University of New England

The philosophy of the Department of Nursing is consistent with the mission and goals of the University of New England and based on faculty maintained values and beliefs. Nursing, a caring art and science, encompasses the diagnosis and treatment of human responses to health and illness. The faculty believes that nursing not only involves using a problem solving process to guide people in identifying their own health care needs but also involves supporting people in the decisions they make about their health. Nurses assume many roles as they work collaboratively with clients, families, and other health care professionals in providing care. These multiple roles include being an advocate, a teacher, a caregiver, a counselor, a case manager, a leader, a change agent, and a researcher. As a health care resource, nurses are available to people to assist them in attaining and maintaining health. Since the health care environment in which nurses' function is rapidly changing, and technologically oriented, nurses use knowledge gained from theory, research and clinical experience to guide their practice.

The faculty believes the practice of nursing must be in accordance with established standards of clinical nursing practice and the American Nurses Association Code of Ethics. The outcomes of nursing practice include the prevention of illness; the promotion, support, and restoration of health; and the preparation for a dignified death incorporating independent, interdependent, and dependent care models.
We believe that clients, as partners in their care, may be individuals, families, groups, or communities. As such, we value the uniqueness, worth and integrity of all people and believe that each human being is a dynamic holistic system. Holism is viewed as the integration of spiritual, physical, emotional, social, cultural, and cognitive dimensions. As people grow and develop they strive to meet the needs of these interconnected dimensions to achieve a sense of harmony and balance between self and environment. The environment is a dynamic set of internal and external systems.

The faculty view health as a personally perceived state of well being. Health is an ever-changing interplay among the spiritual, physical, social, cultural, and emotional dimensions of people. As a concept, health applies to individuals, families, groups, communities, and all of society. The essence of professional nursing education lies in the academic experience, which provides the foundation for intellectual inquiry. The process of learning is a continuous one wherein the student develops a unique understanding of theories and concepts from the natural and behavioral sciences as well as the liberal arts. The acquisition of this knowledge moves from simple to more complex and is evidenced by the student's integration of theory into practice at all levels. The faculty, committed to liberal arts education as fundamental for the development of critical thinking, decision making, and communication skills, strives for a balance between arts, sciences, humanities, and professional studies. Optimal learning occurs in a supportive, caring and interactive environment, which takes into account the diversity of culture and experience that students bring to the learning situation. We believe that education is a partnership between student and teacher, where the teacher serves as a facilitator and guide. Student learning is a collaborative one whereby students learn from clients, peers, mentors, preceptors, as well as faculty. Faculty is receptive to individual student needs, flexible to individual learning styles, and committed to a continuum of nursing education, which begins with the associate degree and culminates with the doctoral degree.

Finally, the faculty believes that the availability of multiple entry and exit points in professional education is critical for students to meet varied career aspirations. The nursing programs of the University of New England provide the foundation for students to move from novice toward expert practice within the profession and allows students to explore expanded professional role opportunities.

Program Description

UNE's 2 + 2 nursing education model was developed to address the needs of both traditional and non- traditional students. There are opportunities to enter the program at multiple points depending upon prior education and experience:

1.	Students can enter the program in the first year and earn an associate degree (ADN) at the end of the second year. This option is available in both day and evening program formats. After passing the licensing exam students can begin working as a registered nurse (RN) and at the same time continue their education as they pursue a bachelor of science in nursing (BSN). This is the degree program described below.

2.	RN's who have graduated from an associate degree or diploma program may return to school to continue their professional development at the beginning of the third year. Successful completion of the third and fourth years earns the student a BSN. See Bachelor of Science Nursing: RN to BSN if you already have an RN.

The ADN program utilizes Patricia Benner's theoretical concepts of caring and the delivery of nursing care within the seven domains of nursing practice as the curricular framework. Utilization of this model provides for a strong relationship between nursing theory and practice. In addition, foundational courses within the program employ Maslow as a conceptual basis for care planning and problem solving.

The freshman and sophomore years (year 1 and year 2) provide a course of study, which is heavily concentrated in the nursing major. Extensive nursing classroom and clinical experiences define these first two years. This acquisition of knowledge is well supported by experiential learning in the nursing skills/arts laboratory and the Human Patient Simulator Laboratory. Selected University Core Curriculum courses and electives are also incorporated during this time. Upon completion of the sophomore year, the student has fulfilled adequate study in the major to be awarded an associate of science degree in nursing (ADN). This enables the student to sit for the Registered Nurse (RN) license examination.

Students who have successfully completed the first two years of study are prepared as registered nurses to participate in the health care delivery system in the role of provider of direct care, manager of patient care, patient educator, client advocate and member within the discipline of nursing. In addition, this academic preparation enables the individual to delegate to and supervise the work of lesser prepared health care workers.

The ADN may then seek the BSN if qualified. If seeking the BSN, the junior and senior years (year 3 and year 4) are designed for registered nurses who embrace the opportunity to broaden and enhance current knowledge and skills, acquire knowledge in the theory and practice of nursing, increase career opportunities and provide the credentials necessary for graduate education. Delivered through both didactic and clinical components, the curriculum includes advanced courses leading to competencies in the areas of nursing theory, research, assessment, critical thinking, health care of groups and communities, health care delivery, finance, leadership and management, and teaching and learning.

Throughout the program, the following concepts are consistent threads in all nursing courses:

	Holism		Nursing Roles

	Caring		Critical Thinking

	Teaching		Research

	Learning		Cultural Awareness

Student Learning Outcomes

At the completion of study for the associate degree in nursing, the student will be able to:

apply critical thinking skills and problem solving techniques using Patricia Benner’s novice-to- expert conceptual nursing model to apply the nursing process.
participate as a member of the therapeutic interdisciplinary team.
provide skilled nursing care at the advanced beginner level.
use organizational and work-role competencies in the delivery of quality health care.
integrate professional values that reflect understanding of the moral and legal implications, and the ethics of care and responsibility in nursing practice.
demonstrate an awareness of organizational and work-role competencies in a health care system within a changing society.
apply theories from the humanities, arts and sciences into holistic and integrated nursing practice.

Accreditation
The program is fully accredited by the National League of Nursing Accrediting Commission (NLN-AC) and is approved by the Maine State Board of Nursing. The NLN can be contacted at 61 Broadway, 33rd Floor, New York, NY 10006 1-800-669-9656 x153.

Admission Requirements: Academic

1.	General admission requirements of the University.

2.	High school diploma or GED.

3.	Four years of high school English.

4.	A minimum of 2 years of high school or equivalent math including Algebra I.

5.	A minimum of 2 years of science including chemistry and biology with lab.

6.	SAT score results.

7.	Overall high school and math/science GPA of 2.75 or better.

A student applying for admission to the nursing program who is transferring from another nursing or health professional program is required to submit a letter of reference from a faculty member teaching during the student's most recently completed semester and a statement from the director of the program that the student is in good academic standing. These materials are to be provided directly to the Admissions Office.

See University Undergraduate Admissions also.

Health Requirements (to be completed prior to enrollment)
All first-year nursing students must have:

1.	A physical examination before entering the nursing program.

2.	Proof of annual tuberculin testing, measles/rubella and varicella* immunity, and Hepatitis B vaccine or titer.

3.	One copy of the immunization record is to be submitted to the Health Center.

4.	Proof of health insurance coverage.

5.	CPR Certification for Health Providers.

6.	Completion of the UNE HIPAA requirements.

	* varicella immunity is required prior to clinical assignments in maternity nursing

Transfer Credit and Advanced Standing
College credits obtained at other nationally accredited institutions of higher education may be transferable upon admission based on the following conditions:

1.	A grade of “C” or better was earned. (Science coursework must have been completed within the past seven (7) years).

2.	The content is parallel to UNE/ADN courses.

3.	Transfer credit for nursing credits may be given after review of course syllabus evaluation of comparable content in selected courses.

4.	Students transferring nursing credits or reentering after a hiatus will be required to audit the semester prior to entry into the nursing program.

5.	Advanced Placement (AP) credits and CLEP credits if applicable and if the scores meet UNE's requirements.

Challenge Exam for LPNs
Licensed Practical Nurses (LPN) who are graduates of an accredited LPN program, and who are an accepted, deposited student in the nursing program, may challenge NSG 100 - Fundamentals of Nursing, by successfully completing the following components:

1. Written exam. With a score of 75 or higher.

2. Clinical simulation in nursing lab.

3. Completion of a care planning exercise for the challenge exam process.

*Note: A test fee is required.

See University Undergraduate Admissions also.

Curricular Requirements

	Courses
	Fall Year 1		Credits
	ENG 110 - English Composition		4
	BIO 208 - Anatomy and Physiology I		4
	PSY 105 – Introduction to Psychology		3
	NSG 100 - Fundamentals of Nursing		6
	Total		17

	Spring Year 1

	PSY 220 - Sociocultural Context of Human Dev I		3
	BIO 209 - Anatomy and Physiology II		4
	NSG 101 - Nursing I Medical/Surgical Nursing		9
	Total		16

	Fall Year 2

	PSY 270 - Sociocultural Context of Human Dev II		3
	BIO 226 - Microbiology		4
	NSG 201 - Nursing II Medical/Surgical Nursing		10
	Total		17

	Spring Year 2

	2 Electives (one must be a humanities exploration)		6
	NSG 211- Dimensions Professional Nursing		3
	NSG 203A - Nursing III -Maternal/Infant Nursing		3
	NSG 203B - Nursing III - Psychiatric Nursing		3
	NSG 203C - Nursing III - Pediatric Nursing		3
	Total		18

Developmental Coursework
Credit for developmental coursework (in general, courses numbered less than 100 level) is not included in the minimum total credits required for degree completion.

Achievement Testing
All students in the associate degree option are required to participate in content achievement testing. These tests benchmark students' progress with nationally normed data. Currently the Nursing Department is utilizing Educational Resources, Inc. (ERI) for testing and assessment services.

Clinical Experience
The associate degree program utilizes a wide variety of clinical learning environments, including acute care hospitals, home care agencies, outpatient treatment centers, long term care/rehabilitation facilities, and physician offices/clinics. Students are responsible for transportation to and from clinical experiences. Clinical shift schedules vary by facility and require flexibility.

Program Standards


1.	The nursing courses are given in sequence and each course has a minimum grade requirement of “C.” Students must demonstrate an examination average of 75 in each nursing course for progression.

2.	The student must also satisfactorily complete the clinical component of each course.

3.	A nursing student may repeat a nursing course only once, at the discretion of the nursing faculty.

4.	The student must obtain a minimum grade of “C” in all required science courses.

5.	The student must maintain a minimum grade point average (GPA) of 2.0. Failure to maintain a GPA of 2.0 may interfere with progression.

6.	The student must follow all policies outlined in the Nursing Department Student Handbook.

7.	Completion of UNE HIPAA requirements and maintenance of immunizations before participating any clinical component.

A student may be dismissed from the nursing program for any of the following reasons:

1.	Failure to comply with attendance requirements.

2.	Failure to comply with policies stated in UNE Student Handbook or Nursing Department Student Handbook.

3.	Failure to obtain a grade of “C” or better in a nursing course.

4.	Failure to satisfactorily complete the clinical component of a nursing course, including an examination average of 75.

5.	Failure to perform in the clinical area in a manner that is deemed safe by the faculty.

6.	Failure to obtain a grade of “C” or better in a required science course.

Financial Information
Tuition and Fees
Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Lab Fees
Laboratory fees are assessed in individual courses that incorporate the skills laboratory and the human patient simulator laboratory.

Equipment
Students are responsible for the costs of the following required items: Uniforms and lab jacket; name tag; bandage scissors; watch indicating seconds; stethoscope.

Transportation
Nursing students are responsible for their own transportation to clinical facilities throughout the program.

Pinning Ceremony
Graduation expenses include a departmental pinning ceremony in May. Expenses include the acquisition of a uniform and a school pin. These expenses vary each year. Students may inquire in the nursing office for an estimate of current costs.

Financial Aid
Detailed information and applications are available on request from the Financial Aid Office. Call 207-602-2342 or visit the Financial Aid website.

Graduation Requirements
A total of 68 credit hours as specified above with a minimum 2.0 GPA is required for the associate in applied science degree in nursing. All nursing and science courses must have a grade of "C" or higher. The credits are distributed as follows:

	General Education		31 credits
	Nursing		37 credits

See Academic Policy and Regulations also.

Department of Nursing Faculty


Pardue, Karen, Director M.S., B.S.N., B.C., Russell Sage College.		Associate Professor

Aube, Marguerite C.A.S., University of Maine, Orono; M.S., Nursing, Boston University; M.S., Education, University of Southern Maine; B.S., Nursing, D'Youville College.		Clinical Assistant Professor

Briggs, Ann Marie M.S.N., Loyola University; B.S. Nursing, Xavier University.		Clinical Assistant Professor

Burke, Karen M.Sc. Management, Antioch University.		Instructor

Carter, Joseph M.S., M.Div., The Catholic University of America; B.S.N., University of Southern Maine.		Clinical Assistant Professor

Coletti, Judy M.S.N., B.S.N., University of Utah.		Instructor

Davis, Bonnie Ph.D., Nursing, Rutgers State University of NJ; MS Community Nursing, Rutgers State University of NJ; BS, R.N. Nursing, Rutgers State University of NJ.		Clinical Assistant Professor

Drager, Paul J.D., University of Miami School of Law; B.B.A, University of Massachusetts.		Instructor

Dunbar, Dawne-Marie M.Ed., Nursing, University of Phoenix; A.D.N., University of New England.		Instructor

Dutta, Kaushik M.S., University of Arizona; B.A., University of Maine at Farmington.		Instructor

Elliott, J. Carol Ph.D., Boston College; M.S.N., University of Akron; R.N. Fitzgerald Mercy Hospital School of Nursing.		Clinical Assistant Professor

Ford, Charles Ph.D., SUNY at Buffalo-Organization and Administration; M.Ed., Pennsylvania State University- Communication; B.S., Pennsylvania State University-Mathematics and English; B.A., Taylor University- Natural Sciences.		Professor

Gorman, Enid M.S., University of Southern Maine; B.S.N., Texas Woman's University.		Clinical Assistant Professor

Haas, Barbara Ph.D., Union Institute; M.A., B.S.N., New York University.		Associate Professor

Hewitt, Michael N.D., Case Western University; B.A.Ed., City University of New York.		Clinical Assistant Professor

Kavanagh, James M.S.N., Simmons College; B.S.N., University of Southern Maine.		Clinical Assistant Professor

Knight, Brandi B.S.N., University of New England.		Instructor

Larrabee, Marka M.S.N., University of Massachusetts.		Instructor

Lemaire, Mary Lou M.S., Health Care Management, Hartford Graduate Center; B.S., Eastern Connecticut State University, A.D.N., Mohegan Community College.		Instructor

Lippmann, Amy M.S., Clark University; B.S. University of New England.		Clinical Assistant Professor

MacLeod, Carol M.S.N., Boston College; B.S.N., University of Southern Maine.		Clinical Assistant Professor

Morgan, Patricia M.S.N., University of New Hampshire; B.S.N., University of Rhode Island.		Clinical Assistant Professor

Morris, Cynthia MS, University of Southern Maine; B.S.N., University of Southern Maine; B.A., University of New Hampshire; A.A. Green Mountain College.		Clinical Associate Professor

Plodek, Jeanette M.S.N., College of New Rochelle; B.S.N., Florida Atlantic University; A.D.N., Palm Beach Community College.		Instructor

Rapier, Janet M.S.N., Simmons College/University of New England; B.S.N., University of New England; A.D.N., Shenandoah University.		Instructor

Sanders, Julia M.S.N., Spalding University; B.S.N., University of Louisville.		Clinical Assistant Professor

Sheehan, Judy J.D., University of Bridgeport School of Law; Ed.M. Nursing, Columbia University; B.S.N., Nazareth College.		Clinical Assistant Professor

Simpson, Nancy M.S., University of Southern Maine; B.S.N., University of Maine.		Clinical Assistant Professor

Spear, Nona M.S., Boston University; B.S.N., Saint Joseph College.		Clinical Assistant Professor

Star, Lorraine M.A., Rutgers University; B.A., Russell Sage College.		Instructor

Tausch, Judith Ed.D., Vanderbilt University; M.Ed., Rivier College; M.S.N., B.S.N., University of Massachusetts at Lowell.		Clinical Assistant Professor

Whiting, Tammy B.S.N., Westbrook College.		Instructor

Notice and Responsibilities Regarding this Catalog

This Catalog documents the academic programs, policies, and activities of the University of New England for the 2006-2007 academic year. The information contained herein is accurate as of date of publication August 1, 2006.

The University of New England reserves the right in its sole judgment to make changes of any nature in its programs, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances.

While each student may work closely with an academic advisor, he or she must retain individual responsibility for meeting requirements in this catalog and for being aware of any changes in provisions or requirements.

Two Maine Campuses:
University Campus, Biddeford / Westbrook College Campus, Portland · 207.283.0171