinical or tenure track).

• The third member of the committee may hold either a regular or adjunct faculty appointment in

the University of Michigan or be a qualified individual outside the University who is nominated

by the student. This could be someone from a clinical agency or a content expert from

another university.

The student will discuss committee membership with the chair of the scholarly project committee. If the

student wishes to have a 4th member who is not doctorally prepared but who has contributed in a

substantive way to the implementation of the scholarly project, they may nominate this individual for

consideration as a committee member. All committee nominations must be approved by the Director of

Post-Master’s DNP. All committee nominations for individuals outside of the School of Nursing must

be accompanied by a current curriculum vitae and a justification for their nomination.

The student submits a nomination form proposing the membership for the Scholarly Project

Committee to the Director of Post-Master’s DNP for approval. The full committee should be nominated

and approved in a timely fashion to allow all members the opportunity to contribute to the shaping and

direction of the proposal for the scholarly project.

PM-DNP Scholarly Project Proposal Process

The candidate must prepare and defend a proposal for the scholarly project before the approved

project committee members. The student will develop drafts of the proposal for review by the

committee chair. As the student prepares to circulate drafts to the chair and committee members,

turnaround times for review and comment must be negotiated between the student and the faculty. In

general, two to three weeks should be allowed for faculty to review and return drafts. When the

committee chair agrees that a draft is ready for committee review, the student will circulate the draft to

other committee members for review and input. When all committee members agree the proposal is

ready to defend, the student will arrange for a meeting for defense of the proposal.

At the proposal meeting, the student will present a synopsis of the clinical issue, scope of the

problem, plan for addressing the project, and the implementation and evaluation plan for assessing

the project outcomes. The committee will have an opportunity to clarify any questions as well as to

offer recommendations. If revisions in the proposal are required, those will be detailed at the time of

the meeting and a plan and timeline for addressing those will be developed by the committee and

presented to the student at that time (with follow up in writing). The outcome of the proposal meeting

is 1) approval to proceed without revisions; 2) approval to proceed with minor revisions; 3) major

revisions needed with the committee deciding if a) these can be guided by your chair or b) if the

committee wished to read and approve the proposal prior to proceeding; or 4) disapproval. Working

closely with your committee chair is important to have a successful proposal meeting.

The candidate may not proceed with project implementation until all committee members have

approved the final proposal. Once approved, the chairperson must submit the proposal approval form

to the Director of Post-Master’s DNP for approval and processing.

After the proposal is approved, the student will proceed to consult with the U-M Institutional Review

Board (IRB) to determine whether IRB review and approval is required for the scholarly project.

Federal regulations and University policy require that all investigations using human beings or animals

as subjects of research be reviewed and approved by an appropriately constituted committee before

any such investigations commence. No scholarly project based on the use of human beings or

animals as subjects can be accepted without this prior review and approval. In many instances,

the faculty advisor will request the review, but graduate students should verify with their advisors that

the necessary review has taken place and approval for the investigation has been granted.

IRBMED must be consulted for any projects that will be conducted at Michigan Medicine. IRB-HSBS

and Behavioral Sciences must be consulted for any projects that will be conducted in any setting

other than MICHIGAN MEDICINE. If IRB approval is required, this must be obtained before

commencing with the project. In addition, any approvals that may be required from the clinical agency

where the project will be implemented must also be obtained. For example, all projects that are

proposed for MICHIGAN MEDICINE must be submitted to the Nursing Research and Translation

Committee in the Department of Nursing for review and approval. A policy entitled “Conducting

Research within the Department of Nursing” (MICHIGAN MEDICINE Nursing Services, approved

November 2013) presents the policy and the necessary forms. The project cannot be implemented

until all necessary agency approvals have been received. The scholarly project committee

chairperson will monitor these approvals with the

The Health Sciences and Behavioral Sciences (Institutional Review Boards (IRB-HSBS) oversee the

human subject research conducted by the schools, colleges, and units of the University of Michigan

that comprise the Ann Arbor campus but are not part of the Medical School. For additional

information, contact the IRB-HSBS at 734-936-0933, irbhsbs@umich.edu, or visit their website

The Institutional Review Boards of the University of Michigan Medical School (IRBMED) oversee

human subjects research conducted at the Medical School and MICHIGAN MEDICINE. This

includes research conducted off-site by University faculty and staff when acting as University

employees or in connection with their University appointments. For additional informational, contact

the IRBMED at 734-763-4768, irbmed@umich.edu, or visit their website.

Students who work with animals will be subject to the regulations maintained by the Unit for

Laboratory Animal Management (ULAM) and the University Committee on the Use and Care of

Animals (UCUCA). The student may be required to take addition courses on animal care prior to

beginning data collection. For policies, requirements and regulations regarding animal subjects in

research, contact the Office of Research and Sponsored Projects at 734-764-5500 or visit their

website.

PM-DNP Scholarly Project Defense and Final Paper

The chairperson, in consultation with committee members, determines when the final draft of the

scholarly project is ready for defense. Revised Guidelines (effective for students enrolled Fall 2016) for

preparation and structure of the final paper can be found in Appendix H

. The DNP scholarly project

defense is a public presentation of the completed project. This defense is open to the public, including

faculty, students and individuals outside of the University. The oral presentation should include

statement of the problem, review and synthesis of the literature, a description of the project

implementation to address the problem, the evaluation results and implications for future work in this

area. The defense needs to be completed prior to the deadline for grades in the semester which the

student expects to graduate. Notice of the scholarly project defense, including the candidate’s name,

project title, committee members, date, time, and location should be posted within the School of

Nursing at least one week prior to the defense date. The student, in consultation with the committee

chairperson, is responsible for reserving a room and posting the notice for the defense. The notices

should be sent out by email to all faculty and students within the School of Nursing plus any additional

outside members the student would like to have in attendance.

The committee chairperson will conduct the defense by introducing the purpose and examination

procedures, introducing the candidate, and the committee members. The chair will coordinate the time

and discussion period. After the candidate presents the scholarly project, questions are asked by the

project committee members. This is followed by an opportunity to address questions from the

audience. After the questions have been completed, the chair will excuse the audience and the

committee will meet in private with the candidate to continue the examination as necessary. When that

is completed, the committee will excuse the candidate and meet privately to determine the results of the

examination. Results of the examination will be reported to the candidate at that time.

Grading of the Final Defense and Examination

The scholarly project committee will determine when the project is acceptable for the oral

examination. The committee determines the adequacy of the oral examination and written product.

The following grades are possible after the oral examination:

Pass–no revisions

Pass–revisions required

Unacceptable

The requisite forms reporting

the results of the examination are to be forwarded to the Director of

Post-Master’s DNP for processing.

Scholarly Project Final Submission

After all revisions specified by the student’s scholarly project committee have been addressed

satisfactorily and final approval has been given by the committee chair, the student is required to

submit a final electronic copy of the scholarly project. This should be in PDF form and submitted to the

Graduate Advisors (UMSN-GradAdvisors@med.umich.edu

) and Director of the Post-Master’s DNP

program. In addition, a one-page abstract outlining the project should be submitted to the Director of

the Post Master’s DNP program. The abstracts will be made available for access by other students and

faculty.

Mentorship Meetings

In-person mentorship meetings will be led by the Director of Post-Master’s DNP one time per year.

Meeting dates and locations will be posted to the CNE CTools site and UMSN website and advertised

by other electronic means. These meetings provide an opportunity for all students involved in the CNE

and those who are interested in learning more about the CNE to receive guidance regarding the

certificate requirements listed above. Auditing of students’ requirement completions will also take

place during these meetings. Students should bring materials including transcripts and other

paperwork documenting the completion of the requirements to be collected and tracked by the Office

of Practice and Professional Graduate Programs.

BSN-DNP Program Details

Program Focus

The BSN-DNP program prepares expert nurse clinicians and leaders to perform at the most advanced

level of their specialties. The program’s clinically focused approach helps nurses translate evidence into

practice. In addition to completing curriculum requirements for the chosen APRN clinical specialty, BSN-

DNP students complete additional doctoral program curriculum that is integrated throughout the three or

four year program including statistics for advanced practice and research, advanced leadership, quality

and safety and other courses to prepare graduates for advanced leadership in the clinical arena, health

systems and the health care industry. In addition, graduates of the BSN to DNP program complete the

specialty clinical requirements to qualify to take a nationally recognized clinical specialty as an FNP,

AGPCNP, AGACNP, ACPNP, PNP or nurse-midwifery. The courses are integrated throughout the

curriculum plan in a three year or four year model. Sequence of courses are begin in a similar fashion

for students pursuing an APRN specialty certification and then they vary when the clinical sequence

begins depending on your chosen clinical specialty, however the final year in the program is the same

for all students regardless of specialty as the DNP residency and final project are completed.

Program Objectives

Graduates of the BSN to DNP program will meet outcome competencies and upon completion of the

program will be able to:

The objectives of the post-baccalaureate DNP program are to prepare graduates to:

• Demonstrate specialty competencies needed for nursing practice at the highest level.

• Design and evaluate patient and system level interventions based on integration of theoretical

and empirical knowledge from nursing and related disciplines.

• Evaluate and translate evidence to optimize health outcomes and care delivery.

• Apply interprofessional frameworks to create innovative solutions to complex health problems.

• Effectively use information systems and patient-centered technology to deliver and improve

patient care.

• Provide leadership and advocacy to inform health policy and systems of health care that provide

compassionate, ethical, and socially responsive care.

The Doctor of Nursing Practice Program is a practice focused doctoral program designed to prepare

expert nurse clinicians and executive leaders for the highest level of practice to improve health and

healthcare outcomes. The emphasis is on innovative and evidence-based nursing practice, applying

innovation and strategic processes to decision-making and approaches to health care

delivery, and translating research findings to increase the effectiveness of both direct and indirect patient

care outcomes.

Curriculum

The BSN-DNP program is specifically designed to prepare expert level clinicians. The curriculum

builds on four course series: the graduate program core courses, the APRN core course, the selected

specialty clinical course series and then the DNP specific course series. Figure 1 depicts the course

series and Figure 2 provides the listing of the courses which all students share in the program. Each

specialty clinical course series is outlined in the MSN program section.

The courses common to the MSN and BSN-DNP program include:

• N502 Advanced Physiology and Pathophysiology (4 credits)

• N503 Advanced Physical Assessment (4 credits)

• HS505 Interprofessional Clinical Decision Making (2 credits)

• N523 Transition to the Advanced Practice Role (3 credits)

• N527 Promoting optimal models and systems for health care (3 credits)

• N528 Models, Theories and Methods to Promote Optimal Health Outcomes (3 credits)

• N529 Scientific and analytic Methods for Advanced Practice (3 credits)

• Advanced Pharmacotheraputics Pharm 620 3 credits Pharm 621 3 credits*

* Note midwifery does not complete the second pharmacology course. Instead, they have

integrated

pharmacology content in their clinical coursework.

Then there is the series of clinically focused courses for each APRN specialty that are listed in the

program plans by specialty. The clinical courses are common to both the MSN and the BSN to DNP

Program. During the specialty clinical courses students will complete a minimum of 500 hours of clinical

experience. This clinical experience is to meet the students selected clinical specialty certification

requirements. These hours do not count towards the residency hours described below.

The DNP specific courses for the BSN-DNP program include:

 N800 Analytics for DNP Scholarship (3 credits) which is shared with PM-DNP students

 N803 Responsible Conduct of Research and Scholarship (1 credit) which is shared with PM-

DNP students

 N815 Quality and Safety (3 credits) which is shared with PM-DNP students

 N825 Critical Appraisal for DNP Scholarly Inquiry (3 credits) which meets with the PM-DNP

students in N900 (4 credits)

 N832 Clinical Leadership for Effective Resource Management (3 credits) which meets with PM-

DNP students in N812 (4 credits)

 N910 Translation, Implementation, Effectiveness (3 credits) which is shared with PM-DNP

students

 N960 Capstone Residency and Seminar II (6 credits)

 N965 Capstone Residency and Seminar II (6 credits)

BSN-DNP Residency Hours

All students enrolled in the BSN-DNP Program complete mentored clinical/leadership experiences

through the DNP residency. Residency placements are individualized based on students’ learning

objectives, clinical or population foci, desired leadership experiences or health care delivery model

exposure, and career goals and the focus of their scholarly project. All BSN-DNP students complete a

minimum of 500 residency hours beyond their initial clinical hours for their specialty certification.

Placements for student residency experiences are managed by the Clinical Placement Coordinator

and are assigned by the BSN to DNP program director in conjunction with the clinical specialty

program lead.

BSN-DNP Scholarly Project Requirement

All candidates will prepare a DNP scholarly project that demonstrates a synthesis of the student’s

abilities, lays the groundwork for future practice scholarship, and that demonstrates mastery of

leadership in an advanced practice specialization. The scholarly project is completed as part of the 6

credit courses N960, N965 in the final year for all BSN to DNP students. This is also the time when you

will be completing your residency hours as described above. Your residency will be in a location or

setting that will also facilitate your scholarly project work. Students also complete, N803 Responsible

Conduct of Research and Scholarship (1 credit).

The Guidelines for the BSN to DNP Scholarly Project are as follows:

BSN-DNP Project

The scholarly project requirement will demonstrate the skill sets that enable leadership and expertise to

improve clinical practice, evaluate the impact of practice change, and inform practice standards and

policies as well as health policy. Projects will focus on clinical practice problems and/or organizational

systems, and the promotion of effective, efficient and accessible care for individuals, groups, or

populations. In conducting the scholarly project, students will articulate the state of the science in an

identified area of inquiry, apply methods of scholarly inquiry consistent with identified area of interest,

and synthesize and disseminate results of inquiry in an oral presentation and final written report or

manuscript.

DNP scholarly projects should:

• Focus on a change that impacts healthcare outcomes either through direct or indirect care.

• Have a systems (micro-, meso-, or macro- level) or population/aggregate focus.

• Demonstrate implementation in the appropriate arena or area of practice.

• Include a plan for sustainability (e.g. financial, systems or political realities, not only theoretical

abstractions).

• Include an evaluation of processes and/or outcomes (formative or summative). DNP Projects

should be designed so that processes and/or outcomes will be evaluated to guide practice and

policy. Clinical significance is as important in guiding practice as statistical significance is in

evaluating research.

• Provide a foundation for future practice scholarship. (AACN, 2015, pg. 4)

Exemplars of DNP projects:

• Process or Practice Environment Improvement

• Quality/Safety Initiative or Improvement

• Implement and Evaluate Evidence Based Guidelines

• Design and Evaluate New Models of Care

• Policy Evaluation – Federal/State/Local, Employer

BSN-DNP projects will be accomplished during DNP coursework (N825, N910, N960, N965). Faculty

mentors will work with students and a mentor from the organization to develop, implement, evaluate and

write up the project.

Project idea/literature review

During N825, students will begin to look at project ideas, do a review and synthesis of the

literature and identify a potential theoretical framework or model for their project.

Project Proposal

Project development will continue in N910 as they are learning about translation,

implementation science and application to a specific patient population or system of healthcare

delivery. In N960, students will present their proposal for approval and evaluation of the

necessity for IRB. Feedback will be given by course faculty and peer students.

The proposal will include:

i. Introduction

ii. Problem/issue identified

iii. Literature review & synthesis

iv. Theoretical framework/model identified

v. Project objectives

vi. Project description

a. Population/

b. Site/ system

c. Intervention

vii.

viii. Project design

a. Implementation Plan (detailed information)

i. Instruments

ii. Resources

iii. IRB

b. Timeline

d. Proposed Evaluation plan

e. Sustainability/feasibility

Project Implementation/Evaluation

Students will implement and evaluate their DNP project during N960 & N965 under the guidance of their

faculty and organizational mentors. The final written product will be submitted by the end of N965 with

an oral presentation occurring during class. The final written project and public oral presentation will be

evaluated by course faculty and peer review by N965 classmates. Students are encouraged to invite

the organizational mentor, colleagues, faculty and family as desired.

Final Project Report

The final project report will be a written document consisting of the following sections:

i. Introduction & background of the problem/issue

ii. Theoretical framework

iii. Project

a. Objectives

b. Implementation

c. Evaluation Findings

iv. Implication

v. Conclusion

Dissemination

Dissemination of the project may include an executive summary provided to the organization; a

poster for the School of Nursing research day, or another professional organization; or a submission

ready manuscript based on the type of project that was completed.

What is not considered appropriate for a DNP final project:

• Research assistantship for faculty’s research projects (even when an outside organization

may be involved).

• Planning or evaluation for a School of Nursing project.

• Planning, implementing or evaluating an educational project aimed at teaching or student

education.

• Stand-alone intellectual exercise that does not involve any organization/community

collaboration (e.g., comprehensive review of best practices on websites; stand-alone

review of the literature).

• Knowledge generation that is expected of a PhD dissertation.

Sample Program Plans for the BSN to DNP program

The curriculum has been designed to be completed over three or four years, depending on whether

they pathway and clinical speciality focus a student choses.See sample programs plans for Fall 2018

admitted students.

Adult Gerontology Acute Care Nurse Practitioner or

Adult Gerontology Acute Care Clinical Nurse Specialist

BSN-DNP Program Plan

Fall Start, 3 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

N503: ADVANCED HEALTH

ASSESSMENT

N529: SCIENTIFIC AND

ANALYTIC APPROACHES

FOR ADVANCED

PRACTICE*

N575: ADULT-

GERONTOLOGY

ACUTE CARE

NURSE

PRACTITIONER AND

CLINICAL NURSE

SPECIALIST

NURSING THEORY II

(CDM II)

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

N573: ADULT-

GERONTOLOGY ACUTE

CARE NURSE

PRACTITIONER AND

CLINICAL NURSE

SPECIALIST NURSING

THEORY I (CDM I)

N553: ADVANCED

PRACTICE

SPECIALTY

PROCEDURES AND

SKILLS

P620:

PHARMACOTHERAPEUTICS

HS505: TEAM-BASED

CLINICAL DECISION

MAKING

N523: ROLE

TRANSITION TO

APRN

N800: ANALYTICS FOR DNP

SCHOLARSHIP

P621:

PHARMACOTHERAPEUTICS

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N577: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

I (125 hours)

N529: SCIENTIFIC AND

ANALYTIC

APPROACHES FOR

ADVANCED

PRACTICE*

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR 2

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N611: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

III (250 hours)

N815: QUALITY AND

SAFETY

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 3

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 79

Adult Gerontology Acute Care Nurse Practitioner or

Adult Gerontology Acute Care Clinical Nurse Specialist

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2018 CREDITS

SPRING-SUMMER

2018

CREDITS

N502: ADVANCED

PATHOPHYSIOLOGY

N529: SCIENTIFIC AND

ANALYTIC APPROACHES

FOR ADVANCED

PRACTICE*

Year 1

N800: ANALYTICS FOR DNP

SCHOLARSHIP 3

P620:

PHARMACOTHERAPEUTICS

P621:

PHARMACOTHERAPEUTICS

Total

FALL 2019 CREDITS WINTER 2020 CREDITS Spring 2020 Credits

N503: ADVANCED HEALTH

ASSESSMENT

N573: ADULT-

GERONTOLOGY

ACUTE CARE NURSE

PRACTITIONER AND

CLINICAL NURSE

SPECIALIST NURSING

THEORY I (CDM I)

N575: ADULT-

GERONTOLOGY

ACUTE CARE NURSE

PRACTITIONER AND

CLINICAL NURSE

SPECIALIST

NURSING THEORY II

(CDM II)

YEAR2

N528: MODELS, THEORIES,

AND METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N553: ADVANCED

PRACTICE

SPECIALTY

PROCEDURES AND

SKILL

HS505: TEAM-BASED

CLINICAL DECISION

MAKING 2

N523: ROLE

TRANSITION TO

APRN

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N815: QUALITY AND

SAFETY 3

N579: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

II (125 hours) 3

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS 3

YEAR 3

N577: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

I (125 hours)

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N611: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

III (250 hours)

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

N523: ROLE

TRANSITION TO APRN

Total

FALL 2021 CREDITS WINTER 2022 CREDITS

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 4

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 79

Acute Care Pediatric Nurse Practitioner

BSN-DNP Program Plan

Fall Start, 3 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

N503: ADVANCED HEALTH

ASSESSMENT

N527: PROMOTING

OPTIMAL MODELS AND

SYSTEMS FOR

HEALTHCARE DELIVERY

N551: ACUTE CARE

PEDIATRIC

MANAGEMENT

PART I (CDM III)

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

HS505: TEAM-BASED

CLINICAL DECISION

MAKING

N544: WELLNESS

FOR ACPNP (clinical

only) (56 hours)

P620:

PHARMACOTHERAPEUTICS

P621:

PHARMACOTHERAPEUTICS

N553: ADVANCED

PRACTICE

SPECIALTY

PROCEDURES AND

SKILLs

N800: ANALYTICS FOR DNP

SCHOLARSHIP

N541: WELLNESS AND

ILLNESS FOR THE ACUTE

CARE PNP (CDM I)

N523: ROLE

TRANSITION TO

APRN

N550: FOUNDATIONS FOR

PRACTICE: COMMON

ACUTE ILLNESS FOR THE

ACUTE CARE PNP (CDM II) 2 3

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N552: ACUTE CARE

PEDIATRIC

MANAGEMENT PART 2

(CDM IV)

N529: SCIENTIFIC AND

ANALYTIC

APPROACHES FOR

ADVANCED

PRACTICE*

N639: ACUTE CARE

PEDIATRIC

ADVANCED PRACTICE

NURSING CLINICAL

PRACTICUM III (224

hours)

YEAR

N637: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM II

(168 hours)

N638: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

III (168 hours)

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

N528: MODELS,

THEORIES, AND

METHODS TO PROMOTE

OPTIMAL HEALTH

OUTCOMES

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N815: QUALITY AND

SAFETY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 3

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 86

Acute Care Pediatric Nurse Practitioner

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

N527: PROMOTING

OPTIMAL MODELS AND

SYSTEMS FOR

HEALTHCARE DELIVERY

N523: ROLE

TRANSITION TO

APRN

P620:

PHARMACOTHERAPEUTICS

HS505: TEAM-BASED

CLINICAL DECISION

MAKING

N800: ANALYTICS FOR DNP

SCHOLARSHIP

P621:

PHARMACOTHERAPEUTICS

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N503: ADVANCED

HEALTH ASSESSMENT

N550: FOUNDATIONS

FOR PRACTICE:

COMMON ACUTE

ILLNESS FOR THE

ACUTE CARE PNP

(CDM II)

N639: ACUTE CARE

PEDIATRIC

ADVANCED PRACTICE

NURSING CLINICAL

PRACTICUM III (224

hours)

YEAR 2

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N529: SCIENTIFIC AND

ANALYTIC

APPROACHES FOR

ADVANCED

PRACTICE*

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

N541: WELLNESS AND

ILLNESS FOR THE

ACUTE CARE PNP

(CDM I)

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N552: ACUTE CARE

PEDIATRIC

MANAGEMENT PART 2

(CDM IV)

N638: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

III (168 hours)

N639: ACUTE CARE

PEDIATRIC

ADVANCED PRACTICE

NURSING CLINICAL

PRACTICUM III (224

hours)

YEAR 3

N637: ADVANCED

PRACTICE NURSING

CLINICAL PRACTICUM

II (168 hours)

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

N815: QUALITY AND

SAFETY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 4

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 86

Adult Gerontology Primary Care Nurse Practitioner

BSN-DNP Program Plan

Fall Start, 3 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

N503: ADVANCED HEALTH

ASSESSMENT 4

N566: ADVANCED PRIMARY

CARE NURSING (CDM I) 112

clinical hours 5

N666: ADVANCED

PRIMARY CARE

NURSING OF

CHRONICALLY ILL

ADULTS AND THEIR

FAMILIES (CDM II)

168 clinical hours

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

HS505: TEAM-BASED

CLINICAL DECISION

MAKING

N554: ADVANCED

PRACTICE

SPECIALTY

PROCEDURES AND

SKILLS FOR

PRIMARY CARE

P620:

PHARMACOTHERAPEUTICS

P621:

PHARMACOTHERAPEUTICS

N646: PRIMARY

CARE OF OLDER

ADULTS

N800: ANALYTICS FOR DNP

SCHOLARSHIP

N568: CRITICAL ELEMENTS

AND THE STUDY OF

FAMILY AND HEALTH

N523: ROLE

TRANSITION TO

APRN

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N674: ADVANCED

PRIMARY CARE

NURSING OF ADULTS

AND FAMILIES WITH

COMPLEX SYSTEMS

(CDM III) 224 clinical

hours

N52

9: SCIENTIFIC AND

ANALYTIC

APPROACHES FOR

ADVANCED

PRACTICE*

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N815: QUALITY AND

SAFETY

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 3

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 82

Adult Gerontology Primary Care Nurse Practitioner

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2020

CREDITS

N502: ADVANCED

PATHOPHYSIOLOGY

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N554: ADVANCED

PRACTICE SPECIALTY

PROCEDURES AND

SKILLS FOR PRIMARY

CARE

Year 1

N800: ANALYTICS FOR

DNP SCHOLARSHIP

N529: SCIENTIFIC AND

ANALYTIC

APPROACHES FOR

ADVANCED

PRACTICE*

N646: PRIMARY CARE

OF OLDER ADULTS

HS505: TEAM-BASED

CLINICAL DECISION

MAKING

N568: CRITICAL

ELEMENTS AND THE

STUDY OF FAMILY

AND HEALTH

N523: ROLE

TRANSITION TO APRN 3

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N503: ADVANCED HEALTH

ASSESSMENT

N566: ADVANCED PRIMARY

CARE NURSING (CDM I) 112

clinical hours

N666: ADVANCED

PRIMARY CARE

NURSING OF

CHRONICALLY ILL

ADULTS AND THEIR

FAMILIES (CDM II)

168 clinical hours

YEAR

N528: MODELS, THEORIES,

AND METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

P621:

PHARMACOTHERAPEUTICS

P620:

PHARMACOTHERAPEUTICS

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N674: ADVANCED

PRIMARY CARE

NURSING OF ADULTS

AND FAMILIES WITH

COMPLEX SYSTEMS

(CDM III) 224 clinical hours

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR

N815: QUALITY AND

SAFETY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

FALL 2021 CREDITS WINTER 2022 CREDITS

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

YEAR 4

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 85

Family Nurse Practitioner

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2020

CREDITS

N502: ADVANCED

PATHOPHYSIOLOGY

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N554: ADVANCED

PRACTICE SPECIALTY

PROCEDURES AND

SKILLS FOR PRIMARY

CARE

Year 1

N800: ANALYTICS FOR

DNP SCHOLARSHIP

N529: SCIENTIFIC AND

ANALYTIC

APPROACHES FOR

ADVANCED

PRACTICE*

N646: PRIMARY CARE

OF OLDER ADULTS

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

HS505: TEAM-BASED

CLINICAL DECISION

MAKING

N523: ROLE

TRANSITION TO APRN

N568: CRITICAL

ELEMENTS AND THE

STUDY OF FAMILY

AND HEALTH

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N503: ADVANCED

HEALTH ASSESSMENT

N593: Advanced Primary

Care Practicum I- FNP. 168

hours

N693: Advanced

Primary Care

Practicum II- FNP.

224 hours

P620:

PHARMACOTHERAPEUTI

CS I 4

N566: ADVANCED PRIMARY

CARE NURSING (CDM I) 112

clinical hours 3

N666: ADVANCED

PRIMARY CARE

NURSING OF

CHRONICALLY ILL

ADULTS AND THEIR

FAMILIES (CDM II)

168 clinical hours

YEAR 2

N557: PCPNP CDMI (Clinical

Decision Making I): INFANT,

CHILD, AND ADOLESCENT

HEALTH: WELLNESS AND

MANAGEMENT OF

COMMON ILLNESS didactic

only

P621:

PHARMACOTHERAPEUTICS

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N674: ADVANCED

PRIMARY CARE

NURSING OF ADULTS

AND FAMILIES WITH

COMPLEX SYSTEMS

(CDM III) 224 clinical

hours

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR 3

N815: QUALITY AND

SAFETY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

N640: NURSING CARE

OF CHILDBEARING

FAMILIES

(ANTEPARTUM CARE)

Total

FALL 2021 CREDITS WINTER 2022 CREDITS

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 4

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits:93

Primary Care Pediatric Nurse Practitioner

BSN-DNP Program Plan

Fall Start, 3 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

N557: PCPNP CDMI (Clinical

Decision Making I): INFANT,

CHILD, AND ADOLESCENT

HEALTH: WELLNESS AND

MANAGEMENT OF

COMMON ILLNESS didactic

only

N589: ADVANCED

PEDIATRIC NURSE

PRACTITIONER

CLINICAL

PRACTICUM (224

hours only)

N503: ADVANCED HEALTH

ASSESSMENT

P621:

PHARMACOTHERAPEUTICS

N523: ROLE

TRANSITION TO

APRN

P620:

PHARMACOTHERAPEUTICS

N529: SCIENTIFIC AND

ANALYTIC APPROACHES

FOR ADVANCED

PRACTICE*

N555: ADVANCED

PRACTICE

SPECIALTY

PROCEDURES AND

SKILLS FOR

PRIMARY CARE

PEDS

N800: ANALYTICS FOR DNP

SCHOLARSHIP

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N617: CDMII: INFANT,

CHILD AND

ADOLESCENT

HEALTH: PRIMARY

HEALTH CARE

ACROSS MULTIPLE

SETTINGS (224 hours)

HS 505: TEAM-BASED

CLINICAL DECISION

MAKING

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR 2

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N815: QUALITY AND

SAFETY

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 3

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 78

Primary Care Pediatric Nurse Practitioner

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

P620:

PHARMACOTHERAPEUTICS

N529: SCIENTIFIC AND

ANALYTIC APPROACHES

FOR ADVANCED

PRACTICE*

N800: ANALYTICS FOR DNP

SCHOLARSHIP

P621:

PHARMACOTHERAPEUTICS

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N503: ADVANCED

HEALTH ASSESSMENT

N557: CDM I: INFANT,

CHILD AND

ADOLESCENT

HEALTH: WELLNESS

AND MANAGEMENT

OF COMMON ILLNESS

(CDM I) (112 hours)

N589: ADVANCED

PEDIATRIC NURSE

PRACTITIONER

CLINICAL PRACTICUM

(224 hours only)

YEAR 2

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N555: ADVANCED

PRACTICE SPECIALTY

PROCEDURES AND

SKILLS FOR PRIMARY

CARE PEDS

N523: ROLE

TRANSITION TO APRN

Total

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N617: CDMII: INFANT,

CHILD AND

ADOLESCENT

HEALTH: PRIMARY

HEALTH CARE

ACROSS MULTIPLE

SETTINGS (224 hours)

HS 505: TEAM-BASED

CLINICAL DECISION

MAKING

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR 3

N815: QUALITY AND

SAFETY 3

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

100

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 4

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 78

101

Nurse Midwifery

BSN-DNP Program Plan

Fall Start, 3 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

N566: ADVANCED

PRIMARY CARE

NURSING: HEALTH

PROMOTION AND

MANAGEMENT OF

ACUTE HEALTH

PROBLEMS OF

ADULTS AND WELL

WOMAN/GYN CARE

N546: ANTEPARTUM

CARE (168 hours

clinical)

N503: ADVANCED HEALTH

ASSESSMENT

N561: CARE OF THE

CHILDBEARING

WOMAN

N678:

PROFESSIONAL

ISSUES IN NURSE

MIDWIFERY

P620:

PHARMACOTHERAPEUTICS

N571: ADVANCED

MIDWIFERY CLINICAL

(112 hours)

N800: ANALYTICS FOR DNP

SCHOLARSHIP

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

N529: SCIENTIFIC

AND ANALYTIC

APPROACHES*

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N676: INTRAPARTUM

POSTPARTUM

NEWBORN (225 hours)

N677: INTEGRATION

OF MIDWIFERY CARE

SCOPE OF PRACTICE

(225 hours)

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR 2

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

STUDENTS ARE

BOARD ELIGIBLE

N815: QUALITY AND

SAFETY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

N843: EXPANDED

NMW SCOPE OF

PRACTICE or N554:

ADVANCED PRACTICE

SPECIALTY

PROCEDURES SKILLS

FOR PRIMARY CARE

Total

102

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 3

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 79

103

Nurse Midwifery

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

P620:

PHARMACOTHERAPEUTICS

N529: SCIENTIFIC

AND ANALYTIC

APPROACHES*

N800: ANALYTICS FOR DNP

SCHOLARSHIP

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N503: ADVANCED

HEALTH ASSESSMENT

N566: ADVANCED

PRIMARY CARE

NURSING: HEALTH

PROMOTION AND

MANAGEMENT OF

ACUTE HEALTH

PROBLEMS OF

ADULTS AND WELL

WOMAN/GYN CARE

N678: PROFESSIONAL

ISSUES IN NURSE

MIDWIFERY

YEAR 2

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N561: CARE OF THE

CHILDBEARING

WOMAN

N546: ANTEPARTUM

CARE (168 HOURS

CLINICAL)

N678: PROFESSIONAL

ISSUES IN NURSE

MIDWIFERY

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N571: ADVANCED

MIDWIFERY CLINICAL

(112 hours)

Total

104

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N676: INTRAPARTUM

POSTPARTUM

NEWBORN (225 hours)

N677: INTEGRATION

OF MIDWIFERY CARE

SCOPE OF PRACTICE

(225 hours)

N910:

TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

N815: QUALITY AND

SAFETY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

STUDENTS ARE

BOARD ELIGIBLE

YEAR 3

N843: EXPANDED

NMW SCOPE OF

PRACTICE or N554:

ADVANCED

PRACTICE

SPECIALTY

PROCEDURES

SKILLS FOR

PRIMARY CARE

Total

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 4

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Program plan effective for students entering in Fall 2018 and beyond; please contact UMSN-

GradAdvisors@med.umich.edu for questions about prior program plans.

Total credits: 35-38

Total credits: 82

105

Primary Care Pediatric Nurse Practitioner and Nurse Midwifery

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

N527: PROMOTING

OPTIMAL MODELS AND

SYSTEMS FOR

HEALTHCARE DELIVERY

N546: ANTEPARTUM

CARE (168 hours

clinical)

N503: ADVANCED HEALTH

ASSESSMENT FOR

ADVANCED PRACTICE

NURSES

N566: ADVANCED PRIMARY

CARE NURSING: HEALTH

PROMOTION AND

MANAGEMENT OF ACUTE

HEALTH PROBLEMS OF

ADULTS AND WELL

WOMAN/GYN CARE

N555: ADVANCED

PRACTICE

SPECIALTY

PROCEDURES AND

SKILLS FOR

PRIMARY CARE

PEDIATRICS

P620:

PHARMACOTHERAPEUTICS

N561: CARE OF THE

CHILDBEARING WOMAN

N800: ANALYTICS

FOR DNP

SCHOLARSHIP

N800: ANALYTICS FOR DNP

SCHOLARSHIP

N571: ADVANCED

MIDWIFERY CLINICAL (112

hours)

P621:

PHARMACOTHERAPEUTICS

II 4

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

N557: CDM I: INFANT,

CHILD AND

ADOLESCENT

HEALTH: WELLNESS

AND MANAGEMENT

OF COMMON ILLNESS

(CDM I) (112 hours)

N589: ADVANCED

PEDIATRIC NURSE

PRACTITIONER

CLINICAL PRACTICUM

(224 hours only)

YEAR 2 N676: INTRAPARTUM

POSTPARTUM

NEWBORN (225 hours)

N832: CLINICAL

LEADERSHIP FOR

EFFECTIVE

RESOURCE

MANAGEMENT

N677: INTEGRATION

OF MIDWIFERY CARE

SCOPE OF PRACTICE

(225 hours)

Total

106

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N617: CDMII: INFANT,

CHILD AND

ADOLESCENT

HEALTH: PRIMARY

HEALTH CARE

ACROSS MULTIPLE

SETTINGS (224 hours)

N529: SCIENTIFIC AND

ANALYTIC

APPROACHES* 3

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS 3

YEAR 3

N815: QUALITY AND

SAFETY

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

HS 505: TEAM-BASED

CLINICAL DECISION

MAKING

Total

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 4

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

Total credits: 35-38

Total credits: 99

107

Family Nurse Practitioner and Nurse Midwifery

BSN-DNP Program Plan

Fall Start, 4 Year Program Plan

Effective Fall 2018

FALL 2018 CREDITS WINTER 2019 CREDITS

SPRING-SUMMER

2019

CREDITS

Year 1

N502: ADVANCED

PATHOPHYSIOLOGY

P621:

PHARMACOTHERAPEUTICS

N666: ADVANCED

PRIMARY CARE

NURSING OF

CHRONICALLY ILL

ADULTS AND THEIR

FAMILIES (CDM II)

N503: ADVANCED HEALTH

ASSESSMENT FOR

ADVANCED PRACTICE

NURSES

N566: ADVANCED PRIMARY

CARE NURSING: HEALTH

PROMOTION AND

MANAGEMENT OF ACUTE

HEALTH PROBLEMS OF

ADULTS AND WELL

WOMAN/GYN CARE

N555: ADVANCED

PRACTICE

SPECIALTY

PROCEDURES AND

SKILLS FOR

PRIMARY CARE

P620:

PHARMACOTHERAPEUTICS

N561: CARE OF THE

CHILDBEARING WOMAN

N693: ADVANCED

PRIMARY CARE

PRACTICUM II-FNP,

224 HOURS

N800: ANALYTICS FOR DNP

SCHOLARSHIP 3

N571: ADVANCED

MIDWIFERY CLINICAL (112

hours) 2

N678:

PROFESSIONAL

ISSUES IN NURSE

MIDWIFERY

Total

FALL 2019 CREDITS WINTER 2020 CREDITS

SPRING-SUMMER

2020

CREDITS

N528: MODELS,

THEORIES, AND

METHODS TO

PROMOTE OPTIMAL

HEALTH OUTCOMES

HS505: TEAM-BASED

CLINICAL DECISION

MAKING

N646: PRIMARY CARE

OF OLDER ADULTS

YEAR 2

N674: ADVANCED

PRIMARY CARE OF

ADULTS AND

FAMILIES (CDM III)

N568: CRITICAL

ELEMENTS AND THE

STUDY OF FAMILY &

HEALTH

N546: ANTEPARTUM

CARE (168 hours

clinical)

N529: SCIENTIFIC AND

ANALYTIC

APPROACHES*

N527: PROMOTING

OPTIMAL MODELS

AND SYSTEMS FOR

HEALTHCARE

DELIVERY

Total

108

FALL 2020 CREDITS WINTER 2021 CREDITS

SPRING-SUMMER

2021

CREDITS

N815: QUALITY AND

SAFETY

N677: INTEGRATION

OF MIDWIFERY CARE

SCOPE OF PRACTICE

(225 hours)

N910: TRANSLATION,

IMPLEMENTATION,

EFFECTIVENESS

YEAR 3

N676: INTRAPARTUM

POSTPARTUM

NEWBORN (225 hours)

N825: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

N843: EXPANDED

NMW SCOPE OF

PRACTICE or N554:

ADVANCED PRACTICE

SPECIALTY

PROCEDURES SKILLS

FOR PRIMARY CARE

N803: RESPONSIBLE

CONDUCT OF

RESEARCH AND

SCHOLARSHIPS

(RCRS)

Total

FALL 2021 CREDITS WINTER 2022 CREDITS SPRING-SUMMER

N960: CAPSTONE

RESIDENCY AND

SEMINAR I (250 hours)

N965: CAPSTONE

RESIDENCY AND

SEMINAR II (250 hours)

YEAR 4

N832: CRITICAL

APPRAISAL FOR DNP

SCHOLARLY INQUIRY

Total

Total credits: 35-38

Total credits: 116

109

PM and BSN to DNP Degree Policies

Enrollment Requirements

Continuous Enrollment

The School of Nursing requires that all DNP students enroll continuously each fall and winter terms

until completion of all coursework and successful defense of the scholarly project. Registration in the

spring/summer term is optional. Continuous enrollment is necessary to maintain active student status.

Active students must be registered for a minimum of one credit during the fall and winter terms. The

number of credits should reflect the amount of work the student intends to complete that semester and

should be negotiated with the supervising faculty to reflect their effort. If a student does not register for

a term as expected, the student will be considered to have withdrawn from the Program and their

academic record will be discontinued. If they wish to return to the DNP Program, they will need to

reapply to the School of Nursing and the DNP Program.

Leave of Absence

Events may occur that make it necessary for a student pursing a DNP to interrupt his to her progress

toward a degree. Students can request a Leave of Absence from the program for illness or injury, to

provide care or assistance for family and dependents, to meet military service obligations, or for other

personal reasons.

A student on a Nursing-approved leave of absence suspends progress toward the DNP degree for a

minimum of one fall or winter term. No tuition or fees are charged for the period during which a

student is on a leave of absence. A leave of absence may have implications for a student’s federal

financial aid or loans. Students should consult with the Office of Financial Aid to determine how a

leave status might affect their aid and eligibility to defer loan repayment.

A student on leave has access to limited services that allow them to remain current in their field of

study and connect to their program. Students on leave do not have the benefits of registered status

however, and many may not use University facilities or services normally available to registered

students, including the use of laboratories, equipment and other research facilities. Students on leave

may not use the service of faculty or administrative staff except for planning the transition back to

registration status.

Emergency situations may require a student to begin a leave of absence in the middle of a term. In

these circumstances, students would withdraw their registration for that term and immediately begin

the approved leave of absence. Adjustments to tuition and fee charges are made according to the

schedule set by the Registrar’s Office. Emergency leaves do not reverse the charges set by this

schedule.

US Immigration regulations may restrict the eligibility of an international student for a leave of

absence. International Students considering a leave of absence must consult with the International

Center, so that the Center can either inform the student that the proposed leave of absence is

permissible under immigration regulations and can update the student’s SEVIS record if needed, or, if

the proposed leave is not permitted by immigration regulations, advise the student on other possible

courses of action.

The following general policies apply to all leaves of absence:

1. The Office Practice and Professional Graduate Programs advisors review and forward all

requests for leaves with recommendations to the DNP Program Director for review and

approval.

110

2. A leave of absence is not required for the spring/summer, since students maintain active

status during these terms whether or not they are enrolled in courses.

3. A student can request a leave for up to 2 consecutive fall or winter terms, or 12 consecutive

months, and may request an extension for up to an additional 12 months, or a maximum leave

of 24 months.

4. A student may submit a request to return early from an approved leave of absence, which is

subject to the recommendation from the graduate advisor and approval of the DNP Program

Director.

5. Leaves of absence will not be approved for prior terms.

6. A newly admitted student who has registered may seek a leave of absence, if the request and

approval occur before the end of the third week of classes in the initial term of registration.

7. Students returning from an approved leave must enroll for the next fall or winter term that

follows the leave. Students who are at the end of a term of an approved leave and do not

either request a new leave to register for the next fall or winter term will be considered to have

withdrawn and be discontinued from the program at the end of the term that follows the leave.

8. Students on leave may finish work from previous terms, such as completing unfinished work

for prior course in which grades of incomplete have been assigned, but may not complete

other requirements for their degree.

9. The time limit for completing the DNP degree will be extended by that number of terms the

student is on leave.

10. A student who has been suspended for academic or non-academic reasons is not eligible to

apply for a leave of absence. A student on an approved leave of absence who subsequently is

suspended will have the leave rescinded.

When a student is preparing to return to the DNP Program after an approved leave of absence, they

must meet with their academic advisor to review their previous plan of study. If appropriate, the plan

of study will need to be updated to reflect correct dates and to incorporate any new requirements or

program revisions that may have been approved while the student was on leave.

Leave of Absence for Military Service

A student will be granted a leave of absence for the duration of a military service obligation to their

country of citizenship. Documentation confirming induction or authorization for active duty is required.

Leave of Absence for Medical Reasons

A student will be granted a leave of absence for medical reasons for a serious physical or mental

health condition that prevents continued participation in the Program. A request for a leave requires a

written recommendation from a health care provider. The advisor may initiate a request for a leave for

medical reasons in the event that the student is incapacitated. For some medical circumstances,

students should consider whether a within-semester medical accommodation is more appropriate.

Leave of Absence for Family Necessity or Dependent Care

A student may be required to step away from study for a term or more to take care of an urgent family

necessity or to provide dependent care. A student will be granted a leave of absence:

− to take care of a serious circumstance that directly affects a family member, such as a death,

serious health condition, financial difficulty, or other critical life situation; or

− to provide care for a dependent incapable of self-care because of age or disability.

For family necessity, “family” is defined according to the University’s Standard Practice Guide (SPG

201.11) to include the student’s spouse or domestic partner with whom the student shares living

111

accommodations and expenses, and, without regard to their place of residence, the child, sibling,

parent, grandparent or other related individual whose primary care is the responsibility of the student.

For dependent care, a dependent is defined as: a biological, adopted or foster child, stepchild, or legal

ward who is either under 18 years old; a family member (as defined above) older than 18 years and

unable to provide self-care; or a spouse or domestic partner.

Leave of Absence for Personal Reasons

After completing at least one full term in the DNP program, a student may request a one-term non-

renewable leave of absence for personal reasons. A student should request this leave before the

beginning of the term for which this leave is requested. A leave of absence for personal reasons may

be taken only once during the graduate career, even if the student begins a leave mid-term. A student

considering a personal leave is encouraged to discuss other possible arrangements with an OFFICE

OF PRACTICE AND PROFESSIONAL GRADUATE PROGRAMS advisor and the Director of Post-

Master’s DNP.

Program Time Limits

All DNP degree requirements must be met within 5 years of the term of admission. A student who

anticipates exceeding the maximum time limit to degree must submit a petition to the DNP Director.

The request must provide clear evidence to support the feasibility of completing all degree

requirements within the time extension requested. The DNP Director will review the request with the

student’s academic advisor. Generally, time extensions will be for a maximum of 12 months. If the

Director supports a time extension, the approval letter will stipulate the terms of the extension

regarding the time period and for completing degree requirements. If the request for time extension is

denied, the student may appeal the decision with CAASS.

Readmission

The DNP Program is committed to providing an educational experience that prepares graduates for

state of the art knowledge and research methods. Individuals who were previously admitted to the

Program but have withdrawn voluntarily from active pursuit of their DNP degree requirements are

eligible to apply for re-admission consideration. The School of Nursing requires students to be

continuously enrolled each fall or winter term. Students, who do not meet this requirement and have

not been on an approved leave of absence, must reapply for re-admission consideration.

Individuals who wish to be considered for readmission will need to submit the following to the DNP

Program in the School of Nursing:

− A letter of re-application which addresses why re-application is sought, a description of the

kinds of activities the applicant has been engaged in since leaving the doctoral program, and a

detailed plan and timeline for completing the DNP degree requirements;

− A current CV;

− A goal statement which addresses the student’s professional goals and scholarly interests;

− Two letters from faculty, one of which will be from a proposed advisor or chair, supportive of

the applicant’s re-admission;

− An official copy of the University of Michigan transcript.

After the materials are received, the School of Nursing DNP Advisory Committee will review the

reapplication materials. This review will be coordinated by the Director of Post-Master’s DNP (who will

be non-voting in the re-admission decision). The review process will consider various factors including

the applicant’s academic standing at the time he/she left the program, the length of time since the

applicant has been engaged in coursework, the relevancy of that coursework to the student’s current

112

goals, the professional activities the applicant has been engaged in sine leaving the DNP program, a

fit between the applicant’s scholarly interests and a potential mentor on the faculty, and an

assessment of what has changed in the applicant’s circumstances that will now permit successful re-

engagement in DNP studies. A meeting will also be held with the applicant and the review committee

to provide any additional information needed for the readmission assessment.

After the DNP Advisory Committee has reviewed all information, a recommendation will be made to

support or deny the readmission. The application materials and recommendation will be forwarded to

CAASS for review if one or more DNP Admissions criteria are not met. The degree requirements in

place at the time of reapplication will apply if the student is offered readmission, including the following

as appropriate:

− Readmission to the full standing with a list of the remaining requirements to be met in the

student’s program plan;

− Identification of any additional coursework that the student will be required to meet;

− Identification of coursework that the student had completed previously but will need to be

repeated due to performance issues or lack of currency of content.

Applications for readmission must be completed no later than 6 weeks prior to the term when the

student wishes to re-enroll.

113

Chapter

Academic Rules, Policies and Procedures

The following academic policies as well as any additional School of Nursing policies and operating

procedures relative to student records, publications, grievances, and discipline, are consistent with the

federal Family Educational Rights and Privacy Act of 1974 ("FERPA" or the "Buckley Amendment")

and the Michigan Freedom of Information Act. Additional Information can be found on the

University of

Michigan Student Rights and Student Records page of the Office of the Registrar’s website and on

the Frequently Asked Questions page of Office of the Vice President & General Counsel website.

School of Nursing Student Code of Academic and Professional Conduct

The University of Michigan, School of Nursing has a Code of Academic and Professional Conduct that

all students are expected to follow. Any questions regarding this code should be addressed

immediately to relevant faculty, academic advisors, or the Director of Student Enrichment. The

complete Code of Academic and Professional Conduct may be found in Appendix A

. The student

must electronically certify that he or she has received a copy of the code and that he or she will abide

by it. The certification process occurs when the student first begins classes and is coordinated by the

Office of Practice and Professional Graduate Programs (Grad Office). Proof of certification will be

placed in the student’s file.

Please Note: The University of Michigan Statement of Student Rights and Responsibilities applies to

all students in the realm of non-academic conduct. For the most current version of the statement, see

the Statement of Student Rights and Responsibilities page of the Office of Student Conflict Resolution

(OSCR) website.

Plagiarism

The School of Nursing follows the American Psychological Association (APA) citation guidelines.

Proper citation of referenced material is required. Not following proper citation guidelines my

constitute plagiarism and be subject to academic discipline (see Appendix C for additional

information on plagiarism).

A required resource for APA formatting and citation is the Publication Manual of the American

Psychological Association, 6th Edition, Washington, DC, by the American Psychological Association.

This reference guide is available at the University libraries, local bookstores, and may be purchased

online at APA Style. The Shapiro Library citation guide

also contains helpful information about APA

style, as well as information about RefWorks.

114

School of Nursing Technical Standards

A candidate for a nursing degree must possess abilities and skills which include those that are

observational, communicational, motor, auditory, tactile, physical, intellectual-conceptual (integrative

and quantitative), behavioral, and social. The use of a trained intermediary is not acceptable in many

clinical situations in that it implies that a candidate’s judgment must be mediated by someone else’s

power of observation, selection, and assessment. These technical standards are key components of

the Nursing academic program.

I. Observation

The candidate must be able to acquire a defined level of required information as presented

through demonstrations and experiences in the basic and behavioral sciences. Observation

involves visual, auditory, and tactile abilities.

A. Visual

• Observe a patient accurately, at a distance and close at hand within a variety of clinical

settings

• Acquire information from oral presentations, demonstrations, observations

• Observe written documents and visualize information as presented in images from

paper, films, slides, video, or other media

• Interpret visual and graphic images and digital and analog representations of

physiologic phenomena with or without the use of assistive devices

B. Auditory

• Listen to verbal communication to identify and respond to a patient’s health status

• Identify and differentiate sounds such as those related to heart, lung, or other bodily

functions with or without the use of assistive devices

• Listen to verbal communication to provide care in collaboration with other providers

C. Tactile

• Assess patients, collect data, and provide patient care through touch such as with

palpation

• Identify changes in body texture and temperature

2. Motor

The candidate must be able to possess motor skills, including both gross and fine muscular

movements, necessary to directly perform diagnostic and interventional maneuvers such as

palpation, percussion, auscultation.

• Execute motor movements reasonably required to provide general and emergency patient

care such as airway management, cardiopulmonary resuscitation, application of pressure

to control bleeding, administer medication, perform health assessments, and other

interventions required for care of the patient

• Manipulate a variety of objects using both fine and gross dexterity

3. Communication

The candidate must be able to communicate verbally and in writing.

• Ability to communicate verbally and in writing with maximum accuracy, clarity, efficiently

and effectively with patients and their families, other members of the health care team, and

faculty within rapidly changing and stressful health settings

• Ability to demonstrate proficiency in keyboarding for documentation

115

• Ability to perceive and interpret nonverbal communication

4. Intellectual-Conceptual (Integrative and Quantitative) Abilities

The candidate must be able to demonstrate intellectual, cognitive, conceptual abilities in order to

provide safe patient care.

• Ability to measure, calculate, reason, plan, analyze, integrate, synthesize, and evaluate

complex information for problem-solving

• Comprehend three dimensional relationships and understand spatial relationships of

structures.

• Exercise appropriate judgment with analysis of situations and anticipation of consequences

5. Physical abilities

The candidate must demonstrate the physical ability to provide safety for the patient and self.

• Move and transport objects that reflect a range of weights

• Perform physical activities and exhibit mobility required to provide care to patients and

families, at times in urgent situations

• Tolerate physically demanding workloads

6. Behavioral and social attributes

The candidate must possess the emotional health required for full utilization of his/her intellectual

abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to

the care of patients and the development of mature, sensitive, and effective relationships with

patients.

• Function effectively and with good judgment under stressful and demanding clinical

situations

• Adapt to changing environments

• Display flexibility and function in environments inherent with uncertainties in the clinical

problems and situations of patients and others

• Care for individuals in a respectful, sensitive, and effective manner regardless of gender,

age, race, sexual orientation, religion, disability, or any other status identified in the

University’s Non-Discrimination Policy.

• Engage consistently in providing care to patients in rapidly changing, stressful, and

demanding environments without current evidence of behaviors of addiction or abuse of, or

dependence on alcohol or other drugs that can impair behavior or judgment.

• Exhibit emotional stability that enables full utilization of abilities to engage in safe care to

patients and participate effectively with peers, faculty, and other health care professionals

• Demonstrate compassion, integrity, concern for others, and effective interpersonal skills

• Demonstrate interest and motivation in providing health care and interacting with the health

care team and faculty

Personal qualities reflected in behaviors that affect the care of patients and the ability to function as

part of a team, thus jeopardizing safety, will be assessed during the educational process and

considered as required components for progression in the program.

116

Definitions of Professionalism and Safety

Professionalism

Nursing professionalism is comprised of behaviors, practices, and communication styles that

demonstrate core values of nurses working to achieve optimal health outcomes in patients, families,

and communities. This includes conduct that applies the principles of altruism, excellence, caring,

ethics, respect, communication, and accountability. Students learn these principles through self-

assessment, self-reflection, responsible learning, accountability, effective communication and

continuous professional engagement.

Safety

Safety is inherent in professionalism. The term patient safety means “the prevention of harm to

patients.” It includes human factors, teamwork, communication, patient management and clinical

performance.

Travel

Students who independently engage in travel and/or volunteer opportunities abroad should not

identify themselves as students or representatives of the University of Michigan when doing so.

Expected Student Competencies

Communication is the exchange of ideas, thoughts or feelings by verbal and non-verbal

actions. Verbal and written communication includes clear, coherent, timely, honest, concise,

and patient-centered communication. They are encouraged to develop pronunciation, pitch and

intonation appropriate for the environment. Non-verbal skills include gestures that are

appropriate and employ the skill of listening to assimilate information. Cultural awareness builds

upon identifying issues to alleviate communication obstacles resulting from health literacy,

disparities, authority gradients, cultural differences and language barriers.

Self-awareness is the ability to recognize and look at inner thoughts, feelings and beliefs.

Emotional intelligence is the ability to recognize one's own and other people's emotions, to

discriminate between different feelings, label them appropriately and then use emotional

information to guide behavior. Through self-evaluation and validation of feedback students will

reflect upon experiences summarizing accurately strengths and learning needs to build

confidence with realistic perspectives about capabilities. Students are held accountable to

defend their perspective, including unpopular or unsafe practices.

Self-Care is promoting and maintaining personal well-being. Students enter the nursing

program knowing they must take responsibility for their own physical and emotional health. This

includes demonstrating sensory capabilities or appropriate compensation and the ability to

perform the physical requirements of clinical practice. It is the students’ responsibility to acquire

adequate rest, nutrition and hydration, and manage personal stress.

Responsible Learning is demonstrated by taking control and ownership for learning. This is

displayed by being engaged in academic tasks, persistent in self-learning, seeking feedback

and notifying faculty if not achieving course or program objectives. Efforts are made to follow

the agency’s clinical policies, procedures and principles by adhering to submission of clinical

requirements. Students must practice within their scope of knowledge, skills and recognizes

personal limitations while working only under the appropriate supervision.

Professional Image is the appearance of an individual or profession outside the discipline.

Students are guided to uphold a positive professional image by portraying a compassionate

demeanor and demonstrating a respect of others with behaviors that are focused on patient

117

care and learning. Students entering the program will be cordial to peers and demonstrate

flexibility, professional etiquette and civility. They will adhere to the Clinical Uniforms and Dress

Code policy or agency’s policies along with the Student Code of Academic and Professional

Conduct.

Students are accountable to explain and justify their intentions, actions and omissions. Students

are guided in their development of professional behaviors yet, are responsible to demonstrate

the competencies listed above. Demonstrating professional behavior is required for passing in

all course/clinical practice regardless of performance in other areas.

School of Nursing Student Grievance Process

The purpose of the Grievance Process is to provide a mechanism for objective internal review of

faculty and staff actions or School committee decisions.

This Grievance Process may be utilized by students enrolled in courses in the School of Nursing who

believe these decisions resulted from inequitable and/or discriminatory decision-making procedures or

processes. The wisdom of a decision is not a grievable matter. Only the process that is believed to be

inequitably applied, within the referent group, is grievable. Implicit in this process is the need for the

cooperation, openness, and good faith of all parties involved. Please refer to Appendix D

Students enrolled in courses in other schools and colleges should utilize the Grievance process within

those respective units if there is a grievance regarding courses in those schools.

Committee on Academic Admissions and Scholastic Standing

The Committee on Academic Admissions and Scholastic Standing (CAASS) has the authority to

administer academic discipline and grant or deny requests for waivers and modifications of standard

academic policies, including progression policies and degree requirements. Committee members are

charged with the interpretation and supervision of the school’s academic policies. If a student

presents extenuating circumstances. CAASS will consider exceptions to standard policy on an

individual basis (see section Extenuating Circumstances

for more information).

The purpose of a petition to CAASS is to request an exception to an academic policy or a modification

of academic program plan/progression. As a first step, the student must meet with an academic

advisor to discuss the matter. If a decision is reached with the academic advisor that a petition to

CAASS is warranted, the student will prepare a draft of the petition form and review it with the

academic advisor before submission. CAASS meets once per month (unless otherwise noted), during

the fall and winter terms, and follows an “ad hoc” schedule during the spring/summer term. Petitions

must be completed by all parties concerned and returned with pertinent supportive documentation to

the academic advisor no later than one week prior to the scheduled committee meeting.

The Chair of CAASS initiates and mails a letter informing the student of the committee’s decision and

any stipulations and/or conditions for progression, and a copy is placed in his/her academic file. The

letter is mailed (certified mail, return receipt required) to the address on file in Wolverine Access within

five business days of the meeting.

The purposes of the Committee on Academic Admissions and Scholastic Standing (CAASS) are to:

1. review and recommend for faculty approval all admission, progression, and graduation policies

for the School of Nursing; and

2. act on petitions for exceptions to School of Nursing admissions, progression, and graduation

policies.

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Students who elect to petition CAASS for a policy exception will need to demonstrate exceptional

circumstances as to why there should be a change in their admission, progression, or graduation. The

purview of CAASS does not include the changing of course grades.

Disputes about course grades or course performance are addressed with the faculty in that course.

The School of Nursing Grievance Policy provides a mechanism for objective internal review of faculty

and staff actions or school committee decisions (see Appendix D

The appropriate academic administrator, and/or course faculty cannot override a CAASS decision.

However, if the student believes she/he possesses additional noteworthy information not presented in

the original petition, he or she may provide further explanation in writing to the Chair of CAASS. The

Chair of CAASS, the Director of Student Enrichment (who will interface with the Appropriate academic

administrator), and an academic advisor in the Graduate Programs Office will discuss the information

with the student. If it is deemed that the information presented is not new, the student will be advised

that submission of a revised petition is not warranted. If a student is not satisfied with the process

used by CAASS regarding his or her revised petition, the student may initiate the grievance procedure

(see Appendix D

Academic Disciplinary Action by CAASS

Academic disciplinary actions are consistent with established policies and guidelines. Conditions or

requirements to be fulfilled are determined on an individual student basis. Any student on academic

discipline is urged to contact an academic advisor in the Graduate Programs Office to discuss a plan

for academic success. The following are possible disciplinary actions:

1. Action Pending: A student will be placed on “Action Pending” if the student’s academic

record for a term just concluded is incomplete. The transcript is reviewed again when final

grades have been reported or after incomplete grades have lapsed.

2. Academic Warning: A student will be sent a letter of Academic Warning if the student has a

3.0 (B) cumulative grade point average, but has achieved less than a 3.0 grade point average

in a given semester.

3. Continued Academic Warning: If any of the above circumstances occur in the next semester

of enrollment of a student on Academic Warning, the student is given the status of “Continued

Academic Warning.”

4. Probation: A student will be placed on academic probation if a grade of less than “B-” is

earned in a course required in the nursing program, or if the student’s cumulative grade point

average and/or professional grade point average is/are less than 3.0. For a student to be

removed from academic probation, he or she must earn a grade no less than “B-” and repeat

the deficient course.

A student on academic probation is required to make a substantial reduction in the honor point

deficit, if not remove the deficit completely by the end of the probationary semester of

enrollment in the School. The CAASS may also require that a specific number of honor points

be earned, or that a cumulative 3.0 grade point average be earned, depending upon the

circumstances in the individual case.

5. Ineligible to Register in the School of Nursing: The CAASS requires a student to withdraw

from the School of Nursing when a student has failed three (3) required courses and/or is

unable to achieve a cumulative 3.0 grade point average in the following terms after they are

placed on academic probation. If it is determined, after grades are available to the School of

Nursing, that a student is not eligible to be in classes for which they are registered, he or she

will be disenrolled from said classes.

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Notification of Academic Disciplinary Action

The department chair mails a letter to the student’s local address on file in Wolverine Access

informing him or her of the decision and any stipulations and/or conditions for progression, and a copy

is placed in his or her academic file.

Extenuating Circumstances

Extenuating circumstances are unforeseen events in which have a) prevented a student from

attending a substantial number of classes, b) affected his or her ability to study or attend clinical, c)

resulted in assessment deadlines being missed, or d) adversely affected performance.

Extenuating Circumstances are those that are:

• Severe and exceptional; and

• Unforeseen or unavoidable; and

• Close in time to the request for exception, or where the student can demonstrate that the

circumstances continued to have an impact on their academic performance

Exceptional circumstances include serious illness, hospitalization, accidents, injuries, serious personal

problems, or emotional difficulties beyond the student’s control.

Requests for exceptions must be verified by documents that may include, but not limited to: letter(s)

from health care provider(s), accident reports, and/or hospital records.

An exceptional circumstances exception does not guarantee that the student will be able to progress

as planned.

An exception may prevent the student from fulfilling course and progression requirements to the

extent that they are unable to achieve required learning objectives. This type of situation will be

evaluated by faculty, the Director of Student Enrollment, and the appropriate academic administrator.

Transfer of Credit

Students in the DNP Program can transfer a maximum of nine credits to meet program

requirements. Courses are considered transfer credit if they are taken outside of the School of

Nursing at any institution outside of the University of Michigan (U-M). Any course outside of the DNP

Program requirements that a student wishes to take to meet requirements for the DNP must receive

approval from the Director of Post-Master’s DNP. All transfer courses must have been completed at

a grade of a “B” or better for transfer and documented with an official transcript. When seeking

approval of a course for equivalency, a syllabus must be submitted with the request. School of

Nursing faculty teaching this course will be asked to review the syllabus for equivalency and to

provide that assessment to the Director of Post-Master’s DNP. It is required that a request to enroll

in a course not offered by the DNP Program at U-M be received and approved prior to registration

for that course.

If a required DNP course was taken outside of U-M, and the student has transferred in the maximum

of 9 credits, the student may petition the DNP Program for equivalency. If the course is approved as

equivalent, and the maximum of 6 credits has been met through transfer, the student will not be

required to repeat the required DNP course but will need to take an elective course to meet total

degree credit requirements.

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Once a transfer course has been approved, the student needs to submit an official transcript (with

final grade posted) to the Graduate Programs Office: School of Nursing, 400 N. Ingalls, Room 1160,

Ann Arbor, MI 48109. This way any issues in delivery and processing can be avoided.

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Coursework and Grading Policies

Compliance Policy

Before beginning any School of Nursing course, including all didactic, clinical and lab components, all

students in all programs are required to satisfy all health and safety requirements. In order for a

student to be considered in full compliance, all of these requirements (with the exception of the flu

shot) must be valid the entire academic year. This includes fall and winter terms and may include

spring term, summer term and/or spring/summer term if students are enrolled in School of Nursing

courses. None of these requirements may expire at any time during the academic year.

If these requirements are not fulfilled by the deadline each year, students will be disenrolled from all

nursing courses for the term and they will have to wait until the following term to reenroll. In order to

be eligible to receive overrides for the following term, students must be 100% in compliance. In

addition, students in clinical may be required by a clinical agency to meet additional compliance

requirements.

For more detailed information about the UMSN Compliance Policy, including a list of the Graduate

Compliance Requirements, see Chapter 5 and the Compliance Requirements

section of the UMSN

website.

School of Nursing Course Grading Scale

A+

A-

= 97-100%

= 93-96.9%

= 90-92.9%

B+

B-

= 87-89.9%

= 83-86.9%

= 80-82.9%

C+

C-

= 77-79%

= 73-76.9%

= 70-72.9%

D+

D-

= 67-69%

= 63-66%

= 60-62%

= <60%

Transcript Notations and Grade Point Average

Letter Honor Pass/Fail

Grade Points P (passed) credit, no honor points

F (failed) no credit, no honor points

A+ 4.3

A 4.0 Satisfactory/Unsatisfactory

A- 3.7 S (satisfactory) credit, no honor points

B+ 3.3 U (unsatisfactory) no credit no honor points

B 3.0

B- 2.7 Credit /No Credit

C+ 2.3 CR (credit) credit, no honor points

C 2.0 NC (no credit) no credit no honor points

C- 1.7

D+ 1.3

D 1.0

D- 0.7

Incomplete/Work in Progress Official Audit (VI)

I (incomplete) no credit, VI (visitor) no credit,

no honor points no honor points

Y (work in progress, no credit

approved courses only) no honor points Miscellaneous Notations (NR)

NR (no report) no credit,

no honor points

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Withdrawal/Drop

W (official withdrawal) no credit,

no honor points (A notation of ED and NR for a graded election

has the same effect on the grade point average,

as does an E.)

ED (dropped unofficially) no credit,

no honor points

A notation of P, F, CR, NC, S, or U does not affect a student’s term or cumulative grade point

average. A notation of I or Y, if not replaced by a passing grade, eventually lapses to E and, for

graded elections, is computed into the term and cumulative grade point averages. The highest term

and cumulative Grade Point Average that a student can earn is a 4.0.

Course Assignment Policies

All assignments are expected on the designated due dates. Extensions must be negotiated with the

faculty prior to the scheduled date of submission. Late submission of assignments may result in

grade reduction or loss of credit. All assignments are to be completed by the end of the academic

term.

Course Examination Policies

All examinations are to be taken at the scheduled times. Students unable to attend an examination

due to illness or emergency are responsible for notifying the course instructor prior to the examination

period. Documentation substantiating the illness or emergency may be required. Make-up options for

examinations, including denial for exam make-up, are provided at the discretion of the faculty. Final

examination periods are determined by the University Calendar Committee and approved by the

Regents. The School of Nursing follows the university’s final exam schedule and related policy for

determining final examination timing. All exams will be held in the regularly assigned room unless

otherwise indicated by the instructor.

Incomplete (“I”) Grade Policy

A faculty member gives an incomplete grade only when a student is in good academic standing (at

least a “B” grade) in the course and there is unfinished work. Progression requirements apply

regardless of the Incomplete Contract.

A student who needs an incomplete must contact the faculty member. The student and the faculty

member should discuss a plan, including a schedule, for completing the remaining work prior to the

conferral of an “I”. This discussion should be converted to a written Incomplete Contract and signed

before the last class meeting.

An Incomplete grade must be made up before the last day of classes of the second full term beyond

the term in which the “I” mark was recorded (excluding spring/summer).

An Incomplete appears on the transcript as an “I” and will not be calculated into the student’s grade

point average until the deadline has lapsed. Once the work is completed, the final course grade is

posted alongside the “I” (which remains on the transcript) and the earned grade is computed into the

grade point average. An “I” grade not finished by the incomplete deadline lapses to an “E” grade. In

such cases, no degree credit is earned and the course is then computed as an “E” in the term and

cumulative grade point averages. An unfinished Incomplete, for courses elected on a non-graded

basis (“Pass/Fail,” “Credit/No Credit,” etc.), lapses to “Fail” or “No Credit” but does not affect the term

or cumulative grade point averages.

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Minimum Grade Requirement

All required courses, as well as cognate courses, must be completed with a grade of “B-” or higher.

Courses must be repeated when the minimum grade of “B-” is not earned.

School of Nursing Masters and DNP students are required to meet a minimum grade of “B’ in this and

all School of Nursing Courses. To maintain satisfactory academic standing, Masters and DNP

students must make satisfactory progress toward their degrees and have a minimum cumulative

grade point average (GPA) of B (3.0 on a 4-point scale). Students will be required to repeat all

required courses receiving a grade lower than a “B”. Programs and departments may have separate

requirements for grades necessary to maintain satisfactory academic standing. Students who fall

below this average are placed on academic probation. In some cases, students will have to petition

the Committee on Academic Admissions and Scholastic Standing (CAASS) to determine progression

in the program. Courses in which grades of D or E are earned cannot be used to fulfill degree

requirements (see Section 4 of Graduate School Academic Policies).

Academic/Clinical Course Warnings

Students are given written warning by their faculty instructors if they are failing a required course, if

there is concern about the student’s progression, or if there is concern about the student’s

professional behavior. The warning will list specific areas in which the student is failing to meet course

objectives, clinical competence, or professional behavior, and will list specific steps the student must

take to obtain a passing grade. The warning is discussed with the student who may add comments

and then signs the warning and receives a copy. A copy of the warning is sent to the academic

advisor who places it in the student’s academic record. A copy of the warning is also sent to the

Associate Dean of Professional Graduate Programs and relevant course faculty. Academic/clinical

course warnings may be given at any time during the course as determined by the course faculty.

Academic Standing/Discipline

The Committee on Academic Admissions and Scholastic Standing (CAASS) and the governing faculty

of the School of Nursing approved the following Scholastic Standing Policy.

Students whose cumulative grade-point average for overall course work and/or School of Nursing

courses falls below a "B" (3.0) in a given term or half term will be placed on probation for the following

term or half term, or may be denied permission to reregister. A student whose cumulative grade-point

average for overall course work and/or School of Nursing courses falls below a "B" for two successive

terms or half terms may, upon the recommendation of his or her Department Chair and the consent of

the Graduate School, be granted a final opportunity to correct the scholastic and/or academic

deficiency. A student who is not making satisfactory progress in his or her program, or who has failed

to demonstrate the ability to succeed in his or her plan of studies, may be required to withdraw from

the University.

A student whose cumulative grade-point average for overall course work and/or School of Nursing

courses falls below a "B" for three successive terms or half terms will not be permitted to enroll again,

and will be required to withdraw from the University.

A student whose cumulative grade-point average is below a "B" or who has not satisfactorily met all

program requirements cannot be recommended for a degree. When a student is not meeting program

requirements, the Department Chair will determine whether the student will be permitted to continue in

the program and, if so, what further requirements must be met. A maximum of three credits of

independent study such as N697 will be counted in computing the School of Nursing grade-point

average.

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The Office of Practice and Professional Graduate Programs administers computation of grade-point

average for School of Nursing courses and formal notification of probationary status. The Graduate

Academic Advisors tracks and formally notifies students of deficiency in the overall grade-point

average, and notifies students within three weeks of a new semester starting of any changes in

Academic Standing.

Academic Assistance

Students who are having academic difficulty should contact the faculty teaching the course early on.

This allows the opportunity to make a plan for improvement, and determine strategies that may be

helpful. Students should also contact the Graduate Programs Office Advisors and their faculty lead for

additional resources and assistance. A delay in contacting faculty or Graduate Programs Office for

assistance may make it difficult to ultimately do well in the course.

Disability Statement

The University of Michigan promotes the full inclusion of individuals with disabilities as part of our

commitment to creating a diverse, multicultural community. It is the policy of the University of

Michigan to comply with the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation

Act of 1973, and other applicable federal and state laws that prohibit discrimination on the basis of

disability. The University will provide reasonable accommodations to qualified individuals with

disabilities upon request.

Consistent with the American Disabilities Act of 1990, the University of Michigan complies with federal

and state laws that affect qualified persons with disabilities. The School of Nursing does not

discriminate on the basis of physical handicaps. However, any applicant with a significant physical or

emotional problem is advised to make this fact known to the School so that appropriate faculty and/or

administrator can determined whether or not the student will need assistance in meeting the

requirements of the clinical nursing courses.

The School of Nursing’s policy and practice is to provide equitable educational opportunities for

students with documented disabilities in all programs and activities, including internships or field

placements. Students with documented disabilities who require accommodations must register with

the Office of Services for Students with Disabilities (SSD). Students will receive a letter detailing their

specific needs from SSD. The student must present this letter to each of their faculty and provide

sufficient lead-time to allow the requested accommodation(s) to be provided. Original documentation

of disability will be kept in the Office of Student, Academic, & Multicultural Services, Room 1160. If

students do not follow aforementioned procedure, they may not be eligible for an accommodation in

that course.

The School of Nursing is committed to providing equal and integrated access for students with

disabilities. If you need help with assessing your need for special accommodations, please contact

your faculty advisor for guidance and assistance.

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Chapter

Compliance

Compliance Policy

Before beginning any School of Nursing course, including all didactic, clinical, and lab components, all

students in all programs are required to satisfy all health and safety requirements. These health and

safety requirements are listed on the School of Nursing website

. If you need assistance with meeting

these requirements, health care services are available for students at University Health Service.

In order for a student to be considered in full compliance, all of the School of Nursing compliance

requirements (with the exception of the flu shot) must be valid for the entire academic year. Compliance

requirements may not expire at any time during the academic year.

All compliance requirements, except for the flu shot, must be uploaded to Castle Branch and approved

by Castle Branch before the end of the day on July 1. Flu shots for the 2017-2018 academic year must

be uploaded to Castle Branch and approved by Castle Branch by October 25, 2017. Failure to fulfill the

compliance requirements by the deadlines will be charged the following fees:

July 1: $200 fee

August 1: Additional $100 fee

Students in clinical may be required by a clinical agency to meet additional compliance requirements.

Additional requirements may include (but are not limited to) additional student fees for fingerprinting, an

ACE account, or a valid driver’s license/state ID. Students will not be allowed to begin clinical

experiences if the additional compliance requirements are not met by the agencies’ deadlines, which

may be different than the UMSN deadline. Students who do not meet agency deadlines for additional

compliance requirements may lose their clinical placements.

Students must notify Graduate Compliance of any changes to their criminal record after submitting the

criminal background check*, including arrests. Graduate Compliance should be notified within three

business days of any arrests, plea bargains, sentencing, convictions, or other criminal activity. In

addition, issues with a student’s criminal background check may also prevent that student from being

able to sit for certification(s)/licensure. The inability to become certified/licensed may prevent a student

from working in his/her desired area. The School of Nursing is not able to guarantee that any student will

qualify for certification(s)/licensure.

*Please note that it is possible that some activity reported in a student’s criminal background check may

prevent that student from being placed in the appropriate clinical settings required to complete the

program and, therefore, may result in the student being withdrawn from that course. In these cases, the

student should promptly consult with Graduate Clinical Placement to explore alternative placements or

degree programs. Under certain circumstances, students may not be eligible to graduate from the

School of Nursing.

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Graduate Student Compliance Requirements List

The University of Michigan School of Nursing Compliance Policy requires all School of Nursing

students taking any course to be in full compliance, regardless of the course. This includes courses

without a clinical component.

Compliance documents are managed by a third party vendor - www.castlebranch.com . All students

must create an online account and upload all compliance documents into the online account. New

graduate students should use package code UB59 to order a background check and a new account.

All compliance documents are due on July 1 each year (except the flu vaccine). This means that no

compliance documents may expire before the last day of classes in April, which is April 23 for the

2018-2019 academic year.

DUE BY JULY 1 EVERY YEAR

Physical

Examination Form

A licensed health care professional must complete and sign the school form. The

school form must be used.

In order for the document to be valid for the entire 2018-2019 academic

year, the examination cannot be completed before April 23, 2018.

Technical

Standards Form

Both pages of the signed form must be uploaded to Castle Branch.

In order for the document to be valid for the entire 2018-2019 academic year, the

document cannot be completed before April 23, 2018.

Cardiopulmonary

Resuscitation

Certification

(CPR)

ONLY the American Heart Association BLS for Healthcare Providers Course will be

accepted. This certification is valid for two years.

The front and back of a signed certification card OR an official digital certificate of

completion must be uploaded to Castle Branch.

The certification must be valid for the entire 2018-2019 academic year.

Tuberculin Skin

Test (also called

TB or PPD) or

blood test

Complete documentation must be uploaded to Castle Branch and includes the date

that a TB skin test was administered, the date that it was read, and negative results

OR a lab report showing a negative QuanitiFERON TB Gold or T-SPOT blood test

and test date. Blood tests are valid for three years.

A positive result requires a clear chest x-ray. A lab report is required. Chest x-rays are

valid for three years.

In order for the test to be valid for the entire 2018-2019 academic year, the test

cannot be completed before April 23, 2018.

A current, valid RN license obtained from any state within the USA must be

uploaded to Castle Branch.

International students must hold a nursing license from a recognized jurisdiction. If

admitted to the University of Michigan School of Nursing, students must obtain a

U.S. nursing license by the time their program starts in September. To begin this

process, the most important thing to do is obtain CGFNS Certification for the State

of Michigan.

Nursing License

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DUE ONCE BY JULY 1 PRIOR TO YOUR FIRST FALL TERM OF ENROLLMENT

Hepatitis B

The Hepatitis B vaccine is a series of three doses.

Complete documentation must be uploaded to Castle Branch and includes the dates

of the first, second, and third doses of the vaccine OR a lab report for a positive

Hepatitis B titer.

MMR (Measles,

Mumps, and

Rubella)

The MMR vaccine is two doses.

Complete documentation must be uploaded to Castle Branch and includes the dates

of the first and second doses of the vaccine after 12 months of age OR a lab report

for a positive antibody titer for each of the three components (Measles, Mumps, and

Rubella).

Varicella

Zoster

(Chicken Pox)

The chicken pox vaccine is two doses.

Complete documentation must be uploaded to Castle Branch and includes the date

of the first and second doses of the vaccine OR a lab report for a positive Varicella

titer.

Tdap (Tetanus,

Diphtheria, and

Pertussis)

Documentation of a Tdap vaccine at age 11 or after is required.

Tdap vaccines are only valid for ten years, Td booster may be required prior to

first term or at some point during enrollment.

Criminal

Background Check

A criminal background check must be completed through Castle Branch at

www.castlebranch.com. This background check is included as part of the UB59

package. Additional background checks may be required by clinical placement sites.

Handbook

Certification

The signed form must be uploaded to Castle Branch.

Authorization to

Disclose Information

Statement

Both pages of the signed form must be uploaded to Castle Branch.

Flu Shot

Drug Screen

Drug screens (10-panel) are available in Castle Branch. Instructions on how to obtain

drug screens will be sent directly via email.

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School of Nursing Technical Standards

The School of Nursing faculty are responsible for determining, at any point in the student’s academic

program, whether they have demonstrated appropriate levels of skills and abilities. The faculty has the

right to request expert consultation as deemed appropriate. Students who fail to demonstrate

appropriate levels of skills and abilities may have their progression interrupted until they are able to

demonstrate skills at the appropriate levels. If the faculty determines that a student cannot meet the

appropriate levels even when reasonable accommodations are made, students may be dismissed from

their program.

School of Nursing Drug Policy

The Graduate Nursing Student Drug Testing Policy and Procedure

. The use of “alcohol and other

substances potentially places patients, the public, and nurses themselves at risk for serious injury or

death” (International Nurses Society on Addictions, 2017). The University of Michigan School of Nursing

(UMSN) is committed to the safety of patients, students, faculty, and staff. The UMSN is also dedicated

to the promotion of health of its community members including those with physical, psychiatric, and

substance use concerns and establishes consistent policies and procedures that foster safety and

health. The UMSN supports wellness, restoration and rehabilitation of students to promote optimal

personal and professional functioning. The UMSN supports students in caring for themselves in order to

safely care for others. In an effort to promote patient safety and to facilitate early identification and

intervention for students with substance use and related disorders, as well as compliance with mandates

of affiliated clinical agencies, it is the policy of the UMSN to test for substance use among all of its

students annually.

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Chapter

Clinical Placements

Clinical Locations

Clinical and observational experiences for nursing students take place in a wide range of health

agencies both in and outside of Ann Arbor. Examples of clinical placements may include hospitals,

physician’s offices, federal agencies, professional organizations, city and county health departments,

and schools.

As a result of the various clinical course locations, nursing students may be required to travel up to 150

miles for clinical and observational experiences. Please note: Students are responsible for their

own transportation to clinical sites. Students also are required to provide their own automobile

insurance. Although students will need to drive to clinical locations, they should be aware that parking in

Ann Arbor and around the School of Nursing is extremely limited.

Onboarding

Onboarding is composed of various institutional requirements. For a successful placement, students

must complete all onboarding items by communicated deadlines. If onboarding items are not completed

by the communicated deadlines, students will be removed from clinical placement for the term and have

to wait until the following term. Student onboarding requirements must be valid during dates of

clinical placement/term.

There may be additional agency-specific mandatory requirements the student must satisfy that are

identified by placement sites to assure adequate baseline, training and information for students before

entering their facilities.

All graduate students must complete agency-specific mandatories before the first clinical day. Nursing

students are not allowed to provide patient care if mandatories are not complete.

Attendance

All missed placements including excused and unexcused absences must be made up.

An unexcused clinical absence is absence from the scheduled clinical activity. Examples of this

include:

• Not calling in advance

• Not showing up for clinical

• Taking personal vacations when scheduled

• Taking a day off to study when scheduled

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• Missing clinical because compliance and/or mandatories are not completed

It is the responsibility of a student to promptly inform his/her preceptor in the event of an absence or

illness. If students in a clinical course cannot reach their preceptor, the student should notify graduate

clinical placements office and request assistance.

When calling to report an illness or absence, give the location the name of student, name of preceptor to

whom the message should be given, and anticipated duration of illness.

Should a student miss multiple clinical days or a significant component of their required clinical or

seminar experiences for any reason, the Associate Dean of Practice and Professional Graduate

Program may be notified by the course faculty. The course faculty may decide if the student is allowed

to complete the course or should withdraw from the course. This decision will be made on a case-by-

case basis considering factors such as nature and centrality of the missed experiences, opportunity to

make up the experience/time, current standing in the course and projected length of time absent. An

Incomplete (“I”) grade will only be assigned at the discretion of the course faculty. If there is doubt about

the student’s ability to meet the course requirements, a failing grade may be assigned at any point in the

term.

The student is responsible for informing the course faculty regarding anticipated prolonged illness or

situations resulting in an interruption of the program and/or involving convalescence at home. For

extended absences, the course faculty will consult with the Associate Dean of Practice and Professional

Graduate Program regarding the student’s academic standing.

Occasionally, students will have special health concerns that could affect their ability to safely provide

patient care or that would jeopardize the student’s health and safety. Students are required to report

any type of health concern affecting patient care or student performance. Examples include: Unstable

diabetes, seizures, being immune compromised, contagious infections, clinical depression.

The ability of the student to have a safe experience is determined by the School of Nursing, their health

care provider, and agency requirements and policies.

Arrangement of Clinical Placements

Clinical placements are a combined effort that involves several offices, including the Graduate Clinical

Placement Office, your Program Leads, as well as system level legal contracts. Therefore, students

must use clear communication related to placements to ensure that contracts are in place and all parties

are aware of changes or irregularities. However, in general, if you have any questions, Please contact

Anne Marie Garbinski, Clinical Placement Administrator, at 734-764-0659 or email her at

amgarb@umich.edu

Do make sure to begin onboarding training as soon

as soon as you have been notified of a placement

rather than waiting into the semester.

Don’t wait to get started on your pre-placement

activities. You cannot receive your placement until you

have completed them. Please note that many of these

activities will take effort to complete. Failure to complete

them in a timely manner will jeopardize your placement.

It is best to start them as soon as possible. Pre-clinical

or onboarding obligations may include the following:

• 6-12 hours of webinar training on such

topics as charting and HIPAA

• A separate background check and/or

fingerprinting

• The payment of additional processing fees

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Do contact your preceptor immediately once you

have been assigned a placement to arrange

placement dates and times, even if the placement

begins mid-semester.

Don’t contact a placement site until you are cleared to

do so.

Do alert the Clinical Placements office immediately of

any change in your placement.

Don’t alter an established placement without specific

approval from faculty and Clinical Placements.

Do check your umich.edu e-mail. Information will be

sent only to your umich.edu e-mail account, not to

personal accounts. Review your umich.edu e-mail

frequently for communications regarding placements

and compliance. (Note: If you have a placement at

MICHIGAN MEDICINE, you will also have a

med.umich.edu account for the duration of your

placement. You must check both accounts regularly.

Don’t voice complaints to your preceptors. Instead,

discuss any issues with your faculty or with the clinical

placement administrator.

Do provide your phone contact information so that

Clinical Placements can contact you with last-minute

communications regarding alterations in placement.

Don’t speak, text, or e-mail poorly about your preceptor

or placement. You never know who is listening or who

might read a text or e-mail. You could endanger future

placements for other students.

Do keep in mind that your preceptor is doing you a

favor—you should not cancel on them or request

frequent schedule changes.

Don’t vent frustrations and concerns on social media

sites such as Facebook.

Do remember that you represent the School of

Nursing. We want preceptors and agencies to form

positive impressions of our students and programs.

Repetition of a Clinical Course

There may be restrictions on which clinical placements are most suited to a student repeating a clinical

course. These restrictions will be communicated to the student by the Associate Dean of Practice and

Professional Graduate Program after consultation with the involved course faculty. When repeating a

clinical course, registration is offered only on a space available basis.

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Clinical Uniforms and Dress Codes

A clinical placement dress code has been established in recognition of the fact that the mode of

dress does affect the establishment of a rapport and working relationship with patients, families,

and other care providers. Please reference Nurse-Patient Relationships & Professional Conduct

sections of the Student Code of Academic and Professional Conduct, located in Appendix A.

Dress code for any specific agency and in any specific program will be communicated to you by your

clinical faculty and the agency during clinical on-boarding. However, in general, nursing students are

expected to wear professional attire when giving nursing care, unless a different policy is specifically

defined by the clinical unit. Lab coats may be worn over business casual attire. A student must abide

by any uniform or dress codes set by the agency in which the student is having a clinical experience.

School of Nursing Clinical Uniforms and Dress Code

Acceptable Clothing

• Scrubs (matching tops or bottoms), properly fitted.

• White lab coat

• Dress of appropriate length for bending and stretching activities worn with white or neutral

hose

• Religious, cultural or medical head coverings for men and women (e.g. yarmulke, hijab)

Shoes

• Soft-soled shoes with closed toe and closed low heel, without mesh all white, black or

brown athletic shoes are acceptable. Socks or stockings are required.

Hair

• Hair must be up off the collar and pulled up and back, so as not to fall onto the patient, or

clean/sterile fields when bending over to provide care. Beards and mustaches must be

neatly trimmed. At the discretion, of course instructors or agency employees, students

with facial hair may be asked to wear a beard/mustache cover and comply with agency

policies. Hair accessories cannot be used if long enough to touch the patient or if they

could potentially harbor bacteria.

Appearance

• Artificial or gel nails, visible tattoos or any visible body piercings (except for one piercing

per ear) are not allowed. Nail polish, if used, should be clear or pale pink/white coated.

Nails are to be clean and of a length that could not scratch patient during care. No

excessive jewelry around necks, wrists or hands, which could harbor bacteria or pose a

safety hazard to the student or patients, may be worn.

Identification

• Students must wear University of Michigan identification at all times and any name pin or

other identification given by the clinical agency.

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Inappropriate Attire

Inappropriate attire, including t-shirts, tank tops, denim, shorts, skirts more than 2” above the knee, tight

fitting or suggestive clothing, flip flops, sneakers, sandals, athletic wear including hoodies, leggings,

bare midriffs or low-cut garments (low-cut necklines or low-rise pants), should not be worn to any clinical

placement. With clinical uniforms, professional, or casual business attire, make-up should be moderate

and fragrance should be minimal. All clothing should be clean and in good repair. Students must follow

the dress code of the agency when the agency has more restrictions. Students will be asked to leave

the clinical site if faculty or agency personnel have determined the attire is not appropriate.

Confidentiality and Use of Medical Records

The Health Insurance Portability and Accountability Act (HIPAA) govern the use and release of a

patient’s personal health information (PHI) also known as “protected health information”. It is imperative

that all students and faculty with any access to a clinical setting comply with HIPAA rules and

regulations. This includes understanding HIPAA and training in HIPAA that meets the clinical agency’s

requirements. Students also must follow agencies policies regarding use of and access to electronic

medical records.

Use of Technology and Social Media in a Clinical Setting

Any technology, tool, or on-line space in clinical agencies cannot be used for personal business. This

applies to social media platforms. Students must follow clinical agency policies regarding use of

technology or social media. At times, a clinical setting may allow use of technology or on-line space or

use of social media for work purposes. They are only to be used as they relate directly to patient care or

specified agency activities.

• Agency computers cannot be used for personal business such as checking e-mail or

Facebook.

• Any personal communication such as cell phone use or texting must be done outside of

agency clinical areas on the student’s personal time.

• Posting or discussing any information about faculty, staff, other students or external

clients (i.e. patients and families) on social media or on-line space is not permitted. Non-

compliance with policies regarding the use of technology and social media may affect

course grades and result in the violation of the student Code of Academic and

Professional Conduct, up to and including disenrollment from the School of Nursing.

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Accidents During Clinical Experiences

When a nursing student is injured (including a needle stick) during a clinical experience, she/he must

immediately contact the clinical instructor and/or the nurse/manager in charge of the unit. The clinical

instructor and the student should together fill out and submit an injury report.

In most settings, the students may be sent to Student Health Services or Employee Health Services; or,

if the injury is serious, the student may be sent to an Emergency Room. The student may also be asked

to fill out paperwork specific to the agency at which the injury occurred.

Additionally, the instructor should provide a copy of all paperwork to Graduate Clinical Placements. A

copy will be placed in the student’s file.

Malpractice Insurance

The University provides all students enrolled in the University of Michigan, School of Nursing with

malpractice insurance. The University of Michigan is self-insured. Blanket coverage is in effect for

enrolled students in academic activities. Students who also hold professional licensure may wish to

obtain additional malpractice insurance from either the American Nurses’ Association or the National

Student Nurses’ Association.

If students have questions about the University’s insurance program, they may contact:

U-M Risk Management Office

Phone: 734-764-2200

Pregnancy

A student who is pregnant may continue in clinical practice as long as her health status is satisfactory

and she is able to complete her clinical assignment. A note from her health care provider indicating

safety of participation in clinical activities may be required. For the safety of the student who is

pregnant, she must not enter where radioisotopes or x-ray therapy is being administered. Students who

are pregnant should consult with their faculty member well in advance of their clinical assignment.

Clinical agencies may have policies that determine the placement of students during pregnancy;

assignments will be made accordingly.

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Chapter

Registration Information

Wolverine Access

This is a web based information system used to access and update your student information online by

using Wolverine Access

. You can change your address and phone number, register for class; and view

your class schedule, grades and financial information.

Schedule of Classes

The Schedule of Classes on the Office of the Registrar’s website lists the courses offered by academic

year and term. For general information on enrollment/registration (e.g., term withdrawal, add/drop

procedures, registration appointments), tuition and fees, and ordering transcripts, please visit the main

webpage for the

Office of Registrar.

How to Register

To register, a student in the School of Nursing must:

1. Check the RO’s Schedule of Classes for a list of the courses offerings in a semester as well as

specific course details (e.g., days, time, location, instructor). Course descriptions for School of

Nursing Master’s courses are available in

Appendix F and on the UMSN website’s Nursing

Courses section.

2. Register via Wolverine Access during your University designated date and time.

3. Academic advisors will provide overrides for students to register for the Nursing courses based on

the set program plan.

Students who do not complete the above procedures for registration are not assured places in

nursing courses. Failure to register prior to the first day of the particular term results in a “late

registration fee.” Students should register as soon as possible after their registration

appointment to ensure space in a class.

Drop/Add Deadline

After the drop/add deadline, students must obtain approval from the School of Nursing to make any

schedule changes. Contact the Graduate Programs Office Advisors

UMSN-

GradAdvisors@med.umich.edu to request the paperwork. For deadline information, please see the

Academic Calendar.

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Verification of Enrollment

If a student needs a letter verifying his/her enrollment in the School of Nursing, or certificate of “good

standing” of “full-time student”, he/she should contact the academic advisors in Graduate Programs

Office UMSN-GradAdvisors@med.umich.edu

and include their name, student ID number, and any

details about the request.

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Chapter

Graduation and Licensure Information

Applying for Graduation

All students must apply for graduation on Wolverine Access

. The School of Nursing Office of Practice

and Professional Graduate Programs (Grad Office) will notify students via e-mail of the deadline to apply

for graduation. Students must have completed the online graduation application and have met all degree

requirements by the end of the term of expected graduation to be eligible to graduate.

University of M ichigan Commencement

The University of Michigan holds two graduation ceremonies each calendar year, one in April or May

and one in December. April/May graduates participate in April/May graduation. August or December

graduates participate in one ceremony of their choice. For more detailed information, see the University

of Michigan’s Commencement

page

School of Nursing Commencement Ceremony

The School of Nursing holds one commencement ceremony in late April or early May of each year. If a

student chooses to participate in the UMSN commencement ceremony prior to completion of her/his

degree, the commencement program will indicate when the degree will be awarded.

Information will be provided to graduating students and posted on the UMSN’s Graduation

page.

Specific School of Nursing commencement ceremony dates will be posted closer to the time of date of

the event.

Graduate Licensure and Certification

Graduates of master's-degree programs may be eligible to take examinations in their specialties and

gain certification in those fields.

Credentialing Information for Graduate Students

Certification and credentialing requirements will vary based on the program completed.

American Nurses Credentialing Center (ANCC)

Website: www.nursecredentialing.org

Certifications Offered

Credential

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Adult-Gero Acute Care NP

AGACNP-BC

Adult-Gero Primary Care NP

AGPCNP-BC

Family NP

FNP-BC

Pediatric Primary Care NP

PNP-BC

Adult-Gero CNS

AGCNS-BC

Applicants must be completing a graduate degree – Master’s, post-graduate or doctoral.

Application requirements include: Final, degree-posted transcripts, Validation of Education form.

Students may be authorized to sit for exam after all coursework is complete, prior to degree conferral.

Results will be retained until ANCC receives the final transcript.

American Association of Nurse Practitioners & American Academy of Nurse Practitioners

(AANP)

Website: www.aanp.org & www.aanpcert.org

Certifications Offered

Credential

Family NP

FNP-C

Adult-Gero Primary Care NP

AGNP-C

Adult Nurse Practitioner (retiring Dec 2016)

AGNP-C

Dual-Certified ANP and GNP

A-GNP-C

Applicants must be completing a graduate degree – Master’s, post-graduate or doctoral.

Application requirements include: Final degree-posted transcript or interim transcript showing to-date

completed academic coursework. Applicants may begin process as early as six months prior to

program completion, but candidates cannot sit for exam until all coursework is completed with grades.

For DNP Students: Applicants may sit for the National Certification Examination in the area of their

specialty AFTER all of the advanced practice clinical requirements of their DNP program are completed.

To be eligible to test, DNP candidates must have completed all of their NP program’s didactic courses

and all of the faculty-supervised clinical practice hours required for that program. Under these

circumstances, an applicant’s certification is not released until an official transcript showing DNP degree

conferral date is received by AANPCP.

Pediatric Nurse Certification Board (PNCB)

Website: www.pncb.org

Certifications Offered

Credential

Primary Care Pediatric NP

CPNP-PC

Acute Care Pediatric NP

CPNP-AC

Applicants must be completing a graduate degree – Master’s, post-graduate or doctoral with a pediatric

specialty. Application requirements include: Final degree-posted transcript. Applicants may be

authorized to sit for exam after all coursework is completed and graded, prior to conferral of degree.

American Midwifery Certification Board (AMCB)

Website: www.amcbmidwife.org

Student Application / Verification Forms:

Certifications Offered

Credential

Certified Nurse Midwife

CNM

139

Application requirements include: Transcript showing satisfactory completion of graduate degree (Final

transcript with degree conferral posted) Attestation by director of nurse-midwifery program that

candidate is performing at the level of a safe, beginning practitioner

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Appendix A

Student Code of Academic and Professional Conduct

I. Introduction

The education of the students at the University of Michigan School of Nursing (UMSN) is based on the

concept that integrity, sense of responsibility, and self-discipline are inherent to the profession of

nursing. The responsibility of the individual student to sustain high ethical standards is parallel to the

concept that the professional nurse must be accountable for professional standards in the practice of

nursing (published in the American Nurses Association Code for Nurses with Interpretive Statements

2015).The continuation and enhancement of ethical standards within the academic community and

nursing profession are the individual responsibility of each student and faculty member. Mutual

respect and trustworthiness between the faculty and students promotes optimal learning.

The students at UMSN are expected to exhibit behavior appropriate to the profession of nursing.

They must assume personal responsibility for being in physical and mental condition to provide safe

nursing care and for the knowledge and skills necessary to give this care.

II. Applicability

The Student Code of Academic and Professional Conduct (“Conduct Policy”) applies to all students

enrolled in the School of Nursing and includes programs, events and activities affiliated with,

sponsored by or sanctioned by the School of Nursing. In addition, the Conduct Policy covers all

student nonacademic and extracurricular activities regardless of whether the activity takes place on or

off campus that have an adverse impact on the university, the School of Nursing, faculty, staff,

students, patients, clinical staff, or impacts fitness for the profession and eligibility for licensure.

Nursing students are also required to comply with the Statement of Student Rights and

Responsibilities.

Any questions regarding the conduct policy should be addressed immediately to the Resolutions

Officer, who will interface with the Associate Dean for Undergraduate Studies. Any questions

regarding the meaning of any provision of this Conduct Policy will be decided by the Dean of the

School of Nursing. The Dean’s decision as to any questions of interpretation is final.

A. Definitions of Unacceptable Behavior

The following behaviors are examples of violations of the Conduct Policy. This list is not

intended to be all-inclusive of behaviors that violate basic ethical or professional standards

expected of Nursing Students. In addition, attempts at misconduct as well as completed acts

are violations of the Conduct Policy.

1. Plagiarism

Taking credit for someone else’s work or ideas regardless of the media, stealing others’

results or methods, copying the writing of others without proper citations, quotation marks,

or other forms of proper acknowledgment, or otherwise taking credit falsely.

2. Cheating

Using or attempts to use unauthorized notes, study aids, technology, and/or information

from another person on an examination, report, paper, or other evaluative document;

unauthorized altering of a graded work after it has been returned, then submitting the work

for re-grading; and allowing another person to do all or part of one’s work and to submit the

work under one’s own name.

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3. Falsification of data

Dishonesty in reporting results, ranging from sheer fabrication of data, improper adjustment of

results, and gross negligence in collecting and analyzing data, to selective reporting or omission

of conflicting data for deceptive purposes.

4. Falsification of data or information to university officials, faculty members, staff, or

clinical areas

Dishonesty in reporting either verbally or in written material, false data or information.

5. Aiding and abetting dishonesty

Providing material, information, or assistance to another person with the knowledge or

reasonable expectation that the material, information, or assistance will be used to commit an

act that would be prohibited by this Code or that is prohibited by law or another applicable code

of conduct. Students are responsible for reporting cheating or dishonesty if they observe a

breach in the honor code.

6. Violating instructions regarding completion of assignments

Although independent study is recognized as a primary method of effective learning, at times

students benefit from studying together and discussing home assignments and laboratory

experiments. When any material is to be turned in for inspection, grading or evaluation, it is the

responsibility of the student to ascertain what cooperation, if any, between them, is permitted by

the instructor.

7. Falsification of academic records and official documents

Without proper authorization, altering documents affecting academic records, forging signatures

of authorization, or falsifying information on an official academic document, election form, grade

report, letter of permission, petition, clinical record or any other official University document.

8. Violating computer, technology or social media use policies

Violating the University’s Responsible Use of Information Resources Policy (Standard Practice

Guide, 601.07) that define proper and ethical use of computers at the University of Michigan.

9. Misuse of technology

Misuse of technology including cell phones, iPads, laptops, etc. for cheating.

10. Providing nursing care in an unsafe or harmful manner

This includes carrying out a procedure without competence or without the guidance of a

qualified person; willfully or intentionally doing physical and/or mental harm to a client; exhibiting

careless or negligent behavior in connection with the care of a client; refusing to assume the

assigned and necessary care of a client and failing to inform the instructor and nursing staff with

immediacy so that an alternative measure for that care can be found.

11. Disrespecting the privacy of a client

This includes using sufficient information about a patient (e.g. full name, last name, or position)

in written assignments and/or patient data of any sort (e.g. computer-generated forms that will

be removed from the clinical area) such that the patient could be identified; discussing

confidential information in inappropriate areas, such as elevators; discussing confidential

information about a patient with third parties who do not have a clear and legitimate need to

know; violation of the Health Insurance Portability and Accountability Act of 1996 (HIPAA); and

referencing patients on social networking sites and devices.

12. Falsifying patient records or fabricating nursing care or patient experiences

This includes fabrication in written materials and verbal reports for the clinical area as well as

written material and verbal reports for the School of Nursing.

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13. Failing to report omission of or error in treatment or medications

Failure to report the omission or error to the appropriate people, including clinical staff,

clinical administration, and School of Nursing faculty.

14. Using drugs and alcohol

Using, possessing, selling or distributing illicit drugs (including prescription drugs) or

alcohol; illegally using, selling, possessing, or distributing illicit drugs or alcohol; or using

prescribed, over the counter, or illicit substances in such a manner as to impair one’s

judgment or performance as a nursing student, including being in a class or clinical setting

under the influence of alcohol, illegal drugs, or prescribed drugs inconsistent with the

prescribed use.

15. Commission of a crime

Engaging in illegal or criminal activity that would impact the student’s ability to obtain or

maintain a professional license or employment in the nursing profession. The results of

criminal proceedings will not be determinative of proceedings under this Conduct Policy.

16. Other professional misconduct

Violation of the American Nurses’ Association (ANA) Code of Ethics for Nurses is

unacceptable. Nursing students are expected to “maintain compassionate and caring

relationships with colleagues and others with a commitment to the fair treatment of

individuals, to integrity-preserving compromise, and to resolving conflict. This standard of

conduct precludes any and all prejudicial actions, any form of harassment or threatening

behavior, or disregard for the effect of one’s actions on others” (

ANA Code of Ethics for

Nurses with Interpretive Statements, 2015, pg. 9).

17. Disrespectful verbal and written communication

Students are expected to be respectful and considerate in verbal and written

communication with faculty, staff, clinical staff, patients, and other students.

18. Disruptive behavior

Obstructing or disrupting classes, team projects, talks or other presentations, or other

activities or programs of the school or other parts of the University and obstructing access

to school community assets or to similar resources in other parts of the University.

Excluded is any behavior protected by the University's policy on “Freedom of Speech and

Artistic Expression” (Standard Practice Guide, 601.01).

19. Sexual and other unlawful harassment

This includes not only sexual harassment, but also hazing, stalking, repeatedly sending e-

mails, making phone calls or transmitting documents that are uninvited and unwanted,

making threats, and any other wrongful conduct that seriously interferes with the work or

study of any member of the school community, guest or any person with whom the offender

is interacting in connection with any school program or activity. The University’s definition of

sexual harassment can be found in the

University of Michigan Policy and Procedures on

Student Sexual and Gender-Based Misconduct and Other Forms of Interpersonal Violence.

20. Obstructing the investigation of a possible violation of this code

Including making dishonest or misleading statements, either orally or in written form,

including e-mails; other falsification of information; altering, destroying, or deleting relevant

documents, files or e-mails; and any other act that hinders an investigation.

B. Reporting Procedures for an Alleged Infraction

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All members of the Nursing community – faculty, administrators, staff and students – have a

responsibility to report any reasonable suspicion that a student has violated this Conduct Policy.

A report must be immediately made to the Resolutions Officer, who will interface with the

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Associate Dean for Undergraduate Studies. Anyone not sure of whether or not to report a

suspicion should consult with the Resolutions Officer before making a decision not to formally

report the suspicious behavior.

All faculty members are required to report all incidents of academic misconduct (e.g., plagiarism,

cheating, falsification of data, and violation of nursing standards) that occur in their course to the

Resolutions Officer. The faculty member may impose a sanction within the course only after

consulting with the Resolutions Officer. In such cases where the sanction is limited to penalties

within the course, and there is agreement among the faculty, student, and Resolutions Officer,

the matter can be considered resolved. It is important that all faculty report all misconduct so

that there can be fairness in the application of the Conduct Policy across the entire student

body.

C. Preliminary Inquiry

1. If there is an alleged violation, the faculty member, student, or staff reporting the possible

violation will submit a written description of the potential violation and the circumstances to

the Resolutions Officer within ten (10) business days.

2. The Resolutions Officer will provide the accused student written notice of the allegation

of misconduct within ten (10) business days of receipt of the written report alleging

misconduct.

3. The Resolutions Officer or their designee will meet with the accused student as soon as

possible after the notice of alleged misconduct has been received by the student, but no

later than ten (10) business days. In this meeting, the Resolutions Officer will (a) inform the

student of the nature of the allegations; (b) explain the honor code violation process; and (c)

explain the student’s options.

4. After the preliminary meeting with the student, the Resolutions Officer will meet with the

faculty member and the student together within ten (10) business days. A letter containing

the findings of this meeting and sanctions for the student to complete (if applicable) will be

sent to the student within ten (10) business days of the meeting. The possible outcomes are

listed below:

a. the relevant parties determine that no infraction occurred and the matter is resolved,

b. the accused accepts responsibility for the alleged violation and the sanctions, as

determined by the Resolutions Officer and reporting faculty, and signs a statement

indicating his or her agreement, or

c. the accused signs a statement indicating he or she does not accept the responsibility

for the alleged violation and sanctions as determined by the Resolutions Officer and

faculty, and the matter is referred to CAASS for a hearing by Resolutions Officer.

5. If the student accepts responsibility and completes the sanctions, those sanctions will be

evaluated by the Resolutions Officer and reporting faculty for completeness,

appropriateness, applicability, and quality. The student may be required to modify his/her

completed sanctions based on this evaluation.

6. If the matter is referred to CAASS for a hearing, the Resolutions Officer, in conjunction with

the Associate Dean for Undergraduate Studies, will determine whether the student can

proceed in the program until the CAASS hearing panel has issued their findings. This will

be considered and determined on a case-by-case basis.

D. Hearing

If the matter is referred to a CAASS hearing panel, the Chair of CAASS will be notified by the

Resolutions Officer and a hearing will be held. The hearing is conducted by a three-person

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panel (“hearing panel”), established by the Resolutions Officer and comprised of two (2) faculty

members (at least one being a member of CAASS) and one student representative. The

Resolutions Officer will select one of the two faculty members to serve as chair of the hearing

panel.

If a student has concerns about potential bias of a member of the hearing panel, the student can

submit a written request to the Resolutions Officer, with rationale, for substitution of another

member. The Resolutions Officer will approve or disapprove the request and that decision is

final.

Hearing Participant Roles

The below table is to serve as a guideline for a CAASS hearing. Actual participants and roles

may vary.

Participant Role description during the hearing

Resolutions Officer

Observer

Student

Active participant

Reporting faculty member(s)

Active participant

Hearing Panel

Faculty panel member

(chair)

Faculty panel member

Student panel member

Principle facilitator

Active participant

Academic advisor (USP Office)

Observer

Witness(es)

Participant (one called at a time and present only

during witness portion of hearing)

Personal advisor (to the student)

Observer (provides support and advises the student;

not an active participant)

Hearing Procedures

1. No later than ten (10) business days before the hearing, the accused student and the

reporting faculty must submit, in writing, to the Resolutions Officer:

a) all documents that each party would like the hearing panel to consider, and

b) a list of all relevant witnesses whom they would like to have submit testimony

before the hearing panel.

c) written testimony of witnesses, if they are not available

The accused student may invite one personal advisor to the hearing. However, the role of

the personal advisor is to support and advise the student, not to participate in the

proceedings. If the accused student intends to have a personal advisor accompany him or

her, the accused student must submit the name of the personal advisor to the Resolutions

Officer and the student must state whether the advisor is an attorney.

2. No later than five (5) business days before the hearing, the Chair of CAASS and/or the

Resolutions Officer will provide each party with a hearing packet that includes:

a) all documentation that has been submitted for review by the student and reporting

faculty,

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b) the list of expected attendees, including hearing panelists, witnesses, and personal

advisor, and

c) any relevant information about the hearing.

3. All expected attendees (i.e., any additional witnesses and/or personal advisor) must be

identified and communicated, in writing, to the Resolutions Officer no less than three (3)

business days prior to the hearing. If additional attendees are identified, an updated list of

attendees will be distributed to hearing participants.

4. In addition to hearing testimony from the witnesses identified by the student and the

reporting faculty and/or Resolutions Officer, the hearing panel may, at its discretion, hear

testimony from any other party whose testimony it deems relevant to the proceeding,

including other witnesses and course faculty. The hearing panel may also review any

other documents or evidence that it deems relevant to the proceeding.

5. The accused student will have an opportunity to appear before the hearing panel to

present his or her case and remain present while all testimony and information is

presented to the hearing panel. The accused student may review all documents

considered by the hearing panel and may question witnesses who appear before the

hearing panel. The accused student may also present his or her own evidence and

witnesses.

6. Persons reporting the violation have the right to be present, provide relevant information,

and make recommendations regarding the sanctions.

7. The hearing panel may conduct the hearing even if the accused student is absent and

there have been reasonable attempts to contact the student, and will make its findings and

recommendations based on the information presented to the hearing panel.

8. If the accused student fails or declines to appear before the panel, the panel will proceed

to hear the case and make findings and recommendations without the student’s

participation.

9. The hearing panel may limit any testimony based on redundancy or lack of relevance.

10. The hearing will be closed to the public and will be recorded. A party to the proceeding

Participants in the hearing may request a copy of the recording. The hearing panel will

deliberate in private.

11. All recordings of proceedings will be controlled by the School of Nursing. No court

reporters, stenographers, videographers, or similar professionals are permitted without the

prior consent of the School of Nursing. Records and documents that will be available, in

advance, to all parties may be redacted to protect the privacy rights of individuals who are

not directly involved in the hearing process.

12. After hearing the case, the hearing panel will deliberate in private. The vote of the majority

of the hearing panel members, including the panel chair, will determine whether the

student is found responsible for the alleged violation, and sanctions will be determined by

the hearing panel with input from the reporting faculty and the Resolutions Officer. The

hearing panel’s decision that the accused student is responsible for an alleged violation

will be the sole discretion of the hearing panel if, based on the totality of the evidence

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presented, it is more likely than not that the violation occurred. The chair of the hearing

panel will prepare a written report containing factual findings and stating any sanctions

to be imposed.

13. The hearing panel’s determination will be communicated in writing by the chair of the

hearing panel to the Resolutions Officer, who will send a letter of findings and sanctions to

the student by email and certified letter, delivered by the postal service to the local

address on file in Wolverine Access. Copies will be distributed to the appropriate faculty

member, the Chair of CAASS, the Resolutions Officer, the Associate Dean for

Undergraduate Studies, and the student’s record. This will complete the process unless

the student appeals the decision (see Appeals below).

14. The decision of the hearing panel is effective immediately. If the student plans to make an

appeal, the student has the option of asking the Resolutions Officer for a delay in

implementation of the sanction until the appeal process is completed. The Resolutions

Officer’s decision as to whether or not to delay the implementation of the sanction is final.

15. In situations in which there was a serious alleged violation or serious violation of

professional standards affecting the safety or well-being of other students, faculty, clinical

staff, or patients, the Resolutions Officer and the Associate Dean for Undergraduate

Studies may take appropriate emergency action. Such actions may include but are not

limited to not allowing the student back into a clinical agency until the matter has been

addressed through the process, suspension, or disenrollment.

E. Appeals

Within five (5) business days of receiving the written notification of the hearing panel’s decision

from the Resolutions Officer, the student may submit a written appeal of the decision or

sanction (or both) to the full Committee on Academic Admissions and Scholastic Standing

(CAASS) and the Resolutions Officer. Appeals must be based on at least one of the following

arguments:

1. There were violations of procedure that seriously compromised the investigation and/or

conclusions.

2. The evidence clearly does not support the findings.

3. The sanctions are excessive relative to the violation.

4. There is significant new evidence not reasonably available at the time of the investigation.

The Chair of CAASS will determine if the appeal meets the above conditions. If not, the Chair

of CAASS notifies the student within ten (10) business days and the matter is ended. If there is

evidence that the appeal should be reviewed, the full CAASS will review the written appeal.

However, the members of the hearing panel in Section D of the policy will not participate in the

review of the appeal. The Chair of CAASS will issue a written report regarding the full CAASS

decision within twenty-one (21) business days of receiving the appeal. The decision of the

CAASS is final and no further appeals are allowed.

F. Sanctions

Each incident and each individual involved is unique, and all mitigating circumstances will be

considered with each violation. The following list is an example of the type of sanctions that may

be imposed and is not intended to be all-inclusive. A combination of sanctions may be imposed.

Documentation of violations and sanctions will become a permanent part of the student record.

Possible sanctions include:

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1. Educational project: Completion of a class, workshop, or project to help the student

understand why his or her behavior was inappropriate and/or how to avoid a future violation

(e.g., a workshop on ethical behavior).

2. Service: Performance of one or more tasks designed to benefit the school or the nearby

community and to help the student understand why her or his behavior was inappropriate.

3. Warning: A formal reprimand informing the student in writing that he or she has violated

the code and that any future violations will be dealt with more severely.

4. Grade change: A lowering of the student’s grade, up to and including failure (E, F, No

credit, or U).

5. Additional course work: The completion of additional course work or clinical experience.

6. Disciplinary probation: Designation of a period of time during which the student will not be in

good standing with the school. The terms of the probation may involve restrictions of student

privileges and/or may delineate expectations of behavior. Consequences may also be spelled

out if the student fails to meet the terms. A record of the probationary period will be included in

the student’s academic file.

7. Transcript notation: A notation on the student’s official transcript will indicate that the

student is “Not in Good Academic Standing” as a result of an academic honor code

violation.

8. Withholding a degree: Withholding of the student’s degree until stated sanction

requirements have been met. There may be a deadline set for meeting the requirements

which, if not met, will result in the student’s loss of eligibility to receive the degree at any

time in the future.

9. Suspension: Temporary removal of a student from the program for a specified or

unspecified period, which will be permanently noted on the transcript. There can be

stipulated conditions for re-admission to the student’s program as well as a time limit for

meeting those stipulations to be eligible to receive a degree in the future.

10. Expulsion: Permanent dismissal from the program, which will be permanently noted on the

student’s transcript, including the reason for expulsion.

11. Rescinding a degree: Annulment of a degree previously awarded by the School of

Nursing.

In addition, the School of Nursing may withhold a School of Nursing degree until the hearing process

or sanctions are satisfactorily completed.

G. Confidentiality and File Retention Policy

Records created under this Conduct Policy are governed by the same confidentiality and file

retention policies applicable to other student records.

H. Waiver of Deadlines

All deadlines, as provided for in this policy, may be waived at the discretion of the Resolutions

Officer, Associate Dean for Undergraduate Studies, or the Chair of CAASS. Requests for

extensions or waiver of deadlines should be submitted in writing to the appropriate person,

depending on the stage in the process. The Resolutions Officer, Associate Dean for

Undergraduate Studies, or the Chair of CAASS may, on his or her own initiative, or in response to

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a request of a party, alter deadlines when it is in the best interest of all parties to do so. Some

circumstances such as holidays or scheduling difficulties may impact the time frames for the honor

code meetings/letters/hearing/responses. All parties, however, should make reasonable efforts to

complete the honor code process within the designated time.

Revised and approved by faculty April 21, 1999.

Revised and approved by faculty May 14, 2003.

Updated and approved by Faculty May 19, 2010, for implementation spring/summer term 2010, and

to continue in effect thereafter unless and until altered or revoked by faculty.

Updated August 2015.

Updated November 2016.

Updated March 2017.

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Appendix B

School of Nursing Student E-Mail Group Guidelines

The University of Michigan School Academic Requests Department creates and maintains student e-

mail groups. Important information is disseminated to students via these groups. New students are

added to the appropriate group when they enter the School of Nursing (UMSN). Only students’

uniquename@umich.edu address is used in these groups. If students choose to forward their mail to

another account, they are responsible for ensuring that their e-mails are being received in this other

account. Academic Request Department will not be responsible for any information not received from

e-mails sent to the UMSN student body e-mail groups that may be of importance to students,

including scholarship, employment, event and class information.

A listing of UMSN Student Email Groups

is available on the UMSN website’s Current Students page.

To verify the e-mail groups that your Uniqname is listed in, follow these steps:

1. Go to the MCommunity directory at https://mcommunity.umich.edu/

2. Click on “Log in”

3. Log in with your Uniqname and password

4. Type your Uniqname in the "Search" box and select your name from the search results

5. Click on the “Groups” tab

This will display a listing of all e-mail groups in the MCommunity directory that include your Uniqname

as a member and that you will be receiving e-mail from.

Students should not share USMSN student e-mail distribution lists with external parties who wish to

contact students. Instead students should refer all external parties to School of Nursing Front Desk at

UMSN-FrontDesk@med.umich.edu

so that information can be distributed if appropriate. Student also

should contact Graduate Programs Office about problems with School of Nursing user groups.

Students are required to observe the following guidelines on the use of e-mail groups:

School of Nursing e-mail groups may NOT be used to:

• Promote activities/events that do not directly involve or benefit the students of the University of

Michigan’s School of Nursing or that promote consumption of alcohol or other potentially

harmful activities.

• Promote outside business activities or charitable organizations supported by individual

students.

• Advertise items/services (sporting tickets, apartments, etc.) for sale/wanted. Students are

advised to utilize the appropriate venue for these items.

Tips for successful group e-mails:

1. Target your address list carefully. Too broad a distribution is a form of spamming and will

simply annoy most people who receive it. For example, if your message is for Undergraduate

students, do not use the sn-allstudents group which sends to nursing graduate students as

well.

2. Write a meaningful subject line.

3. Keep the message focused and readable – the use of bullets and numbering helps!

4. Avoid attachments – use links / URLs to websites when possible.

5. Avoid using “Reply All” when responding to an e-mail sent to a group.

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6. Identify yourself clearly.

7. Proofread…then proofread again to ensure your message is clear / concise and that there are

no spelling or grammar mistakes within the text.

8. Do not use all capital letters (IT LOOKS LIKE YOU ARE SHOUTING)

9. For event related e-mails, send just one reminder e-mail 1-2 days before the event.

10. Use good judgment and common sense. It is up to each member to ensure that these groups

are used in a respectful and beneficial manner. Students are expected to display maturity,

integrity and mutual respect in all UMSN interactions. Inappropriate, disrespectful, aggressive,

or threatening emails may be considered in violation of the Student Code of Academic and

Professional Conduct.

E-mail error messages (‘over quota’, ‘user unknown’, etc.) for members of the Graduate Programs

Office-managed groups are received by the Graduate Programs Office in the event of a problem with

the student’s e-mail address. The Graduate Programs Office will contact the student if there is a

problem with his/her e-mail and request the student to take the necessary steps to prevent e-mail

error messages. Correcting e-mail address errors is the responsibility of the individual student and

questions/requests for help regarding errors should be directed to Information Technology Central

Services (ITCS) at the University of Michigan at online.consulting@umich.edu

or by calling 734-764-

4357 (4-HELP).

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Appendix C

Plagiarism

“Plagiarism is the act of using another person’s ideas or expressions in your writing without

acknowledging the source...to plagiarize is to give the impression that you have written or thought

something that you have in fact borrowed from someone else.”

This and other quotations used below are all taken from section 1.6 (pages 21-25) of the MLA

Handbook for Writers of Research papers by Joseph Gibaldi and Walter S. Achert, 3rd edition.

New York: The Modern Language Association, 1988. At Reference Desk. PE 1478.G43 1988.

What Is The Penalty for Plagiarism?

“Plagiarism often carries severe penalties, ranging from failure in a course to expulsion

from school.”

Do I Have To Footnote Every Fact?

“If you have any doubt about whether or not you are committing plagiarism, cite your source or

sources.”

What If I Put Someone Else’s Ideas in My Own Words?

“Other forms of plagiarism include repeating someone else’s particularly apt phrase without

appropriate acknowledgment, paraphrasing another person’s argument as your own, and presenting

another’s line of thinking as though it were your own.”

Why Does Plagiarism Matter?

Careers and reputations have been damaged by findings of plagiarism. Journalists have been fired

from the Sun-Times (M. Fitzgerald, 1990), the Wall Street Journal (D. Lazare, 1991) and the Nashville

Tennessean (M. Fitzgerald, 1989). A Harvard psychiatrist resigned after a finding of plagiarism

against him (McDonald, 1988) and Art Buchwald sued Paramount Pictures (and won) over the idea

for the plot of Coming to America (McDowell, 1990).

Fitzgerald, M. (1989, September 16). Rash of plagiarism: Nashville Tennessean fires an editor,

reprimands another. Editor & Publisher, 15.

Fitzgerald, M. (1990, June 23). Sun-Times drops columnist over plagiarism. Editor & Publisher, 17.

Goldman, P. (1982). Malcolm X. Dictionary of American Negro Biography. New York: W.W. Norton

& Co., p. 422.

Lazare, D. (1991, January-February). The Kandell case: Plagiarism at The Wall Street Journal?

Columbia Journalism Review, 6.

McDonald, K.A. (1988, December 7). Noted Harvard psychiatrist resigns post after faculty group

finds he plagiarized. The Chronicle of Higher Education, A1.

McDowell, J. (1990, January 22). He’s got their number, almost, a writer scores against a studio

but where’s the money? Time, 50.

Is This Plagiarism?

Read this passage from the article on Malcolm X by Peter Goldman (1982) in Dictionary of American

Negro Biography.

“In prison Malcolm was introduced by his younger brother Reginald to the teachings of the Lost-

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Found Nation of Islam, the sect led until 1975 by Elijah Muhammad and known popularly as the

Black Muslims. Malcolm quickly became a convert, took the Muslim “X” in place of the “slave

name” Little, shed his past and entered upon his own reeducation, beginning by copying words

out of a dictionary from A to Z. He was ordained a minister after his release, and over the next

twelve years he became the best known and most effective evangelist of the Nation of Islam,

heading its Harlem mosque, organizing dozens more temples from Connecticut to California,

building its following from 400 to perhaps 10,000 registered members and countless additional

sympathizers.”

Are the following paragraphs correctly done or has some plagiarism taken place?

1. Malcolm was introduced by his younger brother to the teachings of the Nation of Islam while

he was in prison; he became a convert, exchanged the Muslim “X” for the “slave name”

Little and eventually became an ordained minister.

Loose paraphrasing of the author’s words with no credit given

for the ideas is plagiarism.

2. As the Nation of Islam’s most famous evangelist, Malcolm built its membership from 400 to

as many as 10,000.

The statistics given are not common knowledge and are not credited.

Plagiarism!

3. Malcolm quickly became a convert, took the Muslim “X” in place of the “slave name” Little,

shed his past and entered upon his own reeducation, beginning by copying “words out of a

dictionary A to Z.”

Still plagiarized! While the writer used a footnote in indicate the source, she does not use

quotation marks to indicate that the sentence was lifted in its entirety. Chances are that an

abrupt change in writing style will be noticeable to a critical reader.

4. The “best known and most effective evangelist of the Nation of Islam”, Malcolm had been

introduced to the Lost-Found Nation of Islam, known as the Black Muslims, by his younger

brother while he was in prison; ordained a minister after his release, he was Instrumental in

the growth of the Nation of Islam over the next 12 years (Goldman, 1982, p. 422)

The direct quote is in quotation marks but the reference does not appear until the

end of the sentence, indicating that both those specific words and other facts are

Goldman‘s.

Permission to reprint from: Lynn Westbrook, University of Michigan Undergraduate Library, 764-

7490, July 5, 1994. Modified to reflect APA style, July 2000.

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Appendix D

School of Nursing Student Grievance Process

I. Introduction

The purpose of the Grievance Process is to provide a mechanism for objective internal review of

faculty and staff actions or School committee decisions. Students should use this Policy to address

the following concerns/issues:

1. Discriminatory

, unfair, arbitrary or capricious treatment by faculty, staff, or committee.

2. Research misconduct or plagiarism of student intellectual property by faculty or staff.

3. Failure to accommodate verified disabilities.

4. Violation of the School of Nursing or University Policy (e.g. student records policy)

A student’s disappointment or disagreement about a grade or course placement is not a

grievable matter unless the student brings forth specific information in support of the grounds for

grievance listed above. A decision made by a school committee, including the Committee on

Academic Admissions and Scholastic Standing, CAASS, is not grievable unless the student

brings forth specific new information that supports the basis for a grievance as listed above.

Students enrolled in courses in other schools and colleges should utilize the Grievance Process

within those respective units if there is a grievance regarding courses in those schools.

In cases where a student’s complaint or grievance may be heard or reviewed in more than one

university forum, the student may have the matter heard or reviewed in one forum of his or her

choice.

Student resources include their academic advisors, the University Ombudsperson, and the

Resolutions Officer. Faculty may consult with their unit representative.

II. Grievance Process

A. Initial Steps

1. The student should meet with the faculty, staff member, or committee chair within ten

(10) business days after the incident in question to try to resolve the matter. In regards

to a grievance related to a faculty or staff member, if the student does not find that the

Students may also choose to pursue claims of unlawful discrimination or harassment in compliance with the

University’s Nondiscrimination Policy Statement.

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable

federal and state laws regarding nondiscrimination and affirmative action. The University of Michigan is

committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color,

national origin, age, marital status, s ex, sexual orientation, gender identity, gender activities, and admissions.

Inquiries or complaints may be addressed to the Senior Director for Institutional Equity, and Title

IX/Section504/ADA Coordinator, Office of Institutional Equity, 2072 Administrative Services Building, Ann Arbor,

MI 48109-1432, 734-763-0235, TTY 734-647- 1388. For other University of Michigan information call 734-764-

1817.

155

matter is resolved, the student should seek an appointment with the faculty member

responsible for leading or directing the course (where applicable) or staff supervisor

within ten (10) business days after meeting with the faculty or staff member to discuss

the matter.

If the grievance is in regard to a school committee, the student should make an appointment

within ten (10) business days with the chair of the committee involved in the matter.

2. If the student does not find that the matter is resolved, the student should meet with the

Resolutions Officer within ten (10) business days of meeting with the faculty member

responsible for leading/directing the course or the committee chair. The Resolutions

Officer will interface with the Associate Dean for Undergraduate Studies. The

Resolutions Officer may request a separate meeting with the faculty member or

committee chair involved prior to a meeting with both student and faculty.

3. If, at this point, there is no resolution, the student may elect to begin the formal

grievance process.

B. Formal Grievance Process

Step 1: Written Grievance: The Written Grievance initiates the Formal Grievance Process. The

student must submit a written grievance to the Resolutions Officer, requesting a grievance hearing. In

order to move forward, the written grievance must include:

a) the specific reason for the grievance as it relates to one of the four issues noted in Section I,

b) circumstances surrounding the situation,

c) any mitigating factors, and

d) specific requested outcomes of the grievance

The Written Grievance shall be submitted within ten (10) business days following the date of the

meeting with the Resolutions Officer.

Step 2: Respondent’s Statement: The Respondent (faculty member, staff member, or committee

chair) must submit a written response to the Resolutions Officer within ten (10) business days after

receipt of the Written Grievance.

Step 3: Grievance Hearing: The grievance hearing will be scheduled by the Resolutions Officer within

thirty (30) business days after receiving the respondent’s written statement. The grievance hearing is

conducted by a three-person panel (“grievance panel”), established by the Resolutions Officer and

comprised of two (2) faculty members and one (1) student. The Resolutions Officer will select one of

the two faculty members to serve as chair of the grievance panel. CAASS members are excluded

from grievance panels.

If the Resolutions Officer is involved in the substance of the grievance, the Associate Dean for

Undergraduate Studies will make arrangements for the grievance hearing. If a student has

concerns about potential bias of a member of the grievance panel, the student can submit a written

request to the Resolutions Officer, with rationale, for substitution of another member. The

Resolutions Officer will approve or disapprove the request and that decision is final.

The grievant student may call relevant witnesses during the hearing to provide testimony about the

matter. The involved faculty, staff member, or committee chair may also provide testimony and

relevant witnesses during the hearing.

No later than ten (10) business days prior to the hearing, all parties (including the student and

respondent) will submit, in writing, all relevant documentation to the Resolutions Officer:

a) all relevant documentation that each party would like the grievance panel to consider,

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and

b) a list of all relevant witnesses whom they would like to have submit testimony before

the hearing panel.

Each party may invite one (1) personal advisor to the hearing, however, the grievant student will be

informed that the role of the personal advisor is to support and advise the grievant student, not

participate in the proceedings. Parties must provide the name of the personal advisor to the chair of

the hearing panel and Resolutions Officer, including whether the personal advisor is an attorney.

No later than five (5) business days before the hearing, the Resolutions Officer will provide grievance

hearing participants with a hearing packet that includes:

a) the student’s formal written grievance and relevant documentation,

b) the respondent’s written response and relevant documentation,

c) the list of expected attendees, including hearing panelists, witnesses, and personal

advisor, and

d) any additional relevant information about the hearing.

All expected attendees (i.e., any additional witnesses and/or personal advisor) must be identified

and communicated, in writing, to the Resolutions Officer no less than three (3) business days prior

to the hearing. If additional attendees are identified, an updated list of attendees will be distributed to

hearing participants.

Grievance Hearing Participant Roles

The below table is to serve as a guideline for a basic grievance hearing. Actual participants and

roles may vary.

Participant Role description during the hearing

Resolutions Officer

Observer

Student

Active participant

Respondent

(faculty member, staff member, or

committee chair)

Active participant

Grievance panel

Faculty panel member (chair)

Faculty panel member

Student panel member

Principle facilitator

Active participant

Academic advisor (USP Office)

Observer

Witness(es)

Participant (one called at a time and present

only during witness portion of hearing)

Personal advisor(s)

Observer (provides support and advises the

student; not an active participant)

Step 4: The Findings: After hearing the case, the grievance panel will deliberate in private. Within ten

(10) business days, the grievance panel’s findings and recommendations for resolution will be

communicated, in writing, by the grievance panel chair to the Resolutions Officer. The Resolutions

Officer will inform the student of the grievance panel’s decision, in writing, by email and certified

letter, delivered by the postal service to the local address on file in the Wolverine Access, within ten

(10) business days of receiving the grievance panel’s reported recommendations. Copies will be

distributed to the respondent, the Resolutions Officer, and the Associate Dean for Undergraduate

Studies. This will complete the process; unless the student appeals the decision (see below).

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Students or respondents may appeal the findings to the Dean in writing who will determine final

resolution of the matter.

Some circumstances such as holidays or scheduling difficulties may impact the time frames for the

grievance. Both parties, however, should make reasonable efforts to complete the grievance process

within the designated time.

Approved by Faculty with amendments, May 16, 1979

Amendments incorporated and final typing, September 27, 1979

Updated August 1994

Updated October 1998

Updated September 2000

Updated June 2001

Updated September 2002

Updated and Approved by Faculty May 2010

Updated August 2014

Updated August 2015

Updated October 2016

Updated July 2018

158

Appendix E

Skills and Abilities for Degree Completion

A unique combination of essential cognitive, emotional, psychomotor, physical, and professional

skills is required for degree completion within the School of Nursing. All students are expected

to be able to demonstrate the essential skills and abilities on a regular basis, with or without

reasonable accommodations in order to demonstrate the ability to provide quality nursing care

in both the clinical and classroom setting.

The following is a list of the essential skills and abilities:

Judgment skills:

• Identify, assess, and comprehend health-related conditions for diverse populations of

patients within a variety of health care situations for the purpose of identifying and

addressing patient conditions and/or course of appropriate health-related actions

Cognitive skills:

• Measure, calculate, reason, plan, organize, analyze, integrate, synthesize and evaluate

information within the context of the Undergraduate program of study

Visual, auditory and tactile abilities:

• Ability to gather data from written documents, oral presentation, demonstrations, and

observation of clients within a variety of settings (class room, skill laboratory, clinical, and

community agencies).

• Ability to observe diagnostic specimens, perform health assessments and interventions

with clients within a variety of settings (classroom, skill laboratory, clinical, and community

agencies)

• Ability to obtain information from a variety of sources (digital, analog, and waveform) of

physiological phenomena in order to determine a client’s health status

• Ability to prepare or draw up the correct quantity of medication for use in a variety of

syringe sizes or to detect any changes (color of lips, nails, or sclera) in a patient’s skin or

health status

• Ability to identify and differentiate sounds related to heart, lung, or other bodily functions

• Ability to identify and respond to life saving alarms used to monitor a patient’s changing

health status

• Ability to identify unsafe changes in heat producing devices used with patients

• Ability to observe behavior, listen to verbal communication to identify and respond to a

patient’s behavioral health status

Communication Skills:

• Communicate with maximum accuracy, clarity, and efficiency with patients and their

families, other members of the health care team, and faculty within rapidly changing and

often stressful health-related settings.

• Effectively give and/ or receive verbal directions about or to a patient, their family,

members of the health team or faculty within rapidly changing and often stressful settings

159

• Assess situation conditions, identify potential course of action and make decisions that

lead to appropriate actions on behalf of patients and families, other health care

professionals, faculty, and peers

Physical abilities:

• Provide safe nursing care by physically performing activities that meet the patient’s and

family’s needs

• Lift objects that reflect a range of weight

• Grasp small or large objects

• Manipulate a variety of objects

• Respond to patient needs in a timely way

Emotional stability:

• Demonstrate the emotional health required for the full utilization of his or her intellectual

abilities to safely engage in providing care to patients and their families, interacting with

other health professionals, faculty, and peers within rapidly changing and often stressful

environments.

• Engage consistently in providing safe and quality nursing care to patients in rapidly

changing and often stressful health-related settings without any current evidence of

behaviors of addiction to abuse of, or dependence on alcohol or other drugs that have the

potential to impair behavior or judgment.

I certify that I am capable of demonstrating the essential skills and abilities on a regular basis,

with or without a reasonable accommodation. If I experience difficulties in performing the

essential skills and abilities listed above, I agree to notify the appropriate School of Nursing

faculty member, administrator or staff person. Failure to do so may result in disciplinary action.

Student Signature: Date:

Print Student Name: U-M ID:

Approved by University Council, April 2005

Approved by Services for Students with Disabilities, May 2005

Approved by Undergraduate Faculty, April 2005

\][;p

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Appendix F

Master’s Course Descriptions

The following was extracted from the School of Nursing’s website Nursing Courses page.

Master’s Core Courses:

Nursing 527

Promoting Optimal Models and Systems for Healthcare Delivery

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: Graduate Standing or Permission of Instructor

This course addresses critical issues of advanced nursing practice across settings, locations and

populations from leadership, systems, and policy perspectives. The contexts of micro, meso, macro

and networked system dynamics are explored as they affect health care and health care service

delivery across systems of health care (e.g home, community, hospital). Students will examine a

broad array of methods to analyze the influence of system factors on contemporary issues including

improvements in quality and safety.

Nursing 528

Models, Theories and Methods to Promote Optimal Health Outcomes

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: Graduate Standing or Permission of Instructor

This course examines the contributions of advanced nursing practice roles to health outcomes

throughout the lifespan for diverse individuals, families, communities, and populations. The contexts

of local, regional, and global dynamics (e.g., social, political, ethical and economic perspectives) are

explored as they affect health outcomes and health disparities/inequities. Students will apply a broad

array of models, theories and methods to analyze health and disease in individuals, families,

communities and populations.

Nursing 529

Scientific and Analytic Approaches for Advanced Practice

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: Approved upper-level stats class or HS 550

This course examines the theoretical and scientific foundations of advanced nursing practice,

emphasizing the use of multiple sources of evidence and knowledge for decision-making. Students

will be introduced to a range of data sources, and statistical and analytic techniques to support

evaluation from individual, community, population, and system perspectives.

Master’s Courses:

HS 505

Team-Based Clinical Decision Making

Graduate Nursing Elective

2 Total Credits (2 Recitation)

Prerequisites: Graduate Student Status

This inter-professional course is designed for students in: dentistry, medicine, nursing, pharmacy, and

social work. The course allows health professional students to gain an understanding of how each

discipline contributes to the healthcare team and the importance of effective communication and team

collaboration to clinical decision making.

161

HS 510

Foundations of Informatics in Practice

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: None

This course emphasizes the practical application of informatics and the impact of health IT on people,

populations and health care delivery. The course is based on an interprofessional perspective of

informatics theories, principles and practices and the conceptual building blocks of how data is

collected, structured, exchanged, organized, indexed, manipulated, analyzed, and communicated in

health and healthcare.

HS 520

Assessment for Population Health

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: None

Population health assessment informs how decisions are made in regards to the allocation of

resources to improve the health of a group. This course will introduce students to the emerging field of

population health and the methods of assessing the health of a group. Broadly, topics that will be

covered include the characterization of the multiple determinants that influence the health of

populations, and the design, collection, and analysis of population health-level data to determine the

health status of a population.

HS 550

Scientific Methods for Health Sciences: Fundamentals

4 Total Credits (3 Lecture + 1 Lab)

Prerequisites: Graduate standing or Permission of Instructor

This course provides students with an introduction to probability reasoning and statistical inference.

Students will learn theoretical concepts and apply analytic skills for collecting, managing, modeling,

processing, interpreting and visualizing (mostly univariate) data. Students will learn the basic

probability modeling and statistical analysis methods and acquire knowledge to read recently

published health research publication.

HS 601

Health Economics for Health Professionals

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: Permission of Instructor

This course explores components of sociotechnical frameworks that underlie for the development,

deployment, and maintenance of health information technologies. Strategies and techniques used to

analyze and model health information systems requirements are emphasized. New and emerging

technologies are assessed for their impact and potential strategic value to an organization.

HS 610

Sociotechnical Components of HIT Systems

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: HS 510 or Permission of Instructor

This course explores components of sociotechnical frameworks that underlie for the development,

deployment, and maintenance of health information technologies. Strategies and techniques used to

analyze and model health information systems requirements are emphasized. New and emerging

technologies are assessed for their impact and potential strategic value to an organization.

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HS 612

Evaluation Methods for Health Informatics

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: HS 510 and HS 610, or Permission of Instructor

This course examines health informatics as an empirical science with a focus on studies of

information technology as it is applied in health and healthcare. Methods and challenges unique to the

evaluation of IT will be examined. Questions about IT functions, processes and the evaluation of IT on

organizational and health outcomes.

HS 620

Health Program Planning

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: HS 520 and HS 802 Course or Instructor Permission

This course prepares students to plan, implement, and evaluate health promotion programs that aim

to improve population health at the organizational, community, and policy level.

HS 650

Data Science and Predictive Analytics

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: None

This course aims to build computational abilities, inferential thinking, and practical skills for tackling

core data scientific challenges. It explores foundational concepts in data management, processing,

statistical computing, and dynamic visualization using modern programming tools and agile web-

services. Concept, ideas, and protocols are illustrated through examples of real observational,

simulated and research-derived datasets. Some prior quantitative experience in programming,

calculus, statistics, mathematical models, or linear algebra will be necessary.

HS 710

Informatics Practicum

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: Final Semester (Capstone)

The practicum provides the student with opportunities to develop the diverse skills of informatics-

empowered practitioners via an apprenticeship model. Students are expected to apply the knowledge

and skills learned throughout the informatics curriculum in order to support the interconnected needs

of individuals, institutions, and populations across the care continuum. The practicum is designed to

focus on post-graduate career goals and builds on the student's interests, experiences, and personal

attributes. This is an experiential course with students spending approximately 12 hours per week in a

physical practicum site accessible to the student.

HS 802

Epidemiology for Health

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: None

Epidemiology is the discipline devoted to investigating patterns, causes, and effects of disease in

populations. This course will provide a general overview of the principles, concepts, and methods of

epidemiologic research for students who have no prior experience in epidemiology.

HS 841

Qualitative Research Methods for the Health Sciences

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: Doctoral Standing

This course provides an overview of selected qualitative research methods and an opportunity to

comparatively analyze them. The discussion and analysis of each method includes theoretical

paradigm and perspective, research method and technique, language use, and methodological

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issues. Exposure to the selected interpretive paradigms, methods, and techniques heightens students'

awareness of the repertoire of strategies available for using knowledge. Simultaneously, the exposure

to context-specific interpretive practices facilitates students' understanding of the influence of culture

on the creation of knowledge.

HS 851

Scientific Methods for Health Sciences: Applied Inference

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: HS 550 or Permission of Instructor

This course introduces students to applied inference methods in studies involving multiple variables.

Specific methods that will be discussed include data presentation and summary, probability, variable

distributions, hypothesis testing, analysis of variance, correlation models, and linear regression

models. This course will emphasize the scientific formulation, analytical modeling, computational tools

and applied statistical inference in diverse health-sciences problems. Data interrogation, modeling

approaches, rigorous interpretation and inference will be emphasized throughout.

HS 852

Scientific Methods for Health Sciences: Linear Models

4 Total Credits (3 lectures + 1 lab/discussion)

Prerequisites: HS 851 or Permission of Instructor

This course introduces commonly used linear, generalized linear, and linear mixed models to

graduate students who need to understand research reports/scientific papers, analyze empirical data,

or interpret their results. The topics covered by this course include SAS tutorial, SAS Graphics, simple

linear regression, multiple linear regression, analysis of variance (ANOVA), analysis of covariance

(ANCOVA), nonparametric regression, logistic regression, multinominal logistic regression, Poisson

regression, generalized linear model, generalized estimating equations (GEE), and linear mixed

models. The emphasis of the curriculum is on the practical aspect of the statistical methods with the

mathematical models and computation introduced at a minimal technical level. Students will learn to

be users of these statistical methods through real data examples, hands on experiences, and critique

of scientific papers published in their subject fields.

HS 853

Scientific Methods for Health Sciences: Special Topics

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: HS 520 and Introductory Epidemiology Course; or Permission of Instructor

This course will cover a number of modern analytical methods for advanced healthcare research.

Specific focus will be on reviewing and using innovative modeling, computational, analytic and

visualization techniques to address specific driving biomedical and healthcare applications. The

course will cover the 5 dimensions of Big-Data (volume, complexity, time/scale, source and

management).

Evidence-based interventions will be highlighted throughout the course. Cancer care is inherently

interdisciplinary; faculty and guest lectures will include several disciplines. There will be opportunities

for students to engage with different teaching modalities, including experiential learning, case studies,

and didactic presentations.

Nursing 502

Advanced Physiology and Pathophysiology Across the Lifespan

4 Total Credits (4 Lecture, 100% Online)

Prerequisites: Graduate Student Status or Permission of Instructor

This course provides students with the advanced physiological and pathophysiological knowledge

needed to assess acute and chronic health problems across the lifespan, to understand the aims of

clinical and pharmacological interventions, and to support decision-making for restoring and

maintaining health. The key concepts of the course include how the body maintains homeostasis in

health, how homeostasis is disrupted in disease and how the body’s responses o disruption can be

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either adaptive or maladaptive. Disruptions will be presented at the genetic, cellular, organ and multi-

organ system levels as appropriate. There is emphasis on phenomena such as genetic changes and

chronic inflammation that are underlying to variety of disorders.

Nursing 503

Advanced Health Assessment for Advanced Practice Nurses

3 Total Credits (1 Lecture + 2 Lab)

Prerequisite: Undergraduate Physical Assessment Course or Permission of Instructor

This course focuses on the advanced comprehensive assessment of individuals within a

developmental life span perspective. The interactions of developmental, biopsychosocial, and socio-

cultural contexts resulting in health effects for individuals provide the structure of the course. The

course builds on the students' knowledge and skills of basic physical assessment and provides a

foundation for the advanced practice nurse to evaluate the health of individuals across the life span.

Students are grounded in the theoretical perspectives, empirical documentation, and practice skills

necessary for advanced communication (i.e., clinical interviewing, focused history taking),

biopsychosocial and physical assessment, critical diagnostic reasoning, and clinical decision-making.

Students acquire the requisite advanced knowledge and skills within a case-based, problem focused

learning framework that integrates theoretical, empirical, and experience-based practical knowledge.

Nursing 521

Introduction to Global Health: Issues and Challenges

Graduate elective

3 Total Credits (3 Lecture)

Prerequisites: Graduate Student Status or Permission of Instructor

This course introduces the student to global health concepts and the network of organizations working

to advance health care internationally. Emphasis for this course is on the global burden of disease,

determinants of health and the importance of an interdisciplinary approach to health care delivery. It

will provide the student with a broad introduction to programs, systems, and policies affecting global

health. Students will explore facets of the global health care delivery system, health care economics,

and the political process and its impact on the health of individuals and populations.

Nursing 523

Role Transition to APRN

Graduate elective

3 Total Credits (3 Lecture)

Prerequisites: Graduate Student Status

The role of the APRN is an advanced practice health care provider at the DNP level in contemporary

society is explored. The history of the APRN and the DNP will be explored. Students will be

introduced to the specialty that APRN roles have in leadership, policy, practice, and advocacy. The

importance of the DNP in the health care system will be emphasized, as well as conceptualizations of

DNP competencies and DNP scholarship.

Nursing 533

Effective Resource and Operations Management

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: None

This course will equip healthcare leaders with the means to improve operational efficiency, quality,

and productivity of their organizations so that population health is optimized. Theory and tools from

economic, financial, management, and decision sciences will be applied to be able to use resources

effectively while maximizing operational efficiency and quality. The influence of policy on resources

and operations will also be considered.

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Nursing 539

Foundations of Quality Science and Analytics

4 Total Credits (4 Lecture, Web-blended)

Prerequisites: N529 (Concurrent) or Permission of Instructor

This course reviews principles of quality science and approaches to analyze current and historical

data to predict future events and trends in health care systems. The course focuses on applications

for effective decision making and deployment of scarce resources.

Nursing 541

CDM I: Wellness and Illness for the ACPNP

3 Total Credits (3 Lecture)

Prerequisites: NUR 502, NUR 503 and Pharmacy 620

This course focuses on the normal growth and development of pediatric patients. Concepts of

wellness, health promotion and disease prevention will be taught from a developmental perspective.

Theories of acute and chronic disease will be introduced with a focus on their impact on the growth

and development of the child and the impact to the family. Current research will serve as the basis for

developing strategies and interventions to promote maximum functioning and resiliency for pediatric

patients with risks for an identified alterations in normal growth and development.

Nursing 544

Wellness for the Acute Care Pediatric Nurse Practitioner

1 Total Credits (1 Lecture)

Prerequisites: NUR 541, Graduate Student Standing and/Permission of Instructor

Clinical experiences in pediatric primary care settings give students opportunities to apply knowledge

and skills related to pediatric wellness. During clinical experiences, students apply concepts learned in

N541: Wellness and Illness for the Acute Care Pediatric Nurse Practitioner to provide health

supervision, counseling, and anticipatory guidance related to growth and development, health

promotion, and prevention of illness and injury to infants, children, and adolescents.

Nursing 546

Antepartum Care of Essentially Normal Women

5 Total Credits (3 Lecture + 2 Clinical)

Prerequisites: N566, Pharm 620 or Permission of Instructor

This course prepares the nurse-midwifery student to begin to function in the nurse-midwife role.

Students manage the antepartum course of essentially healthy women while beginning to assess for

deviation from normal, which may result in collaboration or referral. Psychosocial and cultural aspects

of pregnancy within the family structure are applied to each topic. Issues of health enhancement,

nutrition, exercise and sexuality are stressed.

Nursing 550

CDM II: Foundations for Practice: Common Acute Illness for the ACPNP

2 Total Credits (2 Lecture)

Prerequisites: NUR 541 and NUR 544

The course focuses on the clinical decision making skills that are foundational to practice as an acute

care pediatric nurse practitioner. Theories and principles of clinical decision making will provide a

framework to approach clinical scenarios in subsequent courses and in the clinical setting. Common

acute illnesses and their management will be discussed.

Nursing 551

Pediatric Acute Care Advanced Management I

4 Total Credits (3 Didactic and Case Studies + 1 Simulation Lab)

Prerequisites: Nursing 502, Nursing 545 or Permission of Instructor

Pediatric Acute Care Advanced Management I is the first in a series of two courses. Competencies for

both CNS and NP advanced nursing practice are addressed. This course prepares students to

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address the physiologic and psychological needs of infants, children and adolescents with acute,

critical, and chronic health conditions. This course builds on knowledge and skills from

Pathophysiology, Pharmacology, and other courses and will help students prepare for their first

clinical course (N637). Other key concepts include patient and family centered care, ethics, palliative

care, end-of-life care and organ donation. Further, principles of diagnostic and therapeutic treatment

modalities, such as invasive testing, interpretation of radiographs, ECG monitoring, and analysis of

relevant laboratory data will be included. Students will practice procedures such as suturing, lumbar

punctures and intubation in a simulation environment.

Nursing 552

Pediatric Acute Care Advanced Management II

4 Total Credits (3 Didactic and Case Studies + 1 Simulation Lab)

Prerequisites: Nursing 502, Nursing 545, Nursing 551 or Permission of Instructor

Pediatric Acute Care Advanced Management II is the second in a series of two courses. This course

prepares students to address the physiologic and psychological needs of infants, children, and

adolescents with acute, critical, and chronic health conditions. This course builds on knowledge and

skills from Pathophysiology, Pharmacology, Pediatric Acute Care Advanced Management I and other

course. The content of this course will include complex diseases including multi-system disorders.

Evidence-based, advanced practice nursing interventions consistent with the CNS and NP roles will

be discussed. Other key concepts include patient and family counseling, ethical principles,

interdisciplinary collaboration and resource utilization. Principles of diagnostic and therapeutic

treatment modalities will be expanded upon to provide a comprehensive understanding of

interventions commonly provided to pediatric patients with acute, critical and chronic illness.

Nursing 553

Advanced Practice Specialty Procedure and Skills for Acute Care

3 Total Credits (3 Lecture)

Prerequisites: None

This course introduces the Nurse Practitioner students to the principles of advanced diagnostic and

treatment modalities commonly utilized in the Acute care Advanced Practice Nursing role. Students

will have faculty supervised instruction and hands-on practice of selected procedures specific to the

patient population and practice sites related to the area of certification.

Nursing 554

Advanced Practice Specialty Procedure and Skills for Primary Care

2 Total Credits (2 Lecture)

Prerequisites: None

This course introduces the Nurse Practitioner student to the principles of advanced diagnostic and

treatment modalities commonly utilized in the Primary Care Advanced Practice Nursing role. Students

will have faculty supervised instruction and hands-on practice of selected procedures specific to the

patient population and practice sites related to the area of certification.

Nursing 555

Advanced Practice Specialty Procedure and Skills for Pediatric Primary Care

1 Total Credits (1 Lecture)

Prerequisites: None

This course introduces the Nurse Practitioner student to the principles of advanced diagnostic and

treatment modalities commonly utilized in the Primary Care Pediatric Nurse Practitioner. It will provide

an understanding of the rationale for choosing specific diagnostic and treatment practices in the

patient care setting, as well as analysis and interpretation of findings based on these interventions.

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Nursing 557

CDM I: Infant, Child, and Adolescent Health: Wellness and Management of Common Illness

1-8 Total Credits (1-8 Lecture)

Prerequisites: NUR 502, NUR 503, Pharmacy 620 and Pharmacy 621 (concurrent)

This course will focus on issues relevant to the advanced theory based practice of nursing in providing

primary health care to infants, children, and adolescents in families, including promoting physical and

psychosocial health and development and managing various common child, adolescent, and parental

concerns. Class topics will be approach from a developmental perspective.

Nursing 561

Care of the Childbearing Woman

1 Total Credits (1 Lecture)

Prerequisites: NUR 503

The purpose of this course is to provide the nurse-midwifery student with an introduction to the

essential concepts and skills necessary for providing prenatal care to essentially healthy women

experiencing normal pregnancies. The focus of this course will be on the normal physiological

changes of pregnancy and how nurse-midwives support the pregnant woman and her family as they

experience these changes and anticipate the birth of their newborn.

Nursing 566

Advanced Primary Care Nursing I: Health Promotion and Management of Acute Health

Problems of Adults and Well Woman/GYN Care

5 Total Credits (3 Lecture + 2 Clinical)

Prerequisites: N502 (Prior to or Concurrent), N503, Pharm 620 (Prior to or Concurrent) or

Permission of Instructor

This course provides students with the knowledge and skills necessary to promote health, prevent

illness, and manage the primary care needs of adults, including adolescent through older adults, from

a variety of cultural, ethnic, and racial backgrounds while providing the conceptual basis for advanced

nursing practice and midwifery. Health promotion/wellness models, and biopsychosocial and cultural

theories are integrated throughout the course. Issues of age, gender, race, and sexuality are addressed.

Use of information technology modalities in the primary care practice setting is introduced. Precepted

clinical experiences provide opportunities for students to apply this material to assessment. Diagnosis,

intervention, and evaluation of clients with health maintenance, well-women gynecologic needs and

common acute problems. Role development of the nurse-midwife/nurse-practitioner within the

community is explored. The nurse practitioner and nurse-midwifery management models of care are

used in the provision of care to clients.

Nursing 568

Critical Elements in the Study of Families and Health

3 Total Credits (3 Lecture, Web-blended)

Prerequisites: Graduate Student Status or Permission of Instructor

In this course, students will analyze multiple theoretical perspectives and empirical literature as a

basis for understanding diverse families and the complex nature of the interrelationships among

family, health, illness and health related behaviors across the life span. These interrelationships will

be examined with the context of critical social, cultural/ethnic/racial, political, economic, and technical

environments. Current trends regarding family structure and function will be analyzed to build a

comprehensive understanding of the changing nature of families. Implications of family theories,

nursing conceptual frameworks, and the empirical literature for clinical practice with families across

the lifespan will be emphasized. Particular attention will be given to developing a theoretical approach

to definition of family and family assessment, interviewing skills, and identification of family

interventions that promote the health of the family unit.

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Nursing 571

Advanced Midwifery Clinical

2 Total Credits (2 Lecture, Web-blended)

Prerequisites: NURS 502, NURS 503, NURS 678, PHARMACY 620, and NURS 566

(concurrent)

This clinical practicum course is offered in companion with Nursing 566 and Nursing 561 for students

to apply the didactic, theoretical, and evidence-based knowledge developed within those courses.

Students will participate in preceptor or faculty supervised clinical experiences, clinical simulations,

and case presentations to demonstrate integration of midwifery care knowledge, primary care and

reproductive health care.

Nursing 572

Current and Emerging Issues in Occupational Health Practice

2 Total Credits (2 Seminar, Web-blended)

Prerequisite: Graduate Student Status or Permission of Instructor

This course focuses on the current and emerging issues in occupational health nursing practice.

Factors affecting occupational health services to worker populations will be explored. Students will

analyze the history and current and future practice of occupational health nursing.

Nursing 573

Adult-Gerontology Acute Care Nurse Practitioner and Clinical Nurse Specialist Theory I

4 Total Credits (4 Lecture)

Prerequisites: Pharm 659 (Concurrent); N502 (Concurrent)

This course focuses on acute health conditions in adults and older adults with an emphasis on health

promotion and disease prevention. Competencies for both CNS and NP advanced nursing practice

are addressed. Evidence-based, advanced practice nursing interventions (consistent with the CNS

and NP roles) will be discussed to assess and manage acutely ill adults and older adults. Issues of

age, culture, race, gender, sexuality, genetics, psychosocial well-being and socioeconomic status will

be addressed. Health promotion, stress and coping and cultural theories are integrated throughout the

course. Primary, secondary, and tertiary levels of health promotion and disease prevention will be

evaluated within inpatient/hospital settings and across hospital to clinic settings. (E.g. ED, ICU, acute

care units and specialty clinics.) Other key concepts include diagnostic reasoning and decision-

making skills, healthy lifestyle, patient and family education/counseling, and treatment seeking

decisions of acutely ill adults and older adults. Students will apply evidence-based knowledge to

develop a holistic management plan of care that addresses the complex health problems of adults

and older adults. Further, principals of diagnostic and therapeutic treatment modalities, such as

invasive testing, interpretations of radiographs, ECG monitoring, and analysis of relevant laboratory

data will be included. Students will practice procedures such as suturing, joint aspirations, lumbar

punctures, and intubation in a simulation environment.

Nursing 575

Adult-Gerontology Acute Care Nurse Practitioner and Clinical Nurse Specialist Nursing Theory II

4 Total Credits (4 Lecture)

Prerequisites: N502, N573, co-requisite N503, Pharm 659, Pharm 660 (Concurrent)

This second management course focuses on complex chronic health conditions and their acute

exacerbations in adults and older adults, including multiple co-morbidities and functional losses. The

course builds on knowledge and skills from Advanced Practice Nursing Theory I, Clinical Practicum I,

Pathophysiology, Pharmacology, and other core courses. Evidence-based, advanced practice nursing

interventions consistent with the CNS and NP roles will be discussed to assess and manage complex

chronic health conditions and the impact on self-care management practices, family care giving,

surrogate decision-making, quality of life, and end-of-life. Issues of age, culture, race, gender,

sexuality, genetics, psychosocial well-being and socioeconomic status will be addressed. Other key

concepts include patient and family education/counseling, ethical principles/standards,

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interdisciplinary collaboration, and community resource utilization. Students will utilize conceptual and

theoretical frameworks and evidence-based knowledge to develop an advanced practice

management plan of care to address the chronic complex health care needs of adults and older

adults. Emphasis will be placed on maximizing quality of life and minimizing the negative sequelae

associated with acute exacerbations of chronic illnesses and managed within tertiary acute care and

sub-acute care settings. Principles of diagnostic and therapeutic treatment modalities will be

expanded upon to provide a comprehensive understanding of interventions commonly provided to

adults and older adults with acute, critical and chronical illness. Students will gain procedural

experience in paracentesis, castings, thoracentesis, and central line insertion thru laboratory

simulation.

Nursing 577

Adult Acute Care and Gerontological Advanced Practice Nursing Clinical Practicum I

3 Total Credits (1 Seminar + 2 Clinical)

Prerequisites: N573, Pharm 660

This precepted clinical practicum provides students the opportunity to obtain a comprehensive health

history, apply advanced physical assessment skills, and utilize advanced physiology/pathophysiology,

and Pharmacotherapeuticsknowledge to promote health, prevent illness, and manage acutely ill in

adults and older adults. Selected health promotion, stress and coping, cultural theories and evidence-

based findings will be applied to manage acute health conditions of adults and older adults from

diverse backgrounds (e.g. age, culture, ethnicity, race, sexuality, and socioeconomic status).

Emphasis will be placed on primary, secondary, and tertiary levels of health promotion and disease

prevention. Students will evaluate laboratory and diagnostic data to determine health status and

prioritize differential and nursing diagnoses. Regular seminars provide a forum for students to receive

instructions, consultation, and supervision from faculty and to share this learning process with their

classmates. Seminars build upon an evidence-based practice model and emphasize diagnostic

reasoning, critical thinking, problem solving, and decision-making. Case studies examples are used

as the basis for discussion. Students will be placed with clinical preceptors appropriate to their role

(e.g. CNS or NP).

Nursing 579

Adult Acute Care and Gerontological Advanced Practice Nursing Clinical Practicum II

3 Total Credits (1 Seminar + 2 Clinical)

Prerequisites: Nursing 577

This precepted clinical practicum provides students the opportunity to obtain a comprehensive health

history, apply advanced physical assessment skills, and utilize advanced physiology/pathophysiology,

and Pharmacotherapeuticsknowledge to promote health, prevent illness, and manage acute illness in

adults and older adults. Selected health promotion, stress and coping, cultural theories, and evidence-