ASSOCIATE OF SCIENCE IN NURSING ASN STUDENT HANDBOOK
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ASSOCIATE OF SCIENCE IN NURSING
ASN STUDENT HANDBOOK
2022-2023
7/20/22
This handbook is designed to serve as a guide to the rules, policies, and services of the University:
therefore, it is not intended to establish a contract and the University reserves the right to amend, modify,
or change regulations, policies, and financial charges stated in this handbook throughout the year. In such
case, the University will make reasonable efforts to notify the University community, in a timely manner,
of any changes in policies and regulations. Notification shall be made via MyLMU, the University website,
or to University issued e-mail accounts as deemed appropriate.CAYLOR SCHOOL OF NURSING
ASN STUDENT HANDBOOK
TABLE OF CONTENTS
LMU Academic Calendar……………………………………………………………….. 3
University’s Mission and Purpose………………………………………………………. 4
Caylor School of Nursing Accreditation and Approvals………………………………... 4
Caylor School of Nursing Purpose, Vision, Mission, and Philosophy………………….. 5
Overview of the Roy Adaptation Model of Nursing…………………………………….. 8
End-of-Program Student Learning Outcomes…………………………………………… 11
Course Descriptions, Core Curriculum, and Nursing Component………………………. 11
Student Advising Sheets………………………………………………………………… 12
Admission Requirements………………………………………………………………... 13
Admission Requirements for LPN to ASN Program……………………………………. 13
LMU Site Assignment Policy…………………………………………………………… 13
Academic Advisement Information …………………………………………………….. 13
Grade Reports and Academic Transcripts……………………………………………….. 13
Withdrawal from the University………………………………………………………… 13
Honors………………………………………………………………………………….... 13
Progression, Readmission, and Graduation Policies…………………………………….. 14
Students with Disabilities Policy………………………………………………………... 16
CSON Complaint and Appeals Process…………………………………………………. 17
CSON Student Appeal Request Form…………………………………………………… 18
Nursing Code of Ethics………………………………………………………………….. 19
Exam Administration and Review Policy……………………………………………….. 20
CSON Alcohol and Drug Policies……………………………………………………….. 22
Cell Phone Policy………………………………………………………………………... 23
Permission to Audio Record Lecture……………………………………………………. 23
Attendance Policy……………………………………….................................................. 23
Clinical Information.…………………………………………………………………….. 25
Universal Precautions…………………………………..................................................... 26
Post Occurrence/Exposure Report Form………………………………………………... 27
Uniform Policy…………………………………………………………………………... 28
Family Educational Rights and Privacy Act (FERPA)………………………………….. 29
Health Information Privacy and Social Media…………………………………………... 30
Student Resources……………………………………………………………………….. 30
Consent Form……………………………………………………………………………. 32
Student Essential Functions……………………………………………………………... 34
23
UNIVERSITY’S MISSION AND PURPOSE
Lincoln Memorial University is a comprehensive values-based learning community dedicated to
providing quality educational experiences at the undergraduate, graduate, and professional levels.
The University strives to give students a foundation for a more productive life by upholding the
principles of Abraham Lincoln’s life: a dedication to individual liberty, responsibility, and
improvement; a respect for citizenship; recognition of the intrinsic value of high moral and ethical
standards; and a belief in a personal God.
While primarily committed to teaching, the University supports research and service. The
University’s curriculum and commitment to quality instruction at every level are based on the beliefs
that graduates must be able to communicate clearly and effectively in an era of rapidly and
continuously expanding communication technology, must have an appreciable depth of learning in a
field of knowledge, must appreciate and understand the various ways by which we come to know
ourselves and the world around us, and must be able to exercise informed judgements.
The University believes that one of the major cornerstones of meaningful existence is service to
humanity. By making educational, service, and research opportunities available to students, Lincoln
Memorial University seeks to improve life for the students it serves. While serving students from
throughout the state, nation, and many other countries, the University retains a commitment to enrich
the lives of people and communities in the Appalachian region.
Revised July 6, 2017; approved by the Board of Trustees, November 10, 2017
THE CAYLOR SCHOOL OF NURSING
ACCREDITATION/APPROVALS
TENNESSE/KENTUCKY Programs:
The Associate of Science in Nursing (ASN), Bachelor of Science in Nursing (BSN), Master of
Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) degree programs are approved by
the Tennessee Board of Nursing. The ASN program offered in Kentucky is approved by the
Kentucky Board of Nursing.
The Associate of Science in Nursing (ASN), Bachelor of Science in Nursing (BSN), Master of
Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) nursing programs at Lincoln
Memorial University at the LMU Harrogate, LMU Cedar Bluff, LMU Tower, and LMU Corbin
campuses in located in Harrogate and Knoxville, Tennessee and Corbin, Kentucky are accredited by
the: Accreditation Commission for Education in Nursing (ACEN) 3390 Peachtree Rd NE, Suite 1400
Atlanta, GA 30326 (404) 975-5000
The most recent accreditation decision made by the ACEN Board of Commissioners for the
Associate of Science in Nursing (ASN), Bachelor of Science in nursing (BSN), Master of Science in
nursing (MSN), and Doctor of Nursing Practice (DNP) is continuing accreditation.
ACEN is officially recognized as a national accrediting agency for nursing education by the Council
on Higher Education Accreditation (CHEA) and by the U.S. Department of Education. ACEN may
be contacted at 3390 Peachtree Rd NE, Suite 1400, Atlanta, GA 30326 or call (404)-975-5000 or visit
www.acenursing.org.
4FLORIDA Programs
The ASN and BSN programs offered in Florida are approved by the Florida Board of Nursing.
The Associate of Science in Nursing (ASN) and Bachelor of Science in Nursing (BSN) nursing
programs at Lincoln Memorial University at the Tampa campus located in Tampa, FL are accredited
by the: Accreditation Commission for Education in Nursing (ACEN) 3390 Peachtree Rd NE, Suite
1400, Atlanta, GA 30326 ( 404 ) 975-5000.
The most recent accreditation decision made by the ACEN Board of Commissioners for the
Associate of Science in Nursing (ASN) and Bachelor of Science in Nursing (BSN) nursing programs
is initial accreditation.
ACEN is officially recognized as a national accrediting agency for nursing education by the Council
on Higher Education Accreditation (CHEA) and by U.S. Department of Education. ACEN may be
contacted at 3390 Peachtree Rd NE, Suite 1400, Atlanta, GA 30326 or call (404) 975-5000 or visit
www.acenursing.org.
SACSCOC Accreditation
Lincoln Memorial University is accredited by the Southern Association of Colleges and Schools
Commission on Colleges (SACSCOC) to award associate, baccalaureate, masters, specialist, and
doctorate degrees. Questions about the accreditation of Lincoln Memorial University may be
directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at
1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information
available on SACSCOC’s website (www.sacscoc.org).
PURPOSE
Responding to the needs of nursing education and health care of the people of the region,
Lincoln Memorial University established the Associate of Science in Nursing (ASN) degree program
in 1974. As a reflection of the changing local health care needs and national trends in nursing,
Lincoln Memorial University instituted the Registered Nurse to Bachelor of Science in Nursing (RN-
BSN) program in 1987. Both undergraduate programs are founded on the belief that nursing is a
service which aims to assist individuals to attain, maintain, or regain optimum level of wellness
through application of the nursing process. To further assist with regional healthcare needs and to
enhance nursing service across the lifespan, the Master of Science in Nursing (MSN) program was
initiated in 2006 to educate advanced practice nurses, the generic Bachelor of Science in Nursing
(BSN) program commenced in 2010, and the Doctor of Nursing Practice (DNP) in 2015.
VISION
We, the Nursing Faculty of Lincoln Memorial University, Caylor School of Nursing, envision
culturally diverse Faculty and students engaged in teaching, education, service, practice, and
scholarship. Faculty desire to be excellent nurse educators, adhering to nationally recognized
competencies and standards of nursing practice, while assisting undergraduate and graduate students
to become qualified nurse professionals capable of adaptation, and promotion of adaptation, in the
21st century health care environment. The Caylor School of Nursing will develop, attain, and engage
in unique educational programs and services for the surrounding regions and beyond. We desire to
5be recognized as providing excellent nursing programs that support a career pathway for lifelong
learning and that also value high academic, moral, and ethical standards.
MISSION
In agreement with the University’s mission and goals, the Faculty of the Caylor School of
Nursing strive to instill responsibility and high moral/ethical standards in the preparation of quality
nurses, at multiple levels of nursing education, through superior academic programs at the
undergraduate and graduate level. Specifically, the mission of the Faculty is to prepare nurses with
the ASN, BSN, MSN, and DNP degrees, to assist individuals, families, communities, and society as
they adapt to changes in physiological needs, role function, self-concept, and interdependent
relationships during health and illness. The Caylor School of Nursing seeks to respond to the needs
of nursing education and healthcare in the surrounding communities and a global society by
preparing nurses at multiple degree levels and by providing continuing education/professional
development opportunities rooted in knowledge, research, and other scholarly activities.
Philosophy
Nursing is a health care profession with a unique body of knowledge. The Caylor School of
Nursing is viewed as a place where culturally diverse students and faculty actively engage in a
teaching-learning process to attain and generate nursing knowledge. Faculty and students are
partners in this process, creating unique learning opportunities. This knowledge can be imparted
through multiple levels of nursing education, a design which is most responsive to community needs.
The teaching-learning process fosters individual growth and goal attainment, which are manifested
through changes in thinking and behavior.
The Faculty believes in multiple degree levels of nursing education and encourages the promotion of
ongoing/continuing education for nurses. This education is based in an institution of higher learning,
consists of both general education courses and nursing courses, and is provided by qualified Faculty
on site, or may include alternate delivery methods, such as through distance education. Faculty serve
as role models through nursing education, practice, service, and scholarship (as scholarship is defined
by the University).
The Faculty acknowledge the ASN graduate’s focus is care of persons with adaptive and/or
ineffective health responses, whereas, the BSN graduate’s focus is care of persons, groups,
communities, and society with adaptive and/or ineffective health responses. Graduate education will
prepare nurses to assume advanced practice roles including: practitioner, educator, researcher,
advocate, consultant/collaborator, manager, and leader. Additionally, we agree that both
undergraduate and graduate nursing education must be consistent with nationally recognized
competencies and standards, including the APRN Consensus Model for Advanced Practice.
The Roy Adaptation Model (Roy, 2009) serves, along with national competencies and
standards, as a comprehensive framework for the curriculum of the ASN and BSN programs. The
Roy Model also provides, to a lesser extent, a conceptual basis for the masters program. The
graduate program relies heavily upon national competencies and standards to direct the curriculum
and provides the student with a comprehensive appraisal of multiple theoretical frameworks from
which they may draw in their personal professional practice.
6Fundamental to the Roy Adaptation Model “is the goal of enhancing life processes to promote
adaptation” with adaptation viewed “as the process and outcome whereby thinking and feeling
people, as individual or in groups, use conscious awareness and choice to create human and
environmental integration” (Roy, 2009, p. 28).
Human persons are the focus of nursing endeavors and are viewed as an adaptive system. “As
an adaptive system, the human system is described as a whole with parts that function as a unity for
some purpose. Human systems include people as individuals or in groups including families,
organizations, communities, and society as a whole” (Roy, 2009, p. 27). Faculty also believe that
humans as an adaptive system act to maintain adaptation in the four adaptive modes of the Roy
Model: physiologic-physical, self-concept group identity, role function, and interdependence.
Environment is defined as “all conditions, circumstances, and influences that surround and
affect the development and behavior of humans as adaptive systems, with particular consideration of
human and earth resources” (Roy, 2009, p. 28). We believe that human persons interact with the
changing environment and make either adaptive or ineffective responses.
Health is defined as “a state and a process of being and becoming an integrated and whole
human” person (Roy, 2009, p. 27). The Faculty believes that responses by human persons that can be
observed in the four adaptive modes are reflective of one’s health state.
Nursing is defined “as a health care profession that focuses on the life processes and patterns
of people with a commitment to promote health and full life-potential for individuals, families,
groups and the global society” (Roy, 2009, p. 3). We view the goal of nursing practice as the
promotion of adaptation in each of the four adaptive modes, “thus contributing to health, quality of
life and dying with dignity by assessing behaviors and factors that influence adaptive abilities and by
intervening to enhance environmental interventions (Roy, 2009, p. 29). The Faculty further believes
that nursing practice is both an art and a scientific discipline, rooted in caring, cultural
sensitivity/competence, a code of ethics, and standards of care and professional performance/practice.
We believe all of these are essential for both provision of holistic, effective, quality nursing care; and
for promotion of adaptation in humans across the lifespan, as individuals, or in groups, communities,
and society as a whole in the 21st century healthcare environment.
Reference:
Roy, C. (2009). The Roy Adaptation Model (3rd Ed.). Upper Saddle River, NJ: Pearson
Education, Inc.
7OVERVIEW OF THE ROY ADAPTATION MODEL (RAM) OF NURSING*
I. RAM Definition of Nursing
Nursing is defined as a health care profession that focuses on the life processes and patterns of people
with a commitment to promote health and full life-potential for individuals, families, groups and the
global society.
II. RAM Elements
A. Adaptation: The process and outcome whereby the thinking and feeling person as individuals or
groups use conscious awareness and choice to create human and environmental integration.
B. Person: An adaptive system described as a whole comprised of parts. Functions as a unity for
some purpose. Includes people as individuals or in groups (families, organizations,
communities, and society as a whole).
C. Environment: All conditions, circumstances, and influences surrounding and affecting the
development and behavior of persons or groups with particular consideration of mutuality of
person and earth resources including focal, contextual, and residual stimuli.
D. Health: A state and process of being and becoming integrated and whole.
E. Goal of Nursing: To promote adaptation for individuals in the four adaptive modes, thus
contributing to health, quality of life, and dying with dignity by assessing behaviors and factors
that influence adaptive abilities and by intervening to enhance environmental interactions.
III. RAM Nursing Process:
A. Assessment of Behavior: The indicator of how a human adaptive system manages to cope with,
or adapt to, changes in health status is behavior. Involves gathering data about the behavior of
the human adaptive system and the current state of adaptation.
B. Assessment of Stimuli: Involves the identification of internal and external stimuli that are
influencing the behaviors.
C. Nursing Diagnosis: Statements that interpret the collected data.
D. Goal Setting: The establishment of clear statements of behavioral outcomes of nursing care. The
general goal of nursing intervention is to maintain and enhance adaptive behavior and to change
ineffective behavior to adaptive.
E. Intervention: The selection of nursing approaches to promote adaptation by changing stimuli or
strengthening adaptive processes.
F. Evaluation: Involves judging the effectiveness of the nursing intervention in relation to the
behavior of the individual or group.
8IV. The Four Modes in RAM for the Individual (ASN & BSN)
A. Physiologic Mode: Includes oxygenation; nutrition; elimination; activity and rest; protection;
senses; fluid, electrolyte, and acid-base balance; neurologic function, and endocrine function.
B. Self-Concept Mode: Includes things such as body image, sexual function, coping strategies for
loss, and self-esteem.
C. Role-Function Mode: Includes things such as role clarity, role transition, role performance,
coping with role change, role integration and role mastery.
D. Interdependence Mode: Includes things such as dependency and independency, relationships,
relations and communication, learning and maturing in relationships, and giving and receiving
love, respect, and value.
V. The Four Modes in RAM for Groups (BSN)
A. Physiologic Mode: Includes things such as fiscal resources, member capability, physical
facilities, number of participants, knowledge and skills of participants, stable membership,
physical facilities, and effective planning for the future of the group.
B. Group Identity Mode: Includes things such as interpersonal relationships, milieu and culture,
goals and values, expectations, understanding and support, shared leadership, morale, and unity
in crisis.
C. Role-Function Mode: Includes things such as role clarity, socialization for role expectations,
expectations to accomplish goals of the group, mutual dependence in division of labor, processes
for integrating roles, responsibilities and expectations between individuals in complementary and
relating roles, carrying out roles to meet group demands, and mentoring for development.
D. Interdependence Mode: Includes relational adequacy, developmental adequacy and resource
adequacy.
VI. Selected Key RAM Concepts
A. Adaption Level: Represents the condition of the life processes described on three levels as
integrated, compensatory, and compromised.
1. Integrated Life Process: Adaptation level at which the structure and functions of a life
process are working as a whole to meet human needs.
2. Compensatory Process: Adaptation level at which the cognator and regulator have been
activated by a challenge to the integrate life processes.
3. Compromised Process: Adaptation level resulting from inadequate integrates and
compensatory life processes; an adaptation problem
B. Adaptive Responses: Responses that promote integrity in terms of the goals of human systems.
9C. Ineffective Responses: Responses that do not contribute to integrity in terms of the goals of the
human system.
D. Cognator Subsystem: For individuals, a major coping process involving the four cognitive-
emotive channels: perceptual and information processing, learning, judgment, and emotion.
E. Regulator Subsystem: For individuals, a major coping process involving the neural, chemical,
and endocrine systems.
F. Stabilizer Subsystem: For groups, the subsystem associated with system maintenance and
involving established structures, values, and daily activities whereby participants accomplish the
purpose of the social system.
G. Innovator Subsystem: Related to people in a group, the internal subsystem that involves
structures and processes for change and growth.
H. Stimulus: That which provokes a response, or more generally, the point of interaction of the
human system and environment.
1. Focal Stimulus: The internal or external stimulus most immediately confronting the
adaptive system of the individual or group.
2. Contextual Stimuli: All other stimuli, internal or external, affecting the situation;
contribute to the behavior triggered by the focal stimulus.
3. Residual Stimuli: Those stimuli having an indeterminate effect on the behavior of the
individual or group; their affect cannot be, or has not been, validated. Their affects in the
current situation are unclear.
I. Coping Processes: Innate or acquired ways of responding to the changing environment.
J. Humanism: The broad movement in philosophy and psychology that recognizes the person and
subjective dimensions of the human experience as central to knowing and valuing.
K. Veritivity: A principle of human nature that affirms a common purposefulness of human
existence.
*Reference
Roy, C. (2009). The Roy Adaptation Model. (3rd Ed.) Upper Saddle River, NJ: Pearson
Education, Inc. (pp. 3, 26-27, 29, 56-82)
10ASN END OF PROGRAM STUDENT LEARNING OUTCOMES
The graduate of the Associate of Science in Nursing program will be able to:
1. outline a plan of care for a person's ability to function within the individual’s current environment.
2. treat all persons, groups, and communities with dignity and respect to the individual’s culture and belief
system.
3. apply the nursing process to plan and evaluate interventions that promote a person’s adaptation to their
maximum potential of health and well-being.
4. apply the nursing process to prioritize safe, quality care for all persons within their care.
5. establish professional relationships by communicating effectively via spoken, written, and electronic
mediums.
6. establish professional relationships by employing the role of the nurse in relation to other members of
the health care team.
7. examine existing, evidence- based strategies to promote adaptation within the person’s present health
state.
8. formulate a plan for success on the NCLEX-RN and for continued education in the nursing profession.
ASN COURSE DESCRIPTIONS
Course descriptions for all NURS courses can be found in the current LMU Undergraduate catalog.
ASN CORE CURRICULUM
The core curriculum can be found in the current LMU undergraduate catalog.
ASN NURSING COMPONENT
The core nursing component can be found in the current LMU undergraduate catalog.
1112
ASN ADMISSION REQUIREMENTS
Refer to the current LMU Undergraduate Catalog.
ADMISSION REQUIREMENTS FOR LPN TO ASN PROGRAM
Refer to the current LMU Undergraduate Catalog.
LMU SITE ASSIGMENT POLICY
1. Admission to the nursing program is made to a specific site. The site shall be the permanent location
for the duration of the program.
2. Request for site reassignment will be considered for individual/family relocation. A request for site
reassignment must be submitted in writing and will be reviewed by the ASN Admissions and
Progression Committee. Reassignments will be approved to take place at the end of the semester; no
reassignment will be allowed to occur during any semester.
3. Once reassignment has been approved, the reassigned site shall be the permanent location for the
duration of the program. Further requests for site reassignment will not be entertained.
ACADEMIC ADVISEMENT INFORMATION
Good academic advisement may make the difference between just going to college and obtaining a sound, well
rounded education; therefore, each student is assigned an academic advisor. Students should take full advantage
of the knowledge, counsel, and personal concern available from academic advisors. The student bears ultimate
responsibility for effective planning, progression, and completion of all requirements for the chosen degree.
GRADE REPORTS AND ACADEMIC TRANSCRIPTS
Instructors report final grades to the registrar at the end of the course. The Office of the Registrar releases the
grades online and students can access them through WebAdvisor. The grades will be mailed only if the student
requests from the Registrar. Refer to the current LMU Undergraduate Catalog.
WITHDRAWAL FROM THE UNIVERSITY
See current LMU Undergraduate Catalog for official process.
HONORS
See current LMU Undergraduate Catalog for official process.
13ASN PROGRESSION AND READMISSION
A. Nursing Orientation - Attendance at a nursing orientation session prior to the beginning of the ASN
program is mandatory. Attendance on the first day of all NURS courses is also mandatory. Any
student who fails to attend the first day of an NURS course may forfeit their space in the program unless
extenuating circumstances warrant the absence.
B. NURS Course Credit- Students must successfully complete both theoretical and clinical components of
any course bearing the NURS prefix. This means to continue in the ASN program, students are required
to earn a letter grade of “B” or better (which means a cumulative number score of 80% or better) in each
NURS course and a satisfactory in the clinical component of the course. An unsatisfactory grade in
clinical will result in an “F” for the NURS course. The student will not be allowed to remain in the
NURS course for the remainder of the semester once an unsatisfactory grade is received in the clinical
area.
Grades will be rounded to the nearest whole number based on Math principles. Any student achieving
less than an 80% (B) will not be allowed to progress. (See grading scale below)
Grading Scale:
90 – 100 A
87 – 89 B+
80 – 86 B
77 – 79 C+
70 – 76 C
67 – 69 D+
60 – 66 D
Below 60 F
In order to progress in the nursing sequence, students must complete prerequisites for the nursing
courses as specified in the current LMU Undergraduate Catalog.
Students in the ASN program taking elective NURS prefix courses will not be required to make a “B” in
these courses to progress in the program.
C. Dosage Calculation Quiz - A dosage calculation quiz will be administered at the beginning of each
semester to validate drug calculation competency. Students must score at least an 80%. The student will
have three opportunities to achieve an 80%. If the student does not achieve an 80% after three attempts,
they will be withdrawn from all NURS courses.
D. Withdrawal from NURS Course - If a student withdraws (having a WD on his/her transcript) from a
NURS course(s) in good academic standing (passing with an 80 average), it will not count as an attempt
in the nursing course(s). Should a student have less than an 80 average in the NURS course(s) at the
time of withdrawal, it will count as an attempt in the nursing course(s), and may affect the potential for
readmission. If a student withdraws from a Med/Surg NURS course (NURS 124, 125, 241, 242, or 244)
and is enrolled in a specialty course (NURS 126, 245, or 246), they must also withdraw from the
specialty course. If readmission is granted, the student must successfully complete the course(s)
interrupted at the time of withdrawal prior to progressing in the program.
14E. General Education Transfer of Credit - General education courses may be transferred into the ASN
program from accredited institutions. All transferred course work must carry a grade of “C” or better.
Credit for Anatomy & Physiology I and II (including the labs for these courses) earned more than eight
years ago cannot be transferred (unless approved by the ASN Program Chair).
F. NURS Transfer Work - Transfer work for NURS 115 credit may be considered based on the
following criteria:
1. Course content comparable to our NURS 115 (validated by syllabus of transferred course work
provided by the petitioner)
2. Course work no more than 18 months old from completion of course
3. Skills comparable to our NURS 115
4. Grade of a B or better
5. 6 hour credit course
G. Readmission Policy – Readmission to the ASN program is NOT guaranteed.
1. If a student earns below a “B” in an NURS course, a readmission application for that course must
be submitted to nursing. This means the student cannot progress in the program until they are
readmitted to said nursing course and successfully complete that course. Students re-entering the
nursing program may not have a lapse of more than 18 months. If a student is readmitted, it is with
the understanding that they will not be allowed to continue in the nursing program if another grade
below a “B” is earned in an NURS course. If two grades below a “B” are earned in NURS courses,
whether in the same semester or different semesters, the student will not be eligible for admission,
readmission, and/or progression in the ASN program.
2. If a student chooses to interrupt their NURS course sequence for any reason, a readmission
application must be submitted to nursing. Students re-entering the nursing program may not have a
lapse of more than 18 months.
3. Students who are readmitted must repeat all class and clinical portions of the course. All portions
of courses in which students are repeating must be completed before the student will be allowed to
progress (take other courses) within the nursing program.
4. The student will be considered for readmission by the ASN Admission & Progression Committee
on an individual basis guided by the following criteria:
a. Completion of admission criteria
b. Evidence of extenuating circumstances at the time of termination
c. Evidence of academic success, e.g.:
• Successful remediation of a specified course/s is/are required to continue in the
ASN program if the student is readmitted to any failed ASN NURS course or if the
student withdraws from the program/course for a period of less than 18 months.
• Successful completion of general education courses at LMU or other institution of
higher education.
• Successful completion of a program for LPNs and passing the NCLEX-PN.
• Have a minimum of 1 year full time working experience as a LPN.
d. Number of times enrolled/admitted in this or other nursing programs and span of time
since enrolled in nursing.
15e. Completion of an academic degree in another field and/or successful completion with
certification in health-related training program. A 2.5 or higher cumulative GPA,
including the nursing course in which the student was unsuccessful.
f. Readmission is considered on a space available basis.
5. Readmission forms should be obtained from the Administrative Assistant in the CSON or online,
and returned to the Nursing office on the Harrogate campus.
6. If a student has been unsuccessful in either NURS 242/244 or a NURS specialty course and is
readmitted to the program, the student is required to attend the NCLEX-RN review course, even if
the review course has been taken previously. The student is also required to take the RN-Predictor,
even if the assessment has been taken and passed previously.
If a student is readmitted the Student Medical Profile, drug screen, and background check must
be completed if there is a lapse in attendance of one semester or more.
H. Incomplete Policy - Students are expected to complete all requirements as assigned during the semester.
Incompletes are only given in extreme circumstances deemed by the instructor. If the request for an “I”
is approved, the work must be completed before the student can progress. If not completed as agreed
upon to by the faculty, the grade automatically becomes “F”. The grade of “I” is calculated in the grade
point average with zero points.
Any student with an Incomplete “I” in any nursing course(s) will not be allowed to enroll in subsequent
nursing courses until the Incomplete “I” has been removed from the transcript.
I. Medical Withdrawal - The didactic portions of a course with a clinical component provides the
theoretical basis for evidence-based nursing practices applied in a clinical setting. The practical
application of academic theory in a clinical setting reinforces the theoretical knowledge base needed to
make evidence based clinical decisions. In order to master the academic theory and the clinical
competencies that are the learning outcomes in this class, students must take the clinical and the didactic
portions of the class simultaneously.
If at any time during the term the student is unable to perform all of the student essential functions listed
in the LMU CSON student handbook for a period exceeding two weeks, the appropriate course of action
is to medically withdraw from the class. As an alternative to withdrawal, within two weeks of becoming
unable to perform the essential student function, a student must produce documentation from a medical
provider that the student is able to perform all of the student essential functions listed in the LMU
CSON student handbooks.
STUDENTS WITH DISABILITIES POLICY
LMU is committed to providing reasonable accommodations to assist students with disabilities in reaching their
academic potential. If you have a disability which may impact your performance, attendance, or grades in this
course, please contact Dr. Daniel Graves, Director of Accessible Education Services, to discuss your specific
needs.
If your disability requires an accommodation, you must register with the Office of Accessible Education Services.
The Office of Accessible Education Services is responsible for coordinating classroom accommodations and other
16services for students with disabilities. Please note that classroom accommodations cannot be provided prior to
the course instructor’s receipt of an Accommodations Form, signed by you and the Director of Accessible
Education Services. To register with the Office of Accessible Education Services, please contact the Director of
Accessible Education Services, Dr. Daniel Graves at daniel.graves@lmunet.edu and/or 423.869.6587 (800-325-
0900 ext. 6587).
STUDENT COMPLAINT AND APPEAL PROCESS
If a problem should arise involving a course, clinical, campus lab, or simulation, the student should first
consult the faculty member involved regarding the complaint.* If the complaint is not resolved, then the
student must follow the appropriate appeal process.
The appeal process is student driven. The student must initiate the appeal and each subsequent step of the process.
The student has the right to stop the process at any time. The student has 5 business days in which to initiate the
process and then 5 business days in which to proceed with each step.
Faculty response at each step of the appeal will be within approximately 2 weeks, except during those times when
the university offices are closed. Failure of the student to comply with the time frame will result in termination
of the appeal process and failure of the appeal.
Channel of Communication:
The following outlines the steps (in order) of the appeal process to be followed by the student. This channel of
communication must be followed for the appeal to proceed.
1. Complete and file a Student Appeals Request form (located in the degree appropriate CSON Student
Handbook) and email the form to the course coordinator.
2. Contact and/or meet with the Course Coordinator.
3. Contact and/or meet with the appropriate Program Chair (ASN, BSN) or Director
(Graduate Nursing).
4. Contact and/or meet with the Student Appeals Review Committee.
• The Student Appeals Review Committee will review all written information pertaining to the case.
The responsibility of the committee is to determine if CSON policies and procedures relating to the
case were followed and make a decision regarding the appeal.
• If desired, the student has the option to meet with the Student Appeals Review Committee.
• If the student chooses the option of meeting with the Student Appeals Review Committee, only the
student will be present during the meeting with the committee.
• If a faculty member is involved, the faculty member has the right to meet with the committee.
• The Students Appeals Review Committee Chair will send a certified letter notifying the student of the
committee decision. Failure to pick up the certified letter within 5 business days of the first attempted
delivery date will result in the termination of the appeal process and failure of the appeal.
5. Contact and/or meet with the Dean, CSON.
* Complaints involving ADA accommodations or any type of discrimination should be filed in accordance with
the appropriate complaint procedure as outlined in the LMU Student Handbook.
If there are any conflicts of departmental or school policy with university policy, then university policy
supersedes.
17LINCOLN MEMORIAL UNIVERSITY
CAYLOR SCHOOL OF NURSING
STUDENT APPEAL REQUEST FORM
PLEASE TYPE OR PRINT LEGIBLY THE INFORMATION REQUESTED BELOW.
Date __________________________________ Telephone _________________________
Name _________________________________ LMU ID # _________________________
Address ______________________________________________________________________
______________________________________________________________________________
1. Appeal request for: Fall _______ Spring _______Summer _______ Year______________
2. Course to which appeal is requested: __________________________________________________
3. LMU campus last attended: _________________________________________________________
4. Situation which you are requesting an appeal: (Be specific regarding your request.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Supporting evidence for the appeal: (You may use back of request form if needed.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Any additional comments: (Limit to the space provided below.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Signature of Student: _______________________________________________________________
PLEASE RETURN THIS REQUEST TO THE COURSE COORDINATOR
FOR CAYLOR SCHOOL OF NURSING USE ONLY:
Committee decision: _________________________________________________________________
18NURSING CODE OF ETHICS
As reflected in our philosophy, the faculty and students of Lincoln Memorial University Caylor School of
Nursing (LMU CSON) regard nursing as an “art and scientific discipline, rooted in caring, cultural
sensitivity/competence, a code of ethics, and standards of care and professional performance/practice.” We
believe all of these are essential for both provision of holistic, effective, quality nursing care and for “promotion
of adaptation in humans across the lifespan, as individuals, or in groups, communities, and society as a whole in
the 21st century healthcare environment.” (LMU, Caylor School of Nursing Philosophy). Therefore, high
standards of conduct are expected and must be adhered to by those associated with the Caylor School of
Nursing. These standards must relate to all areas of activity, including academic and clinical experiences,
relationships between faculty and other students, and maintenance of conduct which reflects credit upon nursing
and Lincoln Memorial University.
With this in mind, the LMU CSON has developed its own code of ethics integrating basic concepts of both
the philosophy of the LMU nursing program and the ANA Code of Ethics for Nurses. Students who fail to
adhere to these established criteria (code, standards) are held accountable for such violations and may be subject
to immediate dismissal from the nursing program. Decisions regarding the appropriateness of discipline for
such violations are at the discretion of the faculty of the CSON.
A. Nursing care is provided on the basis of need rather than status or background. Each
individual is regarded as a unique and valuable being with physical, psychological, and
sociological needs. The provision of health care must be granted on an individual basis
without discrimination or prejudice. The focus of care must be to maintain the patient at
his/her optimum level of functioning.
B. The privacy right of all individuals must be honored. Confidential information shall
remain confidential and be communicated only within the professional situation. Useless
and mischievous gossip related to the health care setting must be avoided. Informed
consent must be granted by the persons involved for any research or non-clinical
purposes.
C. Each individual must accept full responsibility and accountability for his/her own judgments and actions.
Knowledge and/or performance of any incompetent, illegal, or unethical practice requires (mandates)
immediate action. Such practices include reporting activities with potential harm for the patient (e.g.,
alcohol or drug use), questioning of potentially dangerous orders, and confronting and/or reporting
cheating. Cheating shall include the use of any material belonging to another and represented as his/her
own. Thus cheating on tests, care plans/maps, projects, etc. are considered equal infractions. Conduct
issues include, but are not limited to, legal infraction, falsification of any records, or violation of any
social norm, including written or unwritten laws. Further, any action or behavior which reflects disgrace
on the students, faculty, university, or nursing profession must be avoided.
Further, any action or behavior which violates any regulation of the Tennessee, Kentucky, or Florida
Board of Nursing or any Tennessee, Kentucky, or Florida state statute relative to the nursing professions
will be grounds for consideration for dismissal from the nursing program.
D. An LMU CSON student is a representative of the University and his or her profession whether engaged
in academic, research, or purely social pursuits, on or off of LMU’s campus. As stated above, “any
19action or behavior which reflects disgrace on the students, faculty, university, or nursing profession must
be avoided.”
Should any student admitted to LMU CSON be arrested or formally charged with any infraction of the
law other than minor traffic violations, the student shall report such arrest or charges to the appropriate
LMU CSON Program Chair as soon as possible in no case later than one week after the arrest or
charge.
Further, as noted in the LMU CSON handbook, state law provides for denial or revocation of a nursing
license upon proof that a person is guilty of a crime. The protection of vulnerable patient populations is
of utmost importance to LMU CSON and the sites where students complete the clinical requirements for
the student’s academic program. LMU CSON must be informed of any violations of the law or school
policy in order to take appropriate punitive or corrective action when students are involved in conduct or
activities that could tarnish LMU CSON’s reputation.
EXAM ADMINISTRATION AND REVIEW POLICY
1. Violation of ANY of the following policies will result in a zero (0) for that exam.
2. All students are expected to take exams as scheduled. Students are required to notify the faculty by
phone or email (see Faculty Contact Information) prior to the scheduled exam time if they are not
going to be present. Students are given faculty contact information in each NURS course syllabi and
are expected to have it available at all times. If for any reason a student is unable to leave a message
for the faculty member via the contact information provided, it is the student’s responsibility to
contact the Nursing Office and talk to the Nursing Administrative Assistant or leave a message on
the voice mail. Please remember to state you are unable to take the exam and be specific as to the
course, the faculty’s name, and the site you attend. Any student that does not notify the
appropriate faculty may receive a zero for the exam.
3. The faculty will determine the date, time, and method of any alternate make-up exam. A pattern of
missing exams in a specific course or throughout the ASN program will not be tolerated. A
counseling record will be written with each missed exam and specific consequences of another
missed exam will be provided. If the student does not make up the exam on the scheduled date
and time, the student will get a zero on the exam.
4. All electronic devices (smart watches, pagers, cell phones, PDA’s, etc.), personal belongings (book
bags, purses, coats) are prohibited during examination times. Students may only bring into the exam
room pencils and a simple calculator. Students must make arrangements for their other personal
belongings during test time.
5. Hats will not be allowed to be worn during exam administration.
6. No clear beverage containers allowed during an exam.
7. No blankets, throws, etc. allowed around a student or in a student’s lap during the exam.
8. Pencils are the ONLY writing instrument allowed during test time.
9. Simple calculators are the ONLY calculators allowed during test time. Scientific calculators or those
combined with cell phones, PDAs, or other electronic devices are not permitted. If a student presents
to an exam with any calculator other than a simple calculator the faculty will collect the calculator
and the student will be required to do mathematic calculations by hand only. Calculators collected
prior to the exam will be returned after the exam is completed. Sharing of calculators is not
permitted.
10. Editorial corrections will be given at the beginning of the exam. If corrections to the exam are
needed once the exam has started, the faculty will interrupt the exam and announce the correction
and also write it on the board.
2011. Faculty will not answer student questions related to exam content during the exam.
12. Students are not to talk or communicate in any way between themselves during the exam. If
talking/communication occurs the students involved will be subject to the cheating policy of the
University.
13. The student must not leave his/her seat until the exam is finished, except for emergencies.
14. The exam will be timed. The time for exam booklets to be turned in and for class to resume will be
written on the board. Any student entering late will be required to turn in the exam at the stated
time. Failure to submit the exam at the appropriate time will result in a zero.
15. After the exam is finished, the student has the following options:
a. Return to his/her seat, and remain quiet until class resumes or
b. Leave the classroom. (If the student chooses to leave the room, he/she may not reenter until
class resumes.)
16. Nursing Faculty will have one week to review and score exams. Individual student grades will be
available and posted on Blackboard by one week after the exam has been given.
17. Faculty reserves the right to correct any clerical error. This includes both increases and decreases to
adjusted exam grades.
18. The students’ scantron/answer sheet is the official document to be graded (not the exam booklet).
Exam booklets will be shredded following the exam.
19. Post-exam reviews will be scheduled. Attendance at these reviews is strongly recommended. No
books, pencils, electronic devices, or taping are allowed during the post-exam review.
20. Students have one calendar week after the test review to meet with their instructor for clarification of
any exam related issue. For the last exam of the semester (final unit exam or final comprehensive
exam), students must contact the instructor within 24 hours for clarification of any exam related
issue.
21. At no time will a student be left alone to review a previous test and no note taking will be allowed.
Previous course tests may be reviewed one week before the final course examination but no closer to
the final course examination.
ONLINE EXAM ADMINISTRATION AND REVIEW POLICY
Rules Regarding Tests and Examinations: Quizzes and exams will be available on Blackboard.
Online quizzes, exams, and final exams will require Respondus LockDown Browser. Students are
required to complete these assignments in a time-sensitive fashion. Students are required to complete
these assignments within the assigned time frame. All exam dates will be announced per course. The
dates are included in the course schedule.
Violation of ANY of the following policies will result in a zero (0) for that exam.
1. All students are expected to take exams as scheduled. Students are required to notify the faculty by
phone or email (see Faculty Contact Information) prior to the scheduled exam time if they are not
going to be present. Students are given faculty contact information in each NURS course syllabi and
are expected to have it available at all times. If for any reason a student is unable to leave a message
for the faculty member via the contact information provided, it is the student’s responsibility to
contact the Nursing Office in Harrogate (1-800-325-0900, ext. 6324) and talk to the Nursing
Secretary or leave a message on the voice mail. Please remember to state you are unable to take the
exam and be specific as to the course, the faculty’s name, and the site you attend. Any student that
does not notify the appropriate faculty may receive a zero for the exam.
2. The faculty will determine the date, time, and method of any alternate make-up exam. A pattern of
21missing exams in a specific course or throughout the program will not be tolerated. A counseling
record will be written with each missed exam, and the specific consequences of another missed exam
will be provided. If the student does not make up the exam on the scheduled date and time, the
student will get a zero on the exam.
3. Student questions related to exam content will not be answered by faculty during the exam.
4. Students are not to talk or communicate in any way between themselves during the exam. If
talking/communication occurs the students involved will be subject to the cheating policy of the
University.
5. The exam will be timed. Once you open the exam your time begins, you will have only one
opportunity to enter and complete the exam. You may review your exam immediately following
completion.
6. The student is prohibited from sharing any information with any other individual or student in
written, verbal, electronic, photographic or other format at any time during the semester or exam
period. Sharing of any quiz or exam information will be considered a form of academic
dishonesty/cheating and will follow the disciplinary proceedings described in the Undergraduate
Student Handbook. The instructor reserves the right to investigate any potential sharing of
information in the above format anytime during the semester.
7. Nursing Faculty will have one week to review and score exams. Individual student grades will be
available and posted on Blackboard at least one week after the exam has been given.
8. Faculty reserves the right to correct any clerical error. This includes both increases and decreases to
adjusted exam grades.
9. Students have one calendar week after the test review to contact their instructor for clarification of
any exam related issue. For the last exam of the semester (final unit exam or final comprehensive
exam), students must contact the instructor within 24 hours for clarification of any exam related
issue. In order for faculty to consider an appeal for any exam related issue, the issue must be
presented via email to the instructor who taught the content and must be submitted within the time
frame listed above.
10. Cell phone, smart watch, or any electronic device usage is NOT permitted during online course time.
This includes taking photos of the material, sending and receiving text messages. This is imperative
during online quizzes and tests.
11. At LMU, the primary and preferred method of verification of a student’s identity for online
education is the use of your username and password. In addition, students are required to show their
ID into the camera as well as perform an environmental scan before beginning the exam. The
Respondus Lockdown Browser, which is available for download on blackboard, should be installed.
CAYLOR SCHOOL OF NURSING ALCOHOL AND DRUG POLICY
A. LMU CSON believes that in order to maintain a safe effective learning environment for students; and
for the safe and effective care of patients while students are in the clinical area, a student must be
alcohol and drug free. This pertains to all areas of activity, including academic and clinical experiences,
relationships between faculty and other students and maintenance of conduct, which reflect upon nursing
and Lincoln Memorial University.
B. To that end, the following policies and procedures will be followed for students admitted to the CSON at
LMU:
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