Nursing Student Handbook

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Introduction to the Department of Nursing Student Handbook

The baccalaureate degree in Nursing at New York Institute of Technology (New York Tech) is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street, NW, Suite 750, Washington, DC 20001. Phone: 202.887.6791.

Original Document, 2004
Revised, Spring 2024

Welcome from the Department of Nursing Chairperson

Dear Nursing Students,

I bring you greetings and wishes for success as a student in the New York Institute of Technology's Nursing Program. Proudly the Department of Nursing received a 10-year reaccreditation from the Commission on Collegiate Nursing Education (CCNE) in 2015. Due to the dedication of our students and faculty, our students are highly sought after for employment upon completion of their program.

You have chosen a profession that is consistently recognized by the people of this country as among the "most trusted." In joining us, you have chosen nursing as a career that requires your commitment to achieving the knowledge and excellence in nursing practice necessary to care for our diverse population, who may be among the most vulnerable in our society. The commitment to your studies and your clients will test your stamina and endurance, as you must recall past course content and build upon that previous knowledge integrating those bio/psycho/social principles with the New York Tech Transcultural nursing courses. Your nursing experiences will tap into your tenacity and resilience while building the confidence necessary to face daily life and death situations.

The New York Tech Nursing faculty are in partnership with you and are committed to providing you with optimal classroom, nursing skills lab, simulation lab and clinical site experiences.

Your commitment to yourself, the Nursing faculty, and your patients, as a student nurse is vital to achieving success. Students should be committed to developing effective study habits and synthesizing all aspects of your coursework. A commitment to achieve excellence through practice in the nursing skills lab and simulation lab, as well as utilizing all patient encounters will assist to provide you with the knowledge and skills needed to provide efficient evidence-based nursing care that assist patients in retaining, attaining, or maintaining optimal health. The Department of Nursing faculty welcomes you and applauds your commitment and dedication to yourself and to the Nursing Profession. We strive to educate and guide you toward achieving your goal of becoming an New York Tech graduate and Registered Nurse!

Lisa Sparacino, Ph.D., R.N. CNE, CHSE
Chairperson and Associate Professor

Welcome from the Faculty and Staff

The faculty and staff of the New York Institute of Technology's Nursing Program welcome you. We are committed to being the college of choice for those seeking a unique transcultural learning experience and innovative learning environment that is characterized by openness, inclusion, support for personal and professional success and mutual respect.

The program will be challenging and rigorous. The rewards of completing the nursing program will be well worth your efforts. Graduation from the program will help to prepare you for the NCLEX-RN Licensing Examination and your professional career as a knowledgeable, skillful, and caring healthcare provider.

This handbook is designed to assist you in understanding the policies of the nursing program. Changes in this document are anticipated and you will be provided with updates as they occur.

Our highest priority is your success! We are dedicated to fostering a lifelong learning experience in the nursing profession and look forward to the day when you will become our colleague.

Department of Nursing Faculty and Staff

Lisa Sparacino, Ph.D., RN, CNE, CHSE
Associate Professor and Chairperson

Donna Darcy, Ed.D., M.A., RN, ACNS-BC, CMSRN, CNE
Clinical Associate Professor

Mary Frances McGibbon, DNP, RN, FNP-DC, RNFA
Clinical Associate Professor

Linda Schneider, Ph.D, RN
Assistant Professor

Pamela H. Treister, DNP, CNS, RN, CMSRN, AE-C
Clinical Associate Professor

Jessica Varghese, Ph.D., M.A., RN
Assistant Professor and Program Director RN–B.S.

Simulation and Nursing Arts Labs

Pamela Treister, DNP, CNS, RN, CMSRN, AE-C
Nursing Arts Lab and Simulation Coordinator

Adjunct Clinical Lab Faculty

Professor Margaret Cawley, M.S., RN, NP, AOCN
Lab Instructor

Victoria Cuomo, FNP-BC, RN
Lab Instructor

Cheryl Marx, RN, M.S.
Lab Instructor

Kelly Melore, RN, M.S.
Lab Instructor

Kristina Merrill, RN, M.S.
Lab Instructor

Eileen Mondello, BSN
Lab Instructor

Medjine Pierre, M.S.N., FNP-BC, APRN
Lab Instructor

Professor Nancy Wolinski, RN, M.S.
Lab Instructor

Professor Rose Urban, RN, M.S.N.
Lab Instructor

Administrative Staff

Helen Marie Pietro, (B.S. '16)
Administrative Specialist and Program Coordinator

Laura Friedland-Stulbaum
Senior Specialist Admissions Coordinator and Advisor


This handbook augments the New York Tech Academic Catalog, university-wide Student Handbook and Student Code of Conduct, and serves as an introduction to important information required in order to succeed in the nursing program. This handbook is provided to help you become familiar with the resources available to assist you in the pursuit of your educational endeavors. It is a reference for information about academic requirements, DON policies, regulations, and students' rights and responsibilities.

All nursing students should review this handbook on a periodic basis to ensure that they are adhering to stated guidelines. Students should feel free to ask faculty questions about information contained in this handbook, especially for clarification and possibility of revisions.

Disclaimer: The Department of Nursing (DOM) Nursing Student Handbook outlines policies pertaining to the nursing major. The contents, information, policies, and requirements of students herein this handbook may change related to additional accreditation criteria, added student requirements, and/or changes in DON policies and procedures. Such changes would be effective immediately upon student notice and would be required of all nursing students enrolled in the major. Students will be held accountable to meet current requirements regardless of date of admission to the nursing program. Students are advised to visit the nursing website for current information regarding the nursing program.

The Generic Prelicensure RN Program

The Bachelor of Science in nursing program (reaccredited by the Commission on Collegiate Nursing Education (CCNE) in fall 2015, prepares students for a professional nursing career. This program is under the auspices of the School of Health Professions (Bachelor of Science programs in Exercise Science, Health and Wellness, Health Sciences, and Nursing; Master of Science programs in Clinical Nutrition, Occupational Therapy, and Physician Assistant Studies; and Doctoral programs Occupational Therapy and Physical Therapy). The generic nursing program admits high school graduates, transfer students, and second-degree students from other colleges or universities. Once students are admitted into the nursing program, they are scheduled for classes to complete the requirements necessary to enter Nursing courses. This includes life science courses such as chemistry, anatomy, physiology, microbiology, and pathophysiology; behavioral science courses such as psychology, statistics, and anthropology; as well as liberal arts courses such as English, speech, and history. Students are admitted as a matriculated student. Once admitted, students who fail to successfully meet the requirements for the nursing program will be dismissed from the program.

RN–B.S. Completion Program

In 2020, New York Tech launched an online RN–B.S. Completion Program for registered nurses licensed in New York State to be able to complete their Bachelor of Science degree.

The program is currently being taught out, and is not accepting any new students.

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Department of Nursing


The Department of Nursing started in 1996 with the idea of creating a unique nursing program grounded in a Transcultural Nursing philosophy. This type of nursing program is critical to meet the needs of a diverse population of clients and healthcare professionals. To this end, the program includes an enriched curriculum in traditional sciences, liberal arts, and a foundation in anthropology. This four-year program, which leads to a Bachelor of Science Degree in Nursing, is composed of two phases. During the first phase, students complete the prerequisite requirements for admission to nursing courses. The second phase comprises the last two years, consisting of the core nursing and supportive courses.

Mission Statement

Please see New York Tech at a Glance for the New York Tech Mission Statement.

The mission of the DON is to provide excellence in nursing education from a transcultural perspective, extend access and opportunity to members of underrepresented groups in nursing, and to expand knowledge in the nursing profession with an emphasis on transcultural study. The DON prepares students to provide nursing care in varied settings and to assume community and institutional roles that meet the needs of a global society.

The DON educates students to provide culturally competent and safe care to people of similar or different cultures which promotes, maintains, or restores health. The program emphasizes communication in nursing practice that creates positive relationships across the social spectrum regardless of ability, age, class, gender or ethnicity or race. In this way, we remain responsive to community needs, identifying them throughout the curriculum. In addition, the student is prepared to pursue graduate work and lifelong learning opportunities.

The recruitment and retention of students from under-represented groups in nursing into the baccalaureate level of nursing education is critical for assuring quality care in serving diverse populations. As many in these under-represented groups may also be from disadvantaged backgrounds, our program seeks to facilitate the completion of a nursing program for those from disadvantaged backgrounds as well.

Inherent to the DON's Vision and Mission, is a faculty commitment to the success of students and the establishment of a curriculum and a department culture that facilitates student learning and prepares them for careers in nursing. Since community-based population healthcare delivery is a prominent part of the contemporary healthcare system, students' clinical experience will be devoted to health promotion, risk reduction, illness prevention and maintenance of optimum levels of health and wellness in a variety of community and ambulatory care settings.

Philosophy of Nursing

The New York Institute of Technology Nursing Program, as an integral part of its parent institution, is dedicated to the pursuit of higher learning grounded in the arts, sciences, and humanities. The mission of the DON is to offer professional nursing education for undergraduate students pursuing a baccalaureate degree. This mission prepares our graduates to meet the challenges of professional nursing practice and strengthens the quality of nursing care rendered to the healthcare consumer in an age of healthcare reform. In addition to this primary goal, the DON is committed to providing service and education to the professional nursing community and the public.

The faculty believes that Nursing is both an art and science based on a foundation of theory, research, practice, and policy advocacy within a transcultural context. The nursing curriculum addresses individualized human needs across the lifespan from a holistic perspective that promotes excellence in nursing care, patient dignity and patient safety using evidence-based practice and information technology. Health promotion, disease prevention, risk reduction and the restoration and maintenance of optimum levels of wellness and function are pivotal to the care of clients as they live, work and interact within their environments. The paradigm includes the concepts of person, environment, health/wellness, nursing, and culture.

A person is a unique, holistic, ever-changing system manifesting basic human needs as one progresses through the life cycle constantly interacting with the environment. Individuals have freedom of choice and are accountable for their choices. As caring individuals, they enter relationships that foster dignity, mutual trust, and a sense of self-worth and a feeling of belonging. The faculty believes that valuing the individual in the context of humanity, environment, and health gives meaning to humanistic nursing practice. The person as client may be an individual, family, group, community, or organizational system.

The environment is defined as the continuous and simultaneous interaction of variables that includes but is not limited to the social, physical, cultural, spiritual, psychological, economic and cognitive domains. The Environment is internal and external to the person. Individuals do not exist in isolation, but rather interact with and relate to other individuals, families, and communities within a constantly changing society. As such, they influence and are influenced by their environment. Analysis of the impact of the domains on individuals, families, groups, and communities is an important activity of the professional nurse.

Health and wellness encompass a broad-spectrum state that is culturally defined, valued, and practiced reflecting client system, stability, and harmony. Health is more than the absence of illness. It is a dynamic, evolving process involving a sense of wholeness. The nurse promotes, facilitates, and supports an optimum level of health and wellness in client care interactions. Importance is given to the social determinants of health.

Nursing: The faculty believes that nursing is a caring, humanistic, learned, and scientific profession whose practice focuses on the health of the person, family, group, and community. Faculty, students, and staff will be guided by respect for the healthcare beliefs and practices of all, and above all, compassion and respect in their interactions with clients and with each other. Nursing practice and nursing education must be responsive to the uniqueness of persons and communities, fostering full partnership and interdisciplinary collaboration in the care and healing process. Accountability for decisions and ethical nursing care is pivotal to professional role behaviors and practice. The process of continuous personal and professional self-reflection and evaluation facilitates growth and change. Nurses recognize and reduce stressors and promote/enhance positive client response and incorporate these into the nursing process. Nurses strive to eliminate health disparities locally, nationally and globally. Nurses provide care directly and indirectly in the role of care giver, manager, leader, educator, researcher, consultant, advocate, and collaborator. The nursing process provides a critical thinking, problem-solving framework for all nurse-client interactions. The systematic method for providing care is composed of six interrelated phases: assessment, problem identification, planning, implementation, evaluation, and change. As students progress through the program, they are expected to use the nursing process in planning and providing care for clients who have increasingly complex problems in a diversity of settings. Nurses provide care to individuals, families, groups, and/or organizations that are health focused, culturally competent, effective, safe, and evidence based.

Culture: The nursing curriculum is founded on Madeleine Leininger's Transcultural Nursing Care and is organized across the lifespan, incorporating increasing levels of complexity, acuity, and pattern and system analysis over time. The nursing profession has a responsibility to provide culturally based nursing care that facilitates the well-being of the client. Culture is an important factor that impacts the relationship among and between the client, family, community, and healthcare professional. Emphasis is placed on the holistic nature and cultural aspects of the client in relationship to families, groups, communities, systems, and health disparities.

Curriculum: The Nursing Process provides the assessment and implementation framework for nursing care. The concepts of holism, caring, culture, communication, critical thinking, professionalism, information technology and global are pivotal to the curriculum. The curriculum is developed, implemented, and revised to reflect clear statements of expected student learning outcomes that are consistent with professional nursing standards and baccalaureate nursing education. The mission and philosophy of the New York Tech's Nursing Program (in conjunction with the university's mission and philosophy) focuses on providing quality and career-oriented education to a student population that is diverse in educational preparation, socioeconomics, religion, race, culture, and language. Stressing the faculty as knowledge facilitators and the students as responsible learners, the faculty believes in and reinforces the philosophy of adult learning as an ongoing process fostering critical thinking, decision making and accountability.

Outcomes: Baccalaureate education prepares the nurse generalist in a beginning leadership role as a member of an interdisciplinary healthcare team who is able to utilize evidence-based practice and health information technology in a variety of settings. The course objectives, content and educational pedagogy reflect the program's outcomes, objectives, and provide a foundation for graduate education. The expected student outcomes are successful completion of the professional sequence, program satisfaction, licensure and employment as a Registered Professional Nurse, lifelong learning and membership in the profession.

The faculty believes and is strongly committed to:

  • Providing a learning and practice environment where culturally based healthcare beliefs and attitudes are identified, valued, and supported.
  • Promoting understanding and respect between faculty and students regarding differing attitudes, beliefs, and value systems.
  • Creating an atmosphere conducive to enhancing the academic outcomes for students from diverse backgrounds.
  • Offering a curriculum that provides open access to opportunity, career orientation, and technologically based learning to improve and change healthcare.
  • Incorporating flexibility in curriculum design to accommodate students varied educational and experiential backgrounds, learning styles and evidence-based best practices.
  • Using transcultural nursing research and theories to respond to and formulate social policy for the future.
  • Establishing an environment of excellence and best practices in transcultural nursing care.
  • Providing an environment for faculty to integrate the concept of culture into classroom teaching and clinical practice settings.
  • Fostering the development of a strategy for lifelong learning in a professional career.
  • Encouraging critical thinking and intellectual excellence by developing inquisitiveness and self-reflection.
  • Facilitating and promoting the exchange of ideas and freedom of expression among students that fosters the development of peer relationships and builds team capacity.

Expected Outcomes

The individual student learning outcomes of the baccalaureate program provide clear statements of expected student achievements, derived directly from the New York Tech nursing model, accreditation, and professional standards of practice, and reflect the school's mission, core values, expected student outcomes, and program outcomes.

Graduation Outcomes:

  1. Apply established and evolving knowledge from other disciplines—including liberal arts and social sciences—in the formation of clinical judgements and innovative nursing practice.
  2. Synthesize nursing care that is person centered, holistic, evidence based, individualized, compassionate, inclusively respectful, and developmentally appropriate.
  3. Understand healthcare delivery from public health prevention to disease management that leads to the improvement of equitable population health outcomes.
  4. Demonstrate the synthesis, application, and dissemination of nursing knowledge.
  5. Apply the established and emerging principles of quality and safety to nursing care, system effectiveness, and individual performance.
  6. Establish effective communication strategies that optimize care, enhance the healthcare experience, and strengthen outcomes.
  7. Demonstrate the ability to effectively and proactively coordinate resources to provide safe, quality, equitable care that is inclusive of diverse populations.
  8. Use information, informatics processes, and technology to manage and improve quality and safe care that is inclusive of diverse populations.
  9. Apply principles of professional and ethical behavior preserving human rights in patient care and professional situations.
  10. Demonstrate leadership principles that foster the adaptation to ambiguity and change, lifelong learning and ongoing self-reflection, advocacy for populations, and leadership roles within the healthcare arena.

Pivotal Concepts

Critical Thinking:

  • Utilize creative problem solving and decision making based on theories and models in the delivery of person-centered healthcare to populations—locally and globally across the life span—that considers diversity, ethics, and equity.
  • Incorporate the advancement of scholarship that promotes advanced evidence-based quality practice and person-centered holistic care.

Professional Communication:

  • Utilize concepts of human interaction in establishment of intentional collaboration across professions, the healthcare team, communities, clients, and families/significant others.
  • Use appropriate verbal/non-communication strategies.
  • Use appropriate informatics and technology in client care.

Professional Roles and Behaviors:

  • Demonstrate healthy, self-care behaviors that promote wellness and resilience.
  • Demonstrate responsibility and accountability.
  • Demonstrate a spirit of inquiry that fosters flexibility and professional maturity.
  • Commit to the participation in ongoing activities that embrace principles of diversity, equity, inclusion, and anti-discrimination.
  • Commit to provide evidence-based, clinically competent, safe, quality care in diverse settings.
  • Advocate for person-centered, holistic care of the client-family-group-community.
  • Collaborate with individual clients, families, and communities in the provisions of population health that promotes, protects, and improves health outcomes, reduces risks, and prevents disease.
  • Integrate leadership and management principles in the design and provision of safe, quality nursing care.
  • Incorporate concern for global issues in a philosophy of caring.
  • Identify issues and trends affecting the healthcare delivery system.

Professional Development:

  • Commitment to a practice of lifelong learning that promotes self-reflection, a resilient agile nurse who is capable of adapting to ambiguity and change, and the development of leadership skills proficient in asserting control, influence, and power in professional and personal contexts.

Expected Program Outcomes

  1. Graduates of DON will demonstrate the knowledge, skills, and behaviors that qualify them to enter the nursing professions.
    • Students demonstrate competencies defined by the B.S. program's student learning outcomes which are in concert with The Essentials of Baccalaureate Education for Professional Nursing Practice.
    • Performance of graduates on the NCLEX-RN licensure exam will be at or exceed the benchmark of CCNE (first time passing rate at 80%).
  2. Faculty will serve as professional role models through the demonstration of professional core values in teaching, clinical practice, service, and scholarly activities.
    • Faculty demonstrates excellence in teaching and fulfill their responsibilities in advising and student evaluation.
    • Faculty participates in professional developmental activities to improve instructional strategies and utilize innovative technologies that enhance student learning.
    • Faculty demonstrates a record of scholarly accomplishments that meet university and accreditation standards for scholarship, including the demonstration of well-articulated scholarly agendas.
    • Faculty fulfills their responsibilities in community, professional and university service activities.
  3. Overall, the B.S. nursing program will continuously improve its quality to:
    • Respond to professional and community needs.
    • Sustain and enlarge quality clinical practice sites and engage them to facilitate students learning.
    • Recruit qualified students with diverse backgrounds for admission to the program, so that they will understand and serve the diversified community better.
    • Meet the benchmarks of CCNE in completion rate, employment rate and overall satisfaction with the program.

New York Tech General Education Curriculum Expected Student Outcomes

  1. Communication
  2. Literacy
  3. Critical and Analytical Thinking
  4. Interdisciplinary Mindset and Skills
  5. Ethical/Moral and Civil engagement
  6. Global Perspective/Worldview
  7. Process and Nature of Science and Art

Alignment between Student Learning Outcomes, General Education Curriculum Outcomes, and The Essentials: Core competencies for Professional Nursing Education (Entry-level Professional Nursing Education) (2021)

DON Expected Student Outcomes General Education Curriculum Student Outcomes The Essentials (AACN, 2021)
1. Apply established and evolving knowledge from other disciplines—including liberal arts and social sciences—in the formation of clinical judgements and innovative nursing practice. 1. Communication
2. Literacy
3. Critical and Analytical Thinking
4. Interdisciplinary Mindset and Skills
5. Ethical/Moral and Civil engagement
6. Global Perspective/Worldview
7. Process and Nature of Science and Art

I. Knowledge for Nursing Practice
2. Synthesize nursing care that is person centered, holistic, evidence based, individualized, compassionate, inclusively respectful, and developmentally appropriate. 2. Literacy
3. Critical and Analytical Thinking
4. Interdisciplinary Mindset and Skills
II. Person-Centered Care
3. Understand healthcare delivery from public health prevention to disease management that leads to the improvement of equitable population health outcomes. 1. Communication
5. Ethical/Moral and Civic Engagement
6. Global Perspective/World View
III. Population Health
4. Demonstrate the synthesis, application, and dissemination of nursing knowledge. 1. Communication
3. Literacy
5. Ethical/Moral and Civic Engagement
7. Process of Nature and Science and Art
IV. Scholarship for the Nursing Discipline
5. Apply the established and emerging principles of quality and safety to nursing care, system effectiveness, and individual performance. 1. Communication
3. Critical and Analytical Thinking
5. Ethical/Moral and Civic Engagement
6. Global Perspective/World View
V. Quality and Safety
6. Establish effective communication strategies that optimize care, enhance the healthcare experience, and strengthen outcomes. 1. Communication
4. Interdisciplinary Mindset and Skills
6. Global Perspective/World View
VI. Interprofessional Partnerships
7. Demonstrate the ability to effectively and proactively coordinate resources to provide safe, quality, equitable care that is inclusive of diverse populations. 1. Communication
2. Literacy
3. Critical and Analytical Thinking
7. Process and Nature of Science and Art
VII. Systems-Based Practice
8. Use information, informatics processes, and technology to manage and improve quality and safe care that is inclusive of diverse populations. 1. Communication
2. Literacy
3. Critical and Analytical Thinking
5. Ethical/Moral and Civic Engagement
VIII. Informatics and Healthcare Technologies
9. Apply principles of professional and ethical behavior preserving human rights in patient care and professional situations. 2. Literacy
3. Critical and Analytical Thinking
5. Ethical/Moral and Civil Engagement
IX. Professionalism
10. Demonstrate leadership principles that foster the adaptation to ambiguity and change, lifelong learning and ongoing self-reflection, advocacy for populations, and leadership roles within the healthcare arena. 1. Communication
2. Literacy
3. Critical and Analytical Thinking
4. Interdisciplinary Mindset and Skills
5. Ethical/Moral and Civic Engagement
6. Global Perspective and World View
X. Personal, Professional, and Leadership Development

Curriculum Design

The undergraduate nursing curriculum was developed in accordance with the university mission, to educate students for rewarding careers, responsible citizenship, and fulfilling lives by integrating liberal arts and sciences and professional study. The program has four broad foci that inform the curriculum: provide nursing education in the context of liberal arts and sciences; integrate nursing theory, knowledge, and clinical judgement in the preparation of a generalist practitioner; utilize an evidence-based approach to nursing practice within a variety of settings and prepare beginning leaders in nursing. The expected program outcomes of graduation rates, program satisfaction, employment rates, NCLEX-RN pass rates, and the expected individual student learning outcomes contribute to the achievement of the mission, goals, and outcomes.

The university's general education curriculum is designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including oral and written communication, scientific and quantitative reasoning, technological competency, and global diversity. The curriculum provides all New York Tech students with a valuable foundation in liberal arts and sciences, and emphasizes the knowledge base and skill set that clearly prepares students and interfaces with the concepts required for professional practice.

The nursing program is designed to provide students with the necessary academic and clinical skills to function competently, safely, confidently, compassionately, accountably, and caringly as baccalaureate-prepared registered nurses. Through a continuous and dynamic self-assessment, the nursing program has and will continue to identify and implement changes necessary to meet benchmark standards as outlined in The Essentials: Core Competencies for Professional Nursing Education (2021), ANA Standards of Nursing Practice (2021), the ANA Code of Ethics for Nurses With Interpretive Statements (2022), Nursing's Social Policy Statement (ANA 2023), and the New York State Nurse Practice Act. The program seeks to sensitize students to diversity, equity and inclusion in teaching, learning, research, scholarship, service, and practice. Additionally, the program seeks to provide students with the desire to pursue graduate education and lifelong learning. By fostering a sense of pride in self, profession, and community engagement, students will be motivated to return to their communities and impact the quality and delivery of healthcare.


The curriculum design includes eight horizontal concept threads (caring, communication, critical thinking, culture, global perspective/worldview, holism, informatics and technology, and professionalism) and the vertical organizational threads of simple to complex, increasing in complexity as the student progresses through the program.

Person, Environment, Health/Wellness, Nursing, and Culture

  1. Horizontal Concept Threads:
    • Caring
    • Communication
    • Critical Thinking
    • Culture
    • Global Perspective/Worldview
    • Holism
    • Informatics and Technology
    • Professionalism
  2. Vertical Organizational Threads:
    • Simple to Complex: increasing complexity over time within diverse healthcare settings
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Academic Policies and Procedures

View Nursing, B.S. Semester Map

View Nursing, B.S. Curriculum

Admission Requirements to the Nursing, B.S. Generic Prelicensure RN Program

Students must meet the requirements for admission for New York Institute of Technology. In addition, all applicants to the nursing program are required to have the following:

  • A personal essay detailing the candidate's reasons for choosing nursing as a career
  • Two letters of reference
  • Official transcripts from all schools attended
  • Minimum grade of C+ in all required prerequisite courses (freshman and sophomore): MATH 135, CHEM 105, CHEM 215, BIOL 210, BIOL 310, PSYC 101, PSYC 210, PSYC 221, BIOL 260 or NTSI 201, BIOL 312, BIOL 215 or BIOL 235.
  • A level of Proficient or better on the Test of Essential Academic Standards (TEAS) exam – Administered through Academic Testing Industries (ATI)
  • College transfer students with 24 or more transferable credits are recommended to have:
    • Official transcripts from all school attended.
    • A cumulative college GPA of 2.75 or better

Identified Course Prerequisite Policy and Requirement

  • Students may repeat only two (2) of the above required prerequisite courses in which they earned a grade of C or below; these courses may be repeated only once. This requirement includes courses taken at other colleges. Students who fail to achieve this requirement are not admissible to the nursing program.
  • All prerequisite course work taken at other institutions must be applied to your New York Tech Transfer Equivalency Report with the appropriate New York Tech course evaluation equivalencies prior to applying to the nursing program. It is the student's responsibility to make sure all required admission forms/documents are on file with the admissions department. The Department of Admissions will review all transfer evaluations for international students and refer them to the Department of Nursing.

Applicants to the School of Health Professions should be aware that certain legal issues and/or convictions may preclude a student from being accepted by clerkships, internships, and/or fieldwork and may impact the student's ability to complete the required program courses and qualify for graduation, certification, and/or licensure.

Acceptance into the Nursing Major

All incoming nursing students, including current nursing majors, must submit a request for consideration to take nursing courses. A student who believes they are ready, meets progression criteria, and is interested in beginning nursing courses at New York Tech must complete an application that is review by the admissions committee. Information regarding the application procedure can be found by visiting the nursing website.

Academic Criteria for the Professional (Clinical) Phase – Junior and Senior Years

The professional phase of the nursing program encompasses the junior and senior years. Students are required to meet the established nursing criteria listed below for progression into the professional phase. Students should be advised nursing requirements may change during the program. Students are held accountable to meet current requirements regardless of date of admission to New York Tech. The number of students that are admitted to nursing courses depends upon available resources, class limits (40 in the fall and 40 in the spring), college GPA, and meeting all nursing requirements.

All nursing students must:

  • Achieve a cumulative grade point average of 2.75 or better for admission consideration.
  • Complete all required prerequisite courses listed as freshman and sophomore courses.
  • Receive a grade of C+ or better in all required prerequisite courses identified as: MATH 135 or 141, CHEM 105, CHEM 215, BIOL 210, BIOL 310, PSYC 101, PSYC 210, PSYC 221, BIOL 260 or NTSI 201, BIOL 312, BIOL 215 or BIOL 235.
  • Receive a recommendation by program chairperson or designee.
  • Receive a recommendation by the DON admissions committee.

Documentation Needed One Month Prior to the Start of Nursing Courses

All students are required to complete the following prior to taking nursing courses. Any student who does not complete this information, with copies of the documentation for their file, will not be able to start the professional phase. The professional phase of the nursing program must be completed in 2.5 years.

Health Evaluation Requirements

  • Information on how to submit documents will be provided each semester via Canvas and/or an information letter at the end of the previous semester.
  • Reminder: The student is responsible for ensuring they have a file of all documents submitted to the DON. The Department of Nursing DOES NOT retain copies/files containing student health clearance documents in student files. Keeping a current record of health-related materials and certifications is the student's responsibility.

Pre-Clinical Checklist

  • This form will be maintained by the clinical health coordinator

Infection Control Certification

  • This certificate must be obtained prior to the start of the first semester of nursing courses and is submitted to the clinical health coordinator with the health records.

Child Abuse Prevention Certification

  • This certification must be obtained prior to the start of the first semester of nursing courses. This certification is required once in a nurse's professional career. Documentation of this certificate must be maintained indefinitely.

Basic Cardiac Life Support (BCLS) w/AED Certification for Healthcare Providers

  • This certification must be obtained prior to the first semester of nursing courses and must remain active (not expired) as long as you are registered for nursing courses.


  • Students are required to purchase and wear the official New York Tech Department of Nursing uniforms from the designated uniform company (cost varies).

Student Nurse Lab Package

  • The student is required to purchase a Lab Nurse Pack to be used throughout the curriculum for clinical practice lab

Certified Background Check by Designated Agency

  • Students may be required as part of the requirements for clinical rotations to have a background check performed by a designated agency. Applicants to the School of Health Professions should be aware that certain legal issues and/or convictions may preclude student from being accepted by clerkships, internships, and/or fieldwork and may impact the student's ability to complete the required program courses and qualify for graduation, certification, and/or licensure.

Urine Drug Screening

  • Certain healthcare facilities require a urine toxicology. Students should be aware that any facility can require a urine toxicology from any student. Applicants to the School of Health Professions should be aware that a positive drug toxicology may preclude student from being accepted by clerkships, internships, and/or fieldwork and may impact the student's ability to complete the required program courses and qualify for graduation, certification, and/or licensure. This includes testing positive for cannabis.

Mandatory Tutorial Support Program

  • All nursing students are required to pay a fee each semester for the tutorial support program in place (Kaplan). Students are required to participate fully in the tutorial support program which includes reading assignments, practice tests and meeting the designated requirements for each nursing course. Students will be required to take all designated competency exams in each of the specified courses and achieve benchmarks set by the department.

Progression in the Nursing Major

In order to progress in the nursing major, students must receive minimum grades of C+ in NURS 101, 301, 305, 311, 316, 351, 360, 402, 403, 410, 430, 446, 447, 455, 465, 471, 472, and 480/480L and maintain a minimum GPA of 2.75. Students who receive a grade of C or lower in a nursing course or who fail any nursing course will be allowed to repeat the specific failed course (didactic or clinical) only once. Only one nursing course may be repeated. Students who fail to achieve a C+ or better when repeating a required nursing course (didactic or clinical) will be dismissed from the Nursing Program. Given the nature of nursing practice, students will not be permitted to use a withdrawal from a course to avoid failure. Withdrawal from a course is only permitted in the case of a documented illness, personal emergency, or unusual circumstance, and not because of a course/clinical/lab rotation failure or anticipated failure.

Repeating a Prerequisite Course

Students may repeat only two (2) identified prerequisite courses in which they received a grade of C or below; these courses may be repeated only once. This requirement includes courses taken at other colleges. Students who are required to repeat an identified prerequisite course must achieve a grade of C+ or better in the repeated course.

Students who fail to achieve this requirement are not admissible to the nursing program. Identified prerequisite courses include: PSYC 101, MATH 135/141, CHEN 105, PSYC 221, CHEM 215, BIOL 210, PSYC 210, BIOL 310, BIOL 260/NTSI 201, BIOL 312, and BIOL 215/BIOL 235.

Time Limit for Completion of Professional Phase

Students are accepted as a cohort into nursing courses in either the spring or fall semester. Nursing courses cover four (4) semesters. A student must complete the curriculum within 2.5 years from the date they start their first nursing course. If a student needs to take a leave from the program, extenuating circumstances will be considered by the department and upon department approval. A student must file a written request documenting: extenuating circumstances and history of satisfactory performance. Returning students must submit a written request to the Department of Nursing one semester prior to the start of nursing courses as several competencies must be met prior to reentry into the nursing program. A student who is eligible to return must take and pass competency exams and demonstrate clinical/lab competencies for all prior completed coursework. Students must receive a minimum grade of 77% on written competency exams and demonstrate required skill with competency. Students who do not achieve a 77% on the written exam or cannot demonstrate required skills with competency will be provided on week to remediate. The student will avail a second written exam and/or opportunity to demonstrate skills competency. If successfully, the student may then progress forward in the curriculum. If unsuccessful after a second attempt the student will be dismissed from the program.

Reapplying to the Professional Phase

Students who have withdrawn and failed to return from a leave of absence in time to complete all nursing coursework within the designated time of 2.5 years, may be considered for readmission with the chairperson's approval and if:

  • Student left in good academic standing (GPA 2.75 or higher).
  • Financial obligations to New York Tech have been met.
  • All competencies have been met as stated in the chart above.

Grading, Testing, Attendance, and Academic Policies

Academic Grading System

Grades for all courses are based on the standards outlined in the New York TechAcademic Catalog and Student Handbook: U.S. Edition. The grading system for the nursing courses is based on the listing cited below. At the end of each semester, the grade point average (GPA) and cumulative grade point average (CGPA) are computed. The following information describes the process for calculating the GPA.

Quality Point Equivalent multiplied by # of Credits/Course = Course Quality Points


Course Grade Value × Credits = Quality Points
Psychology B+ 3.3 3 9.9
English B 3.0 3 9.0
Math C+ 2.3 3 6.9
Anatomy B- 2.7 4 10.8
Total 13 36.6

Total Quality Points (36.6) ÷ Total Credits (13) = Grade Point Average (2.82)

Grading Formula:

Grade Numerical Average Quality Points/Credits
A 96 – 100 4.0
A- 90 – 95 3.7
B+ 87 – 89 3.3
B 84 – 86 3.0
B- 80 – 83 2.7
C+ 77 – 79 2.3
C 74 – 76 2.0
C- 70 – 72 1.7
D+ 67 – 69 1.3
D 65 – 66 1.0
F < 65   0

Academic Probation

Students must adhere to the standards specified in the New York Tech Student Handbook: U.S. Edition. Students are placed on academic probation if their CGPA falls below 1.7 as a freshman, 1.90 as a sophomore, or 2.0 as a junior or senior. However, a nursing student cannot enter and/or progress in the professional phase with a CGPA less than 2.75.

Grievance or Appeal Procedure

Refer to the New York Tech Student Handbook: U.S. Edition. Students are also required to follow the step-wise protocol as outlined in the School of Health Professions Grade Appeals Procedure.


Students may be dismissed from the nursing program if their grade point average and/or cumulative grade point average falls below 2.75. Students may also be dismissed from the nursing program for exhibiting improper behavior or professional misconduct including, but not limited to: rude behavior toward faculty, fighting on campus or institutional grounds, plagiarism, compromising the safety of a patient, unsafe nursing care, and not adhering to DON policies and/or the policies of clinical agencies or partners.


Application for voluntary withdrawal from the nursing program must be submitted to the chairperson, in writing, with a copy to the Dean of the School of Health Professions. Withdrawals from a course are only permitted in the case of a documented illness, personal emergency, or unusual circumstance and not because of a course/clinical/lab rotation failure or anticipated failure. Due to the high level of accountability expected in nursing practice, students will not be permitted to use withdrawal from a nursing course to avoid a failure. In addition, withdrawals are permitted only for students who have no academic or disciplinary proceedings or financial obligations to New York Tech. Letters of "Good Standing" will be written for students who meet the above criteria.

Late Registration Policy

Nursing students are required to register for all nursing program didactic courses prior to the first class. Students must be registered for clinical sections by the due date of health records (August 2 for fall and January 4 for spring). Attendance in all didactic nursing courses, clinical nursing courses, as well as all nursing labs is required.

Attendance and Punctuality

Students are expected to attend every class and clinical rotation and arrive on time. There are no absences permitted in nursing courses. If it is necessary to miss a class due to illness or other life events, the student must notify the instructor/professor before class by phone or email and submit proper documentation to receive an excused absence.

Two (2) or more latenesses to class (15 minutes or more) will result in one unexcused absence. There are no makeup assignments in lieu of missed work due to lateness or unexcused absences. Unexcused absences include but are not limited to, failure to email a professor in advance, missing a clinical or class, not providing adequate documentation or reason for absence, or taking off for personal reasons. Unexcused absences may result in a reduction of one letter grade for the final course grade.

Should a student become ill during a clinical session, the student must go to the facility emergency department for assessment. The student may refuse treatment at the point of care, but a record must be made.

Leave of Absence

Students desiring a leave of absence must request a leave, in writing, from the DON chairperson, with a copy to the Dean of Health Professions. In the case of a medical leave of absence, the request must be accompanied by a letter from a healthcare professional describing the nature of the disability for which the leave is requested, and the estimated length of time needed for recovery. The nursing program chairperson, upon consultation with the Dean of the School of Health Professions, will recommend whether a leave of absence is granted and the conditions under which the student may return to school.

Before a student may be reinstated, a written request for returning must be submitted to the nursing program chairperson. If a medical leave of absence was granted, a letter from a healthcare professional stating the student is medically cleared (100% participation with no restrictions) to return to school must be submitted. If the leave extends the completion of the professional phase, the student must adhere to the time limit policy as stated above.


In addition to course requirements, students will be required to participate in tutoring and support programs, and take nationally normed tests and comprehensive examinations throughout the curriculum.


All students registered for nursing courses must pay for, and participate in, the Kaplan program. Kaplan is a self-paced program that offers tutorials, remediation, and benchmark testing. Course faculty may or may not assign assignments from the Kaplan program for grading. Each didactic course, except for NURS 430 and NURS 472, will have a benchmark exam associated with the content taught in the course. The exam is worth 5% or 10% of the final grade in the course, as indicated in the syllabus. In courses where exams are national normed, the grading rubric below will be used to assign a grade. In courses where exams are not nationally normed, the grade entered for the course will be the score achieved on the exam.

Roster and Student Access

All students are activated and enrolled by the submission of cohort rosters submitted by the Kaplan coordinator of the Department of Nursing. Kaplan will activate student accounts based on the information in the new class roster sheet within ten (10) business days of receipt of the form.

  • Kaplan sends each student an individual email to set up an account.
  • All students are required to purchase the Kaplan Nursing Integrated Testing Program.
  • Orientation is provided by Kaplan, as well as students completing the orientation modules in the Kaplan program
  • Student Support Hotline: Students can call 877.572.8457, chat directly from the student site, or email for support with their online resources.


The Kaplan program carries a maximum weight of 10% of the course grade. This may include the focused review tests, the integrated tests, and/or customized Kaplan test/quiz grades as indicated in the course syllabus.

Focused Review Tests (Unsecure)

Focused Review Tests are non-proctored practice tests that students access at any time. Students may be assigned a focused review individually or as a class. The completion of the focused review will be a requirement, if assigned, for successful completion of the course.

Integrated Tests (Secure)

Integrated Tests benchmark student progress during nursing school. These tests are scheduled by the faculty member and are given in a proctored setting (live).

  • Each proctored assessment is administered once with no remediation or retakes.
  • Exact dates for the integrated tests are determined at the beginning of each semester. The integrated tests are scheduled once in the semester. The date, time, and method of administration of the integrated tests may be within or outside of the scheduled course timeframe.

Integrated exams that are nationally normed will be assigned a course grade based on the following grid:

Accountability and Benchmarking Plan/Grid includes: (10% of the course grade)

Percentile RankingCourse Grade
Below 1040

When an test is not nationally normed, the grade will reflect the score achieved on the exam.

NCLEX® Review Course

The NCLEX® Review Course is held during make-up week in NURS 480. All students are required to fully participate in the NCLEX® Review Course in order to pass NURS 480. This is a live three day with one day online review (which may be held in the classroom or online) taught by a specially-trained Kaplan nurse educator covering the specific strategies and critical thinking needed to address passing-level questions on the NCLEX® examination.

Integrated tests are given in the following courses (in courses where there are two Kaplan exams, each exam is worth 5%):

New York Tech CourseIntegrated Test(s)Administered
NURS 101
Introduction to Nursing and the Nursing Process
NURS 305
Health Assessment
Physical/Health AssessmentJunior Year
NURS 311
Transcultural Nursing I: Foundations of Nursing
Kaplan Foundations A or B
Kaplan Fundamentals of Nursing Alt
Junior Year
NURS 316
Pharmacology for Nursing
Kaplan Pharmacology (Administered in NURS 480)Senior Year
NURS 360
Transcultural Nursing II: Adult Health
Med Surg I/Possible Med Surg Math – Adult HealthJunior Year
NURS 410
Nursing Therapeutics III: Maternal Child and Family Health
Maternal Child and PediatricsJunior Year
NURS 455
Transcultural Nursing IV: Community and Mental Health
Community and PsychosocialSenior Year
NURS 471
Transcultural Nursing V: Adult Health II
Med/Surg IISenior Year
NURS 472
Leadership in Professional Nursing
NURS 480
Nursing Capstone: Professionalism, Empowerment, and Voice
Pharmacological and Parenteral Therapies
Senior Year

Exams and Assignments Policy

Missed Course Exam Policy

Please be advised that only a student who has been officially excused by their professor prior to the exam may be permitted to take a makeup exam without penalty. Appropriate documentation must be submitted to the course professor prior to rescheduling the exam. Any student who misses an exam and is not officially excused may, at the discretion of the professor, be given a makeup exam. All makeup exams will be administered during makeup week. The penalty imposed for any non-excused exam absence will be a minus of ten (10) points from the exam grade. The professor will determine the examination criteria and the setting for the test administration.

Arriving Late for an Exam

Students who arrive 15 minutes or more after the exam has started, will not be permitted to take the exam. If a student arrives late but under 15 minutes into the exam, the student will take the exam, but will not be granted extra time, due to the late arrival on the exam day.

Late Assignments Policy

All assignments must be completed by the due date. Refer to individual course syllabus for specific information on submission of late assignments.

Med-math Competency Policy

Accurate dosage calculation is a requirement of professional nursing practice and essential for safe and competent nursing care. The med-math competency policy is one measure of assuring that nursing students and graduates of the nursing program are competent in this area.

  • Medical math proficiency must be demonstrated in NURS 311.
  • In addition, a medical math proficiency exam will be administered and must be passed by the student prior to the start of each subsequent clinical course where medication will be administered (NURS 351, NURS 402/403, NURS 446/447, NURS 465, and Preceptorship Practical Experience).
  • The student must achieve 90% accuracy on medical math proficiency exams.
  • Medical math competency exams are administered through the SafeMedicate program.


  • The student must demonstrate competency of 90% mastery on the med-math proficiency exam required for each clinical course in which the student anticipates being enrolled.
  • The date and time for completion of the med-math proficiency exam is established by the faculty and communicated to the student by Canvas and/or published in the syllabus of the prior clinical course.
  • The med-math proficiency exam will be administered at the end of the semester preceding the clinical course.
  • Med-math proficiency exams may be taken a maximum of two (2) times prior to the start of the next clinical rotation at intervals designated by faculty but not sooner than one week apart.
  • The student will be given only two opportunities to pass this exam with a score of 90% before the start of the clinical course. Failure to achieve a score of 90% will result in the student being dismissed from the nursing program.

Policy on the Use of Calculators on Nursing Exams and Quizzes

The use of calculators supplied by the DON will be the only permitted calculator allowed outside of Canvas or other testing program platforms. Calculators embedded in nationally normed exams used by the Department of Nursing are permitted. It is imperative that nursing students assume personal responsibility for maintenance of math skills throughout the nursing curriculum and demonstrate their ability to calculate dosages and IV rates of administration without the use of electronic devices. Math questions can be included on any nursing course exam.

Medication Administration Policy

Any behavior in the clinical area which exposes a client to physical or emotional harm may cause a student to be dismissed from the nursing program (see Appendix L).

Students may not administer medications of any kind without the instructor present. Students may not administer medications or treatments requested by other healthcare providers or the unit nurse unless designated to do so by the New York Tech clinical instructor.

The student must be aware of the following:

  1. The ability of students to administer medications in the clinical setting depends on successfully demonstrating competence in drug calculations as required by the department and as per course requirements. Once competent, the student may (UNDER SUPERVISION OF THE INSTRUCTOR):
    • Administer oral, topical, subcutaneous, intra-dermal, and intramuscular medications under supervision of the instructor.
    • Administer pre-mixed continuous intravenous solution
  2. In order for the student to demonstrate safe medication administration the student must:
    • Have knowledge of the client's diagnosis, current condition, diagnostic and lab data, and care needs
    • Have knowledge of the pertinent medications
  3. The student must be able to report the following to the instructor:
    • Classification
    • Pharmacological actions
    • Side effects
    • Usual dosage and client's dosage
    • Indications for use in this client
    • Implications for nursing care related to the medication being administered
    • Be able to calculate required medication dosage or rate as needed
    • Verify current medication orders, P.O. status, and allergy status prior to medication administration. In situations where a medication order is questioned (i.e. automatic stop date, legibility, etc.) and cannot be verified with the prescribing healthcare provider or by agency policy, the student may not carry out the order.
  4. Students may not accept verbal or phone orders.
  5. Students are to identify patients for medication administration by following facility policy and cross-checking name and identification with name band using at least three patient identifiers (name, medical record number, and date of birth).
  6. During medication administration the student must demonstrate to the instructor the Rights of Medication Administration.
  7. Medications may never be left unattended at the bedside. This is a violation of patient safety. Medication may never be left with a patient to take at a later time.
  8. Students may not administer medication to a client in a psychiatric hospital (unless a protocol is established by agency and faculty). This directive includes the psychiatric units that are located in acute care settings.
  9. Students MAY NOT administer:
    • IV anti-neoplastic agents
    • IV push medication
    • Intrathecal medications
    • Porta-Cath meds into ports not previously accessed
  10. Students ARE NOT to administer blood components that must be typed and/or cross-matched (i.e. RBCs, whole blood, platelets, fresh frozen plasma, cryoprecipitate, and plasma products used for coagulation factor deficiencies). Students may assist in monitoring client responses to such therapies.
  11. Students are not to enter the narcotic boxes or accept the narcotic keys.
  12. Students in the senior Preceptorship Practical Experience may only give medications under the supervision and at the discretion of their preceptors.

Recording Lectures

Recording any class or lecture is an exceptional event and should not be undertaken without prior and written permission of the professor. Permission to record must be sought from the professor well in advance and sufficient reason and documentation should be presented at the time of the request.

Recording and transmission of classroom lectures and discussions by students is therefore not permitted unless written permission from the class instructor has been obtained and all students in the class, as well as guest speakers have been informed that audio recording may occur.

Recording of lectures or class presentations is solely authorized for the purposes of individual or group study with other students enrolled in the same class. Permission to allow the recording is not transfer of any copyrights in the recording. The recording may not be reproduced or uploaded to publicly accessible web environments.

Recordings, course materials, and lecture notes may not be exchanged or distributed for commercial purposes, for compensation, or for any other purpose other than study by students enrolled in the class. Public distribution of such materials may constitute copyright infringement in violation of federal or state law. Violation of these laws may subject a student to disciplinary action under the university's standards of conduct.

Exceptions: It is not a violation of this policy for a student determined by the office of accessibility services to be entitled to educational accommodations, to exercise any rights protected under section 504 of the rehabilitation Act of 1973 and the Americans with disabilities Act of 1990, including needed recording or adaptations of classroom lectures or materials for personal research and study. If you have a condition or a disability which necessitates recording of a class, please contact the Office of Accessibility Services for further help and assistance.

Academic Integrity and Plagiarism

Please see:

Honor Code

Students are expected to behave in a manner consistent with the mission of the college and refrain from cheating or plagiarism. Establishing an optimal test-taking environment is important for institutions for higher learning, especially for those in which examinations may represent "high stakes" assessments, such as licensing boards. Issues such as test security and examinee comfort and safety are high on the list of priorities and are continually under review and enhancement in order to create a desirable testing environment. There is zero tolerance for academic dishonesty in the DON. All New York Tech policies and procedures governing academic dishonesty will be followed to the full extent by the DON. The purchase of term papers or required academic work or having someone else do your required assignments is prohibited and includes but is not limited to (papers, care plans, reflections, journal critiques, clinical logs, and homework).

Professional Behavior

Violation of any of these behaviors is grounds for dismissal from the Nursing program. A nursing student must consistently demonstrate the following:

  • Ethical conduct, integrity, and honesty
  • Concern for others, self, and rights of privacy
  • Responsibility to duty
  • An appearance appropriate to the clinical nursing professional
  • Ability to recognize one's limitations and accept constructive criticism
  • Punctual attendance at all program and clinical activities
  • Adherence to all deadlines
  • Respect for interpersonal relationships with patients, their families, communities, faculty, staff, and peers
  • Follows established policy when late or absent
  • Follows institution policies and procedures

During didactic and clinical experiences, students will come in contact with patients, their families, and many healthcare professionals. Students as representatives of New York Tech are expected to conform to the Student Code of Conduct, the ANA Standards of Practice and the ANA Code of Ethics.

Policy for Proctoring Examinations

  • All exams in the DON are administered in electronic format via Canvas. It is the responsibility of the student to assure that they have a computer that is compatible with the Canvas testing program during the exam. A faculty member may administer a paper and pencil exam with the direction/approval of the DON chairperson.
  • Faculty Presence: There will be faculty representation throughout each examination period. The faculty member administering the exam will be present throughout the test taking period. The department chairperson, at their discretion, may designate a second faculty member to be present during the examination period.
  • Seating Arrangements: Faculty will randomly seat all students upon arrival to the test taking area.
  • Examination: Questions and answers on the exam may be scrambled. Faculty reserve the right to use a New York Tech sanctioned lockdown browser such as Respondus.
  • Bathroom Privileges: If a student needs to use the bathroom during the examination period, they must submit their exam, and will not be allowed to return to the examination room. The exam is considered completed for such students and graded accordingly. Accommodations will be given for those with documented medical conditions that result in urgent/frequent use of bathroom facilities.
  • Food and/or fluids will not be allowed in the examination room. This includes but is not limited to water bottles, coffee cups and other fluid and food containers.
  • Coats and/or hats will not be allowed in the seating areas of the examination room. All personal belongings will be placed in the front of the examination room, apart from the test taking area. No sweatshirts, scarves, or any clothing with pockets or hoods will be permitted. Religious attire is exempt.
  • Cell phones and other communication devices such as pagers and blue tooth devices must be turned to the off position. All cell phone and other communication devices will be collected prior to the test and placed in the front of the class.
  • Talking is prohibited in the examination room. This includes conversation occurring outside the testing site upon completion of the exam.

Exam Review Policy

Faculty identify in class overall student content weakness specific to the exam through item analysis and response frequency. Faculty select content that will be reviewed and conduct the review according to the stated protocol in the course syllabus. A student who receives a grade of 80% or below is required to make an appointment with the course faculty to develop a proactive plan for course success which may include mandatory referral to student support services.

Course Syllabi

The professor reserves the right to alter the course syllabus due to situations that may arise or require alterations or revision.

Students are required to follow the process related to issues/concerns/suggestions to:

  1. Course Professor
  2. Level Coordinator (Junior or Senior Year Coordinator)
  3. Department of Nursing Chairperson

Student Protocol for Clinical Placement Policy

Clinical Placement Process

Students will register for their clinical sites as they do for all course registrations. Clinical placements will be posted one week before placement assignments are distributed. Assignments are distributed after completing a choice requisition via New York Tech's shared drive. The clinical sites will be listed by facility location and section number and will include designated lab sections. There will be a predetermined number of spaces for each section. Changes to clinical sections will only be made if there is an agreed upon even exchange in writing between students.

Determining placement for the Senior Capstone Preceptorship Practical Experience is the only exception. Placement depends on number of preceptors, location, and shifts available. Senior students must follow the shift of their assigned preceptor which may require the student to work nights, evenings, or weekends.


  • The clinical agency sites will be posted on Nursing Commons on Canvas so students may review available placements.
  • Students cannot attend clinical rotations on the same unit where they are employees regardless of their employee status (position, full time, and part time). The DON reserves the right to deny student attendance on any unit at the institution where they work.
  • It is the student's responsibility to notify the clinical coordinator if there is a conflict.
  • There are a maximum number of students per clinical site/session based on agency requirements, staffing, and site regulations.
  • Upon completion of the clinical registration process, clinical assignments will be posted on Canvas. If an exchange needs to occur, both students must email the department chair with their request. Please be advised that once rosters are sent to facilities there will be no changes in clinical rosters.
  • Students must also understand that changes to this policy may be necessary to provide the best clinical experiences for all students involved and that the Department of Nursing and the chairperson reserve the right to make these changes as deemed necessary.
  • This clinical placement policy is applicable to all nursing students regardless of their admission date into the nursing program.
  • Clinical hours may vary according to clinical site availability and may include any day of the week, including weekends and evenings.

Capstone Senior Preceptored Practical Experience Assignment Protocol

Students will be placed according to their request whenever possible. Industry capacity and placement policies might prohibit a student form getting their first choice. Please understand that we will honor choices in the order provided as much as possible.

Students will rank all choices according to their preferences incorporating all clinical sites. Adherence to the deadline is strictly enforced. Students are given two weeks from the date of posting to submit preferences. Submissions will only be accepted via email to the preceptor clinical affiliations coordinator.

There are a maximum number of students per clinical site based on agency requirements, availability of preceptors, and site regulations. Once a site has filled up, the students will be placed according to their remaining prioritized choices.

Students must also understand that changes to this policy may be necessary to provide the best clinical experiences for all students involved and that the Department of Nursing and the chairperson reserve the right to make these changes as deemed necessary.

Graduation Requirements and Recommendation for the NCLEX-RN Licensing Exam

Students are recommended for graduation and the NCLEX-RN Licensing Exam upon satisfactory completion of all academic and clinical education requirements. Please note the official day of conferral of the degree is the last day of the month in which a student graduates.

The following are required:

  1. Satisfactory completion of all general education course requirements.
  2. Satisfactory completion of all Nursing course requirements in 2.5 years.
  3. Overall cumulative GPA of 2.75, with minimal grades of C+ or better in all designated courses and nursing courses.
  4. Filing of a completed application for graduation online through Graduation & Diplomas at the beginning of your final semester.
  5. Bursar clearance.
  6. Have no outstanding disciplinary action.
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Students' Rights and Responsibilities

College ID

Students are issued ID cards through the security office. All nursing students must carry their ID while on campus. In addition, the approved nursing student name pin and New York Tech ID must be worn in the clinical setting at all times, unless the facility issues a separate photo ID for students.

Advisement/Office Hours

Students are assigned a nursing faculty advisor upon acceptance into nursing courses. A list of students and their assigned faculty advisor is posted on Canvas and made available to all students at the beginning of each semester. The DON aims to keep students with the same advisor throughout the program. However, students need to check each semester as occasionally changes must be made. Students must arrange to meet their faculty advisor during posted office hours or by appointment. Students must email their advisor to schedule an appointment. The time period immediately prior to and during enrolment faculty may require one-week advance notification to schedule an advisement appointment. Faculty advisors are not available during winter break or the summer months for advisement. All students must meet for advisement prior to the end of the semester. Faculty advisors will guide and facilitate the students' progression throughout the nursing program. It is recommended that students arrange to see their faculty advisor at least twice during the semester. In addition, students must see their faculty advisor for registration or adding/dropping a course. The chairperson's signature is necessary on all add/drop forms. Students who intend to apply for nursing courses should reach out to the department's pre-nursing advisor, Laura Friedland-Stulbaum (, to ensure they meet the requirements to apply for nursing courses.

Pregnant Student Nurses

The Department of Nursing seeks to assist all students to achieve their goals. If a student becomes pregnant while taking nursing courses, the DON chairperson must be immediately notified in writing. The following procedure is required:

  • The student must obtain medical clearance from their medical healthcare provider indicating they may continue their didactic, clinical rotation, and lab sessions. The medical clearance must be presented to the DON chairperson within three weeks after the student is known to be pregnant. A copy of this document will be maintained in the student's file.
  • The student will be permitted to continue in the clinical rotation provided they can perform the necessary activities and is approved by a healthcare professional. If the student develops any complications the DON course faculty, coordinator, and chairperson must be notified in writing to discuss a plan of action. If the student is unable to complete clinical rotation, they will receive an "I" Incomplete, and must complete the clinical rotation when it is offered again. Depending on the clinical rotation, the student may not be allowed to progress in other nursing courses until the clinical requirement is successfully completed.
  • After childbirth, the student may return to nursing courses with written clearance by a healthcare provider. Clearance must state the student is able participate 100% without restrictions in all courses (didactic, clinical, and lab).

Language, Learning Problems, and Disabilities

Any student who knows or believes that they need testing accommodations should feel free to speak with the course faculty and/or the DON chairperson. If the student prefers not to share such sensitive material with faculty or the DON chairperson they should contact the Office of Accessibility Services directly. No student is required to inform faculty about the reason for accommodations or any other person health matters. The Office of Accessibility Services will provide the necessary instructions, so students receive what they are entitled to.

Unsafe and Unethical Nursing Practice

Certain behaviors are essential for safe and ethical nursing practice. Violations of such practice are defined below, so that each nursing student may be aware of the seriousness of their actions. Unsafe and/or unethical practice may result in a clinical failure and/or dismissal from the program. Any unsafe/unethical nursing practice behaviors will be presented to the DON academic review committee prior to implementing sanctions. Unsafe or unethical nursing practice may be evidenced by, but is not limited to, one or more of the following behaviors:

  1. Performing activities for which the student is not prepared, or which are beyond the capabilities of the student.
  2. Performing activities/skills without the instructor's permission /supervision.
  3. Performing activities which do not fall within the legal scope of professional nursing practice.
  4. Recording or reporting inaccurate data regarding client assessments, care plans, nursing interventions, and/or client evaluations.
  5. Failing to recognize and/or report and record own errors (incidents) performed in relation to client care. Refer to the Medication Administration Policy.
  6. Having physical, mental, and/or cognitive limitations which endanger or impair the welfare and safety of the client and/or others.
  7. Disclosing confidential or private information inappropriately.
  8. Behaving in a disrespectful manner toward clients, faculty and/or other health team members. Arriving late to the clinical area or not following the reporting protocol for a clinical absence.
  9. Attending clinical experiences while under the influence of alcohol or drugs, including prescriptive medication which may impair performance, cognition, and/or motor coordination. The use of marijuana, while legal in New York state, is considered unprofessional/unethical, and therefore, any student who is identified as using marijuana will be dismissed from the nursing program.
  10. The student must be alert and actively participate in the learning situation.

Illegal acts are defined as follows:

  1. Negligence: is a careless act of omission or act that results in injury to another. Every individual is responsible for conducting themself in a reasonable and prudent manner at all times, and failure to do so constitutes negligence.
  2. Malpractice: is negligence of a professional nature. Professional misconduct that injures or harms another is considered malpractice.
  3. Slander: is defined as a spoken false statement about another person that harms their reputation or defames the character of another.
  4. Libel: is defined as a written, false statement about a person that may injure their reputation or the character of another.

The following measures may be taken by the clinical faculty member if a nursing student demonstrates unsafe, unethical, or illegal nursing practice as defined above:

  1. Immediate dismissal from the clinical area
  2. Notify the course coordinator and DON chairperson

Dress Code Policy

The following dress code will apply to all students in nursing courses. Nursing is a highly regarded profession. All students are expected to adhere to the department dress code. Students who do not adhere to the dress code will not be allowed to participate in the clinical or lab for that day.

  • The student will be well groomed, at all times, presenting a professional image. When attending class on campus, students will not be permitted to wear low cut tops, slippers, pajama clothing, or inappropriate graphic t-shirts. Students ARE NOT allowed to wear hats during lecture, lab classes, or during exams. Religious attire is exempt.
  • Students must always wear the uniform name tag and the New York Tech identification card/facility issued ID card visibly on the student uniform in clinical area.
  • When in clinical, hair is to be worn off the collar. No ribbons or large hair adornment articles are to be worn. Students are to be clean shaven OR have a neatly trimmed beard/and or mustache. If the student may not cut a beard due to religious reasons, they will be required to tie the beard in a protective net to maintain infection control policies. Modification may be made at the discretion of the chairperson.
  • Nails are to be short, clean, and if polished, only a clear/pale color polish. NO artificial nails or nail wraps. No adornments such as nail jewelry is to be worn.
  • Only ONE pair of stud earrings may be worn and only on ear lobes. No rings with stones, bracelets, or chains can be worn. NO facial/tongue piercing.
  • Students must not have unconventional colors in their hair (e.g., no pink, blue, green, orange, or other like colors).
  • Makeup must be moderate. No eyelash extensions, dark colored, or excessive eye makeup. Interpretation of what is considered unprofessional or excessive resides with the DON chairperson.
  • If a student desires to wear a shirt under the uniform, it must be white or be the same color as the uniform top. Students are encouraged to wear their white coat.
  • Perfume or cologne is not appropriate in the clinical area and is not to be worn.

Nursing Lab Dress Code:

All students must wear their New York Tech mandated nursing uniforms when a clinical day is deferred to the lab. This includes NURS 401 OB/Peds lab, Mental Health Simulation Day, and Medication Administration Simulation Day.

For skills lab associated with courses and general open lab practice, all students are required to wear a solid-colored nursing scrub top and matching scrub pants or scrub dress to the lab. The solid-colored scrubs MAY NOT have any characters or designs on them. Please make sure the material is not see-through. You will be permitted to wear a solid white or matching long sleeved shirt underneath the scrub top. You may also wear your New York Tech uniform white coat on top of your scrub top, should you be cold. Your New York Tech nursing uniform MAY NOT be worn to the lab during your lab class or open hours. You are required to wear closed toe shoes, nursing shoes, or sneakers. No open toe shoes, sandals, boots, or high heels are permitted. As always, all other aspects of our uniform requirement will remain in place (regarding no scarves, hats, sweatshirts, hair up and off the collar, no jewelry, etc.) Hats/head coverings may not be worn unless required for documented religious observance. Students who do not adhere to the dress code will be dismissed from the lab for the day.

Community Clinical Dress Code:

  • Navy blue or black slacks/skirt; no jeans, denim, or jeggings
  • A white collared shirt is to be worn (NO sweaters or sleeveless tops)
  • The New York Tech uniform white coat is to be worn
  • Shoes are to be flat, clean, and navy or black. NO high heels, open-toe or wedge shoes
  • Your New York Tech ID badge must be worn at all times
  • The same rules apply regarding hair, nails, and makeup as indicated in the clinical dress code

Mental Health Clinical Dress Code:

  • The dress code for mental health clinical varies depending on the facility. The instructor will advise if students should wear New York Tech clinical uniform or clothes similar to what is worn in community clinical.
  • Your New York Tech ID badge must be worn at all times.
  • The same rules regarding hair, nails, and makeup as stated in the clinical dress code apply.

Nursing Lab Responsibilities

The laboratory courses provide a venue in which to learn and develop competency in clinical skills. Students are expected to practice skills with each other in a respectful and professional manner. Designated lab faculty are available for lab instruction and supervision. Students are required to meet weekly lab hours as outlined in each syllabus and meet the required lab skill set competencies. Students are to take care of the equipment, participate in the clean-up and be responsible for the equipment and materials in terms of safety, maintenance, and care. Students may only use equipment that has been previously covered in the classroom lecture and lab. Students are responsible for reporting any equipment in need of repair to a faculty member. Only students taking nursing courses or those practicing skills for competency testing are allowed in the nursing lab. There is absolutely no eating or drinking permitted in the nursing lab. The nursing labs are considered clinical areas.

Students are required to purchase equipment/supplies that are essential for their performance. Equipment in the student lab kits must be maintained in working order.

Estimated Program Costs, Equipment/Supplies

  1. Black pen
  2. Small writing pad
  3. Penlight
  4. Wrist watch with second hand—must be hands free
  5. Stethoscope and Sphygmomanometer
  6. Nurse pack
  7. Clip-on identification card (ID) uniform holder (not lanyard style around the neck)

Student Uniforms

Students will be required to order uniforms form the approved uniform outfitter, Scrubin Uniforms. Information on how to order will be provided prior to the start of the first nursing course. Any student not in the appropriate attire will not be allowed to attend clinical. It is recommended that students have two tops and two bottoms as you may be required to attend clinical two days in a row.

Evaluations and Awards

Course/Student Evaluations

Students are given the opportunity to provide on-going feedback on courses and faculty. At the end of each semester, students will complete an anonymous online evaluation regarding their opinions on the course content, faculty's teaching ability, and clinical site. Selected evaluations are made available online. Careful thought should go into these evaluations especially since the information may be useful in supporting decisions related to the nursing program.

Students are required to complete the anonymous evaluations for the clinical site. Senior students also complete an exit survey during NURS 480 and an alumni survey that is mailed out nine months after graduation.

Student reflection and self-evaluation is ongoing in lab and clinical.

Faculty Evaluations

Faculty complete evaluations of student clinical performance during each clinical session. Didactic course work is evaluated according to the methods of assessment provided in individual course syllabi.

Student Awards

Students are acknowledged and given awards based on academic performance and other criteria established by the DON.

Department of Nursing Awards

In addition to college-wide awards, the DON will sponsor student awards. Criteria for these awards will be based on qualities such as leadership, college involvement, academic performance and/or service.

The Department of Nursing confers the following awards to seniors:

  • Excelsior Award in Nursing
    Conferred by the nursing faculty upon the graduating student with the highest overall grade point average.
  • Nursing Leadership Award
    Conferred by Department of Nursing faculty upon a graduating student who has demonstrated service to the students and faculty of the program in Nursing and to the New York Tech community to large.
  • Madeline M. Leininger Award in Nursing
    Conferred by the faculty of the Department of Nursing faculty upon the graduating student who best exemplifies the application of transcultural nursing principles to the challenge of nursing practice in a global society.
  • Nursing Chairs Award
    Conferred by the chairperson of the Department of Nursing upon the graduating student who has demonstrated significant perseverance in the pursuit of success in nursing.
  • Florence Nightingale Award in Nursing
    Conferred by the faculty of the Department of Nursing upon the graduating student who best embodies the spirit of nursing.
  • NACLI Award-Nurses Association of the Counties of Long Island
    Conferred by the faculty of the Department of Nursing upon one graduating student who has shown the most outstanding leadership qualities.

Academic Recognition

Dean's List

Full-time students who attain a semester grade point average of 3.5 or higher and complete 12 or more credits (without any incomplete grades) will be placed on the Dean's List. Part-time students who attain a semester grade point average of 3.6 or higher and complete six or more credits (without any incomplete grades) will be placed on the Dean's List.

Presidential Honor List

Students who are full-time, who attain a grade point average of 3.7 or higher, and complete 12 or more credits (without any incomplete grades) will be placed on the Presidential Honor List.

Honor Societies

  • Golden Key International Honour Society: Founded in 1977, Golden Key recognizes college students solely on the basis of their academic achievements and encourages community service and scholarship. New York Tech welcomed its first students into Golden Key in 2004, and its active chapter participates in organizing blood drives, toy drives, and other charitable activities. For more information, email the university Golden Key faculty advisor at
  • Alpha Eta (School of Health Professions): With the motto "Together We Serve" the Alpha Eta honor society promotes and recognizes significant scholarship, leadership, and contributions to the allied health professions.
  • Phi Eta Sigma: The oldest and largest freshman honor society, Phi Eta Sigma was founded in 1923 and has over 365 chapters and 975,000 members. New York Tech inducted its first students into Phi Eta Sigma in 2004. To qualify for membership, you must receive a 3.5 or higher GPA during the fall or spring semester of your first year. Members qualify for national and regional scholarships. For more information, email the university Phi Eta Sigma chapter advisor Miranda Van Ommeren at
  • Department of Nursing Honor Society: This society is specific to nursing students. Students inducted are from the top one-third of the class who have a GPA of 3.5 or higher.

Notification of these awards is sent to students, and the appropriate honor is recorded on their transcript.


Students may be required to attend designated specific seminars, classes, or events at an off-campus location. Students are responsible for providing their own transportation to their clinical experiences or other required events. Please note that many facilities require that students carpool.

Communication Strategies

Department of Nursing Communication:

All students are required to regularly check Canvas nursing commons, their New York Tech email, and their course page on Canvas. All students must communicate via their official New York Tech email—emails sent from any account other than the official New York Tech email will not be opened. It is the responsibility of the student to keep themselves informed of updates.

Computer Requirements:

All students taking nursing courses are required to have a computer / tablet that meets the requirements for Kaplan and Canvas. Since all exams are administered electronically, students must be able to bring their computers to class. Students must have a device with a camera in case class or exam is offered remotely.

Canvas supports the current and first previous major releases of the following browsers:

  • Chrome 89 and 90
  • Firefox 87 and 88 (Extended Releases are not supported*)
  • Edge 89 and 90
  • Respondus Lockdown Browser
  • Safari 13 and 14 (Macintosh only)

Operating systems include:

  • Windows: 10 and 8. Details
  • Mac: MacOS 10.12 or higher.
  • iOS: 11.0+ (iPad only). Must have a compatible LMS integration.

Department of Nursing Committees

Students' opinions and input are valued by the Department of Nursing. Students are encouraged to be active members of nursing committees. A complete list of all DON committees is available by emailing the chairperson of the DON.

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Professional Development

Professional associations set standards for the profession and work for the registered nurse in a number of ways: attendance at professional meetings, advocacy, lobby activities, continuing education, information, consultation, publications, product discounts, grants, loans, and scholarships and the opportunity for professional growth and recognition. Students taking nursing courses are required to maintain a membership with the New York State Nurses Association.

Students are encouraged to join and participate in any nursing association that is of interest to them. Below are some recommendations.

Student Nursing Club/National Student Nurses Association

Students in the DON are encouraged to be a member in any student government association they wish. There are two clubs founded by nursing students at New York Tech, that concentrate on activities significant to the nursing profession.

  1. The Student Nurses Association (SNA) at New York Tech is led by nursing students who's mission is to mentor students preparing for initial licensure as registered nurses, and to convey the standards, ethics, and skills that students will need as responsible and accountable leaders and members of the profession.
  2. The Mary E. Mahoney club was founded by New York Tech nursing students. It is open to all nursing students and pre-nursing students.

Student Nurse Success Guidelines

We, the faculty at New York Tech Department of Nursing, ask that students demonstrate an honest desire to learn and the willingness to contribute to the overall wellbeing of our academic community. As such, students are consistently and respectfully expected to:

  1. Work to develop and strengthen nursing knowledge, skills, and understanding in academic, clinical instruction, and research-based areas.
  2. Behave as a professional in all dealings with clients and their families, faculty, staff, students, and visitors.
  3. Treat clients and their families, faculty, staff, students, and visitors with respect regardless of differences in ability, age, cultural background, ethnicity, gender, race, or sexual orientation.
  4. Abide by appropriate email etiquette in that all messages to faculty, staff, and students be sent solely from a school-assigned address and contain correct spelling and punctuation. (see #20)
  5. Treat school property with care.
  6. Meet with the appointed Faculty Advisor prior to the beginning of the registration period each semester.
  7. Seek help from faculty as needed.
  8. Inform faculty, and when appropriate, the clinical agency as soon as possible of unavoidable absence or lateness.
  9. Make sure that employment does not take precedence over nursing coursework.
  10. Make up coursework missed due to absence, illness, or lateness and discuss with faculty how to make up the coursework.
  11. Meet deadlines for all required work associated with courses, including but not limited to assignments, papers, projects, clinical instruction, and laboratory-based components.
  12. Have a complete set of course materials, including all daily lectures and required textbooks.
  13. Abide by the department of nursing's dress code, have all required equipment (identification photo and name tags, pad, pen, penlight, stethoscope, watch with a second hand), and be groomed when in the clinical instruction setting (including scheduled lab sessions).
  14. Contribute fully to all classes by spending time on coursework in the form of learning objectives and tasks, reading and writing assignments prior to class, engaging in personal research, actively participating, and fulfilling course requirements.
  15. Be punctual and attend all classes, labs, and clinical instruction sessions.
  16. Avoid sidebar conversations, internet surfing, personal emails, etc. while in the classroom.
  17. Refrain from eating or drinking in class without permission.
  18. Stay awake in class and lab sessions.
  19. Ensure that all electronic devices and mobile phones are kept switched off and stored away while attending all Department of Nursing activities and classes, labs, programs, and clinical.
  20. Adhere to the department's Netiquette Guidelines (below).


Netiquette: a social code that defines "good" online behavior is something to keep in mind during virtual course interactions. The Department of Nursing has developed the following netiquette guidelines in an effort to maintain a professional atmosphere for students, faculty, and staff.

Everyone is expected to adhere to the following guidelines:

Be Present

  • Maintain a physical on-camera presence for the entire duration of the class to be marked present. Position the camera so that you are facing a light source, and that the light source is never behind you.
  • Make every effort to set up in a quiet environment. Background noises can be distracting. Muting your microphone helps others on the call focus on whomever is speaking at the time.
  • Respect others by keeping phones and other devices on silent. Avoid checking emails, phone, websites, etc. during the call.
  • Consider the use of a virtual background during the remote class to maintain a professional image. Virtual backgrounds can be found on the New York Tech website.

Be Professional

  • Appearance matters in a video call, particularly what you wear; be conscious of what the camera captures and adjust accordingly. Avoid clothing that is revealing or that contains derogatory/vulgar/offensive lettering or logos.
  • When posting or writing emails, in chat rooms, and/or in discussion boards write professionally considering other's perspectives. Please address instructors by their title. Check grammar and spelling before you post. Avoid using all caps (it looks like you're shouting).
  • Civility is important in all communications: verbal, non-verbal, and in writing.

Code of Ethics

American Nurses Association Code of Ethics for Nurses:

  1. The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person.
  2. The nurse's primary commitment is to the patient, whether an individual, family, group, community, or population
  3. The nurse promotes, advocates for, and protects the rights, health, and safety of the patient.
  4. The nurse has authority, accountability, and responsibility for nursing practice; makes decisions; and takes action consistent with the obligation to provide optimal patient care.
  5. The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth.
  6. The nurse, through individual and collective effort, establishes, maintains, and improves the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care.
  7. The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards development, and the generation of both nursing and health policy.
  8. The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities.
  9. The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principles of social justice into nursing and health policy.
The Nightingale Pledge

I solemnly pledge myself before God and in the presence of this assembly, to pass my life in purity and to practice my profession faithfully. I will abstain from whatever is deleterious and mischievous, and will not take or knowingly administer any harmful drug. I will do all in my power to maintain and elevate the standard of my profession, and will hold in confidence all personal matters committed to my keeping and all family affairs coming to my knowledge in the practice of my calling. With loyalty will I endeavor to aid the physician in their work, and devote myself to the welfare of those committed to my care.

Commitment to Learning

Nursing and healthcare in general are constantly evolving, thereby, requiring the student to engage in lifelong learning. This extends beyond the required readings that the student is responsible for in all courses. It is expected that students will continue to build upon their knowledge base by incorporating previous and new information into their current courses and clinical practice.

Interpersonal Skills

Students are expected to use appropriate communication skills when they address clients, faculty, staff and peers. When students do not use appropriate interpersonal or communication skills, this can affect the nurse-client interaction and create a negative experience for both the client and student. Therefore, student must always introduce themselves to the client, greet the client in a warm and caring manner, and always address the client with respect. Additionally, students must use honesty in their interactions and be tactful in dealing with difficult or potentially volatile situations. If a student encounters a difficult experience with a client, staff, or peer, they must report this matter immediately to the faculty member.

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Appendix A: Student Motto "U.N.I.T.Y."

Appendix B: Contractual Agreement

Appendix C: Health Evaluation Form

Appendix D: Pre-Clinical Checklist

Appendix E: Clinical Deficiency Notification Form

Appendix F: Strategies for Academic Success

Appendix G: Nurse Practice Act

Appendix H: Technical Standards

Appendix I: Student Anecdotal Form

Appendix J: Student Advisement Form

Appendix K: External Student Support Form

Appendix L: Student Medication Administration Contract

Appendix M: Academic Integrity Pledge

Appendix N: Clinical Lab Referral Form

Appendix O: Simulation Consent Form