Student Responsibilities

National Student Nurses Association, Inc.
Code of Academic and Clinical Conduct

Preamble

Students of nursing have a responsibility to society in learning the academic theory and clinical skills needed to provide nursing care. The clinical setting presents unique challenges and responsibilities while caring for human beings in a variety of health care environments. The Code of Academic and Clinical Conduct is based on an understanding that to practice nursing as a student is an agreement to uphold the trust with which society has placed in us. The statements of the Code provide guidance for the nursing student in the personal development of an ethical foundation and need not be limited strictly to the academic or clinical environment but can assist in the holistic development of the person.

A Code for Nursing Students

As students are involved in the clinical and academic environments we believe that ethical principles are a necessary guide to professional development. Therefore within these environments we;

Advocate for the rights of all clients.
Maintain client confidentiality.
Take appropriate action to ensure the safety of clients, self, and others.
Provide care for the client in a timely, compassionate and professional manner.
Communicate client care in a truthful, timely and accurate manner.
Actively promote the highest level of moral and ethical principles and accept responsibility for our actions.
Promote excellence in nursing by encouraging lifelong learning and professional development.
Treat others with respect and promote an environment that respects human rights, values and choice of cultural and spiritual beliefs.
Collaborate in every reasonable manner with the academic faculty and clinical staff to ensure the highest quality of client care
Use every opportunity to improve faculty and clinical staff understanding of the learning needs of nursing students.
Encourage faculty, clinical staff, and peers to mentor nursing students.
Refrain from performing any technique or procedure for which the student has not beenadequately trained.
Refrain from any deliberate action or omission of care in the academic or clinical setting thatcreates unnecessary risk of injury to the client, self, or others.
Assist the staff nurse or preceptor in ensuring that there is full disclosure and that proper authorizations are obtained from clients regarding any form of treatment or research.
Abstain from the use of alcoholic beverages or any substances in the academic and clinicalsetting that impair judgment.
Strive to achieve and maintain an optimal level of personal health.
Support access to treatment and rehabilitation for students who are experiencing impairments related to substance abuse and mental or physical health issues.
Uphold school policies and regulations related to academic and clinical performance, reserving the right to challenge and critique rules and regulations as per school grievance policy.

Adopted by the NSNA House of Delegates, Nashville, TN, on April 6, 2001.

Program Requirements

The following are program requirements for students. Each student will be expected to meet these requirements or be subject to disciplinary action and may be ineligible for program progression.

Professional appearance may be defined as, but is not limited to:
1. Maintenance of professional attire and appearance
2. Adherence to agency dress-code requirements
3. Display of appropriate professional and University identification
Professional conduct may be defined as, but is not limited to:
1. Protection of patient rights and privacy
2. Maintenance of patient confidentiality and HIPPA Guidelines
3. Academic Honesty (see Student Responsibility)
4. Delivery of safe nursing care
5. Prompt reporting of mistakes, errors, accidents or unusual circumstances to supervising faculty and appropriate health team staff
6. Adherence to policies of clinical agencies and those of individual courses.
7. Functioning under the specific direction of faculty
8. Courteous and respectful interpersonal interactions
9. Prepared, present and punctual

A faculty member has the authority to remove a student from an academic activity if the student's behavior is irresponsible, unsafe or unprofessional.
Students are also expected to comply with the UMSL Student Conduct Code.

Standardized Examination Requirements of the Pre-licensure Track of the Bachelor of Science in Nursing Program

Introduction

Many schools of nursing administer one or more standardized examinations to students enrolled in their basic nursing program(s). The faculty of the College of Nursing has implemented a standardized examination plan to test all students enrolled in the pre-licensure track of the BSN Program. This examination plan seeks to achieve the following goals:

Assess student progress in achieving a professional nursing knowledge base as measured against a national pool of other baccalaureate-nursing students;
Identify those students with a deficient nursing knowledge base and assist them to develop strategies to improve this knowledge base;
To identify those students whose nursing knowledge base precludes their continuation in the Colleges baccalaureate program;
To strengthen students performance on the national nurse licensure examination (NCLEX-RN).

Updated Standardized Testing Policy Spring, 2011

Nursing Content Examinations

Students enrolled in clinical nursing courses will take standardized content area examinations for designated courses. The Director of the BSN Program and the Standardized Testing Coordinator, in consultation with faculty teaching in the BSN Program, will determine those courses and standardized tests to be administered. The content areas to be tested will include, but may not be limited to:

Fundamentals of Nursing
Pharmacology
Adult Health Nursing
Mental Health Nursing
Nursing of Women and Childbearing Families
Nursing of Children
Community Health Nursing
Management and Leadership in Nursing

For nursing courses associated with a standardized testing exam, no student will be given a course grade until the stipulated examination for the nursing content area has been completed. Course faculty will electronically verify completion of the exam prior to submitting the final grade.

While standardized content examinations are not a component of any particular course, faculty have the option of including the standardized content examination in the calculation of the course grade for the content area tested. If the examination is not included as a component of the course grade, students are still required to complete the standardized testing examinations as a component of the BSN program. Proficiency standards for each content examination are an expected outcome regardless or whether the exam is used as a course final. Course grades are not equivalent to proficiency standards.

Rationale:

Each content area examination is designed to measure the students knowledge of a specialized area of professional nursing practice. The examination measures each students knowledge of a content area and compares the students performance with a national pool of nursing students also completing the examination.

Related Procedure:

Standardized content examinations are administered in the Online Testing Center. During the semester in which each exam is to be completed, the Standardized Testing Coordinator will communicate to students and the course faculty the dates the examination may be taken. Students are responsible for scheduling a test time in the Online Testing Center to complete the exam. Courses utilizing the corresponding ATI Content exam as the course final are the exception to this process. Students are to complete the ATI exam as instructed by course faculty.
When students enrolled in the course have completed the designated examination(s), they will receive the result report electronically. The class composite results will be assimilated electronically and reviewed by the BSN Program Director and the Standardized Testing Coordinator. Individual and normative scores will be shared with course faculty of record.

Importance of Testing Outcomes for Student

Proficiency levels have been established by the faculty for each of the content areas tested. Proficiency reflects a students fairly certain predicted probability of passing the NCLEX-RN exam.

Any student who does not achieve proficiency on any standardized content area examination will be required to complete a remediation process for that content area as assigned by the Standardized Testing Coordinator.
1. For each ATI content exam below proficiency, the student is to complete the assigned standardized remediation process. Details of the remediation process will be communicated to students via the campus email system.
2. Deadlines for the completion of the remediation process will be approximately two weeks prior to the subsequent semesters registration date.
Any student who does not complete the assigned remediation process by the established deadlines will not be allowed to register for the upcoming semester. Course registration will be held until all components of the remediation process have been completed.
Students who remain out of compliance with the remediation policy and process at the beginning of the following semester will not be allowed to enroll.
For students who are graduating and remain out of compliance with the remediation policy and process, release of students transcript to the State Board of Nursing will not occur until all phases of the remediation process are completed.

Comprehensive Nursing Content Examinations

Students enrolled in NS 4310: Senior Synthesis will be required to take standardized computer-based exit examinations as stipulated by the Director of the BSN Program and the Standardized Testing Coordinator in consultation with faculty teaching in the BSN program. The first comprehensive examination will be completed within the first four weeks of the semester and the second comprehensive examination will be completed in the final two weeks of the semester.

Rationale:

This test assesses the students comprehensive nursing knowledge of selected nursing practice areas (e.g., adult, childrens, womens, and mental health). Detailed score reports are provided for individual as well as group performance.

Importance of Testing Outcomes for Student

The first comprehensive exam is designed to assess the students level of NCLEX-RN preparedness at the beginning of the final semester. If the student receives a score that predicts marginal performance or less as the likelihood of success on the NCLEX-RN licensure examination, the student will be required to engage in a learning contract aimed at addressing areas of individual deficiencies. The learning contract must be completed according to the contract timeframe set in coordination with the Standardized Testing Coordinator.
Proficiency standards for the predicted probability of passing NCLEX-RN are set according to the following guidelines for the first attempt at the ATI Comprehensive Predictor exam :
1. 91% or above no remediation
2. 85 - 90% - create and review Focused Review of exam, complete each of the ATI NurseLogic modules with a minimum of 2 total contact hours, complete ATI RN Comprehensive Online Practice: Rationales 2010A with a score of at least 90%, complete NCLEX Final Exam (150 ques) in ATI Learning System module with score of 90% or better; Standardized Testing Coordinator will track progress via the ATI website to ensure you satisfy the program remediation requirements you do not need to print and turn in your score sheets
3. 75-84% - remediation as above and meeting with faculty to create Learning Contract for review; one follow-up meeting to ensure completed
4. 74% or below - remediation as above and meeting with faculty to create Learning Contract for review; bi-weekly meetings to track progress on Learning Contract
Authorization for the student to take the NCLEX-RN will not be provided until the student has completed the learning contract with the Standardized Testing Coordinator and the BSN Program Director has been notified.
The second comprehensive exam is designed to assess the students level of NCLEX-RN preparedness at the completion of the final semester.
Proficiency standards for the predicted probability of passing NCLEX-RN are set according to the following guidelines for the second attempt at the ATI Comprehensive Predictor exam :
1. 95% or above no remediation
2. 90 - 94% - NCLEX review course of his/her choosing
3. 89% or below - In-class NCLEX review course focusing on nursing content and meeting with faculty to create Learning Contract for review
4. Students who are remediating the second attempt at the ATI Comprehensive Predictor exam are strongly encouraged, but not required to schedule a meeting with the standardized testing coordinator to establish a post-graduation Learning Contract that further prepares the student for the NCLEX-RN
Release of students transcript to the State Board of Nursing will not occur until all phases of the remediation process are completed.

Related Procedure:

The test is administered in the Online Testing Center. The Standardized Testing Coordinator will communicate to students and the course faculty the dates the examinations may be taken. Students are responsible for scheduling a test time in the Online Testing Center to complete the exams.
When students enrolled in the course have completed the designated examinations, they will receive the result report electronically. The class composite results will be assimilated electronically and reviewed by the BSN Program Director and the Standardized Testing Coordinator. Individual and normative scores will be shared with course faculty of record.

Essential Abilities

To practice nursing, a licensee must possess a multitude of knowledge, skills and abilities (KNAs) in order to provide safe and effective client care. Students who wish to qualify for admission and progression in the nursing program must meet both academic and performance requirements. Academic requirements are described in the College policies on progression. In addition to the academic and progression requirements, a student must satisfy performance standards. These performance standards, also known as Essential Abilities include cognitive, sensory, and psychomotor competencies. A student must, with or without reasonable accommodation, satisfy the following:

If a student has a physical, mental or any other disability and requires special accommodation to meet nursing program requirements, the student must provide the College of Nursing with documentation. The College of Nursing will endeavor to make reasonable modifications and otherwise reasonable accommodations for students with disabilities. Any requests for accommodation will be evaluated by nursing faculty in collaboration with the University's Disabilities Access Services Program as appropriate.

Functional Ability Categories and Representative Activities/Attributes

Gross Motor Skills

Move within confined spaces
Sit and maintain balance
Stand and maintain balance
Reach above shoulders (e.g.; IV poles)
Reach below waist (e.g., plug electrical appliance into wall outlets)

Fine Motor Skills

Pick up objects with hands
Grasp small objects with hands (e.g., IV tubing, pencil)
Write with pen or pencil
Key/type (e.g., use a computer)
Pinch/pick or otherwise work with fingers (e.g., manipulate a syringe)
Twist (e.g., turn objects/knobs using hands)
Squeeze with finger (e.g., eye dropper)

Physical Endurance

Stand (e.g., at client side during surgical or therapeutic procedure)
Sustain repetitive movements (e.g., CPR)
Maintain physical tolerance (e.g., work entire shift)

Physical Strength

Push and pull 25 pounds (e.g., position clients)
Support 25 pounds of weight (e.g., ambulate client)
Lift 25 pounds (e.g., pick up a child, transfer client)
Move light objects weighing up to 10 pounds (e.g., IV poles)
Move heavy objects weighing from 11 to 50 pounds
Defend self against combative client
Carry equipment/supplies
Use upper body strength (e.g., perform CPR, physically restrain a client)
Squeeze with hands (e.g., operate fire extinguisher)

Mobility

Twist
Bend
Stoop/squat
Move quickly (e.g., response to an emergency)
Climb (e.g., ladders/stools/stairs)
Walk

Hearing

Hearing normal speaking level sounds (e.g., person-to-person report)
Hear faint voices
Hear faint body sounds (e.g., blood pressure sounds, assess placement of tubes
Hear in situations when not able to see lips (e.g., when masks are used)

Visual

See objects up to 20 inches away (e.g., information on a computer screen, skin conditions)
See objects up to 20 feet away (e.g., client in a room)
See objects more than 20 feet away (e.g., client at end of hall)
Use depth perception
Use peripheral vision
Distinguish color (e.g., color codes on supplies, charts, bed)
Distinguish color intensity (e.g., flushed skin, skin paleness)

Tactile

Feel vibration (e.g., palpate pulses)
Detect temperature (e.g., skin, solutions)
Feel differences in surface characteristics (e.g., skin turgor, rashes)
Feel differences in sizes, shapes (e.g., palpate vein, identify body landmarks)
Detect environmental temperature (e.g., check for drafts)

Smell

Detect odors from client (e.g., foul smelling drainage, alcohol breath, etc.)
Detect smoke
Detect gases or noxious smells

Reading

Read and understand written document (e.g., policies, protocols)

Arithmetic Competence

Read and understand columns of writing (flow sheet, charts)
Read digital displays
Read graphic printouts (e.g., EKG)
Calibrate equipment
Convert numbers to and/or from the Metric System
Read graphs (e.g., vital sign sheets)
Tell time
Measure time (e.g., count duration of contractions, etc.)
Count rates (e.g., drips/minute, pulse)
Use measuring tools (e.g., thermometer)
Read measurement marks (e.g., measurement tapes, scales, etc.)
Add, subtract, multiply, and/or divide whole numbers
Compute fractions (e.g., medication dosages)
Use a calculator
Write numbers in records

Emotional Stability

Establish therapeutic boundaries
Provide client with emotional support
Adapt to changing environment/stress
Deal with the unexpected (e.g., client going bad, crisis)
Focus attention on task
Monitor own emotions
Perform multiple responsibilities concurrently
Handle strong emotions (e.g., grief)

Analytical Thinking

Transfer knowledge from one situation to another
Process information
Evaluate outcomes
Problem solve
Prioritize tasks
Use long-term memory
Use short-term memory

Critical Thinking

Identify cause-effect relationships
Plan/control activities for other
Synthesize knowledge and skills
Sequence information

Interpersonal Skills

Negotiate interpersonal conflict
Respect differences in clients
Establish rapport with clients
Establish rapport with co-workers

Communication Skills

Teach (e.g., client/family about health care)
Explain procedures
Give oral reports (e.g., report on clients condition to orders)
Interact with others (e.g., health care workers)
Speak on the phone
Influence people
Direct activities of others
Convey information through writing (e.g., progress notes)
(Source: National Council of State Boards of Nursing, Inc. Guidelines for Using Results of Functional Abilities Studies and Other Resources, 1998)

Academic Dishonesty

The University of Missouri-St. Louis Honor Statement

The University of Missouri-St. Louis encourages students to pursue excellence within a respectful and collegial environment and to assume responsibility for the consequences of personal actions. For that reason the University requires students to reject any type of dishonest behavior.

Honesty precludes seeking, providing, or receiving any form of unauthorized assistance on tests or any other type of assignment. It requires giving credit through appropriate citation to the author of materials used in written or oral assignments. The full standard of conduct is found here. By registering for a class at UM-St. Louis, students agree to follow this standard of integrity.

College of Nursing Statement of Academic Integrity

Strict adherence to the principles of intellectual honesty is expected from all students in the completion of assigned work in nursing courses. Failure to do so will result in:

an academic assessment by course faculty of a 0% grade for the work in question (test or assignment), and

submission of relevant information to the Associate Provost for Academic Affairs, who may apply sanctions such as probation, suspension, or dismissal.

Academic dishonesty includes but is not limited to the following:

copying the work of another student;
copying material verbatim from a published source without placing it in quotation marks and citing the source;
failing to cite the source of material paraphrased from a published source;
cheating of any kind during a quiz or exam;
copying exam questions during test reviews and/or distributing or sharing exam questions with other students in any form;
using non-faculty approved electronic or communication devices during examinations or class assignments.

Course faculty reserves the right to use software for assistance with plagiarism detection.
Failure to detect a violation of academic integrity on one assignment/examination does not excuse subsequent violations.

Critical behaviors that students must demonstrate in order to earn a satisfactory clinical grade include expectations of honesty and professional integrity in ALL clinical settings. Dishonest behaviors such as withholding information about errors or falsifying reports are obvious violations. Refer to the N (course number) Clinical Evaluation Tool for statements of critical behaviors that must be clearly demonstrated in each clinical experience.

Statement of Scholarly Work

All formal papers required in the program are to be written in a scholarly manner using the following technical standards.

All work is to be properly documented within the body of the paper as well as reflected in a complete reference list.
Correct composition and grammar must be followed throughout the paper including correct sentence and paragraph structure, spelling and punctuation.
Guidelines as outlined in the latest edition of the Publication Manual of the American

Psychological Association (APA) is to be used for all formal papers. Students are required to purchase a copy of the manual at the beginning of their enrollment in the program.

Posting Grades

In respect for student privacy, students' grades are not posted in a way that would allow for individuals scores to be identified by others.

College of Nursing