FNP Program Assignment Project

Clinical Experiences and Residency

 

 

Clinical Experiences

Clinical experiences are vital to the successful achievement of student learning outcomes and the preparation of competent family nurse practitioners. In clinical experiences, students interact with patients and other members of the health care team to develop skills in prevention, detection, assessment, planning, and collaborative practice. Clinical competence is achieved through a combination of laboratory experiences, didactic coursework, observation, and direct patient care.

Students in this program are required to complete 84 supervised lab hours and 600 on-site, precepted clinical hours (45 hours for each clinical course and 420 hours in the final preceptorship). The 84 supervised lab hours will take place in NRP/571, during a 5 day intensive on-campus residency. Students are encouraged to complete additional clinical hours if possible.

MSN/FNP courses with a clinical component are sequenced to provide students with foundational information and skills expanding to the management of complex health issues. To establish a baseline in achieving course objectives, a minimum number of hours is established for each clinical course; however, some students may require more clinical hours to meet the course objectives. Students must complete all the clinical requirements of a course to progress to the next course in the sequence. FNP Program Assignment Project

Prior to starting clinicals, students will receive a clinical orientation that will outline in detail the responsibilities, clinical requirements, medical documentation, and the affiliation agreement process, as well as other important information. The following are highlights of these requirements so that you may begin planning ahead for the clinical portion of your program:

1. An approved preceptor must supervise all clinical activities. At no time are students allowed to participate in clinical activities or complete clinical hours without an approved preceptor at the clinical site. University staff will work closely with students to guide them through the preceptor process.

· Each campus may have an approved list of preceptors; however, students are responsible for reaching out and scheduling their own precepted experiences. As such, students should start thinking about potential preceptors as early as possible.

· Information pertaining to preceptor selection is explained in detail in the Clinical Onboarding Packet, during clinical orientation, and at the start of clinical rotations. An acceptable preceptor must either be an MD, DO, or NP with current licensure and good standing in practice with a minimum of 3 years of relevant clinical experience in the population group and specialty area.

2. The clinical hours must be completed in a primary care setting that includes patients who require a broad spectrum of care, both preventative and curative. Hours are distributed among women’s health, pediatric, geriatric, and adult populations to give the student a diverse experience across the lifespan.

· Students are encouraged to limit clinical experiences to include no more than 12-hour shifts and no more than 40 hours a week.

· Unprofessional behavior as defined in the Professional Standards for Candidates in the School of Nursing may impact a student’s standing in the program.

3. Students are required to log the time spent in the clinic. Students also log data related to each patient including gender, age, ethnicity, and the conditions for which they are being seen. This data verifies with the university and the accrediting agencies that students are meeting requirements of the program.

4. Students may only participate in clinical activities for the population aggregate courses for which they are currently enrolled or have completed. For example, students may not see children as part of their clinical experience until they begin NRP/540: Management of Pediatric and Adolescent Populations.

5. Lab hours will consist of simulation exercises and faculty-supervised physical assessment skills check-offs such as neuro, musculoskeletal, cardiac, pulmonary, and abdominal assessments. Also included in the lab are practice performing pelvic exams, punch biopsies, suturing, and other procedures. The faculty supervised assessments will take place during the 5-day residency period.

Residency

Students will be required to complete a 5-day residency during their NRP/571 course. They complete the first 7 weeks of the course online or at the local campus as usual. Then, during the 8th week of the course, they attend a 5-day intensive residency, consisting of 8-hour days.

· Local campus students will attend their local campus for residency. They are responsible for any travel to clinical or simulation sites that are required as part of residency.

· Online students will need to travel to Phoenix for residency. They will be financially responsible for their travel, including their flight, hotel, and dinner costs. University of Phoenix staff work with local hotels to establish discounted rates for online students during this week. The university will cover transportation between the hotel, the Phoenix campus, and any clinical sites for online students.

 

 

Developing Master’s-Level Writing Skills

Nurses are busy. Many develop habits that help them work quickly: writing in short-hand on the job or in text message abbreviations in everyday life. When starting a Master’s program, however, nursing students must use scholarly writing or academic writing. The objective of academic writing, which has a high level of rigor and a specific structure, is to provide clear, concise insights and to support them with evidence. The transition from short hand or casual writing to scholarly writing requires using the five-paragraph essay format.

The Five-Paragraph Essay Format

The five-paragraph essay format is a classic structure used for building an essay and is helpful in organizing and developing ideas.

The basic five-paragraph essay contains the following:

· One introductory paragraph to introduce the topic and a thesis statement

· Three body paragraphs that support, defend, and develop the topic of the essay

· One concluding paragraph to summarize and synthesize the information provided on the topic

The body paragraphs can be expanded for a more robust discussion. Please review the American Psychological Association’s (APA) style manual for further guidance in paragraph and sentence development. FNP Program Assignment Project

Planning Your Paragraphs With the “MEAL Plan”

Presenting information to your reader in a clear and concise manner requires writing organized and effective paragraphs. Paragraphing is a core skill in building paraphrase that convey mastery of your academic writing abilities. Students at Duke University are encouraged to think of a paragraph as a complete MEAL that includes a Main idea, Evidence, Analysis, and a Link. Understanding the MEAL Plan will provide you with an effective strategy to ensure each paragraph contains a main idea, evidence to support the idea, analysis of evidence, and a link of the information to what already exists and to the next topic in the discussion.

M – The Main Idea

Every paragraph should have one main idea. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one main point. The idea behind a paragraph is to introduce an idea and expand on it. If you veer off into a new topic, begin a new paragraph.

E – Evidence (or Examples)

Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, re-evaluate your idea and see whether you need even to keep it in the paper.

A – Analysis

Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation of your evidence or examples: how you break them apart, compare them to other ideas, use them to build a persuasive case, demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quote from another author. Always follow a quote with your analysis of the quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its own, then the author of that quote will have a stronger voice in your paragraph (and maybe even your paper) than you will. FNP Program Assignment Project

L – Link Back to the Larger Claim

Linking one idea to another helps your reader to see how your paragraphs fit together. When you end a paragraph, try to connect that idea to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.

Rigor

Rigor does not refer to whether an essay uses an elevated vocabulary or has impeccable grammar, but, rather, it is determined by how well ideas are expressed and supported by compelling evidence.

 

 

 

Student Code of Academic Integrity

University of Phoenix is an academic community whose fundamental mission is the pursuit of intellectual growth. Achievement of this mission is dependent upon the development of autonomous thought and respect for the ideas of others. Academic dishonesty threatens the integrity of individual students as well as the University’s academic community. By virtue of membership in the University’s academic community, students accept a responsibility to abide by this Student Code of Academic Integrity, which is a part of the Student Code of Conduct.

Academic integrity violations include all forms of academic dishonesty, including but not limited to:

a.   Plagiarism  – Intentional or unintentional representation of another’s words or ideas as one’s own in an academic exercise.

Examples of plagiarism include but are not limited to:

●   The exact copy of information from a source without proper citation and without use of quotation marks or block quotation formatting. If any words or ideas used in a class posting or assignment submission do not represent the student’s original words or ideas, the student must distinguish them with quotation marks or a freestanding, indented block quotation (for a quotation of 40 or more words), followed by the appropriate citation in accordance with the Publication Manual of the American Psychological Association. When a student copies information from a source, he or she must acknowledge the source with quotation marks or block quotes irrespective of whether or not the source has been formally published. FNP Program Assignment Project

●   Paraphrasing statements, paragraphs, or other bodies of work without proper citation using someone else’s ideas, data, language, and/or arguments without acknowledgement.

●   Presenting work as the student’s own that has been prepared in whole or part by someone other than that particular student. This includes the purchase and/or sharing of work.

●   Failure to properly cite and reference statistics, data, or other sources of information that are used in one’s submission.

b.   Self-plagiarism, double dipping, or dovetailing  – Submission of work that has been prepared for a different course without fair citation of the original work and prior approval of faculty.

Students who submit assignments that were previously submitted in another course are subject to the same consequences they would face if they plagiarized these assignments. The use of one’s previous work in an assignment requires prior approval from the current faculty member and citation of the previous work.

c.   Fabrication  – Falsification or invention of any information, citation, data, or document.

This includes the invention or alteration of data or results, or relying on another source’s results in any assignment without proper acknowledgement of that source. Fabrication includes citing sources that the student has not actually used or consulted.

d.   Unauthorized Assistance  – Use of materials or information not authorized by the faculty member to complete an academic exercise, or the completion of an academic exercise by someone other than the student.

Students must rely upon their own abilities and refrain from obtaining assistance in any manner that faculty does not explicitly allow. This includes but is not limited to providing or receiving answers to an exam, use of faculty materials or answer keys, or a student having someone take his or her exam.

e.   Copyright infringement  – Acquisition or use of copyrighted works without appropriate legal license or permission.

f.   Misrepresentation  – Falsely representing the student’s situation to faculty when (1) justifying an absence or the need for an incomplete grade; or (2) requesting a makeup exam, a special due date, or extension of a syllabus or class deadline for submitting a course requirement.

g.   Collusion  – Helping or allowing another student to commit any act of academic dishonesty.

Welcome to the Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program!

Orientation

This required 5-day orientation will prepare you to begin the MSN/FNP program by helping you do the following:

· Become familiar with the University of Phoenix classroom.

· Identify program requirements and university policies.

· Prepare for the clinical portions of the program.

· Examine Professional Standards for ethical behavior.

· Review research and writing expectations for master-level students.

· Explore university resources that will set you up for success.

About the MSN/FNP Program

The Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program is designed for current RNs who want to expand their clinical practice and have a more direct impact on health care. The curriculum emphasizes comprehensive care and illness prevention while focusing on the unique health care needs of the patient throughout the life span. On program completion, MSN/FNP graduates are eligible to take the National Family Nurse Practitioner Certification Exam through the ANCC or AANP. FNP Program Assignment Project

Industry Alignment

The MSN/FNP program was designed with input from employers to align with leading industry organizations, standards, and certifications. The program:

· Is accredited by the Commission on Collegiate Nursing Education (CCNE)

· Aligns with The Essentials of Master’s Education in Nursing (AACN, 2011)

· Aligns with Quality & Safety Education for Nurses (QSEN): Graduate level KSA competencies (Knowledge/Skills/Attitudes)

· Incorporates elements of ANA Professional Standards

· Practice Codes and Ethics

· Ethical Decision Making

· Aligns with the National Organization of Nurse Practitioner Faculties (NONPF) criteria for evaluation of nurse practitioner programs

Alignment With the School of Nursing’s Vision and Mission

Our vision in the School of Nursing is to be a standard of excellence in educating and empowering individuals to improve the quality of health care in their communities and the industry.

 

Our mission is to provide educational opportunities that embody the value of caring, excellence in practice, and leadership in the nursing profession.

The MSN/FNP program allows students to gain advanced nursing knowledge in role preparation through a professional nursing framework that supports the advancement and use of evidence-based practice. Throughout the curriculum, students are encouraged to solve real-world problems and make a positive impact on the quality of health care in their communities by embodying the values of our mission: caring, excellence in practice, and leadership in the nursing profession.

 

 

 

2. Assignments, Attendance, and Participation

 

The following policies apply to students in all University of Phoenix courses.

Assignments

To receive credit for assignments, they must be submitted to the classroom no later than 11:59 p.m. Arizona Time on the assignment due date. If you foresee a circumstance in which you may not be able to submit an assignment on the due date, contact your instructor and academic counselor. Some instructors will accept late assignments for partial credit, but some may not. Refer to the Instructor Policies posted in your classroom for the late work policy in each course. FNP Program Assignment Project

Technical Support: If you experience technical issues that prevent you from submitting an assignment, please immediately call technical support for help trouble shooting the problem. Technical support can be reached 24 hours a day, 7 days a week by calling 1-877-832-4867. It is wise to work ahead on assignments to avoid unforeseen challenges, as instructors will not consider technical issues to be a valid reason for missing an assignment due date.

Attendance

Attending class consistently is required for your academic success. Attendance is tracked by Academically Related Activities, such as actively participating in an online classroom, physically attending a class, or submitting an assignment.

Online students meet the attendance requirement by posting in the classroom once on at least 2 different days during each week to progress toward earning a grade and credit for a course. Online courses are asynchronous, so you can post at any time (24 hours a day) on any 2 days each week to be considered in attendance. As long as you are submitting your assignments on time and actively participating in class discussions throughout the week, you will meet your attendance requirement.

On-campus students meet the attendance requirement by physically attending class at the designated time each week and signing the roster to progress toward earning a grade and credit for a course.

Getting Dropped from Class for Lack of Attendance (Autodrop)

If a student misses more than the allowed absences in a course in consecutive or non-consecutive weeks, the student will automatically be withdrawn (autodropped) from the course and will not be eligible to earn a grade. This applies to students in both online and local campus modalities. Sending assignments to the instructor by e-mail, fax, mail, or other means does not make up for missed classroom attendance. Faculty cannot excuse absences. In the event that you cannot meet attendance due to extenuating circumstances, contact your academic counselor. FNP Program Assignment Project

Length of Course	Absences Allowed	Absences Resulting in Autodrop
1-4 weeks	0	1
5–9 weeks	1	2
10+ weeks	2	3

Participation

To earn participation points, online students will be required to participate in class discussions on at least 3 different days during the online week. The number of substantive messages required each week follows the schedule below:

Student Level	Participation Requirement	Total Messages
Undergraduate	8 messages over at least 3 days	8
Master	8 messages over at least 3 days	8
Doctoral	6 messages over at least 3 days	6

On-campus students meet the participation requirement each week by making substantive contributions to the face-to-face discussions in class.

 

3. What Is Substantive Participation?

 

To be an effective student, you will need to actively engage in dialogue with classmates and participate in class discussions. Both quantity and quality of your comments are important in the classroom.

Local Campus Class Participation

In local campus courses, you earn participation points by making substantive face-to-face comments with your classmates each week to drive discussion on class topics. These comments move the conversation along with contributing insights, probing questions, alternative perspectives, grounded examples, analysis, and synthesis.

Online Class Participation

Online students earn their participation points by meeting the required amount of substantive posts each week. As with local campus students, online students make the most out of participation by either asking questions or responding to inquiry with new thoughts so they can learn to see the topic from a variety of viewpoints and experiences. Your written responses to your classmates’ and instructors’ posts are the optimal means for engaging in meaningful dialogue to expand your understanding of the topic and to learn from one another. FNP Program Assignment Project

Guidelines for Substantive Posts

A typical substantive post at the master’s level will be formatted with a formal academic approach and might contain citations and references presented in APA format.

To ensure that you are substantively participating in the course, compare your posts to the following guidelines by asking yourself the following questions:

1. Did your post demonstrate effective writing in a scholarly tone? Did you use proper spelling and grammar? You are expected to use the spell-checker and carefully proof-read your work before posting. Posts with sloppy writing and/or spelling mistakes do not earn participation credit.

2. Was your post relevant to the weekly discussion topics? Off-topic discussion, even if well developed, does not earn participation credit. Always make sure your posts address the course competencies, which can be found by reviewing the learning objectives listed in the syllabus.

3. Did your post add value to the discussion by incorporating your professional experience or by asking thought-provoking questions, extending the scope of the conversation to include alternative ideas or perspectives, or providing new information that helps move the conversation along?

4. Was the content of your post original? Or, did you merely echo a previous post?

5. Did the content of your post have sufficient elaboration, detail, and support to be credible? If you supported your post with an idea from the text or external literature, did you cite it in APA style?

Engaging in Meaningful Dialogue

Engaging in meaningful conversations or dialogue with your instructors and classmates is crucial for learning. It is an opportunity to help you connect and build shared meaning. Unlike a debate, where you put forward what you perceive is the best or your most persuasive idea, a dialogue is intended to provide you with the opportunity to exchange different perspectives, work toward common understanding, and search for strength and value in other’s assertions through mutual respect.

As you engage in dialogues, avoid assuming that there can only be one answer. The objective of a dialogue is not to try to demonstrate your classmates’ ideas as inadequate, rather to share and discuss your own ideas and perspectives from your context. It is important to remain open-minded to other ideas and assertions as they may help you develop a deeper understanding of your own views.

Sharing your ideas and perspectives involves a certain level of risk taking because someone may not always agree with you. You may feel uncomfortable at first, but sharing different perspectives is an opportunity to discover and generate new ideas, possibilities, or solutions.

Active Listening

Engaging in meaningful dialogue requires active listening. As you read or listen to the ideas of others, focus on not only what they are saying but also the complete message they are trying to convey. Suspend any negative judgment and try to make connections between what you are reading or hearing and your own ideas.

Critical Thinking Questions

Ask probing questions that will help further the conversation. Generating good questions has many applications and can propel your thinking forward. This is a skill that may take time to develop. FNP Program Assignment Project

The following list of critical-thinking questions will get you started. Critical-thinking questions are a great source of inquiry. They are available on the Internet and you can quickly gather many resources for generating them.

Examples of Critical Thinking Questions

· How does this practice method relate to your experience as a nurse?

· How do these ideas resolve the problem?

· How could these ideas affect future thinking?

· What problems can you imagine having when applying these principles on the job?

· How might someone from a completely different culture view the problem or solution?

· How would an interdisciplinary approach change the perspective?

 

 

 

 

 

 

 

4. The Professional Standards

1. University of Phoenix Student Code of Conduct Guidelines for acceptable student behavior, including academic integrity, at University of Phoenix can be identified in the Student Code of Conduct, available in the academic catalog.

2. American Nurses Association (ANA) Code of Ethics for Nurses The School of Nursing adheres to the ANA Code of Ethics for Nurses. Students are expected to read, understand, and perform in compliance with this Code of Ethics for Nurses.

3. Nurse Practice Act (by state) Because nursing care poses a risk of harm to the public if practiced by professionals who are unprepared or incompetent, the state, through its police powers, is required to protect its citizens from harm. That protection is in the form of reasonable laws to regulate nursing. Students are required to read, understand, and perform in compliance with their state’s nurse practice act.

4. ANA Principles for Social Networking and the Nurse ANA’s Principles for Social Networking and the Nurse: Guidance for the Registered Nurse provides guidance to registered nurses on using social networking media in a way that protects patients’ privacy and confidentiality and maintains the standards of professional nursing practice.

5. The candidate is sensitive to community and cultural norms that pertain to the university classroom, clinical rotations, practicum, and/or preceptorships.

6. The candidate appreciates and values human diversity and shows respect for others’ varied talents and perspectives.

7. The candidate refrains from engaging in nursing practice for which the student has not been authorized or for which the student has not been educated/validated at the time of the incident.

8. The candidate refrains from disrupting the programs of the School of Nursing or its affiliates.

9. The candidate will participate in or complete clinical work consistent with professional nursing practice, including satisfactory performance of all critical behaviors specified.

10. The candidate will adhere to College, School, Clinical, and Agency site policies and procedures.

11. Candidates will refrain from aiding, abetting or inducing another to commit a violation of the Student Code of Conduct or Professional Standards.

12. Candidates in the School of Nursing will assume responsibility for their own health as well as their own behavior.

a. Transportation: Candidates in the School of Nursing are responsible for personal transportation to and from health agencies and/or clinical sites.

b. Personal Electronic Devices: Candidates in the School of Nursing are responsible to be aware of and comply with agency policies regarding personal electronic devices.

Referrals

A candidate’s ability to satisfactorily meet the Professional Standards is a matter of ongoing academic judgment made by faculty, campus staff, and campus management. When it is determined by faculty, campus staff, or campus management that a candidate falls short of meeting any of the above Professional Standards, they may file a Referral Form with the Campus College Chair, Regional or Campus Director of Academic Affairs, or designee. Any candidate who receives one or more referral(s) shall be counseled, remediated, or withdrawn from his/her program as appropriate. FNP Program Assignment Project

Candidates who are separately charged with violating the University of Phoenix Student Code of Conduct shall be subject to the policies, procedures, and sanctions issued by that office.

 

5.University of Phoenix Material

 

Classroom Walkthrough

 

Compare your Exercise 2 answers about the Classroom Walkthrough activity with those provided below.

 

Question	Answer
Name one classroom feature that can help you keep track of what you have to do each week in class.	Possible answers:   Tabs: There is a tab for each week of the course, labeled by week number, which is a week-by-week breakdown of the syllabus.   To Do This Week: The Class Home tab will show you a To Do This Week carousel at the top of the page that you can scroll through to quickly see all of the learning activities, assignments, and discussions you are required to complete in your current week of class.   Check Marks: One useful function of the syllabus is the ability to check off tasks, learning activities, and assignments as you complete them. Assignments will receive a checkmark next to them only after they have been successfully submitted.
What is the purpose of the course syllabus?	The syllabus is the course’s main source of information for course goals, objectives, learning activities, and assignments. You can view the syllabus week-by-week by selecting the tab that corresponds with the week number, or you can download a copy of the complete course syllabus by selecting the small printer icon on the top-right side of the classroom.
How can you tell if your class will require you to work on a Learning Team?	To see if your course has Learning Teams, check the class roster feature, which will show you who is on each Learning Team. Learning Teams are usually set up by the facilitator by the second week of class. A Learning Team icon (a small image with a group of three students) will appear next to any of your assignments that require you to work collaboratively with your Learning Team members.
When you turn in an assignment, how can you be sure you submitted it and that it was on time?	It’s important to note that uploading an assignment is not the same thing as submitting it. Each time you turn in an assignment, confirm that your submission was successful before you log out of the classroom. There are several ways you can do this:   1. The Assignment Files tab will show you the file status of each document you have uploaded. Once you successfully submit the uploaded assignment, the file status will change from “Not Submitted” to “Submitted” and will include a date and time stamp.   2. Look for the checkmark next to the assignment title on the syllabus. This mark will appear only after the assignment has been submitted. If the checkmark does not appear, you have not submitted it properly.   3. If you believe you submitted an assignment but to not see a time/date stamp or checkmark, you can also call technical support for assistance or confirmation of the assignment submission.
Where can you see your instructor’s feedback on a graded assignment?	The Grading tab for each assignment has a space where your instructor can list short, general comments once the assignment has been graded. Additionally, your instructor may include a document with more detailed feedback or make line-by-line comments directly on your assignment. Be sure to look for any documents attached to the Assignment Graded section of the Grading tab so you do not miss out on that valuable feedback.

 

 

 

6. Students in the MSN/FNP must meet academic, behavioral, and compliance requirements throughout the program in order to remain in good standing, be able to progress through all milestones in the permitted timeframe, and successfully complete the program. FNP Program Assignment Project

Grade Requirements

Minimum Course Grade Requirement

Students are required to earn a minimum grade of “B” in all MSN/FNP graduate-level courses. A final grade of “B-” or lower in any course is considered a non-passing grade and would result in the student needing to retake the course. During the duration of the program, students are allowed one attempt to repeat only one nursing course. If a non-passing grade is earned on the second attempt or if the student earns a non-passing grade in a second course at any point in the program, the student will be scholastically suspended (permanently withdrawn) from the MSN/FNP program.

If a student experiences an unexpected circumstance that may impact his or her ability to successfully pass a class, the student should immediately contact an academic counselor for advice, resources, and to discuss all options.

Grade Point Average (GPA) Requirement

Students must maintain a GPA of 3.0 or higher to avoid academic probation. This is a B average.

Clinical and Residency Requirements

MSN/FNP students must be able to modify their work schedules to allow time for their coursework and clinical requirements. This includes taking a week off of work to fulfill the residency requirements.

Students are required to complete 84 supervised lab hours and 600 on-site, precepted clinical hours (45 hours for each clinical course and 420 hours in the final preceptorship). Some of the supervised lab hours will take place in NRP/571, during a 5-day intensive on-campus residency. The clinical and residency requirements will be outlined in more detail on Day 3 of this workshop.

Course Sequence

Nursing Bridge Program

Students in the Bridge program must complete three Bachelor-level courses prior to beginning the 500-level graduate courses listed in the course sequence.

Compliance Documentation

Valid RN License and CPR Certification

MSN/FNP students must maintain valid CPR certification and possess either a valid, unrestricted/unencumbered RN license in the state in which they are completing clinical hours or possess a valid, unrestricted/unencumbered compact (multistate) state RN license that is recognized in the state in which they are completing clinical hours. RN licenses must be valid and unrestricted/unencumbered in all states and jurisdictions in which the applicant holds an active nursing license. FNP Program Assignment Project

· All active licenses must remain valid and unrestricted/unencumbered through the duration of the program.

· It is the student’s responsibility to immediately self-disclose to their academic counselor any changes in their RN license.

Medical Records and Tutorials

Prior to starting Clinicals, students must submit the following compliance documentation to their clinical coordinators at the specified times:

· MMR (titer or proof): Submit during NRP/511; required before starting NRP/571

· Varicella (titer or proof): Submit during NRP/511; required before starting NRP/571

· Proof of annual TB test (titer or proof): Submit during NRP/511; required before starting NRP/571

· Proof of annual flu vaccine: Submit during NRP/511; required before starting NRP/571

· Tdap: Submit during NRP/511; required before starting NRP/571

· Proof of Hepatitis B vaccine: Submit during NRP/511; required before starting NRP/571

· Bloodborne Pathogens Tutorial: Required in NRP/511

· HIPPA Tutorial: Required in NRP/511

Behavioral Standards

Students in the MSN/FNP program must adhere to the University of Phoenix Student Code of Conduct as well as the School of Nursing Professional Standards.