BACHELOR OF SCIENCE IN NURSING BSN STUDENT HANDBOOK
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BACHELOR OF SCIENCE IN NURSING
BSN STUDENT HANDBOOK
2021-2022
8/2/21
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.LINCOLN MEMORIAL UNIVERSITY
CAYLOR SCHOOL OF NURSING
BSN 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………………………………………………………………... 15
LMU Site Assignment Policy…………………………………………………………… 15
Academic Advisement Information …………………………………………………….. 15
Grade Reports and Academic Transcripts……………………………………………….. 15
Standards of Academic Progress………………………………………………………… 15
Withdrawal from the University………………………………………………………… 15
Honors Program…………………………………………………………………………. 15
Progression, Readmission, and Graduation Policies…………………………………….. 16
Students with Disabilities Policy………………………………………………………... 18
18
CSON Complaint and Appeals Process…………………………………………………. 19
19
19
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20
CSON Student Appeal Request Form…………………………………………………… 21
Nursing Code of Ethics………………………………………………………………….. 22
Exam Administration and Review Policy……………………………………………….. 23
Online Exam Administration and Review Policy……………………………………….. 24
Cell Phone Policy………………………………………………………………………... 25
Permission to Audio Record Lecture……………………………………………………. 26
CSON Alcohol and Drug Policies……………………………………………………….. 26
Attendance Policy……………………………………….................................................. 26
Clinical Information.…………………………………………………………………….. 28
Universal Precautions…………………………………..................................................... 29
Post Occurrence/Exposure Repost Form………………………………………………... 30
Uniform Policy…………………………………………………………………………... 32
Family Educational Rights and Privacy Act (FERPA)………………………………….. 32
Health information privacy and Social Media…………………………………………... 33
Student Resources……………………………………………………………………..... 34
Consent Forms…………………………………………………………………………... 35
Student Essential Functions……………………………………………………………... 38
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 Alcoa, LMU Tower, LMU
Kingsport, and LMU Corbin campuses in located in Harrogate, Knoxville, Alcoa, and Kingsport,
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) is continuing accreditation.
The most recent accreditation decision made by the ACEN Board of Commissioners for the Doctor of
Nursing Practice (DN P) nursing program 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 the U.S. Department of Education. ACEN may
4be contacted at 3390 Peachtree Rd NE, Suite 1400, Atlanta, GA 30326 or call (404)-975-5000 or visit
www.acenursing.org.
FLORIDA 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.
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
be recognized as providing excellent nursing programs that support a career pathway for lifelong
learning and that also value high academic, moral, and ethical standards.
5MISSION
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
6and provides the student with a comprehensive appraisal of multiple theoretical frameworks from
which they may draw in their personal professional practice.
Fundamental 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
9B. Adaptive Responses: Responses that promote integrity in terms of the goals of
human systems.
C. 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)
10BSN END-OF-PROGRAM STUDENT LEARNING OUTCOMES
The graduate of the Bachelor of Science in Nursing program will:
1. incorporate knowledge from the humanities, arts, social, and natural sciences into nursing as a basis for
decision making in the delivery of care,
2. apply a variety of leadership concepts such as quality improvement, nursing skills, and decision making
to provide, coordinate, and oversee safe, quality nursing care,
3. apply evidence-based practice and participate in the evaluation of the most current research,
4. assimilate data from relevant sources which include technology and patient information systems to plan
and document care and adhere to the ethical standards related to data security and confidentiality,
5. demonstrate basic knowledge of health care policy including financial and regulatory environments to
manage resources and time to achieve patient and organizational outcomes,
6. use effective communication and collaboration as a member of the interprofessional health care team to
advocate for and provide high quality and safe patient care,
7. promote health adaptation and disease prevention for individuals, families, groups, and communities,
8. adhere to standards of professional practice and be accountable for his/her own actions and behaviors
and provide culturally competent nursing care within legal, ethical, and regulatory bodies,
9. be prepared to deliver safe, effective, and efficient nursing care to individuals, families, support systems,
groups, communities, and populations across the lifespan in today’s complex health care environment.
BSN COURSE DESCRIPTIONS
Course descriptions for all NURS courses can be found in the current LMU Undergraduate Catalog.
BSN CORE CURRICULUM
The core curriculum can be found in the current LMU Undergraduate Catalog.
BSN NURSING COMPONENT
The core nursing component can be found in the current LMU Undergraduate Catalog.
11BSN A DVISING SHEET
APPLICANT NAME _________________________A PPLYING FOR FALL _____U NDER _________ CATALOG
DEGREES PREVIOUSLY AWARDED________________________________________ DATE ______________
PREREQUISITE COURSES IP C R GRADE INITIALS
BIOL 100 Introduction to Biology 4
BIOL 230 Microbiology 4
BIOL 261 Human Anatomy & Physio I 4
BIOL 262 Human Anatomy & Physio II 4
CHEM 100 Introduction to Chemistry 4
HLTH 210 Nutrition 3
MATH 270 Statistics 3
PSYC 221 Developmental Psychology 3
Additional Prerequisite Courses for those students who do not already hold a Bachelor’s Degree
PREREQUISITE COURSES IP C R GRADE INITIALS
ISYS 100 Computer Literacy 2
ENGL 101 Composition I 3
ENGL 102 Composition II 3
MATH 110 College Algebra or higher level 3
Humanities Requirement 3
Humanities Requirement 3
Humanities Requirement 3
Humanities Requirement 3
Social/Behavior Elective 3
Elective Tampa – Social/Behavior Elect 3
Elective 2
Total Credits: 60
UNIVERSITY REQUIREMENTS IP C R GRADE INITIALS
LNCN 100 Lincoln’s Life and Legacy 1
CIVX 300 American Civics 2
IP = In Progress; C = Complete; R = Repeat
OVERALL GPA _____________ as of: ____________ (SEM/ YEAR)
INSTITUTIONS ATTENDED YEARS GPA
_________________________ _________________________
ADVISOR NAME ADVISOR SIGNATURE
_________________________ ________________________
STUDENT SIGNATURE DATE
APPLICANT NAME ______________________ ADVISOR ____________________U NDER _______ CATALOG
12BSN Nursing Courses
SEMESTER ONE COURSES SEM/YEAR INITIALS
NURS 320 Concepts & Fund of Professional Nursing 7
NURS 330 Health Assessment of Humans as Adaptive Systems 3
NURS 340 Foundations of Nursing Informatics 3
NURS 350 Pathophysiology of Ineffective Human Responses 3
Term 1: ____________________________ ______________________________ ___________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
SEMESTER TWO COURSES SEM/YEAR INITIALS
NURS 310 Pharmacology to Promote Adaptation 3
NURS 360 Promotion of Adaptation: Care for Young, Middle and Elderly 8
Adults I
NURS 375 Promotion of Adaptation in Groups, Communities and 5
Transcultural Societies
Term 2: _________________________ __________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
REMAINING COURSES SEM/YEAR INITIALS
NURS 415 Promotion of Adaptation: Women and Childbearing Families 5
NURS 425 Promotion of Adaptation in Infants, Children & Adolescents 5
NURS 430 Nursing Research 3
NURS 435 Promotion of Psychosocial Adaptation 5
NURS 460 Promotion of Adaptation: Care for Young, Middle and Elderly 5
Adults II
NURS 470 Professional Nursing Role Development/Preceptorship 4
NURS 480 Senior Seminar 1
Total Credits: 60
Term 3: _________________________ _________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
Term 4: _________________________ _________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
NOTES:
13RN-BSN ADVISING SHEET
APPLICANT NAME _____________________ APPLYING FOR _______UNDER ________CATALOG
PRIOR COLLEGE(S) ___________________________________ DEGREES AWARDED __________
GENERAL EDUCATION IP C R GRADE INITIALS
BIOL 230 Microbiology 4
BIOL 261 Human Anatomy & Physiology I 4
BIOL 262 Human Anatomy & Physiology II 4
MATH 270 Statistics 3
PSYC 221 Developmental Psychology 3
Additional Prerequisite Courses for those students who do not already hold a Bachelor’s Degree
GENERAL EDUCATION IP C R GRADE INITIALS
ISYS 100 Computer Literacy 2
COMM 200 Fund of Speech Communication 3
ENGL 101 Composition I 3
ENGL 102 Composition II 3
MATH 110 College Algebra or higher level 3
Humanities Requirement 3
Humanities Requirement 3
Humanities Requirement 3
Humanities Requirement 3
Social/Behavior Elective 3
IP = In Progress; C = Complete; R = Repeat
UNIVERSITY REQUIREMENTS IP C R GRADE INITIALS
LNCN 100 Lincoln’s Life and Legacy 1
CIVX 300 American Civics 2
_____________________ _____________________ _________________________ ____________
ADVISOR NAME ADVISOR SIGNATURE STUDENT SIGNATURE DATE
RN-BSN Nursing Courses
SEM/YEAR INITIALS
NURS 300 Transitions to Professional Nursing 2
NURS 310 Pharmacology to Promote Adaption 3
NURS 330 Health Assessment of Humans as Adaptive Systems 3
NURS 340 Foundations of Nursing Informatics 3
NURS 350 Pathophysiology of Ineffective Human Response 3
NURS 375 Groups, Communities, and Transcultural Societies 5
NURS 390 Promotion of Adaptation in Elderly 2
NURS 430 Nursing Research 3
NURS 470 Professional Nursing Role Development/Preceptorship 4
NURS 490 Senior Seminar for Registered Nurses 1
***Can include 31 upper-level NURS credit hours for Proficiency validated by licensure. See Catalog***
Term 2: _______________________________ ______________________________ _____________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
Term 3: _______________________________ ______________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
14BSN ADMISSION REQUIREMENTS
Refer to the current LMU Undergraduate Catalog.
LMU SITE ASSIGNMENT POLICY
1. Admission to the nursing program is made to a specific LMU site. This site shall be the permanent
location for the duration of the program. Requests 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 BSN Admission, Progression, and Retention Committee.
2. Reassignments will be approved to take place at the end of a semester. No reassignments
will be allowed to occur during any semester.
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 grades from the Registrar.
(See current LMU Undergraduate Catalog)
STANDARDS OF ACADEMIC PROGRESS
See current LMU Undergraduate Catalog for official process.
WITHDRAWAL FROM THE UNIVERSITY
See current LMU Undergraduate Catalog for official process.
HONORS PROGRAM
See current LMU Undergraduate Catalog for official process.
15BSN PROGRESSION, READMISSION, AND GRADUATION REQUIREMENTS
1. Nursing Orientation - Attendance at a nursing orientation session prior to beginning the BSN Option is
mandatory. An online orientation is mandatory for students enrolled in the RN-BSN Option. Attendance on
the first day of all nursing courses is also mandatory. Any student who fails to attend the first day of class may
forfeit their space in the program, unless extenuating circumstances warrant the absence.
2. NURS Course Credit - The student must attain an overall average of 80 % (B) for an exam average in
nursing courses in order to have other assignment grades applied. Grades will be rounded to the nearest whole
number based on Math principles. Any student not achieving 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
Students must successfully complete both theoretical and clinical components of any course bearing the NURS
prefix. This means 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
to continue in the BSN program. 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.
3. Withdrawal from NURS Course - If a student withdraws having a WD on his/her transcript and is in good
academic standing (passing with an 80 average) in the NURS course(s), it will not count as an attempt in the
nursing course(s). Should a student have“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 BSN program.
b. 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.
c. 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 NURS courses) within the nursing program.
d. The student will be considered for readmission by the BSN Admission, Progression, and Retention
Committee on an individual basis guided by the following criteria:
1. Completion of admission criteria
2. Evidence of extenuating circumstances at the time of termination
3. Evidence of academic success, e.g.:
• Successful remediation of a specified course/s is/are required to continue in the BSN program if
the student is readmitted to any unsuccessful BSN 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.
• Completion of an academic degree in another field and/or successful completion with
certification in health-related training program.
• Number of times enrolled/admitted in this or other nursing programs and span of time since
enrolled in nursing.
e. A 2.75 or higher cumulative GPA, including the nursing course in which the student was unsuccessful.
f. Readmission students are considered on a space available basis.
g. Readmission forms should be obtained from the Administrative Assistant in the CSON or online and
returned to the Nursing office on the Harrogate campus.
h. A student who is unsuccessful in any BSN NURS course or withdraws from the program/course for a
period of less than 18 months will be required to successfully remediate designated nursing course. (If a student
is out of the program longer than 18 months and is readmitted, the student will have to complete the program
from the beginning.) Please see academic advisor for specific details.
If a student is readmitted, the Student Medical Profile, Background Check, and Drug Screen must be
completed if there is a lapse in attendance of one semester or more.
6. Incomplete Policy - 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.
7. 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% except in NURS 460 where only two opportunities are given. If the student
does not achieve an 80% after three attempts, they will be withdrawn from all NURS courses.
178. ATI Exams - An ATI exam will be administered at the end of each semester for selected courses. The
student must pass the ATI exam at a level 2 each semester to progress in the program. The student must also
pass the comprehensive RN Predictor ATI Exam in the last semester. See appropriate syllabi for ATI course
policy.
9. 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. Dan 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 services 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. Dan Graves at dan.graves@lmunet.edu and/or
423.869.6531 (800-325-0900 ext. 6531).
CSON STUDENT COMPLAINT and APPEALS PROCESS
If a problem should arise involving a course, clinical, or 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 from the date
of occurrence 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.
182. 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.
19LINCOLN 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 and policy it is based on: (Use back if needed.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Specify how you think this situation could best be resolved:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Signature of Student: _______________________________________________________________
PLEASE EMAIL THIS REQUEST TO THE COURSE COORDINATOR
FOR CAYLOR SCHOOL OF NURSING USE ONLY:
Committee decision: _________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Notification sent to student: __________________ Date: ________________________________
Committee Member’s Signature/Date: __________________________________________________ 20
Program Director’s Signature/Date: ____________________________________________________NURSING 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 LMU’s campus. As stated above, “any action
21or 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 BSN 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, PDA’s, 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.
2211. 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. 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: For this online course, the quizzes and final exam 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
missing exams in a specific course or throughout the program will not be tolerated. A counseling
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