University of New England

Degree: Associate in Applied Science (A.A.S) with a major in Nursing

College: Health Professions

Department: Nursing and Health Services Management

Contact: Diana M. Crowell, Ph.D., RN, CNAA, B.C.(Interim) Director dcrowell@une.edu

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.  At the associate level, the graduate is prepared as a nursing care provider, educator and contributing member of the health care team and the profession of nursing.

Philosophy
Nursing, a caring art and science, encompasses the diagnosis and treatment of human responses to health and illness. The faculty believes that nurses use the nursing process to guide people of many cultures toward identifying their own health care needs. Nurses also support people in the decisions they make about their health. Nurses assume many roles as they work collaboratively with clients, families and other interdisciplinary 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 assisting them to attain and maintain health in whatever setting they may be found. The society in which nurses function is rapidly changing and is technologically oriented. Nurses therefore use knowledge gained from theory, research, evidence and clinical experience to guide their practice. The faculty believes the practice of nursing must be in accordance with established standards of clinical practice and the ANA Code of Ethics. The outcomes of nursing practice include: the prevention of illness, the promotion, support and restoration of health, the provision of quality safe care and the preparation for a dignified death.

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 interacting internal and external systems.

Faculty view health as a personally perceived state of wellbeing. 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 novice to expert and is evidenced by the student's integration of theory into practice at all levels, including but not limited to, leadership and management. The faculty, committed to liberal 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 that 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. Teaching learning is a collaborative process whereby students and faculty learn from each other, clients, peers, mentors, preceptors, as well as other health care disciplines. 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.

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 program options of the University of New England provide the foundation for students to move from novice toward expert practice within the profession and allow students to explore expanded professional role opportunities.

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:

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.  This program of study is designed to prepare students to acquire effective communication abilities, an awareness of diversity in human interaction and growth. and the capacity for critical thinking. 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:

Student Learning  ADN Outcomes
At the completion of study for the associate degree in nursing, the student will be able t

1. apply critical thinking skills and problem solving techniques using  Benner’s novice-to- expert  nursing model to apply the nursing process.
2. participate as a member of the therapeutic interdisciplinary team.
3. provide professional nursing care to individuals and families at the level of the advanced beginner.
4. use organizational and work-role competencies in the delivery of quality health care.
5. integrate values that reflect understanding of the moral and legal implications, and the ethics of care and responsibility when considering nursing practice.
6. demonstrate an awareness of organizational and work-role competencies within an evidence based health care system. 
7. 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 Requirements

*State licensure application could be in jeopardy if the student has been convicted of a felony. For more information, see http://www.maine.gov/boardofnursing

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 also University Undergraduate Admissions.

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

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

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 78 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.

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.

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

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 required nursing courses must have a grade of "C+" or higher.  All science courses must have a grade of "C" or higher. The credits are distributed as follows:

Notice and Responsibilities Regarding this Catalog

This Catalog documents the academic programs, policies, and activities of the University of New England for the 2008-2009 academic year. The information contained herein is accurate as of date of publication August 1, 2008.

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.