You are on page 1of 45

LAURENTIAN UNIVERSITY SCHOOL OF NURSING Bachelor of Science in Nursing Program PROGRAM MANUAL - Student Resource 2008 2009

Note: Students are expected to frequently check the School of Nursing website for any program updates.

2 Table of Contents 2

Section 1: Section 2:

Introduction Program Information Important Dates Faculty Profiles Program Goals Program Philosophy

4 7 9 10 11 11 11 12 13 13 13 14-15 16 16 16 16 17 17 17 18 18 18 19 20 21 21 22 22 23 23 23 25 26 27 28 30 30

Section 3:

Program Curriculum Description Meta Concepts Foundational Concepts Organization Content Themes Levels Program of Study & Student Learning Responsibilities

Section 4:

Academic Regulations Academic Standing Degree Requirements Probation Withdrawal from the Program Application for Readmission Academic/Administrative Committee Structure

Section 5:

Policies Attendance Completion of Work Guidelines for written assignments Academic Portfolio/Professional Profile Clinical Learning Experiences Placement Requirements Laboratory Learning Professional Conduct Agency Manuals and Policies Performance of Technical Skills Home Visit Policy/Guidelines Acute Clinical and Community Dress Policies Report of Injury for WSIB Clinical Incident Student Appeals Classroom, Laboratory and Clinical Area Management Transfer Policy/Process

3 University Policies Academic Dishonesty Code of Student Conduct Harassment Section 6: Student Services Scholarships, Awards, and Bursaries Student Resources and Services Office of Student Life Student Centre Special Needs Office Placement Centre Spiritual Life Counselling and Resource Centre Health Services Ben Avery Student Recreation Centre Bookstore Library Services Instructional Media Services Computer Services Technical Assistance Purchase and Repair 31 31 31 32 32 32 32 32 32 32 33 33 33 34 34 34 35 35 35 35 35

Section 7:

Miscellaneous Fees and additional costs Pregnancy Deferred Exams CNO Exams Graduation Transcripts Student Cards and Numbers Bulletin Boards WebCT Professional Associations Student Forms Medical Documentation Academic Integrity Awareness Student Transfer Consent NEOCNP Transfer Form

36 36 36 36 36 36 36 36 37 37 38 41 42 43 44

4 Section 1: Introduction

The faculty of Laurentian University School of Nursing extends a warm welcome to you and looks forward to working with you. Your chosen profession can afford you many opportunities for professional and personal growth. We anticipate you will find your years of study at Laurentian University an exciting and challenging period in your life, rich in rewards. The main nursing office is located on the 5th floor of the RD Parker building. This floor houses the main nursing office consisting of the program administrators, support staff and some of the nursing faculty. The main office phone number from Monday to Friday 8:30 4 p.m. is 673-6589. A message may be left at this number. Please ensure that you have left your full name, your year in the program and a contact number. The school fax is 675-4861. The 9th floor of the RD Parker building is currently office space for the rest of the nursing faculty, laboratory staff and contains one of the nursing laboratories. The BScN program prepares individuals for nursing practice with health promotion and professional caring perspectives in a variety of settings with diverse populations. Students develop professional independence, selfdirectedness and critical thinking. Graduates are self-reflective, self-evaluative, responsible, accountable, and make clinical judgments based on the best evidence. They create and influence the future of nursing practice at a political, social and professional level by responding to and anticipating the changing needs of society. Furthermore, they are prepared to meet entry level professional practice requirements as identified by the College of Nurses of Ontario.

Section 2:

Program Information

Undergraduate Academic Schedules - 2008-2009 FALL TERM 2008 to September 2 September 1, Monday September 3, September 3 to 12 September 12, Friday

September 16, September 17, Wednesday

October 6, Monday October 10, Friday

October 13, Monday October 21, Tuesday October 27 to 31

Advance registration. Labour Day. Wednesday Winter Session classes begin. Late registration and course change period. (Late registration fee applies). Prospective graduands for the Fall Convocation must have all course and thesis requirements completed and approved by Department or School prior to this date. No Winter Session registrations or course changes for first-term courses or full-year courses permitted after this date. Tuesday Senate meeting. The method of determining final grades for first-term courses and full-year courses must be submitted to, and approved by the Department Chairs/School Directors and the Dean prior to this date. Special meeting of Senate Committee on Academic Regulations and Awards to consider Fall graduands. Revisions to the method of determining final grades for first-term courses must be submitted to, and approved by Department Chairs/School Directors and the Dean prior to this date. Thanksgiving Day. Senate meeting. Fall Study Week.

5 November 1, Saturday November 3, Monday November 18, Tuesday November 21, Friday Fall Convocation. Students withdrawing from Winter Session first-term courses after this date will receive an "F" on their academic record. Senate meeting. Examination questionnaires for Winter Session first-term courses must be submitted by the academic units to the Office of the Registrar prior to this date. Questionnaires for Winter Session mid-term tests scheduled by the Office of the Registrar must be submitted by the Academic Units to the Office of the Registrar prior to this date. Last day of first-term Winter Session classes. Revisions to the method of determining grades for full-year courses to be submitted to, and approved by Department Chairs/School Directors and the Dean prior to this date. Examination period for Winter Session first-term courses and midterm tests in full-year courses. Senate meeting. Submission of final grades for Winter Session first-term courses.

December 3, Wednesday

December 5 to 22 December 9, Tuesday December 19 to January 5 WINTER TERM 2009 January 5, Monday January 16, Friday

January 20, Tuesday January 30, Friday

February 10, Tuesday February 16, Monday February 16 to 20 February 27, Friday March 16 to 27 March 17, Tuesday March 27, Friday April 3, Friday April 6 to 30 April 10, Friday April 13, Monday April 21, Tuesday April 20 to May 14

Winter Session second-term classes begin. No registration or course changes for second-term courses will be permitted after this date. Last date for payment of second-term tuition fees. The method of determining final grades in second-term courses must be submitted to, and approved by the Department Chairs/School Directors and the Dean prior to this date. Revised grades or approved extension dates for students assessed an Incomplete ("I") in Winter Session first-term courses must be submitted by Department Chairs/School Directors to the Office of the Registrar prior to this date. If revised grades or approved extension dates have not been submitted prior to this date, an automatic "F" will be recorded on the student's academic record.Revisions to the method of determining final grades for secondterm courses must be submitted to, and approved by Department Chairs/School Directors and the Dean prior to this date. Senate meeting Applications for graduation at the Spring Convocation must be submitted prior to this date. Students withdrawing from Winter Session full-year courses after this date will receive an "F" on their academic record. Senate meeting. Founders' Day. Study Week. Students withdrawing from Winter Session second-term courses after this date will receive an "F" on their academic record. Pre-registration counselling. Senate meeting. Examination questionnaires for Winter Session courses must be submitted by the academic units to the Office of the Registrar prior to this date. Last day of Winter Session classes. Examination period for Winter Session. Good Friday. Easter Monday. Senate meeting. Submission of final grades for Winter Session courses..

6 May 6, Wednesday Prospective graduands for the Spring Convocation must have all course and thesis requirements completed and approved by Department or School prior to this date. All Final Grades for Prospective graduands must be submitted by the Department Chairs/School Directors to the Office of the Registrar prior to this date. Special meeting of Senate Committee on Academic Regulations and Awards to consider Spring graduands. Victoria Day. Senate meeting. Revised grades or approved extension dates for students assessed an incomplete ("I") in Winter Session courses must be submitted by Department Chairs/School Directors to the Office of the Registrar prior to this date. Spring Convocation. (Sudbury campus).

May 13, Wednesday May 18, Monday May 19, Tuesday May 22, Friday

June 2 to June 6

7 Faculty Profiles
Director (Interim) I. Koren, R.N., Hons. B.A., B.Sc.N. (Laurentian), M.Sc. (McMaster) Professors P. Bailey, R.N., B.N. (McGill), M.H.Sc. (McMaster), Ph.D. (Edinburgh) D. Bakker, R.N., B.N.Sc., M.Sc., Ph.D. (Queen's) Associate Professors H. Jessup-Falcioni, R.N. (Toronto General), B.Sc.N., B.Ed. (Lakehead), M.N. (Manitoba) P. Montgomery, R.N., B.Sc.N. (Laurentian), M.Sc.N. (Toronto), Ph.D. (McMaster) G. Viverais-Dresler, R.N., Dipl. P.H. (Windsor), M.H.Sc. (McMaster) Assistant Professors L. Carter, Hons. B.A., M.A. (Western), B.Ed. (Toronto), Ph.D. (Windsor) E. Donato, R.N., B.Sc.N. (Laurentian), M.Ed. (Ottawa) J. Duff Cloutier, R.N., B.Sc.N. (Laurentian), M.Sc. (Queen's) C. Duncan, R.N., B.Sc.N. (Laurentian), M.N. (Dalhousie) N. Gebru, R.N., N.P., B.H.S. (Laurentian), M.N., PHC-ANP (Athabasca) R. Heale, B.Sc.N. (Toronto), M.N. (Athabasca), R.N.(E.C.) I. Koren, R.N., Hons. B.A., B.Sc.N. (Laurentian), M.Sc. (McMaster) F. Luhanga, R.N./M. (Malawi), B.Ed., M.Ed. (Botswana), Ph.D. (Alberta) S. Mossey, R.N., B.Sc.N. (Laurentian), M.Sc.N. (Western) L. Rietze, R.N., B.Sc.N. (Laurentian), M.Sc. (McMaster) Lecturers P. Dickieson, R.N., B.Sc.N. (Laurentian) L. Gagnon, R.N., B.Sc.N., M.Sc.N. (candidate) (Laurentian) R. Gorham, R.N. (EC), B.Sc., P.H.C.N.P. (Laurentian), M.N. (Athabasca) J. Horrigan, R.N., B.Sc.N., M.Sc.N. (Laurentian) S. Hudyma, R.N. (Bathurst School of Nursing), R.N./B.N. (New Brunswick), M.Ed.St. (Western Australia) C. McMillan Boyles, R.N., B.Sc.N., M.Sc.N. (Laurentian) D. Newton-Mathur, R.N., B.A., Certificate in Classical Studies, M.A. (Laurentian) Adjunct Professors J. Beyers, B.A.A. (Ryerson), M.A. (Laurentian), R.D. (Toronto) S. James, R.N., B.Sc.N. (Toronto), Midwifery, M.N., Ph.D. (Alberta) N. Lightfoot, B.Sc., M.Sc., Ph.D. (Toronto) B. MacLellan, R.N., B.A. (Laurentian), M.P.H. (Minnesota), M.A., Ph.D. (Fielding Inst., California) I. Michel, Inf., B.Sc.N., M.A. (Laurentian) J. Palkovits, Inf., B.Sc.N., M.A. (Laurentian) L. Picard, R.N., B.Sc.N. (Laurentian), M.N. (McGill) R. Pong, B.A. (Hong Kong), M.A., Ph.D. (Alberta) D.M. Steven, Inf., B.A., B.Sc.N. (Lakehead), M.H.S.A., Ph.D. (Alberta) On Secondment E. Rukholm, R.N., B.Sc.N. (Laurentian), M.Sc.N. (Toronto), Ph.D. (Edinburgh)

Nursing Laboratory Technologists M. Pascal, R.N., B.Sc.N. (Laurentian) C. Quesnel, R.N., B.Sc.N. (Laurentian) Academic Supervisor L. Perreault, B.A. (Laurentian) Administrative Assistant F. Guilbeault Secretaries S. Belcourt Secretarial Support P. Kitching Clinical Educators The School of Nursing acknowledges the part-time faculty who play a vital role as clinical educators in the program. Clinical Associates V. Kaminski, R.N., B.Sc.N. (Laurentian) S. Lacl, R.N., B.N. (Memorial), M.Sc.N. (Western) C. McChesney, R.N., B.Sc.N. (Laurentian) D. McNeil, R.N., B.Sc.N. (Laurentian), M.H.A. (Ottawa) Laurentian University / St. Lawrence College Collaborative B.Sc.N. Program Coordinator L. Carter, Hons. B.A., M.A. (Western), B.Ed. (Toronto), Ph.D. (Windsor) North Eastern Ontario Collaborative Nursing Program Coordinator E. Donato, R.N., B.Sc.N. (Laurentian), M.Ed. (Ottawa) M.Sc.N. Program Coordinator P. Montgomery, R.N., B.Sc.N. (Laurentian), M.Sc.N. (Toronto), Ph.D. (McMaster) Program Liaison, Primary Health Care Nurse Practitioner Program G. Viverais-Dresler, R.N., Dipl. P.H. (Windsor), M.H.Sc. (McMaster) Post R.N. Distance Education Program Coordinator M. Montgomery, R.N., B.Sc.N. (Windsor)

Educational Technology Coordinator C. Schroeder, B.Sc. (Laurentian)

Acknowledgement The School of Nursing acknowledges the health care professionals who contribute to the educational learning opportunities of our students. Program Goals The graduate of the nursing program will: 1. Be prepared to meet the standards of practice as defined by the College of Nurses of Ontario (CNO) including the Regulated Health Professions Act (1991), the Nursing Act (1991), CNO Professional Standards, and CNO practice expectations and guidelines 2. Practice nursing with a caring perspective 3. Practice nursing with a population health promotion perspective 4. Be prepared to practice nursing at an entry level within a variety of contexts and with diverse client populations
5. Engage in self-directed professional practice

6. Make professional decisions guided by ways of knowing identified in the discipline of nursing 7. Demonstrate research mindedness 8. Work collaboratively with others to address and respond to emerging client needs 9. Contribute to and influence nursing and health care at a professional, political, and societal level by anticipating and responding to the changing needs of society.

10 Program Philosophy The philosophy of the Nursing Program is consistent with and reflects common beliefs of nurses in education and practice nationally and internationally. The curriculum is also based on the University of Victorias Collaborative Curriculum. The program is influenced by and exists within a sociological, cultural, and political landscape and individual perspectives. The programs philosophy is informed by humanistic, existential, feminist, phenomenological and socially critical orientations. These orientations are reflected in the way in which faculty within the program view nursing, professional caring, persons, health and healing, and curriculum. Nursing Nursing is both an art and a science. As an art, Nursing is the professionalization of the human capacity to care. Nurses are in a unique position to help people to understand their health related experiences and to promote their ability to make informed health care choices. Through professional caring relationships, nurses inform and involve their clients. This relationship empowers clients to make the best possible choices for their health and enhances the healing process. The scientific component of the practice of Nursing involves abstract and logical thinking skills and the generation and utilization of research findings, knowledge and experience. Nurses work in a multi-disciplinary health care context, providing a unique perspective to client care. The unique orientation of nursing is the ability to understand peoples life experiences from their perspectives and to collaborate with them to enhance and promote health. Nurses must assume responsibility for decisions and professional growth and be accountable to professional standards and ethics. Professional Caring Professional caring is an intentional process which has both scientific and humanistic components. It refers to those judgements and acts of helping others based upon tested or verified knowledge and refers to the creative, intuitive or cognitive helping process for individuals or groups. Professional caring encompasses moral, ethical, aesthetic, theoretical and practical nursing care. The first condition for caring is that the nurse value the client as an individual who has rights, dignity, and who requires respect. The second condition relates to what the nurse must know in order to care for the client. This means that the nurse must have an understanding of the clients needs, and knowledge of ones own powers and limitations. The third condition is that the nurse must choose what to do from knowledge of the possibilities; caring is intentional. The choice of action should be intended to bring about positive change in the client. Persons Persons refer to human beings, whether they are in an individual, family, group, community or societal context. As holistic beings, they bring unique meaning to life experiences. The way in which meaning is perceived results from the contribution of personal concerns, past experience, habits, culture, emotions and reflective thoughts. People make choices based on the meaning they attribute to their experiences and their choices are influenced by internal and external factors. Implicit in the choices people make, is the responsibility to be accountable for the consequences of their actions. Although ultimately alone and self-responsible, people live in relationships with others and are constantly evolving as they interact and strive toward a self-determined quality of life. In the pursuit of this quality of life, the nurse and client function as partners in a professionalcaring relationship. Health and Healing Health is defined as being all of which one is capable in ones life situation. Health is a dynamic life experience which changes with a persons perception, knowledge, and meaning of past, present and future situations or life events. Health is a resource, not an object of living: it is a positive concept emphasizing social and personal resources as well as physical capabilities. People in ill health (whether physical, social, psychological or spiritual) may still consider themselves to be healthy as they are able to lead, what they consider to be, satisfying lives. Healing is a process of becoming increasingly whole. It is a total organismic, synergistic response that emerges from within the individual if recovery and growth are to be accomplished (Quinn, 1986). Health and healing co-exist, and healing is not simply viewed as movement along a continuum from illness to health.

11 Curriculum The curriculum of the Nursing Program is defined as the interactions that take place between and among students, clients, practitioners and teachers with the intent that learning take place (Bevis and Watson, 1989). Therefore, the quality of the curriculum depends upon the quality of these interactions. Students, practitioners, and faculty are equally valued as partners in the learning process. Learning is a reconstruction of the meaning of experience and leads to changes in knowing, being, and doing. Learning is critically affected by the learners concepts of self, which is itself learned. It is further enhanced when past, present and future experiences are acknowledged, respected, and reflected upon. When students share the responsibility for identifying learning needs, planning learning experiences, and evaluating themselves and programs, their self-confidence increases and they become increasingly self-directed. Learning nursing requires different ways of knowing. Knowledge is derived from the understanding of self, practice, theory and research, and each way of knowing, informs and influences the other. This form of praxis is a dialectical process through which knowledge is derived from and guides nursing practice. Section 3: Description The Nursing Program is based on a philosophy that reflects a commitment to a humanistic, phenomenological, socially critical curriculum which considers the changing health care needs of our society. The philosophy is considered to be alive and evolving and is highly visible within the program of studies. This philosophy is articulated and actualized in each course within each semester, as are the Meta-concepts of caring and health promotion. Caring is understood as the attitude and activity of nursing. Within this philosophical orientation is a health promotion perspective that gives direction to the actualization of the curriculum. This perspective acknowledges the need for a socio-ecological perspective with a multi disciplinary focus. Meta Concepts Caring Caring is defined as a moral imperative to act ethically and justly and is the motivating power underlying all nursing realities and possibilities (Hills, Lindsey, Chisamore, Bassett-Smith, Abbott, & Fornier-Chalmers, 1994). As Bevis and Watson (1989) explain, caring is not a soft and sympathetic notion. Instead, it is the driving force behind all nursing actions. Caring reflects the theories of Watson (1988), Benner and Wrubel (1989), Leininger (1980) and others. Watson (1988) speaks of caring as the core of the humanistic art and science of nursing. She states that caring is a human to human process and not a set of skills or actions. Students are educated from a caring pedagogical paradigm (Bevis & Watson, 1989) which facilitates the opportunity for nurses to "be" caring practitioners as well as "do" in ways that promote just and ethical practice. Caring is considered to be both ontological and epistemological. It is a major theme in the process of becoming a knowledgeable and compassionate nurse who is able to respond to human needs. Bevis and Watson's different dimensions of caring are attended to throughout the curriculum. Health Promotion The current consensus view of health has been transformed from one dominated by the disease-treatment model to one typified by the declaration by the World Health Organization (WHO) that health is now understood to be deeply rooted in human nature and social structures. Within this broader framework health has been defined as "the extent to which an individual or group is able to realize aspirations, to satisfy needs, and to change or cope with the environment" (WHO et al., 1986, p. 1). In this context, health promotion is defined as "a process of enabling people to increase control over and to improve their health ... a mediating strategy between people and their environment, synthesizing personal choice and social responsibility in health" (WHO, 1986). Concepts such as empowerment, responsibility, perception, choice, advocacy, and vulnerability are explored throughout the program. Program Curriculum

12 Health promotion is both a philosophy and a practice. The curriculum is founded on the principles of health promotion and learners will collect data and intervene from a health promotion perspective. Foundational Concepts The four foundational concepts of ways of knowing, context/culture, time/transitions, and personal meaning act as threads to weave the meta-concepts of caring and health promotion with the four curriculum themes -- peoples experiences with health; peoples experiences with healing; people's experiences with self and others; and people's experiences with professional growth. These foundational concepts permeate every course throughout the program. Ways of Knowing The foundational concept of ways of knowing is based on the work of Carper (1978), Belenky, Clinchy, Goldberger, and Tarule (1986), Habermas (1972), and others, stressing the importance of many different ways of knowing to guide nursing education, research and practice. This concept includes ways of thinking usually considered in nursing education programs, for example, problem-solving, critical thinking, clinical decision-making, but goes beyond these to stress other ways of knowing such as inquiry/research, and knowing from a variety of theoretical, practical, aesthetic, ethical, intuitive and cultural perspectives. The important tenet here is that knowledge is derived from many sources, and people come to know in many different ways. In this curriculum, these many ways of knowing are valued and are explored. Context/Culture The foundational concept of context/culture encompasses three important aspects. First, the concept of context is explored which takes into consideration many of the environmental factors that influence and affect client care. Second, the phenomenological notion of situatedness will be considered as it pertains to how people are situated in their world and are constituted by it. Finally, culture will be examined as it relates to the richness, complexity, and diversity of client care. Time/Transitions The foundational concept of time/transitions is integral to the curriculum and encompasses two important aspects. Firstly, time is attended to from a phenomenological perspective in relation to how time influences the meaning people make of experiences. Time means that the past, present, and future are always present in the experience of now. Secondly, the concept of transition attends to the development, flow or movement from one state to another (Schumacher & Meleis, 1994). Chick and Meleis (1986) identified four types of transitions relevant to nursing. These transitions are; (a) developmental (b) situational (c) health-illness related (d) organizational. Personal Meaning People interpret experience based on the personal meaning they make of that experience. Similarly, learning occurs based on the personal meaning people attribute to their experiences. Meaning making is a very personal process. We construct reality based on our perceptions and tend to act according to the construction of reality we create. The philosophical positions of Merleau-Ponty (1962), Combs (1982), Combs and Avila (1985) and Mezirow (1981) are particularly important to how nurses and clients come to make meaning of an experience, and thus come to learn and understand. Pattern recognition is an important component of coming to understand the meaning of an experience has for a person. Pattern recognition is integral to the curriculum with dialogue, critical thinking and reflection being essential teaching/learning strategies through which pattern recognition occurs. As people make sense of an experience, there is an opportunity for important learning to occur. The quest for personal meaning is central to all teaching/learning encounters. Organization The meta-concepts of caring and health promotion and the foundational concepts of ways of knowing, personal meaning, time/transitions, and context/culture are intended to be viable in all courses and other learning experiences.

13 Content Themes Four themes have been identified which serve to organize all content in the curriculum: peoples experience with health, peoples experience with healing, peoples experience with self and others, and peoples experience with professional growth. The theme, peoples experience with health, flows directly from the health promotion perspective and refers to the process whereby people realize aspirations, satisfy needs and change or cope with their environment. Peoples experience with healing focuses on the process by which people become increasingly whole. Healing is a total organismic, synergistic response that must emerge from within the individual if recovery and growth are to be accomplished. Peoples experience with self and others is concerned with the process by which people come to understand the meaning an experience has for themselves and for others. This theme includes emphasis on the way people relate with one another which is based in self knowledge gained through reflection, introspection and interaction. The result is the discovery of personal meaning which explains past and influences future experience. The final theme, peoples experience with professional growth, focuses on the development of students as nurses, and the development of nursing as a whole as it strives to make a difference in health and health care at the personal, professional, community and societal levels. Levels: Progression of Students through the Curriculum Year 1 of the program focuses on peoples experience with health, with an emphasis in Semester 1 on self (i.e., personal) assessment and family assessment of health and health challenges. Semester 2 emphasizes peoples experience of health related to chronic health challenges. A clinical practice experience enables consolidation and integration of many of the experiences, concepts and learning and provides students with opportunities to continue to practice the variety of skills they have learned. Year 2 of the program continues to develop a health promotion perspective which students learn to use with both healthy patients and with people experiencing challenges around healing. Semester 3 emphasizes simpler episodic health challenges while Semester 4 highlights complex episodic health challenges. In their institutional experiences (Nursing Practice II and III), students will have opportunities to practice in acute care settings, such as medical, surgical, obstetric, pediatric, and orthopedic and in addition they will work with a child-bearing family in the community, hospital, or other obstetric settings in the process of caring for clients in year 2. Year 3 of the program further develops the theme of health with an emphasis on health promotion and community development during which students will work in a variety of agencies focusing on issues of health protection. Nursing research attends to issues and processes of qualitative, quantitative and critical research and the nursing inquiry course provides students with an opportunity to explore differing world views in nursing and to critically examine nursings philosophical, historical, and scientific roots as well as explore contemporary nursing knowledge. Clinical placements will be in governmental/non-governmental health care agencies and other community organizations. Year 4 focuses on social health and nurses influencing change. There is an emphasis on the nurses professional growth and their responsibility to contribute to the development of health care through leadership and nursing at a societal level, therefore students will be placed in a wide variety of governmental and professional organizations. The last program semester, semester 8, provides students with an opportunity to practice in an area with a clinical focus. Some suggested foci include: primary health care, gerontology, cross cultural nursing, critical care nursing, mental health, womens health, palliative care, and nursing management/leadership. Program of Study The Bachelor of Science in nursing program requires eight semesters of full-time study and the satisfactory completion of 124 credits. The program follows on the next two pages. Students are advised to copy these two pages to keep handy when seeking counselling. As students complete a course the date and grade received should be entered to assist in determining program progress.

Year I & II

BScN Program of Study (124 credits) Student Name:

credit title Clin hrs Date compl Grade Prerequisites

Course #

Co requisites

First Semester: Health: Self and Family Assessment (16 credits) 24 + I NURS 4 cr Self and Family Health
1004 NURS 1056 NURS 1206 BIOL 2105 10 c

3 cr 3 cr

Introduction to Professional Growth Self and Others I: Personal Discovery


6 cr Human Anatomy and Physiology --Elective/ 3 cr --Second Semester: Chronic Health Challenges (16 credits) 10 II NURS 3 cr Health II / Facilitating Health in
1007 NURS 1094 NURS 1207 BIOL 2105 cont Elective

NURS 1006 NURS 1006, NURS 1056, NURS 1206 NURS 1206 BIOL 2105; NURS 1007, NURS 1207

4 cr 3 cr

Families Introduction to Nursing Practice

88 -----

Self and Others II: Interpersonal Relationships and Awareness Human Anatomy and Physiology

3 cr --Third Semester: Episodic Health Challenges (16 credits) III NURS 3 cr Healing I: Episodic Health Challenges --2006 NURS 2084

NURS 1007, BIOL 2105 NURS 1007, NURS 1094, NURS 1207 BIOL 2105 BIOL 2111, NURS 2006, CHMI 2220

4 cr 3 cr 6 cr 3 cr

Nursing Practice II

108 -------

BIOL 2111 CHMI 2220 Elective3c r

Principles of Microbiology Clinical Chemistry

Fourth Semester: Complex Episodic Health Challenges (16 credits) IV NURS 7 cr Nursing Practice III: Complex Health 108 +

NURS 2006, 2084, Biol NURS 2057, NURS 22c 2144 Challenges 2111 2107 NURS NURS 1056 3 cr Professional Growth II: The Nursing --2057 Profession NURS Pathophysiology; A Nursing BIOL 2105, BIOL 2111 NURS 2144 3cr --2107 Perspective CHMI --2220 cont NOTE: Nursing practice clinical courses must be completed with appropriate theoretical preparation as determined by the program coordinator. Each assessed clinical category must have a score of 2 or higher to be successful in that clinical placement. June 17.08

15 BScN Program of Study - 124 credits Year III & IV

Term Course credit title Clin hrs Date compl Grade Prerequisites

Co requisites

Fifth Semester: Health Protection (16 credits) V Health III: Primary Health Care 3 cr NURS 3006 3 cr
NURS 3056 Professional Growth III Teaching / Learning in Professional Nursing Practice


NURS 1007, NURS 2057 Concurrent Nursing Practice Course Required (NURS 2144, NURS 3084) NURS 3006, NURS 3056, NURS 3406, NURS 3XXX NURS 3056, NURS 3084, NURS 3006, NURS 3XXX

NURS 3084

4 cr 3 cr

Nursing Practice IV

96 + 72C

NURS 2144, 2057, 2107, CHMI 2220 NURS 1007

Nursing Inquiry

NURS 3406 NURS 3206

--------96 + 72C

Self and others III: Helping Relationships 3 cr Sixth Semester: Health Promotion (16 credits) VI Health IV: Health Promotion 3 cr NURS 3007 NURS 3066 NURS 3094 Elective

NURS 1207 NURS 3006 NURS 3056, NURS 3XXX NURS 3006, 3056, 3084, 3406, NURS 3XXX NURS 3056, 3406 NURS 3066, NURS 3406 NURS 3094, NURS 3XXX, NURS 3206, 3416, NURS 3066 NURS 3206 NURS 3416
Concurrent Nursing Practice Course (NURS 4084, NURS 4094)

3 cr 4 cr

Professional Growth IV: Empowerment Nursing Practice V

NURS 3066, NURS 3206, NURS 3416

3 cr --Nursing Research I NURS 3416 3 cr --Seventh Semester: Societal Health (16 credits) VII Professional Growth V: Nurses Influencing --3 cr NURS 4056
Change NURS 4084 NURS 4206 NURS 4416 Elective VIII NURS 4057

4 cr 3 cr 3 cr 3 cr 3 cr

Nursing Practice VI

200 ---------

NURS 4056, 4206, 4416

Self and Others IV: Group Process Nursing Research II

Eighth Semester: Nursing Practice (12 credits)

NURS 4056, 4084, NURS 4094 4206, NURS 4416 Nursing Practice VII NURS 4056, NURS 9 cr 360 NURS 4094 NURS 4057 4084, 4206, 4416 NOTE: Nursing practice clinical courses must be completed with appropriate theoretical preparation as determined by the program coordinator. Each assessed clinical category must have a score of 2 or higher to be successful in that clinical placement. June 17.08 Professional Growth VI


Student Learning Responsibilities Each student is accountable for their own decisions and actions and for developing competence throughout their BScN education. It is an expectation that students will integrate all previous learning (cognitive, affective, and psychomotor) as they progress through the nursing program. This may be a challenge, particularly for those students who have not maintained good academic standing with successful completion of the program. Students are encouraged to seek opportunities to facilitate their success in the program including, but not limited to consultation with course professors, academic counseling, attendance at Practice Labs, and tutoring. The School of Nursing recognizes that a student may want to pursue a second degree while enrolled as a full-time student in the undergraduate program. To balance the competing demands of two degree requirements is a challenge if not impossible. The School of Nursing recommends that a student initiate discussion with the English Program Coordinator regarding his/her plan to successfully complete the nursing requirements. The focus of the discussion is program planning in view of the potential for academic overload. Section 4: Academic Regulations

Academic Standing To be in good academic standing and progress in the BScN program, a student must: 1) meet all conditions of admission 2) fail no more than 3 credits in any one year or in any sequence of 30 credits (a min. 60% is required to pass all Nursing courses) 3) achieve an overall average of 60% in all passed courses in the previous year (or previous 30 consecutive credits) 4) demonstrate satisfactory clinical in courses where clinical experience is required. If a student fails to meet any of these criteria and to remain in good academic standing, he or she may be subject to a oneyear probationary period. Degree Requirements To graduate with a Bachelor of Science in Nursing, a student must: 1) Satisfy all stated requirements for the degree; 2) Complete all nursing courses with a minimum of 60% and all nursing practice courses with a satisfactory clinical performance after no more than two attempts in any one of those courses; 3) Complete the program with an overall average of 60% on all passed courses (only courses completed at Laurentian University are to be included in the calculation of averages); 4) Satisfy the requirements for competence in clinical performance throughout the program; 5) Complete all nursing courses for the degree within 8 years of the first nursing course; 6) Complete all requirements for the degree within two years of the last nursing course.

A student in the Bachelor of Science in Nursing Program will be placed on probation if he or she:

1. 2. 3.

Fails more than 3 credits in an academic year or in a sequence of 30 credits (a minimum of 60% is required to pass a nursing course); Does not maintain an average of 60% on passed courses in an academic year or in a sequence of 30 credits; Has not demonstrated satisfactory clinical performance in any Nursing Practice course.

17 While on probation, the student must demonstrate good academic standing (refer to #1-3 above). If the student does not demonstrate good academic standing while on probation, he/she will be required to withdraw from the Nursing Program for one academic year.
Withdrawal from the program A student is required to withdraw from the School of Nursing if he or she: 1) does not satisfy all conditions after one probationary year or 30 consecutive credits 2) fails 36 credits or more 3) has not achieved good academic standing in two consecutive years or 60 consecutive credits 4) has not demonstrated, while on probation, satisfactory clinical performance in any nursing practice course The School of Nursing reserves the right to dismiss a student from the program if he or she is not making satisfactory progress and/or is failing to meet the criteria for performance in professional areas. This may only be done after extensive consultation among faculty and the student. A student who is required to withdraw may petition the Senate Committee on Academic Regulations and Awards for readmission after one calendar year. Such an appeal should have a recommendation from the director of the school before being considered by the committee. Students in good academic standing who choose to discontinue their studies at the end of the first or any other year, with successful completion of that year, may apply for readmission with advanced standing. Cases are considered on an individual basis.

Application for Readmission Students who discontinue their studies at the end of the 1st year or any succeeding year, in good standing with successful completion of that year, may apply for readmission with advanced standing. Each application will be considered on an individual basis. Readmission to the program is on a space available basis. Academic/Administrative Committee Structure All administrative and academic decisions which assure the efficient and effective functioning of the School are made through committees within the School of Nursing. The School of Nursings academic/ administrative/committee structure is comprised of the following committees: 1. 2. 3. 4. Academic Council (student representation) Full Faculty Committee English Program Committee Unit Personnel Committee

Committees outside the School of Nursing 1. CASN (Canadian Association of Schools of Nursing) 2. Professional Schools Academic Council

Academic Advising The School of Nursing has an academic advising system in place. The academic Advisor for students in all years of the program is Mrs. Louise Perreault, the Administrative Supervisor. To make an appointment contact Mrs. Perreault at 6751151, ext. 3802 or Her office is found on the 5th floor of the Parker Building, adjacent to the Nursing Office. Meet with your Academic Advisor if you are having any concerns regarding your academic progress. The Academic Advisor may at times consult with the program coordinator and/or the School Director. Purpose of the System

18 1. 2. 3. 4. To answer any questions you may have regarding the program. To assist you with selection of classes and arrangement of time table. To help you meet all program requirements before graduation. To discuss your academic progress and for help with any academic concern you may have. 5. To advise you about the many services available i.e. health services, chaplaincy services, student awards, etc. Note: The student is ultimately responsible to see that all program requirements are met before graduation. Section 5: Attendance Attendance and preparation are mandatory for all nursing program components including classes, laboratories, and clinical. Any absence is viewed as a potentially serious interference of the educational plan for the attainment and preservation of nursing competence. Communication with the professor is mandatory for consideration of extenuating circumstances for absences and for academic counseling regarding progress in the course. These circumstances will be evaluated on an individual basis. The method for monitoring attendance is at the discretion of the course professor(s). Substantiating documentation may be required for absences. Students are responsible for the maintenance of their personal health, and for efficient time management that facilitates their ability to attend all scheduled practice and laboratory experiences. Time management is an essential professional skill and punctuality is expected in professional workplaces. Students are required to notify faculty of absences or delays. Students are responsible for all academic content covered at all times. Attendance in Clinical Clinical is an integral part of the program and is mandatory. It is recognized that absence may be unavoidable (e.g., illness), and policies are in place to deal with this. However, avoidable or repeated absence is not acceptable. You should be aware that employers often ask about attendance when seeking references. In the event of absence from the clinical setting due to: A) Illness: the student is required to submit medical documentation to the appropriate course professor. This documentation becomes a permanent part of the students academic file. Completion of the attached medical documentation form is required (found at the end of this manual). Other reasons: the student is required to submit requested documentation regarding the circumstances related to their absence to the appropriate course professor. This documentation becomes a permanent part of the students academic file. Policies


Do not schedule appointments, work related activities (including employee orientation) or other outside activities during clinical times. Appointments and work are not excused absences, as they can be scheduled during non-clinical time. Keep Thursday and Fridays open for your clinical experiences. Makeup clinical time may be scheduled in the evenings or on weekends. Flexibility is required. Each student case will be considered on an individual basis with respect to completion of missed clinical hours. Every effort will be made to provide the student with an opportunity to complete the expected clinical hours using the existing resources. In the event that the missed clinical hours cannot be financially accommodated by the school, the student is expected to assume financial responsibility for hiring an approved clinical educator at the current rate. The missed clinical time may require supplemental hours, as determined by the course professor, to allow for adequate student learning and evaluation. Alternate clinical hours are organized and approved by the course professor. On return to the clinical setting, the student is to submit a learning plan to his/her clinical educator and course professor containing the specific strategies to achieve all clinical expectations.

19 Clinical is graded as pass or fail. All evaluation components must have a score of two(2) or greater for the student to be successful. Each student will participate in a written midterm and final evaluation that outlines his/her own strengths and weaknesses as well as their standing in the clinical area. Further, a clinical evaluation can be initiated by either the student or the clinical educator at any time during the rotation. It is the students responsibility to identify and document a learning plan to achieve the clinical objectives. Students are ultimately responsible for their own learning. To earn a passing clinical grade, a student must achieve a satisfactory rating (score of 2 or greater)on each of the indicators of clinical performance by the end of his/her clinical rotation. Failure to achieve a satisfactory performance in any area of the clinical evaluation will result in a failure. Failure to achieve a satisfactory performance in any area of the clinical evaluation will require the student to repeat the clinical, laboratory and the classroom components of the course. Evaluations become a part of the permanent student record. Signing the evaluation does not indicate that the student agrees with the content but that the student has read the clinical educators evaluation and was able to discuss the content of the evaluation with the clinical educator

Clinical educators are responsible for documenting a students clinical learning in his/her academic file. If in the opinion of the clinical educator, the student is not demonstrating safe, accountable and responsible nursing practice, the course professor and the program coordinator will be consulted. A student may be asked to withdraw from the program, who in the opinion of the School of Nursing, is not making satisfactory progress and or is failing to meet the criteria for performance in professional areas.

Note: It is the responsibility of faculty to protect clients and students. Therefore, faculty members may exclude students from the clinical area due to illness, injuries, lack of preparation for practice, inappropriate attire or any situation deemed unsafe. If the student is excluded for a reason other than illness or injury, the faculty member may not be obligated to makeup the absence with the student. Attendance in Clinical Laboratories Students are required to attend clinical laboratories. In the event of absence due to illness, the student must submit a learning plan to their lab instructor outlining how they will make up missed laboratory content. Frequent absences may make it impossible for faculty to assess adequately a students competence in that clinical area and could result in failure in that course.

Completion of Work Guidelines for written assignments Purposes of these Guidelines: 1. To assist students in knowing what is expected in relation to the submission of written assignments. 2. To have the prescription for written assignments consistent for all students in the program. 3. To assist students in developing writing and thinking skills acceptable for professional nursing publications. Responsibilities of Students: Instructions for written assignments (which are formal term papers) are to be adhered to in every instance. It is certain that unusual circumstances may arise. In these instances, students are responsible for discussing this with faculty as soon as possible. Delay in following through with this can be construed as negligence on the part of the student. 1. 2. 3. 4. 5. Due dates are assigned and must be respected. Papers should be typed and double-spaced. Use one side of the paper only. Newsprint and/or sheets torn out of notebooks are not acceptable. All submissions must be in accordance with A.P.A. guidelines, unless otherwise specified by faculty. Use appropriate English grammar and sentence structure including punctuation.

20 6. Use correct spelling. Be particularly attentive to technical and professional language. Abbreviations are not appropriate in written assignments, except where specifically indicated by faculty in relation to the nature of the assignment. 7. Write in an organized manner. This assists in making your paper legible to the reader. 8. Do not plagiarize. Students are responsible for understanding the meaning of plagiarism and for being aware of the consequences of plagiarism (Refer to Laurentian University Policy Statement on Academic Dishonesty). 9. Submit the original paper electronically to the course Professor and one (1) paper copy to the Nursing Office by 0830 on the due date unless specified otherwise by course professor. 10. All evaluation strategies must be submitted in order to receive credit for the course. These guidelines may change as indicated by the faculty member (e.g. assignments which are not term papers or electronic copy submission). ALL assignments and evaluations must be remitted prior to 8:30 am on Mondays All required course components must be completed and submitted to receive credit for a course

Students will be advised at the beginning of the term about the method of evaluation to be used in each nursing course. This will include the nature and value of assignments, projects, papers, exams, as well as clinical assignments and evaluations. Penalties for Failing to Comply with School Requirements Lateness: a) Written requests for extensions received by the course professor 5 to 7 days in advance of the due date may be granted in the following situation: illness or death. b) Late assignments may not be accepted. If accepted, assignments may be penalized by 10% per day for up to 5 days, at the discretion of the course professor. After that date, late assignment may not be accepted. Submission of all late assignments will be documented in the student academic file. c) When a student is ill they must report to the Health Services or the family physician for documentation prior to contacting the faculty member regarding an extension for assignments. Poor Form: Students will automatically lose 10% to 25% of the total possible mark. The exact amount will be determined by the faculty member. Students may lose from 10% to 25% of the total possible mark for poor form, whether or not marks are specifically assigned to form.

Responsibilities of Faculty: 1. 2. 3. 4. The individual faculty member, or team, will provide guidance to the students regarding the length of the paper. Faculty will instruct students as to whether or not a particular written assignment is to be a formal term paper and how it is to be handed in (e.g. paper or electronic format) Faculty will prepare written instructions specifying requirements of the assignment in all instances where the assignment is to be graded. These guidelines should include an indication of expected form (e.g. scientific report, essay, etc.). A percentage or numerical value to each section or aspect of the written assignment will be indicated.

Resource to be used for Written Assignments American Psychological Association. (latest edition). Publication Manual of the American Psychological Association . Washington, D.C.. Academic Portfolio/ Professional Profile A professional profile or academic portfolio will assist you in developing the expertise needed to participate as a Registered Nurse in CNOs Quality Assurance Program. Following completion of the BScN program and registration with the College of Nurses of Ontario (CNO), you will be required to prepare a professional profile as a component of the Quality Assurance Program. This profile is involved and elaborate. The professional profile is a tool that helps you identify, collect, and reflect upon and value your experience, learning, and accomplishments. It helps you gain a greater understanding of how you are developing as a professional and provides you with a system for identifying your goals for future learning and development. It also gives you one place to collect documents that reflect your activities and accomplishment (CNO, 2004, p.3).

21 In order to prepare you for this process, you will complete an academic portfolio by collating documents that reflect your academic experience and professional development while in the BScN program. Completing this porfolio, will provide you with a written record of your learning accomplishments that have occurred over the four years of the program as you review your portfolio, you are challenged to reflect on your academic progress in the program to identify and address your personal and professional strengths and challenges. Further, you are encouraged to regularly review faculty feedback on assignments and clinical experiences, integrating their critique into subsequent learning opportunities as you progress in the program. Portfolios as a focus for reflective self-evaluation can be used when applying for jobs. It is an expectation that you initiate and maintain an up-to-date Academic Portfolio while you are in all four years of the BScN program. You may be asked, by faculty, to provide your portfolio as you progress through the program. This portfolio provides you with an opportunity to reflect upon, and develop your nursing practice in a way that meets the professional standards of care and the expectations of a self-regulating profession. The portfolio will assist you in your development of the professional portfolio required to be submitted in NURS 4057. Academic Portfolio Format and Content: It is recommended that you divide your information into course sections and place in a three-ring binder. Each course section is to include the following: a) A copy of the course outline b) A copy of all your assignments/papers/projects related to the course c) A description of all clinical placements (if applicable) d) A copy of all your signed clinical evaluations related to the course (if available and applicable). Place care plans, papers, or other larger items in plastic sleeves or pockets. Certificates should not be hole punched but put into a sleeve Portfolios need not be comprehensive but should be representative of your work Include a photo of work when necessary such as a photo of a Health Fair display Include a table of contents that identifies the portfolio organization plus label sections If including an academic paper as evidence of subject area knowledge then include a brief abstract of the paper and insert the paper into a plastic sleeve

Clinical Learning Experiences Placement Requirements The Academic Supervisor will collect all required documents. In addition to the academic requirements, a candidate for admission to the School of Nursing must submit: 1. Health Assessment Form: A yellow health assessment form found in the admission package, to be completed by all 1st year students. The Immunization Record portion of the form is to be completed by a Health Care Professional and it is the responsibility of all other students to update immunization records and to provide them to the School of Nursing upon request. Two Step Mantoux test for tuberculosis: If the test is negative, it must be repeated within one year prior to admission. For known positive, only a chest x-ray is required. Criminal Records Check The objective of a criminal record check is to confirm a students personal suitability to perform appropriately in a position of trust. They are mandatory for every student in the School of Nursing. No delay in providing the School with this document will be tolerated. Students are required to report criminal convictions and/or outstanding charges that occur after the date of the original criminal records check. Failure to report may be grounds for immediate dismissal. Each reported criminal conviction and/or outstanding charge will be assessed to determine what, if any, impact the conviction or charge will have on the student status in the program. Students with a positive criminal record check will be counselled to seek a pardon before applying to the program. Criminal Record Check ( if you do not get the Criminal Record Check done in your area, the Sudbury Regional Police located at 190 Brady Street in Sudbury has agreed to give us a reduced rate). These record checks take 2 - 3 weeks to be processed.

2. 3.


22 Proof of CPR/1st Aid Certification The certification and re-certification MUST include a theoretical and experiential component offered by a WSIB Recognized provider. Current CPR is a requirement of the program and therefore must be renewed yearly. 1st Aid Certification MUST be renewed every three years Students are required to provide the Academic Supervisor with proof of WHMIS. A DVD can be borrowed at the School. Additional requirements may be requested by individual clinical placement settings (e.g. confidentiality). Failure to provide these documents in the allotted timeframe will mean you are ineligible for clinical placements, thus earning an academic failure. It is therefore critical that the Academic Supervisor has received and recorded the above mentioned documents by July 15th of each year of the program.



Laboratory Learning a) First and Second year students must purchase individual nursing kits for laboratory classes and practice labs. b) Students may only use clinical simulators with faculty supervision. c) All preparatory work must be completed and available before attending your assigned lab. Professional Conduct When in a clinical area (acute or community) a student should report to the clinical educator or preceptor when arriving and leaving an assigned area. Collaboration with the clinical educator and preceptor should occur throughout the experience. They should be aware of a students whereabouts at all times. Students are required to follow the following Personal Health Information Protection Act: Personal Health Information Protection Act (PHIPA), 2004: Student Use of Patient Information In response to a question on student use of personal health information, the College of Nurses of Ontario has prepared this brief document. The purpose of this document is to inform nurse educators about the impacts of PHIPA on students who use personal health information during their educational preparation as a Registered Nurse (RN) or Registered Practical Nurse (RPN). Students Use of Client Health Information Under PHIPA, students working within a health care institution are considered agents. Agents are permitted to use personal health information to act for or on a health care organization or facilities behalf. The rule within PHIPA is that consent can be implied for the collection and use of personal health information to provide care. According to PHIPA, a health information custodian may use personal health information about an individual for educating agents to provide health care [PHIPA, Sec 37 (1) (e)]. PHIPA explicitly recognizes that personal health information is used by students working within a health care facility or organization. PHIPA is not designed to create barriers to learning or barriers to care. PHIPA is designed to allow information to flow freely during the provision of care and for other uses permitted by the legislation. Responsibilities: Students and Educators According to the College of Nurses of Ontario a nursing student is accountable for understanding their role in the provision of care and is accountable to the educator for the quality of care provided within their established objectives. Nurses involved with students are models of professional practice and conduct. Refer to the Practice Standard (Confidentiality and Privacy Personal Health Information) and the privacy practices of the relevant organizations in which you are completing clinical practice. PHIPA does introduce client rights with respect to personal health information. To comply with the spirit and provisions of the legislation, a student nurse providing care to a client should be identified as part of the health care team, so that the client is aware that their personal health information will be accessed by the student. By informing the client of the students presence on the health care team, the client is given the opportunity to voice any concerns they might have about the use of

their personal health information. PHIPA gives clients the right to give, refuse, or withdraw their consent to the collection, use and disclosure of their personal health information.


In giving clients more control over their personal health information, PHIPA outlines a number of circumstances where express consent is needed from the client: if information is disclosed outside the health care team; for purposes other than the provision of care; for fundraising; or, for marketing / marketing research activities. Express consent is not needed if personal health information is being used during student rounds; however it is needed if personal health information is disclosed at grand rounds at other hospitals. What is Personal Health Information? It is important to note that personal health information is a defined term in the legislation. Personal health information is: identifying information about an individual in oral or recorded form, if the information relates to physical or mental health (including family health history), care previously provided, a plan of service, payment or eligibility for health care, donations of body parts or substances, a persons health number; or the name of a persons substitute decision maker (Confidentiality and Privacy Personal Health Information, College of Nurses of Ontario, 2004). Information is identifying if a person can be recognized using it, or when it can be combined with other information to identify a person. PHIPA sets out rules for the collection, use and disclosure of personal health information. Only personal health information (as defined above) falls within the scope of this Act. If student assignments refer only to Patient X (and patient X is not clearly identifiable based on the description), then educators need not be concerned about using this information as part of their curriculum. Conclusion In essence, PHIPA allows nursing students to access personal health information as agents of a health care facility or organization. As agents, student nurses are permitted to use information to provide care, but must comply with the rules and procedures of the care organization in which they are working. Outside of this context, traditional practices should be used to safeguard the personal health information of clients. Using personal health information to provide care provides students with an opportunity to learn the principles and practice the rules that ensure privacy and confidentiality. It is wise for student nurses to adopt practices that support the confidentiality of health information. Suggested examples include shredding pocket sheets at the end of a shift and preparing classroom materials or journaling using de-identified information. Agency Manuals and Policies Most agencies have manuals containing policies, procedures and charting requirements specific to that agency. Students should familiarize themselves with these manuals and follow policies and procedures of the assigned clinical agency. If in doubt, the clinical educator/preceptor should be consulted. Performance of Technical Skills Clinical experience provides an opportunity for students to develop and enhance nursing skills and knowledge. Students are encouraged to seek learning experiences but should not perform any procedure for which they are not adequately prepared. Home Visit Policy/Guidelines Community home visits provide valuable learning experiences. The following guidelines are intended to promote safe and effective learning experiences. The guidelines apply to all home visits. Additional visit instructions will be provided within each relevant course. Safety issues are rarely a concern and should not interfere with successful home visits. Usually, common sense is the overriding principle of self-protection and behaviour. Safety awareness will assist you in avoiding unsafe conditions and circumstances. If you have any concerns regarding your safety and home visiting, contact your clinical educator or course professor immediately. Policies: All home visits will be done with a peer partner. Independent visits are not allowed. Do not enter the home without your partner enter and leave together. Under no circumstances will a female student be alone with a male client or a male student be alone with a female client.

24 The visitation schedule for the semester will be planned by the student and faculty prior to making the first visit. Students will keep track of the date and times of their home visits on a provided form and submit this form at the end of each semester to their clinical educator or course professor. All home visits whenever possible should be scheduled during business hours Monday to Friday. Under no circumstances will students give their home phone number or address to families and should take caution not to have their telephone number identified by a call display system. The student will provide the family with the number of the School of Nursing. Students must find their own transportation to and from the visit. Students are not to travel with faculty. At no time will a student transport a client in his/her personal vehicle, nor accept a ride from a client. Students must follow the call and clear protocol:

Call: prior to leaving on the home visit, students must notify a reliable person about the visit. Include the following information: vehicle license number, estimated length of visit, cell phone number if available and address of home visit. Clear: once the visit is over students must again notify their contact person to inform them of the visit completion. Guidelines for home visit dress code: 1) Appearance a) Students must wear a waist length blazer and dress pants or skirt (knee length or longer). Jeans are not permitted. A blouse or top should be worn under the blazer. Clothing must be professional in nature. Midriff and shoulders must be covered. b) Bring along another pair of shoes/slippers to wear in the clients home 2) Communication a) b) c) d) e) Follow the Call and Clear protocol above. Use professional verbal and nonverbal communication at all times. Be well prepared. Be polite and courteous: make mutually agreed upon arrangements ahead of time If available carry a cell phone with you at all times

3) Traveling a) b) c) d) e) f) g) h) Be sure your car is in good working order and has enough gas to get you to and from the visit. Do not drive in inclement weather- cancel and reschedule your visit Plan for unexpected weather conditions or incidents: i.e. have shovel, blanket etc. in your car. Keep your car locked when driving or parked. If possible, keep windows closed. Ensure your directions to the street and building are accurate ahead of time plan route ahead of time Park in full view of clients residence avoid parking in isolated areas: i.e. alleys, side streets. Park in a well lit area. When leaving clients residence carry your car keys in your hand for quick access to your car. Use common walkways avoid isolated dark areas.

4) Other Safety Tips a) b) c) d) Keep extra cash and change for pay phone and/or transportation. Ask clients to secure any pets before the visit. Walk slowly around animals so that you do not frighten them. Carry minimal personal identification and money on your person. Leave all other valuables at home. Check surroundings, if at any time during your visit you feel uncomfortable or your safety is in question, leave the area immediately and notify appropriate individuals.

25 e) Students should call 911 if in danger or a medical emergency arises. f) Given the potential for environmental emergencies, students should check radio reports for possible incidents prior to the visit: i.e. road closure. g) On arrival to the home visit, observe the home and establish an exit plan. Have a clear path to the outside door whenever possible. Wash your hands prior to and after your home visit. It is recommended that you carry and use hand sanitizer. Acute and Community Clinical Dress Policies The purpose of dress policies are to: ensure the safety of both the caregiver and the client; promote mobility and comfort; reduce the risk of cross infection; project a professional image; comply with the policies of the clinical area; and to allow identification for security purposes. A. Students change into their uniforms at all institutions where uniforms are required and otherwise abide by the policies of the agency where clinical experience is being acquired. Clinical attire must not be worn outside the clinical setting. White laboratory coats must be worn by all students on the units while collecting data during unassigned hours. Identification tags with student name and teaching institution must be worn by students in all hospital and community clinical experiences. In a community agency, students must wear dress pants or a skirt (knee length or longer), jeans are not permitted. Clothing must be professional in nature midriff and shoulders must be covered. Scented products may not be used (i.e. soaps, deodorants, powder etc.)

B. C. D. E.

Acute Settings: 1. Uniform: Females: dress, pant, or jump suit of a simple pattern with no writing and the students colour choice Males: pant suit of the students colour choice Clinical attire must be professional in appearance and should be laundered and ironed frequently Appropriate fit. Clothing should not be low cut at the neck or tight across the chest and hips. There will be no exposure of the midriff and lower back. Undergarments should not be visible at any time. Sleeves in tops worn for direct patient care must be no longer than length Lanyards are not permitted Clinical attire must not be worn outside of the clinical setting. White, clean, closed toe and heel with a non-slip sole with a low heel and shoes and laces must be in good repair. Running shoes may be worn only if they meet the above and are inside shoes only. Clogs, crocs, high heels and sandals are not permitted. Shoes used in clinical are not to be worn outside of clinical White socks are preferable or of matching uniform colour. Hair is maintained off the collar and face, must be clean, well groomed and conservative (plain barrettes, bobby pins or elastic bands may be used for this purpose) If worn beards and mustaches must be clean, trimmed, well groomed and short or student is to be clean shaven

2. Shoes

3. Socks 4. Hair

5. Jewelry (must not compromise safety or infections control or professional image) Small studs, watch and plain wedding band. No hoops or dangling earrings are to be worn. 6. Cosmetics

Make up may be worn in moderation Scented products may not be worn in any clinical setting Fingernails must be short and clean no polish (including clear) may be worn no artificial, acrylic or gel nails may be worn A watch is required and must have a second hand or be a digital watch with seconds display. The watch must be conservative and professional in appearance and must be clean. Must be kept within easy access at all times.


7. Nails

8. Watch

9. Bandage Scissors 10. Educational Institution Crest/ Name Tag Crest must be attached to left uniform sleeve (a Velcro attachment may be used to allow for multiple uniform use or purchase more than one crest). Do not attach crest with a safety pin. Name tag must be attached to the left front of uniform at chest level. Consistent with the clinical agency policy Are to be non-offensive and covered A stethoscope with both a bell and a diaphragm is required. Fabric covers should be avoided for hygienic reasons. Stethoscopes must be cleaned at least weekly as per infection control guidelines. The headpiece should be cleaned between patients with alcohol. Stethoscopes should be kept in your pocket when not being used Street clothes appropriate for a professional nurse (shoulders and midriff must be covered) should be worn according to the guidelines of the relevant agency Dress pants or a skirt (knee length or below) are recommended Jeans are not permitted

11. Body Adornment

12. Stethoscopes

Community Settings:

Note: Additional requirements may be requested by acute and community clinical settings Report of Injury for WSIB Legislation has been passed which now allows students to be covered by the Workers Safety Insurance Board (WSIB). As a result, a policy has been set up within the School of Nursing making YOU, the student, responsible for reporting any injury. The WSIB states that any injury, however minor, must be reported to the contact person within the School of Nursing. This information MUST be reported within 1 working day to allow the claim to be processed. Accidents requiring only First-aid do not have to be reported to WSIB BUT a record MUST be kept within the School of Nursing in the event that a report is required in the future. The University must submit a Report to WSIB if a students accident results in injury that requires: 1. 2. 3. Health care by a medical practitioner for which there is a fee for service (this could include a physician, dentist, chiropractor, hospital, etc.) and/or Lost time from clinical beyond the date of the accident, or Exposure to communicable disease.

27 You, the student, are responsible, in the event of an accident or injury for notifying the following within 1 working day: 1. 2. 3. Louise Perreault at the School of Nursing 705-675-1151, ex. 3802 Your Clinical Educator / Faculty Advisor The Agency / Unit in which you are completing a clinical placement.

Please make sure that your injury has been attended to and then let us know so that it will be reported. Clinical Incident When an incident which adversely affects the safety of a patient occurs or would have occurred had it not been for the intervention of the teacher or other health team member during the period of time in which the student is responsible for the patients safety, the following procedure should be followed. 1. Carry out the procedure that is used in the agency. 2. The student meets with the clinical teacher to discuss the incident and decide on the action to be taken. If the incident was the result of student error then the following procedure is followed: a) The student prepares a written statement which includes: i) The principles governing the nursing action or situation in which the incident occurred. ii) The specific step which was omitted or performed inaccurately. iii) Statement of how to prevent the occurrence of a similar problem in the future. b) The written statement should be submitted to the course professor within one day of the incident. c) The course professor will pass the statement on to the coordinator and/or director and it will be placed in the students file and coded red. d) Having reviewed the student file, the coordinator or director will meet with the student to discuss the incident and plan any follow-up. In the occurrence of a student presenting herself/himself clinically with alcohol on her/his breath or acting in a manner which would suggest drug intake the student will be asked to leave the clinical area for that day. The procedure outlined above for student error will be followed. 3. Each incident will be dealt with individually taking into account all variables.

Following completion of the BScN program and registration with the College of Nurses of Ontario (CNO), you will be required to prepare a professional profile as a component of the Quality Assurance Program. This profile is involved and elaborate. The professional profile is a tool that helps you identify, collect, and reflect upon and value your experience, learning, and accomplishments. It helps you gain a greater understanding of how you are developing as a professional and provides you with a system for identifying your goals for future learning and development. It also gives you one place to collect documents that reflect your activities and accomplishment (CNO, 2004, p.3). In order to prepare you for this process, you will complete an Academic Dossier by collating documents that reflect your academic experience and professional development while in the BScN program. Completing this dossier, will provide you with a written record of your learning accomplishments that have occurred over the four years of the program as you review your dossier, you are challenged to reflect on your academic progress in the program to identify and address your personal and professional strengths and challenges. Further, you are encouraged to regularly review faculty feedback on assignments and clinical experiences, integrating their critique into subsequent learning opportunities as you progress in the program. It is an expectation that you initiate and maintain an up-to-date Academic Dossier while you are in all four years of the BScN program. You may be asked, by faculty, to provide your dossier as you progress through the program. This dossier provides you with an opportunity to reflect upon, and develop your nursing practice in a way that meets the professional standards of care and the expectations of a self-regulating profession. The dossier will assist you in your development of the professional portfolio in NURS 4057.

28 Student Appeals Terms of reference, Composition and Procedures for Department/School Appeals Committees 1. Terms of Reference To consider appeals from students with respect to: a) b) c) d) 2. A. Grades, Examinations, tests and assignments, Academic dishonesty, and The general conduct of the course.

Composition The Committee shall consist of: a) b) c) The Chair of the Committee who shall be a member of the Student Appeals Committee and who shall be selected by the Secretary of the Student Appeals Committee or his or her designate; Two faculty members and one alternate selected by and from the Department or School; and Two students and one alternate selected by the Student Association of the Department or School and enrolled in the concentration or specialization of the Department or School.


Whenever it is not possible to secure full representation from within the Department or School, Committee membership shall be selected by and from the larger unit with which the program or co-ordinator is affiliated. Where there is a question of appropriate affiliation, it shall be determined by the Dean of the Faculty in which the course is taught. Appeal Procedures Notices of Appeal shall be submitted in writing to the Department Chair or School Director and shall set out: a) The name, number and section of the course; b) The name of the faculty member; c) The grade, decision, or conduct being appealed; d) The relevant dates on which the grade was assigned, the decision taken or the conduct occurred; e) Full details of the grounds on which the appeal is made, including copies of all relevant documents; f) The precise relief requested; and g) A statement whether the matter was discussed with the instructor prior to launching the appeal. Upon receiving the Notice of Appeal, the Department Chair or School Director shall a) Immediately forward a copy of the appeal to the secretary of the Senate Appeals Committee; b) Immediately forward a copy to the faculty member; c) Ensure that the an effort has been made to resolve the matter in an informal manner; d) Ensure that all the relevant documentation will be submitted by the student and the faculty member in a timely fashion; e) Forward all relevant documentation to the Chair of the Committee in a timely fashion; and f) Make the necessary arrangements, as directed by the Chair of the Committee, for scheduling the appeal. Time Limit Appeals to this Committee must be made in writing within the following time periods: a) For fall session courses: 31 January b) For winter and fall-winter session courses: 15 August c) Spring and summer session courses 15 September The Chair of the Committee shall call the Committee to hear and decide the matter within ten (10) calendar days of the last day for submission of appeals. The Chair of the Committee may call the Committee to hear and decide the matter before all relevant material has been submitted by the student and the faculty member if in the opinion of the Chair there is undue delay in the submission of the material.

3. A.


4. A.


29 5. A. Notice Once an appeal has been lodged, the student and the faculty member are entitled to a notice of at least five (5) calendar days of the scheduled first meeting of the Committee and reasonable notice of all Committee meetings where evidence will be heard. The student and the faculty member are expected to meet all reasonable deadlines with regard to the submission of further material. Quorum Quorum shall consist of three (3) members of the Committee: a) The Chair b) A faculty member and c) A student member All must be eligible or not have been disqualified to vote on the appeal under consideration. Once quorum has been established, no other member or alternate shall take part in the deliberations of the Committee. Conflict of Interest Prior to considering the merits of the appeal, the Committee shall determine if any member has a conflict of interest in the matter being appealed. The student or the faculty member may specifically identify by name any member of the Committee whom he or she believes to have a conflict of interest and shall so state the reasons for such a belief. A member of the Committee shall be deemed to have a conflict of interest if the member: a) Has had any direct responsibility in the matter being appealed; or b) Has been associated with the appellant such that there would be a reasonable apprehension of bias or prejudice. Where a difference of opinion arises on the question of conflict of interest with regard to any member, the matter shall be decided by a simple majority vote of the Committee, excepting the member under consideration. Where a member of the Committee declares, or it is determined, that a conflict of interest exists, he or she shall be disqualified from the Committee and his or her place on the Committee shall be taken by their alternate. Committee Procedures The student and the faculty member shall have the right: (a) To be present at all meetings of the Committee where evidence is presented, (b) To a full and fair opportunity to correct or contradict any statement prejudicial to their position, and (c) To invite someone to assist in the appeal process in a supportive or advisory capacity and to be present at all meetings of the Committee where evidence is presented. The Committee may require that copies of relevant assignments, tests, examinations, correspondence, course outlines and plans, etc., be submitted for its consideration. Such documents shall be made available to both parties to the appeal in order that both may have the opportunity to comment upon or contradict any information in the documents. Any preliminary matters may be determined by the Committee upon submissions made by the parties. Decisions of the Committee To be eligible to vote a member of the Committee shall have been present at all the meetings of the Committee at which the appeal was considered. Decisions on appeals shall be reached on the basis of a simple majority vote of those members present and eligible to vote on the particular appeal. The decision shall provide written reasons which set out fully and clearly the grounds for the decision. The decision shall be signed by the Chair and all Committee members who participated in the decision.

B. 6. A.

B. 7. A. B. C.

D. E. 8. A.


C. 9. A.


30 C. The Chair shall send to the student, to the faculty member and the chair of the Department or Director of the School, the written decision of the Committee by registered mail within five (5) calendar days of the decision having been taken. Or the Chair may hand deliver the written decision in the presence of one other Committee member if such method of delivery is more convenient.

D. All minutes, notes and other documents, including a copy of the Committee decision shall be kept on file in the office of the Department or School for six (6) months after publication of the grade report for the term and then destroyed by the Chair or Director. 10. Further Appeals A. A student may appeal the decision of the Committee to the Student Appeals Committee within forty-five (45) calendar days of the date that the decision was mailed or hand delivered to the student only on the grounds that: a) A mention of academic dishonesty will be entered on the student record, or b) The Committee committed a substantive error of procedure or a substantive breach of fairness during the conduct of the appeal.

B. A faculty member may appeal the decision of the Committee to the Student Appeals Committee within forty-five (45) calendar days of the date that the decision was mailed or hand delivered to him or her only on the ground that the Committee committed a substantive error of procedure during the conduct of the appeal. Classroom, Laboratory and Clinical Area Management The use of technology such as laptops, cell phones, recording devices, and blackberries during class, lab, and clinical experiences is not permitted without the consent of the course Professor, Laboratory Technologist or clinical educator. All reasonable means will be utilized to preserve a learning environment that is dynamic, productive and ordered. Transfer Policy/Process Laurentian University, Cambrian College, Northern College and Sault College BScN Student Transfer Policy/Process BScN student transfers within the North Eastern Ontario Collaborative Nursing Program may be granted provided there is: no disruption to the academic learning environment; availability of a funded seat; and availability of a clinical/laboratory placement in the program. The students current academic standing (including probationary status) will remain following transfer. The deadline to apply for a transfer is May 31st of the preceding academic year. Applications for transfer are only considered for September of the following year. Exceptional requests for transfers may be considered. The student is responsible to determine continued eligibility for grants, awards, and bursaries. Applications will be reviewed and evaluated by the North Eastern Ontario Collaborative Program Coordinator, in consultation with College Site Coordinators as necessary, to ensure the above criteria are met and following process is followed. Students who apply for transfer must adhere to the following process: 1. Prior to applying for a transfer, the student must seek initial advising regarding the transfer at the educational institution to which he/she is currently enrolled or designate site. Advising will be provided by the Dean or designate at the College site. Whereas the English Program Coordinator or designate will provide advising at Laurentian University. 2. Following the above consultation, any student requesting a transfer must submit written rationale for the request to the Dean or designate at the College sites, or the English Program Coordinator at Laurentian University (refer to Application for Transfer and Consent for Release of Information Form). A $50.00 processing fee, paid to the educational institution to which the student is currently enrolled, must accompany this request.

31 3. A copy of the documentation contained in the students School of Nursing file (clinical evaluation forms, letters, progress reports, anecdotal notes, academic files) will be sent to the transfer site. This process must be made known to the student through the advising process at the educational institution to which he/she is currently enrolled (refer to Application for Transfer and Awareness of Release of Information Form). Once a students transfer has been approved, the Collaborative Program Coordinator of the North Eastern Ontario Collaborative Nursing Program will notify the respective Registrars Offices, and the student information will be shared between the transferring Institutions using the North Eastern Ontario Collaborative Nursing Program (NEOCNP), Transfer Form. Please Note: Students do not have to reapply through OCAS or OUAC to transfer internally within the North Eastern Ontario Collaborative Nursing Program (NEOCNP). University Policies Student life and conduct at Laurentian University are governed by a number of policies, some of which are listed below. Copies of the policies, and information about them, are available from the departments indicated. Policies and procedures relating to academic matters are referred to in the Academic Regulations section of this Calendar. Academic Dishonesty Laurentian University takes a very serious view of such offenses against academic honesty as plagiarism, cheating, and impersonation. Penalties for such offenses, spelled out in the Policy Statement on Academic Dishonesty, will be strictly enforced. The School of Nursing adheres to the University Academic Dishonesty Policy. For definitions of plagiarism and cheating, and details of this policy and the process that the University follows, please refer to the Laurentian University website go to Index, click on P, look for Policies, it will be listed as Academic Dishonesty Policy. All students are required to sign the Academic Integrity Awareness form which will be placed in the student file. Plagiarism and cheating are deemed serious offences by the University, therefore, the LU Academic Policy will be adhered to. Copies of the Policy Statement on Academic Dishonesty are available from the Office of the Registrar, academic departments/schools, and Offices of the Deans.

Code of Student Conduct All students enrolled at Laurentian University have certain freedoms and privileges, as well as responsibilities. The University makes every effort to ensure proper conditions for teaching and learning, availability of academic and general facilities, freedom of movement, freedom from harassment, and protection of property. Laurentians Code of Student Conduct establishes the authority and jurisdiction of the University, standards of student conduct, and disciplinary and appeal procedures. Copies of the Code are available from the Office of the Registrar. Honesty and Integrity are expected in class participation, examinations, assignments, patient care and other academic work. Use the same standard of honesty with fellow students, lab instructors, clinical educators, and administrative staff as you do with faculty. When in a clinical area (acute or community) a student should report to the clinical educator or preceptor when arriving and leaving an assigned area. Collaboration with the clinical educator and preceptor should occur throughout the experience. They should be aware of a students whereabouts at all times.


Harassment Laurentian University endeavours at all times to provide a learning environment supportive of productivity, academic achievement and the dignity and self-esteem of every student and employee. Laurentian has approved a Harassment Policy and Procedures directed at all areas covered under the Human Rights Code, which prohibits harassment on the basis of sex, race, ancestry, place of origin, age, creed, colour, ethnic or national origin, sexual orientation, record of offenses, marital or family status or disability. The aim of the policy is to discourage harassment and to resolve complaints. The policy defines harassment and sets out the procedures through which victims of harassment can seek redress through the Laurentian University Harassment Education and Complaints Committee, chaired by the Harassment Officer. Copies of the Harassment Policy and Procedures are available in the J.N. Desmarais Library Reference Service, from Personnel Services or the Harassment Officer. Strict confidentiality is assured. For more information, call Harassment Officer, at ext. 3422. Section 6: Student Services

Scholarships, Awards, and Bursaries Student Awards Office: 1st floor, RD. Parker Building, Telephone (705) 673-6578 Students wishing to apply for O.S.A.P. should write directly to the Student Awards Office for application forms or may apply on the O.S.A.P. website at Laurentian University offers numerous scholarships and bursaries. Entrance scholarships are awarded on academic achievement and no application is required except where otherwise indicated. Bursaries and In-Course Scholarships, however, are awarded on academic performance and/or financial need, and application forms are available by writing the Student Awards Office. Office hours: September to April of each year - 9:00 a.m. to 4:30 p.m.; May through August - 8:30 a.m. to 4:00 p.m. Refer to the section on Financial Aid in the Laurentian University Calendar for more information on assistance that is available. Student Resources and Services Office of Student Life: Room L210, 2nd floor, RD. Parker Building, Telephone (705) 673-6506 The Office of the Student Life is responsible for coordinating the various services available to students. It is also involved in the following activities: advising, problem-solving; orientation of new students; coordinator of student exchange programs; supervision of tests including: Graduate Management Admission Test, Test of English as a Foreign Language and General Tests; supervision of other exams such as Canadian and foreign universities, banks, and other financial institutions, professional designation associations, etc. Student Centre The Student Centre, located on the second floor between the Great Hall and the RD. Parker Building, provides a focus for student life at Laurentian. It contains facilities for student recreation and relaxation as well as numerous services, including offices of the Student Association and common facilities such as: game room, study lounge, T.V. lounge, Entre-Deux lounge, meeting rooms, typing and word processing centre, clubs room, travel agency, off campus housing and Womens Centre. Special Needs Office Room L210, 2nd floor, RD. Parker Building Telephone (705) 675-1151, ext 3324; or, 675-4806

33 Student assessments and services with respect to special learning needs are provided by the Special Needs office. Confidentiality with respect to special needs may not necessarily apply to students in the School of Nursing because depending on the nature of the learning disabilities may cause harm to clients in the clinical setting and so disclosure of the condition is essential in the Nursing Program. Students, who pose a risk in the opinion of faculty, may be counseled out of the nursing program. The Special Needs Office has a coordinator whose role is to encourage equal access, create awareness and advocate when necessary for disabled students. A special Needs Committee consisting of faculty and disabled students addresses issues of concern to the University. Examination procedures are arranged on an individual basis for special needs student. The Coordinators office has a database of community resources available for all students. Students who require assistance are asked to contact the Coordinator of Special Needs. Health Services is available to assist those persons who may require special services. Students, faculty and staff may contact the Health Services for information. Placement Centre: Room L210, 2nd floor, R.D. Parker Building, Telephone (705) 673-6598 The purpose of the Placement Centre is to assist graduates and undergraduates to obtain permanent, summer or part-time employment and to assist employers wishing to recruit at Laurentian University. To take the fullest advantage of the services offered, all students seeking any type of employment are urged to register at the Placement Centre early in the school year. Employers are encouraged to have their on-campus interviewing dates finalized as early as possible. The services of the office are also available to Alumni of the University. The Centre also provides employment counseling, i.e. advising students of the employment opportunities which exist and which are likely to exist in the future. Students are invited to make use of the Centres library which contains literature on a wide range of occupations. Many employers arrange on-campus interviews at the University as part of their personnel recruiting program, and appointments with these employers representatives can be arranged for students. Notices regarding employment opportunities are published and posted on bulletin boards at various locations on campus. Spiritual Life: Room L226, 2nd floor, Student Centre, Telephone (705) 675-1151 ext. 1080 The Spiritual Life Services Program seeks to help students with personal and religious concerns which may surface in the course of the school year. Services available include: religious and faith counseling; fellowship with other students and faculty; regular religious services; a variety of special events of a religious nature. For a complete list, contact the Office of Spiritual Services (L226). Counseling and Resource Centre: Room L210, 2nd floor, R.D. Parker Building, Telephone (705) 673-6506 The stated goal of the Counseling and Resource Centre is: to provide students with the means to take charge of their own learning and development within a life-long perspective. The staff of the Centre includes three Counselors and a Secretary. The services offered include the following: 1. 2. 3. 4. 5. Career Counseling Personal Development Counseling Native Student Services Information Centre Peer Support Programs

For more information see the Laurentian University Calendar.

34 Health Services Room G23, Student Street, Single Student Residence, Telephone (705) 675-1151, ext. 1067, Fax: (705) 675-4821 Lynn Rivet, Nurse Practitioner, ext 1055 University Health Services has as its objectives the promotion, restoration and maintenance of optimum health for students, faculty and staff. They define health as the state of complete physical, spiritual, occupational, intellectual, social and emotional well being. The services are intended to be broad in scope, encompassing primary health care, health promotion, health protection, health education, disease and injury prevention, emotional and lifestyle counseling and medical care. Some of the services offered include: nursing consultation and assessment, private consultation with physician, referral service, walk-in care, blood pressure monitoring, laboratory services, wart clinic, allergy desensitization clinic, immunization program, birth control, mono testing and Strep A, pregnancy testing, confidential HIV testing, free condoms and S.T.D. (sexually transmitted diseases) diagnosis, treatment and prevention and a peer health education program. Health Services has some over-the-counter medication available to students at no cost. Prescriptions can be filled at any local drugstore using your Accident and Extended Health Plan card. Crutches, splints and other medical aids can be borrowed from the Unit. There is also a large selection of pamphlets and information available to students requiring data for research projects or personal needs. Registered nurses and a nurse practitioner are in attendance in the University Health Centre Room during regular office hours from Monday to Friday. A physician is available for consultation on campus at regular hours throughout the week. An appointment system is in effect during the day, and urgent cases are seen without appointments. Security is available for assistance after normal working hours at 673-2661. A personal health history will be required of students using Health Services facilities. A health assessment form will be provided by Health Services at the first visit. The Ontario Health Insurance Plan (OHIP) covers the cost of hospitalization and physician services. The Ontario Government has assigned a health card to all residents of Ontario. Students must have their health card with them to access services. Students from other Canadian provinces are generally covered by their home province. If they have moved to Ontario, they should apply within 30 days of their arrival in Ontario. Students who participate in athletic activities are advised to have extra insurance coverage. Information on accident and disability insurance is available through the Health Services office. Full-time registered students of Laurentian University are automatically covered for the benefits of the Accidental and Extended Health Program issued by Seaboard Life. All full-time students registered with the SGA and AEF are also covered by an Extended Health Program. A pamphlet outlining the benefits provided under this plan will be available to each student at registration. Note - This accident insurance does not replace Ontario Health Insurance Plan. All students are encouraged to visit the Health Services for advice on health matters or at the first indication of illness or other problems pertaining to their well being. All services provided are strictly confidential. Ben Avery Student Recreation Centre Avery Physical Education Centre Telephone (705)673-6541; Fax: (705) 675-4845 Excellent facilities for physical education exist on the campus such as: a beach, playing fields, a 400-meter all-weather eightlane track, a 200 meter all-weather warm-up track, four tennis courts, 5 km cross-country trails, 35 km of cross-country ski trails, a ski centre (ski rentals available), and the physical education centre which includes a 50-meter swimming pool with diving towers, gymnasium, weight-training area, hydra gym apparatus, a student lounge, laboratories, classrooms and saunas. For further information refer to the Laurentian University Calendar. Bookstore Texts and other learning resources including computers for on-campus or distance education courses may be purchased at the Laurentian University Bookstore, situated on the second floor of the R.D. Parker building. Texts for off-campus and in-

35 class courses are sold at the beginning of the courses. If you have never taken a course at Laurentian University, we recommend that you attend the first class before purchasing your required text(s). If you are unable to visit the Bookstore in person, you may wish to visit our web site at For more information, call the Bookstore at 6736504 or 675-1151 ext. 2603 or e-mail at Library Services Laurentian Universitys library collections and services are located in the J.N. Desmarais Library, a modern, spacious building opened in June 1990. Covering 120,000 square feet on three floors, the Library provides consultation and study spaces for over 1,000 simultaneous users. The facility houses over 1,000,000 volumes: 380,000 monographs, 190,000 bound and unbound serials, 79,000 public documents and 368,000 microform volumes equivalents. Of particular interest to students are the individual and group study rooms. The J.N. Desmarais Library is open over 76 hours per week, including evenings and weekends; circulation service is available for all of these hours; reference service is available for 63.5 hours per week. Library operations are automated, with a fully bilingual catalogue accessible on the web from the Library, university offices, and from off campus; a local area network provides access to a range of electronic databases. Document delivery services include circulation of books and documents, self-service photocopying and interlibrary loans to complement Laurentians holdings. Information services include reference, online searching, CD-ROM databases, library instruction, bibliographies and guides. The Library has a program of workshops scheduled throughout the fall and winter semesters that students take as needed. Topics covered include: know-item searching; beginning a subject search on the Librarys catalogue; subject searching using indexes and abstracts; the Internet; Lexis-Nexis; and Uncover. Instructional Media Services The Instructional Media Centre is equipped to provide audio-visual service, equipment, and production support for all teaching/research functions at the University. The services are also available to all students enrolled at the university. Through a centralized pool, a wide range of audio-visual equipment is available, including: recorders; slide projectors; digital cameras; camcorders; VHS playback units and television cameras. The equipment in the Media Centre gives students the flexibility to produce videos, slides, graphics, and transparencies for class presentations and thesis defense. Titles of the IMC video/film library are available at the Student Centre location reservation desk. Orders for all lnterfilm programs are also processed through the Media Centre. Computer Services Technical Assistance Contact Computer Services' Helpdesk through email at, by phone at (705)675-1151 ext 2200 (between 8 a.m. - 5 p.m.) or in person in the J.N. Desmarais Library building, 1st floor room 30 -135. Purchase and Repair The Laurentian University Micro-Computer Center is an authorized IBM, Lenovo and Apple service center, as well as an Educational reseller. This means that the staff is able to provide support for all makes and models of personal computers that they sell. They are located on the first floor of the Arts Building next to the Tim Horton's, across from Parking lot 4. Phone: 675-1151 ext. 2616 Section 7: Miscellaneous

Fees and additional costs

In addition to the regular tuition and general fees, students in the School of Nursing are required to purchase learning resources (eg. textbooks, laboratory kits, etc.) and required uniforms. All expenses (eg. travel, parking, accommodations, etc.) related to clinical placements are the responsibility of the student.

Uniforms can be purchased in most major department stores or at the Lasalle Uniform Shoppe, 760 Lasalle Blvd., 566-9240. The crests and name tags are available from the School of Nursing office. Lab supply kits may be purchased from the Student Council Association. Travel costs to any clinical placement are the students responsibility. For information regarding local bus schedules and fares call the City of Greater Sudbury Transit at 675-3333. Pregnancy Nursing students who are pregnant are required to:
1. 2.

obtain a physician's written consent to participate in program activities such as clinical practice. follow the same guidelines as other students regarding clinical activities.

If restrictions are placed on the student's activities by a physician, this may mean the student cannot meet the objectives of the course and should not enroll or may need to withdraw from the course. Deferred Exams Students who may need to write a test or an exam due to an uncontrollable circumstance at a date and time other than what is scheduled need to: Contact the Registrars Office for all exams scheduled by the Registrars Office (a fee may be applied) Contact the Course Professor for all other tests and exams. Substantiating documentation may be required such as medical documentation. Note: A student's request to reschedule an exam will be considered only in the case of serious illness or other circumstances beyond the student's control. CNO exams Graduates of the program are eligible to write the CNO exam for Registration in Ontario. CNO sets a fee for writing this exam. This exam is scheduled at certain times throughout the year. Consult the CNO website for specific information such as sites, fees and schedule. Graduation In order to be awarded your degree form Laurentian University you must complete an Application to Graduate Form, whether or not you plan to attend the convocation ceremony. You are not eligible to identify yourself as having a BScN unless you apply to graduate upon completion of all requirements for the program. Graduation pins in gold or gold-plated are purchased by students on completion of the program. These pins vary in cost from year to year. Transcripts Your official transcript is a chronological record of all the academic courses you have taken at Laurentian University. You, the student, are the only one that can request your transcripts. The Registrars Office handles all transcript requests. Student Cards and Numbers Student cards and numbers are provided by the Registrars Office.

37 Bulletin Boards Keep an eye on the program bulleting boards located on the 9th floor. You will find all sorts of useful, helpful, and essential information there such as timetable and room changes, clinical assignments, and upcoming events. WebCT Username Your username is the first letter of your first name, followed by your middle initial, plus an underscore, followed by your surname. Use lower-case letters only and leave out all punctuation and accents. e.g., Roberta Davina Parker = rd_parker If you do not have a middle initial, use an "x." e.g., Roberta Parker = rx_parker Other Examples: Mary Jane McCarter mj_mccarter (all lowercase) Tom Ryan St. George tr_stgeorge (note that you ignore the period and space between St and George) Cathy Rose OShea cr_oshea (no apostrophe) lise P. Nordstrm ep_nordstrom (no accents) Susan Dawn Smith-Jones sd_smithjones (no hyphen) Special Hints: An underscore looks like a dash but it presents lower on the line than a dash. To create an underscore, hold down the Shift key and choose the dash/underscore key. This key is located to the immediate right of the number 0 at the top of the keyboard. Your WebCT id is the same as your GroupWise id given to you by computer services. Password Your password is your date of birth followed by the last 3 digits of your student ID number (mmddyy###) e.g., January 12, 1989, student ID 123456 = 011289456 If you have changed your Novell password, this will also change your WebCT password. To learn more about using WebCT and its many features, go to the online WebCT Guide If, after reading the WebCT Guide, you are still unable to log in with your username and password or encountering technical problems, e-mail or telephone (705) 675-4805 during regular University business hours or contact: Imane Ricard Centre for Continuing Education Laurentian University (705)675-1151, ext. 3962 Email: iricard@laurentienneca


Professional Associations There are 3 major nursing organizations in Ontario and each one has a distinctive function. The Registered Nurses Association of Ontario (RNAO) is the professional voice, the College of Nurses (CNO) is the regulatory body and the Ontario Nurses Association is the (ONA) is the largest collective bargaining union for nurses practicing in Ontario. College Of Nurses of Ontario: The Regulatory Body 101 Davenport Road Toronto, Ontario M5R 3P1 1-416-928-0900 or 1-800-387-5526 Fax: 1-416-928-6507 E-mail: The CNO is responsible for ensuring the public receives safe, ethical nursing care from registered nurses and registered practical nurses. The nursing profession has been granted the privilege of self-regulation under the Regulated Health Professions Act. In order to practice as a registered nurse or registered practical nurses in Ontario, an individual must hold the Colleges certificate of registration. This certificate must be renewed annually. To obtain this certificate of registration you must write the CNO exams at the end of your final year (usually written in June). The approximate cost for these exams is between $250.00 - $300.00. The College establishes Standards of Nursing Practice which identify minimum expectations for nursing practice by Registered Nurses and R.P.N.s. Registrants are expected to use the standards as guidelines. Ethical guidelines have also been developed to help nurses in their practice. The College protects the public by investigating written complaints about the nursing practice of its members. The College also encourages nursing professionals to update knowledge and skills to meet the changing requirements for health care, and to maintain competence throughout their nursing careers. Please note: The College of Nurses of Ontario (CNO), the body responsible for regulating nursing in Ontario, sets entry to practice requirements that nurses and practical nurses must meet to become registered nurses in Ontario. CNOs mission is to regulate nursing to protect the public interest. Among CNOs entry to practice requirements are provisions specifically intended to enhance public safety. These provisions require that applicants for registration in Ontario: a) Have not been found guilty of a criminal offence or an offence under the Narcotic Control Act (Canada) and the Foods and Drug Act (Canada); b) Have not been subject to a finding of professional misconduct, incompetence or incapacity, whether in Ontario or in another jurisdiction and whether in relation to the nursing profession or another health profession; c) Is not currently the subject of proceedings for professional misconduct, incompetence or incapacity, whether in Ontario or in another jurisdiction and whether in relation to the nursing profession or another health profession; d) Is not suffering from a physical or mental condition that makes it desirable in the public interest that he or she not practice. An applicant for registration who does not meet one or more of these requirements must inform CNO and provide details about the incident or situation. The applicant will not necessarily be refused registration because CNOs Registration Committee will review information about the incident or situation to determine if an exemption from the requirement(s) will be granted. An applicant for registration, who does not inform CNO, may have their applications for registration cancelled, or any certification of registration which may have been issued revoked. If you have any questions about these registration requirements, please contact CNO at (416) 928-0900, or 1-800-387-5526 ext. 6249


Ontario Nurses Association 85 Grenville St., Suite 400 Toronto, Ontario M5S 3A2 1-416-964-8833 or 1-800-387-5580 Fax: 1-416-964-8864 The nurses union ONA believes the most effective way to improve employment conditions for nurses is through collective bargaining. Collective bargaining is used to negotiate salaries, terms of employments and hours of work. Every collective agreement also contains a formal grievance procedure designed to protect the rights negotiated and to prevent unjust discharge or discipline. Registered Nurses Association of Ontario: The Professional Voice 438 University Avenue, Suite 1600 Toronto, Ontario M5G 2K8 1-416-599-1925 or 1-800-268-7199 Fax: 1-416-599-1926 E-mail: The RNAO represents all nurses and nursing in Ontario, whatever their jobs or wherever they work. RNAO protects the professions interests and integrity, shaping and reflecting changes in the profession and in the health care system. The Canadian Nurses Association (CNA)

The CNA, founded in 1908, is the official national organization for over 122,000 professional nurses who are members of one of the ten provincial nurses associations or the Northwest Territories nurses association. CNA is a federation of these eleven member association and is financially supported by membership fees collected by these associations. At the national and international level, CNA is the spokes group for professional nursing in Canada. Membership in the RNAO automatically makes you a member of the CNA. Community Health Nurses Association of Canada (CHNAC) CHNAC, is an associate member of the Canadian Nurses Association. It is a voluntary association of community health nurses from across Canada. The purpose is to promote community health nursing and the health of communities by sharing issues of mutual concern via mediums such as conferences, publication and internet forums. CHNAC participates in the development of discipline-specific standards of practice, core competencies, and community health nursing certification. Contact Information: Community Health Nurses Association of Canada 1185 Eglinton Avenue East Suite 104 Toronto, ON M3C 3C6 Phone: 416-426-7029 Fax: 416-426-7280

40 Student Associations Please refer to The Services and Resources section of the Laurentian University Calendar for this information. In addition to the university wide school associations listed in the Laurentian University Calendar the School of Nursing has established the Nursing Student Council (for Anglophone and Francophone students). The Canadian Nursing Students Association/LAssociation des tudiant(e)s Infirmier(re)s du Canada (CNSA/AEIC) provides opportunities for nursing students to become active in the profession. CNSA/AEIC provides a forum in which students can effectively communicate their concerns and ideas on a national level. By attending Regional and National Conferences, students are given numerous opportunities to collaborate with other nursing students across Canada and learn about the diversity of the profession of nursing. Speakers at the conferences offer valuable information on legal and ethical issues, professionalism, continuing education, political issues, motivational support and more. The Regional and National meetings held at these conferences expose the student to avenues by which they can implement change in a truly professional manner. Such knowledge is invaluable to the students who wish to become involved in a Local, Provincial or National Registered Nurses Association. Members of the CNSA/AEIC also have the opportunities to apply for scholarships offered by the association and the CNSA/AEIC donors. Scholarships are valued at a total of over $10,000. In addition to the educational benefits, membership in the CNSA/AEIC offers the opportunity to make many valuable friendships and share in good times. As a member school of the CNSA/AEIC, Laurentian University collects membership fees from its students at the rate of $5.00 per year for each full-time student and $3.00 per year for each part-time student. Payment of membership dues maintains Laurentian Universitys status as a member school in good standing and further qualifies students for additional sponsorship at local conferences and events. More information can be found on the CNSA bulletin board on the 9th floor of the Parker Building or by visiting the CNSA/AEIC website at Endless opportunities await those in the CNSA/AEIC and the profession nursing. Jump in, get involved, take a stand and show the world what nursing students can do! Student Forms Students are to complete the following forms and submit them as requested by Laurentian University School of Nursing. 1. Medical Documentation Form To be completed for absences from class, clinical or lab. 2. Academic Integrity Awareness Form All students to complete at beginning of each academic year. 3. Student Transfer Consent Form Only to be completed by students wishing to transfer to another site within the NEOCNP.

41 Laurentian University School of Nursing MEDICAL DOCUMENTATION FORM To be completed by student: Date: _______________________________ Student Name: ________________________________________ Student Number: ___________________ (print clearly) I, __________________________________________, (signature) provide Laurentian University with the following information from: __________________________________. (Please print Physician's name) To be completed by Physician: The above student has been absent from Classes / Clinical / Lab for one or more University courses for medical reasons. Please answer the following: In your opinion, does the student have a medical condition that prevents the student from attending: Class / Clinical / Lab at this time? No____ Yes____ If yes, what restrictions should be put in place and for what duration? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Please indicate if the student should be isolated from classmates, professors, or clients in the hospital and/or community settings. No ____ Yes ____ If yes, please specify the isolation required and the duration: __________________________________________________________________________________________ ______________________________________________________________________________ ____________________________ Physician's Signature _____________________ Telephone Number _____________________ Date

___________________________________________________________________________________ Physicians Address (include street, city and postal code

42 ACADEMIC INTEGRITY AWARENESS FORM (Please see last page for copy to sign and return) Background. The College of Nurses of Ontario (CNO) is mandated through legislation as the regulatory body for nursing in Ontario. Its mission is to protect the publics right to quality nursing services by providing leadership to the nursing profession in self-regulation. The Professional Standards (CNO, 2002) describes in broad terms the professions expectation for nurses in seven broad standard statements including accountability and ethics. Professional Accountability means being responsible for ones actions and decisions and accepting the consequences. Nurses demonstrate accountability through their decision-making process, competency and integrity. The Ethical Framework for Nurses in Ontario (CNO, 2002) describes truthfulness and maintaining commitments as among the most important ethical values to the nursing profession in Ontario. Nurses have a commitment to the nursing profession. Being a member of the profession brings with it the respect and trust of the public. To continue to deserve this respect, nurses have a duty to uphold the standards of the profession, [and] conduct themselves in a manner that reflects well on the profession. Nurses have an obligation to maintain commitments that they assume. Maintaining commitments means keeping promises, being honest and meeting implicit and explicit obligations toward their clients, themselves, each other, the nursing profession, and other members of the health care team. Academic Integrity. The development of accountability and ethics precedes graduation. Students are held to standards of accountability and ethics identified above. Further, students are held to educational standard of academic integrity. Each student is responsible for upholding the highest standards of academic integrity at all times. A most serious view of offences against academic integrity such as plagiarism, cheating, and impersonation is taken. A student guilty of violating academic integrity may be subject to the imposition of one or more penalties ranging from assignment of a grade of zero in an examination or test to expulsion from the educational institution. I am aware that cheating at tests or examinations includes but is not limited to: dishonest or attempted dishonest conduct such as speaking to another student or communicating with them under any circumstances whatsoever. facilitating academic dishonesty, knowingly helping or attempting to help another, gaining or providing unauthorized access to exam questions prior to the examination. I am aware that plagiarism includes but is not limited to: work submitted or presented was done, in whole or in part, by an individual other than the one submitting or presenting the work, parts of the work (e.g. phrases, ideas through paraphrase or sentences) are taken from another source without reference to the original author, the whole work (e.g. an essay) is copied from another source, a student submits or presents a work in one course which has also been submitted or presented in another course (although it may be completely original with that student) without the knowledge or prior agreement of the professors involved. Student: ______________________ Date: ______________________

43 Form 1 For Student Use Northeastern Ontario Collaborative Nursing Program Application for Transfer and Consent for Release of Information Form

I, ___________________________ (student name) a ____________ (year in program) student, am requesting a transfer from______________________ (current site of study) to_____________________ (where you are requesting to transfer) to begin September ____________________ (year).

I am wishing to transfer for the following reason(s): __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Site Coordinator Signature: _______________________ Student Signature: ______________________________ Date: _____________ Date: _____________

Awareness of Release of Information I, ___________________________ (student name), am aware that documentation contained in my student file will be transferred to________________________ (where you are requesting to transfer).

Site Coordinator Signature: _______________________ Student Signature: ______________________________

Date: _____________ Date: _____________

*Please note: this form must be completed in its entirety before students apply for a transfer.



Transfer Form
Section A: Personal information Mr. Last name: First name: Second name: Previous last name (if changed): Date of birth (yy/mm/dd): If sponsored, name agency: Permanent Address Street name and number: City: Country: Telephone number: E-mail address: Province/State: Postal code: Facsimile/cell number: Apartment number: Mrs. Ms. Miss Status in Canada: Canadian citizen Permanent resident Other:

Student Authorization (visa) Country of Citizenship: First language: English Spanish French Other:


Section B: Transfer Information

CURRENT NEOCNP SITE (Institution you wish to transfer FROM)



(year/month) NOTE: transfers can only be processed for September starts

FUTURE NEOCNP SITE (Institution you wish to transfer TO)

I certify that the above information is true and complete. I understand that any false or incomplete information submitted in support of my application may invalidate my application. I have read the Freedom of Information and Protection of individual Privacy statement. I authorize Laurentian University, and the Ministry of Training, Colleges, and Universities to release my academic information and school record to all Northeastern Ontario Collaborative Nursing Program sites. I also authorize the release of this information to Laurentian University, and the Ministry of Training, Colleges, and Universities.

FREEDOM OF INFORMATION AND PROTECTION OF INDIVIDUAL PRIVACY The information on this form is collected under the legal authority of the Ministry of Colleges and Universities Act, R.S.O. 1990, c.M.19, s.5.; R.R.O. 1990, Reg. 770. The information is used for administration and statistical purposes of the college and/or the Ministries and Agencies of the Government of Ontario and the Government of Canada. For further information, please contact the Registrar of the College for which the application is being made at the address and telephone number on this page.

Signature of applicant:


Comments (College/University Official): Revised June 2008


Laurentian University School Of Nursing Acknowledgement Signature Form

Please sign and return to the Academic Supervisor

My signature confirms the following statements: I have accessed a copy of the undergraduate Nursing Program Student Resource Manual (paper or electronic) I have read the undergraduate Nursing Program Student Resource Manual I understand the undergraduate Nursing Program Student Resource Manual and will abide by the stated policies, guidelines, and procedures. I understand that policies and procedures in the undergraduate Nursing Program Student Resource Manual will be applied to me. ___________________________________________ Student Name (please PRINT clearly) ____________________ Date

___________________________________________ Student Signature