The mission of the Department of Nursing is to educate tomorrow’s nurses to be effective clinicians and leaders who strive to improve the health of all people. The baccalaureate level builds upon prior learning to prepare the graduate as a provider of care, educator to groups and communities, consumer of research and leader in the profession of nursing.

Philosophy
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 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.

Major 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:

Students can enter the program in the first year and earn an associate degree at the end of the second year. 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). See Associate of Science: Nursing (ADN) if you are not currently a RN.
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. This also applies to UNE students as outlined in (1). Successful completion of the third and fourth years earns the student a BSN.

The RN to BSN program is for current registered nurses seeking the BSN.

The Nursing Program at the University of New England is uniquely designed to both facilitate growth for current nursing professions holding the RN degree as well as training entry level students into the profession of nursing. Students seeking the BSN with no prior nursing experience should see the Associate of Science: Nursing (ADN). The UNE Nursing 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 RN to BSN courses are designed for current 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.

During this time, nursing course work meets on a compressed schedule, generally one day per week. This format allows the student to continue practicing as a registered nurse and encourages the individual to apply concepts presented in the classroom to actual clinical practice.

Upon completion of the program, the student is awarded the baccalaureate of science in nursing (BSN) degree. Graduates of the program are prepared to participate in the health care delivery system in the role of direct care provider to groups and communities, researcher, manager and leader, family and community health educator, change agent, and interdisciplinary collaborator and coordinator.

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

Holism	Nursing Roles

Caring	Critical Thinking

Teaching	Research

Learning	Cultural Awareness

This unique two-year nursing program represents an opportunity for RN's to obtain the BSN degree and enhance knowledge and skills, acquire new knowledge in the theory and practice of nursing, and increase career opportunities. The program provides the student with both classroom and experiential learning opportunities and includes a balance between professional study and study in the arts and sciences. In keeping with the University of New England's philosophy surrounding the core curriculum, the student in the last two years of study is engaged in coursework which supports enhancement of effective communication abilities, mathematics and quantitative reasoning skills, critical thinking, and application of cultural and global diversity.

Students who successfully complete the baccalaureate nursing degree are well prepared to enter any master's degree nursing program, including the Master of Science - Nurse Anesthesia Program, offered at the University of New England.

Student Learning BSN Outcomes
At the completion of study for the baccalaureate degree in nursing, the student will be able to:

demonstrate nursing leadership through reflection and critical thinking to expand nursing care to groups and communities.
collaborate with other disciplines in a variety of health care settings to maximize client outcomes.
operationalize professional nursing care at Benner’s competent level of practice for families, aggregates, communities and organizations.
participate in the leadership/management process with, but not limited to, Benner’s organizational work role domain of practice.
model values that reflect understanding of the moral and legal implications, and the ethics of care and responsibility when engaged in professional nursing practice.
integrate nursing theory and scholarly research into professional practice.
integrate nursing, the physical and behavioral sciences, with the humanities to formulate holistic care to families, aggregates, communities and organizations.

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

Meet all University general admission requirements:

See University Undergraduate Admissions.
Graduation from an NLN-accredited associate degree or diploma program or the equivalent or advancement from the UNE first two years after successfully passing the national nursing licensure examination.
Graduation from a nursing curriculum approved by the Ministry of Health if applying to the program offered at the branch campus in Israel.
Licensure as a registered nurse. (copy of license)
Minimum GPA of 2.50.

Health Information Requirements

Current CPR certification (CPR for Health Professionals).
Completed health form, with proof of tuberculin testing, measles/rubella immunity, and Hepatitis B vaccine or titer (if not presently on file) are submitted to the Health Center.
Professional liability (malpractice) insurance ($1,000,000 - $3,000,000 coverage is required).
Current RN License.

Technical Standards
Introduction
Technical standards are all of the nonacademic functional abilities essential for the delivery of safe, effective nursing care. These basic abilities make up the core components of nursing practice, and there is a high probability that untoward consequences may result for clients cared for by nurses who fail to demonstrate these abilities. In compliance with state and federal laws, nursing education programs must attend to these essential functional abilities in the teaching and evaluation of students preparing for the practice of nursing.
This statement of technical standards identifies the functional abilities deemed by the Nursing Faculty at the University of New England to be essential to the practice of nursing, and as such are reflected in satisfactory progression through the nursing program and in the performance-based outcomes which are the basis for teaching and evaluating all nursing students.
Students with disabilities who believe they may require accommodation in meeting the technical standards of the Nursing Program should contact Disability Services (DS) as soon as possible to determine if the student is legally disabled and to discuss the process of identifying to what extent reasonable accommodations may or may not exist. It is recommended that students seek DS advisement as soon as possible after admission to the Nursing Program to facilitate the timely development of a plan for accommodation, which would ideally be in place at the beginning of the Program. Applicants seeking admission into the Nursing Program who may have questions about the technical standards and appropriate reasonable accommodations are invited to discuss their questions with Disability Services. Reasonable accommodation will be directed toward providing an equal educational opportunity for students with disabilities while adhering to the standards of nursing practice for all students. As stated in the syllabus of each nursing course, any student eligible for and needing academic adjustments or accommodations is requested to speak with the professor within the first two weeks of class. Registration with DS is required before any accommodation requests can be granted. Under no circumstances will the Department of Nursing and Health Management waive any essential course requirements or technical standards for any student, with or without a disability.

Technical Standards
The practice of Nursing requires the following functional abilities with or without reasonable accommodations:

Visual acuity must be adequate to assess patients and their environments, as well as to implement the nursing care plans that are developed from such assessments. Examples of relevant activities (nonexclusive):

Detect changes in skin color or condition
Collect data from recording equipment and measurement devices used in patient care
Detect a fire in a patient area and initiate emergency action
Draw up the correct quantity of medication into a syringe

Hearing ability must be of sufficient acuity to assess patients and their environments and to implement the nursing care plans that are developed from such assessments. Examples of relevant activities (nonexclusive):

Detect sounds related to bodily functions using a stethoscope
Detect audible signals generated by mechanical systems that monitor bodily functions
Communicate clearly in telephone conversations
Communicate effectively with patients and with other members of the healthcare team

Olfactory ability must be adequate to assess patients and to implement the nursing care plans that are developed from such assessments. Examples of relevant activities (nonexclusive):

Detect foul odors of bodily fluids or spoiled foods
Detect smoke from burning materials
Detect ketones on a client’s breath

Tactile ability must be sufficient to assess patients and to implement the nursing care plans that are developed from such assessments. Examples of relevant activities (nonexclusive):

Detect changes in skin temperature
Detect unsafe temperature levels in heat-producing devices used in patient care
Detect anatomical abnormalities, such as subcutaneous creptitus, edema, or infiltrated intravenous fluid
Perform techniques such as the insertion of urinary catheters

Strength and mobility must be sufficient to perform patient care activities and emergency procedures. Examples of relevant activities (nonexclusive):

Safely transfer patients in and out of bed and assist them with ambulation using appropriate assistive devices
Safely control the fall of a patient, by slowly lowering the patient
Turn and position patients as needed to prevent complications due to bed rest
Hang intravenous bags at the appropriate level
Accurately read the volumes in body fluid collection devices hung below bed level
Perform cardiopulmonary resuscitation

Fine motor skills must be sufficient to perform psychomotor skills integral to patient care. Examples of relevant activities (nonexclusive):

Safely dispose of needles in sharps containers
Accurately place and maintain position of stethoscope for detecting sounds of bodily functions
Manipulate small equipment and containers, such as syringes, vials, ampules, and medication packages, to administer medications

Physical endurance sufficient to complete assigned periods of clinical practice and to function effectively under stress in acute health care situations.

Ability to speak, comprehend, read, and write English at a level that meets the need for accurate, clear, and effective communication.

Emotional stability to function effectively under stress, to work as a part of a team and to respond appropriately to supervision; to adapt to changing situations, to respond appropriately to patients and families under stress, and to follow through on assigned patient care responsibilities.

Cognitive ability to collect, analyze, and integrate information and knowledge to make clinical judgments and management decisions that promote positive patient outcomes.

Other Abilities sufficient to demonstrate competencies such as the ability to arrive to a clinic on a timely basis; to meet the demands for timely performance of duties; to meet the organizational requirements to perform these duties in a professional and competent manner.

Transfer Credit and Advanced Standing

ADN and RN candidates for the BSN Completion Program will be given full credit for their prior course work, up to a maximum of 60 credits. These credits fulfill all pre-requisite course requirements for the third and fourth year courses. Evidence of the maintenance of clinical competence, usually through current employment, must be provided.
Academic credits are transferable if a grade of “C” or better was earned.
Diploma-based candidates who are active in the practice of nursing will be awarded 30 credits for nursing courses, up to a maximum of 60 transfer credits.
Diploma-based candidates, not actively participating in the practice of nursing, may submit a portfolio for transfer of nursing credits upon completion of the Health Assessment course in the fall semester. An alternative mechanism for transfer of nursing credit is to take the NLN Mobility II exam, if not active in practice.
Students who qualify may be able to complete the program in as little as one year.

See University Undergraduate Admissions also.

Curricular Requirements

Maximum Transfer Credits (RN)/(ADN)		60

Fall, Year 3 (Semester 1)
NSG 301 - Nursing Theory		3
NSG 302 - Health Assessment		3
NSG 303 - Managing the Challenges of Disability		3
Humanities Elective (United States) or ENG 110 (Israel)		3 or 4
Nursing Elective		3
Total		15/16

Spring, Year 3 (Semester 2)
NSG 304 - Families in Crisis		3
NSG 305 - Health Education in the Community		3
MAT 120 - Statistics		3
Humanities Elective		3
Nursing Elective		3
General Elective		3
Total		18
Total First Year		33/34

Fall, Year 4 (Semester 3)
NSG 401 - Nursing Research Methods		3
NSG 402 - Community Health Nursing (Theory and Practice)		6
Humanities Elective		3
Economics or Political Science course or HSM course		3
Total		15

Spring, Year 4 (Semester 4)
NSG 403 - Leadership and Management Nursing (Theory and Practice)		6
Humanities Elective		3
Pathophysiology		3
General Elective (Not required of branch campus in Israel)		3
Total		15
Total Second Year		30/27

Minimum Total Required Credits*		123/121

*Credit for developmental coursework is not reflected in the minimum total credits required for degree completion.

Program Standards

1.	Developmental course work provides advanced nursing content, which builds upon basic nursing knowledge. Each course has a minimum grade requirement of “C.”

2.	The student must also satisfactorily complete the clinical-based experiential components of each course.

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

4.	The student must maintain a minimum GPA of 2.0. Failure to maintain a GPA of 2.0 may interfere with progression.

5.	Passage of English qualifying examinations (for the branch campus in Israel).

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

7.	A minimum of 36 credits is must be earned at UNE in order to receive a Bachelor of Science in Nursing degree from UNE.

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 Catalog 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-based component of a nursing course.

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 at the University Campus. Call 207-602-2342 or visit the Financial Aid website.

Graduation Requirements

A total of 123 hours of credit with a 2.0 GPA or above is required for the bachelor of science in nursing degree. At the branch campus in Israel, where students typically enroll in English as a Second Language coursework, a total of 121-130 credits with a G.P.A. of 2.0 or above is required for the bachelor of science in nursing degree.
See Academic Policy and Regulations also.

Notice and Responsibilities Regarding this Catalog

This Catalog documents the academic programs, policies, and activities of the University of New England for the 2007-2008 academic year. The information contained herein is accurate as of date of publication August 1, 2007.

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.

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