FNP program
Welcome to the Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program!
Orientation
This required 5-day orientation will prepare you to begin the MSN/FNP program by helping you do the following:
· Become familiar with the University of Phoenix classroom.
· Identify program requirements and university policies.
· Prepare for the clinical portions of the program.
· Examine Professional Standards for ethical behavior.
· Review research and writing expectations for master-level students.
· Explore university resources that will set you up for success.
About the MSN/FNP Program
The Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program is designed for current RNs who want to expand their clinical practice and have a more direct impact on health care. The curriculum emphasizes comprehensive care and illness prevention while focusing on the unique health care needs of the patient throughout the life span. On program completion, MSN/FNP graduates are eligible to take the National Family Nurse Practitioner Certification Exam through the ANCC or AANP.
Industry Alignment
The MSN/FNP program was designed with input from employers to align with leading industry organizations, standards, and certifications. The program:
· Is accredited by the Commission on Collegiate Nursing Education (CCNE)
· Aligns with The Essentials of Master’s Education in Nursing (AACN, 2011)
· Aligns with Quality & Safety Education for Nurses (QSEN): Graduate level KSA competencies (Knowledge/Skills/Attitudes)
· Incorporates elements of ANA Professional Standards
· Practice Codes and Ethics
· Ethical Decision Making
· Aligns with the National Organization of Nurse Practitioner Faculties (NONPF) criteria for evaluation of nurse practitioner programs
Alignment With the School of Nursing’s Vision and Mission
Our vision in the School of Nursing is to be a standard of excellence in educating and empowering individuals to improve the quality of health care in their communities and the industry.
Our mission is to provide educational opportunities that embody the value of caring, excellence in practice, and leadership in the nursing profession.
The MSN/FNP program allows students to gain advanced nursing knowledge in role preparation through a professional nursing framework that supports the advancement and use of evidence-based practice. Throughout the curriculum, students are encouraged to solve real-world problems and make a positive impact on the quality of health care in their communities by embodying the values of our mission: caring, excellence in practice, and leadership in the nursing profession.
2. Assignments, Attendance, and Participation
The following policies apply to students in all University of Phoenix courses.
Assignments
To receive credit for assignments, they must be submitted to the classroom no later than 11:59 p.m. Arizona Time on the assignment due date. If you foresee a circumstance in which you may not be able to submit an assignment on the due date, contact your instructor and academic counselor. Some instructors will accept late assignments for partial credit, but some may not. Refer to the Instructor Policies posted in your classroom for the late work policy in each course.
Technical Support: If you experience technical issues that prevent you from submitting an assignment, please immediately call technical support for help trouble shooting the problem. Technical support can be reached 24 hours a day, 7 days a week by calling 1-877-832-4867. It is wise to work ahead on assignments to avoid unforeseen challenges, as instructors will not consider technical issues to be a valid reason for missing an assignment due date.
Attendance
Attending class consistently is required for your academic success. Attendance is tracked by Academically Related Activities, such as actively participating in an online classroom, physically attending a class, or submitting an assignment.
Online students meet the attendance requirement by posting in the classroom once on at least 2 different days during each week to progress toward earning a grade and credit for a course. Online courses are asynchronous, so you can post at any time (24 hours a day) on any 2 days each week to be considered in attendance. As long as you are submitting your assignments on time and actively participating in class discussions throughout the week, you will meet your attendance requirement.
On-campus students meet the attendance requirement by physically attending class at the designated time each week and signing the roster to progress toward earning a grade and credit for a course.
Getting Dropped from Class for Lack of Attendance (Autodrop)
If a student misses more than the allowed absences in a course in consecutive or non-consecutive weeks, the student will automatically be withdrawn (autodropped) from the course and will not be eligible to earn a grade. This applies to students in both online and local campus modalities. Sending assignments to the instructor by e-mail, fax, mail, or other means does not make up for missed classroom attendance. Faculty cannot excuse absences. In the event that you cannot meet attendance due to extenuating circumstances, contact your academic counselor.
|
Length of Course |
Absences Allowed |
Absences Resulting in Autodrop |
|
1-4 weeks |
0 |
1 |
|
5–9 weeks |
1 |
2 |
|
10+ weeks |
2 |
3 |
Participation
To earn participation points, online students will be required to participate in class discussions on at least 3 different days during the online week. The number of substantive messages required each week follows the schedule below:
|
Student Level |
Participation Requirement |
Total Messages |
|
Undergraduate |
8 messages over at least 3 days |
8 |
|
Master |
8 messages over at least 3 days |
8 |
|
Doctoral |
6 messages over at least 3 days |
6 |
On-campus students meet the participation requirement each week by making substantive contributions to the face-to-face discussions in class.
3. What Is Substantive Participation?
To be an effective student, you will need to actively engage in dialogue with classmates and participate in class discussions. Both quantity and quality of your comments are important in the classroom.
Local Campus Class Participation
In local campus courses, you earn participation points by making substantive face-to-face comments with your classmates each week to drive discussion on class topics. These comments move the conversation along with contributing insights, probing questions, alternative perspectives, grounded examples, analysis, and synthesis.
Online Class Participation
Online students earn their participation points by meeting the required amount of substantive posts each week. As with local campus students, online students make the most out of participation by either asking questions or responding to inquiry with new thoughts so they can learn to see the topic from a variety of viewpoints and experiences. Your written responses to your classmates’ and instructors’ posts are the optimal means for engaging in meaningful dialogue to expand your understanding of the topic and to learn from one another.
Guidelines for Substantive Posts
A typical substantive post at the master’s level will be formatted with a formal academic approach and might contain citations and references presented in APA format.
To ensure that you are substantively participating in the course, compare your posts to the following guidelines by asking yourself the following questions:
1. Did your post demonstrate effective writing in a scholarly tone? Did you use proper spelling and grammar? You are expected to use the spell-checker and carefully proof-read your work before posting. Posts with sloppy writing and/or spelling mistakes do not earn participation credit.
2. Was your post relevant to the weekly discussion topics? Off-topic discussion, even if well developed, does not earn participation credit. Always make sure your posts address the course competencies, which can be found by reviewing the learning objectives listed in the syllabus.
3. Did your post add value to the discussion by incorporating your professional experience or by asking thought-provoking questions, extending the scope of the conversation to include alternative ideas or perspectives, or providing new information that helps move the conversation along?
4. Was the content of your post original? Or, did you merely echo a previous post?
5. Did the content of your post have sufficient elaboration, detail, and support to be credible? If you supported your post with an idea from the text or external literature, did you cite it in APA style?
Engaging in Meaningful Dialogue
Engaging in meaningful conversations or dialogue with your instructors and classmates is crucial for learning. It is an opportunity to help you connect and build shared meaning. Unlike a debate, where you put forward what you perceive is the best or your most persuasive idea, a dialogue is intended to provide you with the opportunity to exchange different perspectives, work toward common understanding, and search for strength and value in other’s assertions through mutual respect.
As you engage in dialogues, avoid assuming that there can only be one answer. The objective of a dialogue is not to try to demonstrate your classmates’ ideas as inadequate, rather to share and discuss your own ideas and perspectives from your context. It is important to remain open-minded to other ideas and assertions as they may help you develop a deeper understanding of your own views.
Sharing your ideas and perspectives involves a certain level of risk taking because someone may not always agree with you. You may feel uncomfortable at first, but sharing different perspectives is an opportunity to discover and generate new ideas, possibilities, or solutions.
Active Listening
Engaging in meaningful dialogue requires active listening. As you read or listen to the ideas of others, focus on not only what they are saying but also the complete message they are trying to convey. Suspend any negative judgment and try to make connections between what you are reading or hearing and your own ideas.
Critical Thinking Questions
Ask probing questions that will help further the conversation. Generating good questions has many applications and can propel your thinking forward. This is a skill that may take time to develop.
The following list of critical-thinking questions will get you started. Critical-thinking questions are a great source of inquiry. They are available on the Internet and you can quickly gather many resources for generating them.
Examples of Critical Thinking Questions
· How does this practice method relate to your experience as a nurse?
· How do these ideas resolve the problem?
· How could these ideas affect future thinking?
· What problems can you imagine having when applying these principles on the job?
· How might someone from a completely different culture view the problem or solution?
· How would an interdisciplinary approach change the perspective?
4. The Professional Standards
1. University of Phoenix Student Code of Conduct Guidelines for acceptable student behavior, including academic integrity, at University of Phoenix can be identified in the Student Code of Conduct, available in the academic catalog.
2. American Nurses Association (ANA) Code of Ethics for Nurses The School of Nursing adheres to the ANA Code of Ethics for Nurses. Students are expected to read, understand, and perform in compliance with this Code of Ethics for Nurses.
3. Nurse Practice Act (by state) Because nursing care poses a risk of harm to the public if practiced by professionals who are unprepared or incompetent, the state, through its police powers, is required to protect its citizens from harm. That protection is in the form of reasonable laws to regulate nursing. Students are required to read, understand, and perform in compliance with their state’s nurse practice act.
4. ANA Principles for Social Networking and the Nurse ANA’s Principles for Social Networking and the Nurse: Guidance for the Registered Nurse provides guidance to registered nurses on using social networking media in a way that protects patients’ privacy and confidentiality and maintains the standards of professional nursing practice.
5. The candidate is sensitive to community and cultural norms that pertain to the university classroom, clinical rotations, practicum, and/or preceptorships.
6. The candidate appreciates and values human diversity and shows respect for others’ varied talents and perspectives.
7. The candidate refrains from engaging in nursing practice for which the student has not been authorized or for which the student has not been educated/validated at the time of the incident.
8. The candidate refrains from disrupting the programs of the School of Nursing or its affiliates.
9. The candidate will participate in or complete clinical work consistent with professional nursing practice, including satisfactory performance of all critical behaviors specified.
10. The candidate will adhere to College, School, Clinical, and Agency site policies and procedures.
11. Candidates will refrain from aiding, abetting or inducing another to commit a violation of the Student Code of Conduct or Professional Standards.
12. Candidates in the School of Nursing will assume responsibility for their own health as well as their own behavior.
a. Transportation: Candidates in the School of Nursing are responsible for personal transportation to and from health agencies and/or clinical sites.
b. Personal Electronic Devices: Candidates in the School of Nursing are responsible to be aware of and comply with agency policies regarding personal electronic devices.
Referrals
A candidate’s ability to satisfactorily meet the Professional Standards is a matter of ongoing academic judgment made by faculty, campus staff, and campus management. When it is determined by faculty, campus staff, or campus management that a candidate falls short of meeting any of the above Professional Standards, they may file a Referral Form with the Campus College Chair, Regional or Campus Director of Academic Affairs, or designee. Any candidate who receives one or more referral(s) shall be counseled, remediated, or withdrawn from his/her program as appropriate.
Candidates who are separately charged with violating the University of Phoenix Student Code of Conduct shall be subject to the policies, procedures, and sanctions issued by that office.
5.University of Phoenix Material
Classroom Walkthrough
Compare your Exercise 2 answers about the Classroom Walkthrough activity with those provided below.
|
Question |
Answer |
|
Name one classroom feature that can help you keep track of what you have to do each week in class. |
Possible answers:
Tabs: There is a tab for each week of the course, labeled by week number, which is a week-by-week breakdown of the syllabus.
To Do This Week: The Class Home tab will show you a To Do This Week carousel at the top of the page that you can scroll through to quickly see all of the learning activities, assignments, and discussions you are required to complete in your current week of class.
Check Marks: One useful function of the syllabus is the ability to check off tasks, learning activities, and assignments as you complete them. Assignments will receive a checkmark next to them only after they have been successfully submitted. |
|
What is the purpose of the course syllabus? |
The syllabus is the course’s main source of information for course goals, objectives, learning activities, and assignments. You can view the syllabus week-by-week by selecting the tab that corresponds with the week number, or you can download a copy of the complete course syllabus by selecting the small printer icon on the top-right side of the classroom. |
|
How can you tell if your class will require you to work on a Learning Team? |
To see if your course has Learning Teams, check the class roster feature, which will show you who is on each Learning Team. Learning Teams are usually set up by the facilitator by the second week of class. A Learning Team icon (a small image with a group of three students) will appear next to any of your assignments that require you to work collaboratively with your Learning Team members. |
|
When you turn in an assignment, how can you be sure you submitted it and that it was on time? |
It’s important to note that uploading an assignment is not the same thing as submitting it. Each time you turn in an assignment, confirm that your submission was successful before you log out of the classroom. There are several ways you can do this:
1. The Assignment Files tab will show you the file status of each document you have uploaded. Once you successfully submit the uploaded assignment, the file status will change from “Not Submitted” to “Submitted” and will include a date and time stamp.
2. Look for the checkmark next to the assignment title on the syllabus. This mark will appear only after the assignment has been submitted. If the checkmark does not appear, you have not submitted it properly.
3. If you believe you submitted an assignment but to not see a time/date stamp or checkmark, you can also call technical support for assistance or confirmation of the assignment submission. |
|
Where can you see your instructor’s feedback on a graded assignment? |
The Grading tab for each assignment has a space where your instructor can list short, general comments once the assignment has been graded. Additionally, your instructor may include a document with more detailed feedback or make line-by-line comments directly on your assignment. Be sure to look for any documents attached to the Assignment Graded section of the Grading tab so you do not miss out on that valuable feedback. |
6. Students in the MSN/FNP must meet academic, behavioral, and compliance requirements throughout the program in order to remain in good standing, be able to progress through all milestones in the permitted timeframe, and successfully complete the program.
Grade Requirements
Minimum Course Grade Requirement
Students are required to earn a minimum grade of “B” in all MSN/FNP graduate-level courses. A final grade of “B-” or lower in any course is considered a non-passing grade and would result in the student needing to retake the course. During the duration of the program, students are allowed one attempt to repeat only one nursing course. If a non-passing grade is earned on the second attempt or if the student earns a non-passing grade in a second course at any point in the program, the student will be scholastically suspended (permanently withdrawn) from the MSN/FNP program.
If a student experiences an unexpected circumstance that may impact his or her ability to successfully pass a class, the student should immediately contact an academic counselor for advice, resources, and to discuss all options.
Grade Point Average (GPA) Requirement
Students must maintain a GPA of 3.0 or higher to avoid academic probation. This is a B average.
Clinical and Residency Requirements
MSN/FNP students must be able to modify their work schedules to allow time for their coursework and clinical requirements. This includes taking a week off of work to fulfill the residency requirements.
Students are required to complete 84 supervised lab hours and 600 on-site, precepted clinical hours (45 hours for each clinical course and 420 hours in the final preceptorship). Some of the supervised lab hours will take place in NRP/571, during a 5-day intensive on-campus residency. The clinical and residency requirements will be outlined in more detail on Day 3 of this workshop.
Course Sequence
Nursing Bridge Program
Students in the Bridge program must complete three Bachelor-level courses prior to beginning the 500-level graduate courses listed in the course sequence.
Compliance Documentation
Valid RN License and CPR Certification
MSN/FNP students must maintain valid CPR certification and possess either a valid, unrestricted/unencumbered RN license in the state in which they are completing clinical hours or possess a valid, unrestricted/unencumbered compact (multistate) state RN license that is recognized in the state in which they are completing clinical hours. RN licenses must be valid and unrestricted/unencumbered in all states and jurisdictions in which the applicant holds an active nursing license.
· All active licenses must remain valid and unrestricted/unencumbered through the duration of the program.
· It is the student's responsibility to immediately self-disclose to their academic counselor any changes in their RN license.
Medical Records and Tutorials
Prior to starting Clinicals, students must submit the following compliance documentation to their clinical coordinators at the specified times:
· MMR (titer or proof): Submit during NRP/511; required before starting NRP/571
· Varicella (titer or proof): Submit during NRP/511; required before starting NRP/571
· Proof of annual TB test (titer or proof): Submit during NRP/511; required before starting NRP/571
· Proof of annual flu vaccine: Submit during NRP/511; required before starting NRP/571
· Tdap: Submit during NRP/511; required before starting NRP/571
· Proof of Hepatitis B vaccine: Submit during NRP/511; required before starting NRP/571
· Bloodborne Pathogens Tutorial: Required in NRP/511
· HIPPA Tutorial: Required in NRP/511
Behavioral Standards
Students in the MSN/FNP program must adhere to the University of Phoenix Student Code of Conduct as well as the School of Nursing Professional Standards.