NSU HPD Catalog 2021-2022

538 Ron and Kathy Assaf College of NursingTimothy D. O’Connor, Ph.D., R.N., LNHA Program Director of Entry B.S.N. Program—Fort Lauderdale/Davie and Assistant Professor Room 1565, Ext. 21947 Chitra Paul Victor, Ph.D., M.S.N., R.N., RM, CNE Program Director of Entry B.S.N. and Accelerated Bachelor’s Degree Programs Fort Myers Campus—Room 428, Ext. 41036 Juan Segura, M.D., D.N.P., M.S.H.S.A., A.P.R.N., AGACNP-BC Program Director of Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) Program and Assistant Professor Palm Beach Campus—Room 215, Ext. 52122 Sarah Stevens, D.N.P., M.S.N., A.P.R.N., FNP-C, CPTC Program Director of Advanced Practice Registered Nurse, Family Nurse Practitioner (FNP) Program—Palm Beach Palm Beach Campus—Room 214, Ext. 52237 April Stidham, D.N.P., A.P.R.N., FNP-C Program Director of Advanced Practice Registered Nurse, Family Nurse Practitioner (FNP) Program—Tampa Bay Tampa Bay Regional Campus—Room 3325, Ext. 45526 Core Performance Standards for Admission and Progress The Nova Southeastern University Ron and Kathy Assaf College of Nursing is pledged to the admission and matriculation of qualified students and wishes to acknowledge awareness of laws that prohibit discrimination against anyone on the basis of race, color, religion or creed, sex, pregnancy status, national or ethnic origin, nondisqualifying disability, age, ancestry, marital status, sexual orientation, gender, gender identity, military service, veteran status, or political beliefs or affiliations. Regarding those students with verifiable disabilities, the university will not discriminate against such individuals who are otherwise qualified, but will expect applicants and students to meet certain minimal technical standards (core performance standards) as set forth herein, with or without reasonable accommodation. In adopting these standards, the university believes it must keep in mind the ultimate safety of the patients whom its graduates will eventually serve. The standards reflect what the university believes are reasonable expectations required of health professions students and personnel in performing common functions. Any exceptions to such standards must be approved by the dean of the student’s particular college, based upon appropriate circumstances. The holders of health care degrees must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. In order to carry out the activities described below, candidates for Health Professions Division degrees must be able to integrate consistently, quickly, and accurately all information received, and they must have the ability to learn, integrate, analyze, and synthesize data. Honor and integrity of the health professions student and health care professional is essential and depends on the exemplary behavior of the individual health care provider in his or her relations with patients, facultymembers, and colleagues. This includes accountability to oneself and to relationships with fellow students, future colleagues, faculty members, and patients who come under the student’s care or contribute to his or her training and growth, as well as members of the general public. This applies to personal conduct that reflects on the student’s honesty and integrity in both academic and nonacademic settings, whether or not involving an NSUsponsored activity. All students must have the capacity to manage their lives and anticipate their own needs. Upon accepting admission to NSU, each student subscribes to, and pledges complete observance to, NSU’s Student Code of Conduct Policies. A violation of these standards is an abuse of the trust placed in every student and could lead to suspension or dismissal. Candidates for degrees offered by the Ron and Kathy Assaf College of Nursing must have, with or without reasonable accommodation, multiple abilities and skills including intellectual, conceptual, integrative, and quantitative abilities; interpersonal communication; mobility and strength; motor skills; and hearing, visual, tactile, behavioral, and social attributes. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. Intellectual, Conceptual, Integrative, and Qualitative Abilities These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving—a critical skill— requires all of these intellectual abilities. Candidates and students must have critical thinking ability sufficient for good clinical judgment. This is necessary to identify cause/effect relationships in clinical situations and to develop plans of care. In addition, candidates and students should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures. An individual is expected to be able to perform multiple tasks in a diverse, dynamic, highly competitive, and challenging learning environment. All individuals are expected to meet their program requirements on a satisfactory level as determined by HPD administration or the applicable college/program administration. A student must have sufficient proficiency with English to retrieve information from texts and lectures and communicate concepts on written exams and patient charts; elicit patient backgrounds; describe patient changes in mood, activity, and