Doctor of Nursing Practice (DNP) Student Handbook 2026-27

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  2. Zvart Onanian School of Nursing
  3. Doctor of Nursing Practice (DNP) Student Handbook 2026-27

Rhode Island College
Zvart Onanian School of Nursing
Rhode Island Nursing Education Center (RINEC)
South Street Landing, 100A
350 Eddy Street
Providence, RI 02903
401-456-9612
Zvart Onanian School of Nursing | our.ric.edu

Welcome to the Rhode Island College Onanian School of Nursing! We are excited that you have chosen to embark on this journey toward a rewarding career in nursing. Nurses play a crucial role in improving health outcomes and shaping the future of healthcare. Whether you are just starting your nursing journey or advancing your career with a graduate degree or certificate, each step you take will enhance your knowledge, skills, and ability to positively impact the lives of those you care for.

Educate. Innovate. Lead.

Educate.

Teaching and learning are at the core of our mission. Our dedicated faculty provide exceptional educational experiences through innovative teaching methods, cutting-edge simulations, and outstanding clinical experiences. We believe that education is the foundation for a successful and fulfilling future.

As a Rhode Island College Nursing Student, you will have unique opportunities and access to state-of-the-art facilities and resources. We have established partnerships with the leading healthcare organizations in the state to offer outstanding clinical placements. These placements will not only allow you to apply your classroom knowledge in real-world settings but also prepare you for the challenges and rewards of patient care.

Innovate.

Innovation is a driving force in healthcare, and we encourage you to adopt this mindset. As nursing students, you will be at the forefront of groundbreaking advancements in nursing and healthcare. Throughout the program, you will explore innovative approaches to patient care, technology integration, and evidence-based practices. You will learn to think critically and creatively, challenge the status quo, and contribute to the ever-evolving landscape of nursing, making a real difference in the field.

Lead.

We cultivate leadership qualities in our nursing students. Nurses play a vital role in leading continuous improvement within the healthcare system. You will have opportunities to develop your leadership skills for practice. We will support you in becoming confident and compassionate leaders advocating for the well-being of patients, families, and communities.

We are committed to supporting you at every step of your journey. Our faculty and staff are here to guide you and help you realize your full potential. We encourage you to take advantage of all that Rhode Island College and the Onanian School of Nursing have to offer. Participate in extracurricular activities and connect with your fellow nursing students. These experiences will enhance your education and lead to lasting friendships.

Nursing is a profession that requires compassion, critical thinking, and a commitment to lifelong learning. Your dedication to quality healthcare will shape the future of nursing and touch countless lives. We are immensely proud of you for choosing this path of service to others. Your commitment to excellence, caring, and compassion exemplify the core values of nursing. We are confident you will excel in the nursing program and in your future career.

Once again, welcome to the Rhode Island College Onanian School of Nursing! We look forward to supporting your growth, learning, and positive impact in the field of nursing. Congratulations on taking this important step in your career!

Warm Regards,

Justin DiLibero, DNP, APRN, CCRN-K, ACCNS-AG, CNE, FCNS
Dean, Zvart Onanian School of Nursing

Bethany Petronio-Defanti, PhD, RN
Associate Dean, Professor

Kara Misto, PhD, RN
DNP Director

Table of Contents

The School of Nursing Graduate Nursing Program

Introduction

The Department of Nursing was established in 1970 and reorganized as a School of Nursing in 2006. The Nursing Program at Rhode Island College is the largest baccalaureate nursing program in the State of Rhode Island. In 2007, the Master of Science nursing program was established and admitted its first class. In 2016, the Doctor of Nursing Practice program was established and admitted its first class. The Bachelor of Science in Nursing to Doctor of Nursing Practice program was established and admitted its first class in 2022. In Fall 2026, the BSN to DNP program expanded to include three additional specializations, Adult-Gerontology Acute Care/Family Nurse Practitioner, Adult-Gerontology Acute Care Clinical Nurse Specialist/Nursing Education, and Population/Public Health Nursing, alongside the existing Nurse Anesthesia specialization. The Nursing Programs at Rhode Island College are highly respected in the state of Rhode Island with the majority of nursing alumni living and working in Rhode Island while serving the health care needs of residents of Rhode Island and beyond.

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Accreditation

Rhode Island College is accredited by the New England Commission of Higher Education (NECHE).

The baccalaureate degree program in nursing is approved by the Rhode Island State Board of Nursing Registration and Nursing education. The baccalaureate degree program in nursing, master’s degree program in nursing, post master’s APRN certificate program and Doctor of Nursing Practice program at Rhode Island College are accredited by the Commission on Collegiate Nursing Education.

The BSN to DNP, with Nurse Anesthesia Specialization program is fully accredited by the Council on Accreditation (COA) of Nurse Anesthesia Education Programs, a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) and the US Department of Education. The program maintains full accreditation through June 2036. COA mailing address: 10275 W. Higgins Rd., Suite 906, Rosemont, IL 600618-5603.

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Vision, Mission and Values Statement

Vision

The Zvart Onanian School of Nursing is a recognized leader in nursing education, preparing future nurse leaders and innovators to elevate health, and well-being of all people.

Mission

The Zvart Onanian School of Nursing cultivates a collaborative environment for teaching, learning, and innovation that empowers students to lead and to transform health locally and globally.

Values

  • Resilience: We nurture and support individuals to successfully adapt to change and challenging experiences through self-care, self-efficacy, and self-advocacy.
  • Innovation: We strive to incorporate new ideas, processes, and approaches to education and practice within evolving healthcare systems.
  • Caring: We provide a compassionate, empathetic, respectful environment for individuals to work, grow, develop, and learn in a culture of kindness.
  • Person-Centered: We foster an environment where every member of our community—students, faculty, staff, alumni, and external partners—feels a sense of belonging, is supported in making their greatest contribution, and is empowered to achieve their highest level of success.

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Description

The Zvart Onanian School of Nursing is committed to providing the highest quality undergraduate and graduate nursing education at an affordable cost to a student population in terms of culture, ethnicity, gender, and age.

The baccalaureate program combines liberal arts and nursing education to assist students to develop the knowledge, skills, and perspectives required for professional practice; it fosters intellectual development, personal growth, and professional collaboration

The RN to BSN program provides a streamlined pathway for nurses with an Associate’s Degree or Diploma in nursing to achieve baccalaureate-level preparation. BSN Preparation is associated with improved quality and safety of nursing care and patient outcomes. BSN graduates experience greater career growth and earning potential

The master’s and doctoral programs educate nurses for expanded roles in adult/gerontological acute care nurse practitioner, adult/gerontological acute care clinical nurse specialist, and population/public health nursing.

The Doctor of Nursing Practice (DNP) degree is the terminal degree in nursing practice. Doctor of Nursing Practice graduates are prepared at the highest level of practice and are prepared to serve in advanced clinical and leadership positions.

The faculty is strongly committed to excellence in teaching and preparing graduates for the complex, rapidly changing health care environment. The School of Nursing provides a nurturing, inclusive, performance-based, technologically equipped, innovative learning environment that promotes caring, competence, and professionalism. Faculty, students, and alumni contribute to the improvement of health and health care through practice, service, and scholarship activities that extend to populations, agencies, and institutions throughout the City of Providence, the State of Rhode Island, and the surrounding communities.

(Revised 5/2026)

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The School of Nursing Doctor of Nursing Practice Program

Doctor of Nursing Practice Program Description

The Doctor of Nursing Practice degree is the terminal degree in nursing for practice. Doctor of Nursing Practice graduates are prepared at the highest level of practice and are prepared to serve in advanced clinical and leadership positions. The DNP is specifically prepared to function as a systems level change leader and practice scholar who is able to effectively and efficiently translate research evidence into practice to drive meaningful, sustainable and transferrable change, and to develop new practice knowledge necessary to bridge the gap between available knowledge and current practice, contribute to the scientific knowledge base for practice, and advance the profession.

The DNP program at Rhode Island College is aligned with The Essentials: Core Competencies for Professional Nursing (AACN, 2026). Rhode Island College offers two DNP pathways: a post-baccalaureate BSN to DNP pathway with specializations in Nurse Anesthesia, Adult-Gerontology Acute Care/Family Nurse Practitioner, Adult-Gerontology Acute Care Clinical Nurse Specialist/Nursing Education, and Population/Public Health Nursing, and a post-master's Master's to DNP (MS to DNP) pathway for students who already hold a graduate degree. The program outcomes for each pathway are presented below.

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DNP Program Outcomes

At the completion of the DNP program the student will:

  • Demonstrate the integration, translation, synthesis, and application of established and evolving knowledge from basic science, nursing knowledge and other ways of knowing, and other disciplines that results in clinical judgment founded on a broad knowledge base
  • Evaluate person-centered care at the advanced nursing level across the organization/system, provider, patient, and/or population level that focuses on the individual within multiple complicated contexts, including family and/or important others
  • Design population health systems that span the healthcare delivery continuum from public health prevention to disease management of populations
  • Generate, synthesize, translate, criticize, apply, and disseminate nursing knowledge that improves health and transforms health care
  • Optimize health and healthcare outcomes using principles of health, quality, safety, and implementation science, through both system effectiveness and individual performance
  • Lead collaborative initiatives across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes
  • Design evidence-based methodologies, system-thinking, business, and financial acumen to provide safe, quality, evidence-based, and effective care across populations.
  • Analyze information and communication technologies and informatics processes to gather data, support care delivery, and inform decision making
  • Cultivate an advanced-level professional nursing identity that encompasses self-reflective practice, commitment to belonging, accountability, collaborative disposition, and ethical comportment that reflects nursing’s values
  • Foster organizational commitment to promote personal health, resilience, well-being; contribution to lifelong learning; expansion of nursing expertise, and the assertation of leadership

By attaining doctoral level competencies in these areas, students are prepared to participate as full scholars in the effective translation of evidence into practice and achievement of optimal outcomes at the patient, population and system levels.

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Program Options

BSN to DNP Program Description

This program is intended for students who hold a BSN degree. The BSN to DNP option allows students to achieve preparation at the highest level for nursing practice including a preparation in both a nursing specialty area and the core doctoral competencies. Students are prepared with the essential skills and competencies to support them through every aspect of their career. Students may choose to specialize in Nurse Anesthesia, Adult-Gerontology Acute Care/Family Nurse Practitioner, Adult-Gerontology Acute Care Clinical Nurse Specialist/Nursing Education, or Population/Public Health Nursing.

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I. BSN to DNP with Specialization in Nurse Anesthesia

Rhode Island College is pleased to offer the Nurse Anesthesia program in collaboration with the St. Joseph Hospital School of Nurse Anesthesia. This program was initially established as a master’s degree in nursing program in 2013 and has now transitioned to the Doctor of Nursing Practice degree as required by the Council on Accreditation for all nurse anesthesia programs. The BSN to DNP with specialization in nurse anesthesia program will accept applications annually for each cohort, with interviews to follow.

As the only nurse anesthesia program in Rhode Island, the Rhode Island College/Saint Joseph Hospital School of Nurse Anesthesia offers world-class education, state-of-the-art facilities at the Rhode Island Nursing Education Center, and extraordinary faculty. Students who complete the Nurse Anesthesia option will be eligible to sit for the National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA) Nurse Anesthesia certification exam.

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II. BSN to DNP with Specialization in Adult-Gerontology Acute Care/Family Nurse Practitioner

Rhode Island College is pleased to offer the BSN to DNP with Specialization in Adult-Gerontology Acute Care Nurse Practitioner/Family Nurse Practitioner (AGACNP/FNP), effective Fall 2026. This program builds on the College's existing MSN in Adult-Gerontology Acute Care Nurse Practitioner program and prepares graduates for dual certification as both an Adult-Gerontology Acute Care Nurse Practitioner and a Family Nurse Practitioner, allowing them to practice across the lifespan and the continuum of care settings.

Students who complete the AGACNP/FNP option will be eligible to sit for national certification examinations in both the Adult-Gerontology Acute Care Nurse Practitioner and Family Nurse Practitioner specialties.

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III. BSN to DNP with Specialization in Adult-Gerontology Acute Care Clinical Nurse Specialist/Nursing Education

Rhode Island College is pleased to offer the BSN to DNP with Specialization in Adult-Gerontology Acute Care Clinical Nurse Specialist/Nursing Education (AGACCNS/Nursing Education), effective Fall 2026. This program builds on the College's existing MSN in AGACCNS program and combines preparation for the Clinical Nurse Specialist role, including systems leadership, direct care expertise, consultation, and evidence-based practice translation, with a structured concentration in nursing education aligned with National League for Nursing (NLN) nurse educator competencies.

Students who complete the AGACCNS/Nursing Education option will be eligible to sit for national certification as an Adult-Gerontology Clinical Nurse Specialist and will be prepared to pursue the Certified Nurse Educator (CNE) credential.

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IV. BSN to DNP with Specialization in Population/Public Health Nursing

Rhode Island College is pleased to offer the BSN to DNP with Specialization in Population/Public Health Nursing, effective Fall 2026. This program prepares nurses to serve as clinical scholars, systems leaders, and policy advocates who can identify and respond to emerging population health threats, collaborate with interprofessional and cross-sector stakeholders, and design, implement, and evaluate policy-driven, evidence-informed interventions at the local, national, and global level.

Students who complete the Population/Public Health Nursing option graduate prepared for advanced leadership roles within governmental, community, and population health organizations.

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MS to DNP Program Description

Rhode Island College also offers a post-master's Master's degree-to-Doctor of Nursing Practice (MS to DNP) pathway. This pathway is designed for students who hold a BSN and an MSN in nursing or a master's degree in a related field (for example, MPH or MHA). The program builds on the knowledge, skills, and experience of students, preparing them at the highest level for practice, and graduates are prepared to serve in advanced clinical and leadership positions. Students in this pathway serve across a broad range of advanced nursing practice roles, including APRNs, administrative leadership positions, academic and clinical educators, and population/public health nurses.

The MS to DNP pathway consists of the DNP core coursework and the four DNP scholarly project courses. Because students enter with graduate preparation and, in many cases, existing advanced practice licensure, the MS to DNP pathway does not include the clinical specialization coursework or the supervised clinical practicum required of BSN to DNP students.

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Admission Requirements for All Post-Baccalaureate DNP Students

  • A completed application accompanied by a fifty-dollar nonrefundable application fee
  • A baccalaureate degree in nursing from an NLNAC or CCNE accredited program
  • Official transcripts of all undergraduate and graduate records
  • A minimum grade point average (GPA) of 3.0 on a 4.0 scale in undergraduate course work
  • A preferred undergraduate minimum GPA of 3.0 for science courses
  • A professional resume or curriculum vitae (CV)
  • Three professional references. One must be from a clinical supervisor.
  • A statement of intent which demonstrates the candidate’s leadership and practice experience, and reasons for pursuing doctoral study. The statement should be representative of the applicants writing ability. The statement should be 2 typed pages, double-spaced, and written in 12-point font.
  • An in-person interview may be required.

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*Additional Requirements for Specialization in Nurse Anesthesia

  • Completion of an undergraduate organic chemistry course, biochemistry course, or chemistry for healthcare majors’ course (i.e., RIC’s CHEM 121 course) within the last 7 years, and with a minimum grade of C.
  • Current unrestricted licensure for practice in current state of practice. Unrestricted licensure for both the State of Rhode Island and the State of Massachusetts (due to clinical rotations in both states) is required prior to the start of clinical rotations. Current AHA BLS and ACLS certification.
  • CCRN certification is preferred.
  • A minimum of one year of critical care experience. A complete definition of accepted critical care experience is found on the sjhsna website.
  • Skills and abilities that applicants and students must demonstrate are also on the sjhsna website.
  • An in-person interview is required.

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*Additional Requirements for Specialization in Adult-Gerontology Acute Care/Family Nurse Practitioner

  • A minimum of one year of RN experience in an adult acute care setting within the last 3 years is recommended.

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*Additional Requirements for Specialization in Adult-Gerontology Acute Care Clinical Nurse Specialist/Nursing Education

  • A minimum of one year of RN experience in an adult acute care setting within the last 3 years is recommended.

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Additional Requirements for International Applicants

  • Applicants with international degrees must have their transcripts evaluated for degree and grade equivalency to that of a regionally accredited institution in the United States.
  • An official report of scores on the Test of English as a Foreign Language (TOEFL) from international applicants who are from countries where English is not the first language.

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Non-Matriculated Status

  • Persons holding a Bachelor’s or Master’s degree who are pending BSN-DNP application may take courses in a non-matriculating status on a space available basis with the approval of the DNP director.
  • Non-matriculating students must contact the Registrar’s office in order to create a MyRIC account (or reactivate one) and then register for classes. If non-matriculating students later wish to be admitted to a degree program, they must complete the regular admission procedure.
  • Credits earned at Rhode Island College by a student in non-matriculating status before admission to a degree program may be used toward degree requirements only upon the recommendation of the student’s advisor or SON Graduate Committee, and with the approval of the Academic Dean.
  • The transfer credit cannot exceed one-fifth of the total credits in the program for the RIC degree (see Graduate Studies Policies and Procedures Manual) and must be previously approved by the program director and academic Dean.

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Transfer Credits

Students who have been accepted into the BSN to DNP at Rhode Island College and previously completed masters or doctoral level coursework at other nationally accredited institutions, may be eligible to transfer credits into the BSN-DNP program; however, this requires review of transcripts and syllabi by the DNP director. The BSN to DNP does not accept direct transfers, students must apply and go through the admission/acceptance process.

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Admission Requirements for All Master's to DNP Students

Admission to the Master's to DNP pathway is competitive. Ideal candidates demonstrate a history of academic success, strong leadership, and potential for future success in leadership and practice scholarship. Applications are submitted online through ApplyWeb/CollegeNET. Specific requirements for admission include:

  • A completed application accompanied by a fifty-dollar nonrefundable application fee.
  • Current unrestricted Registered Nurse licensure in the state of intended practice.
  • Master of Science in Nursing (MSN), or a Bachelor of Science in Nursing (BSN) and a master's degree in nursing or a related field.
  • Attainment of a cumulative master's GPA of 3.0 or higher.
  • Transcripts from all post-secondary schools attended.
  • Completion of a graduate-level inferential statistics course within the past five years with a minimum grade of C is required prior to matriculation into the MS to DNP pathway. Students who have not completed a graduate statistics course may be admitted to the program and may complete this requirement within one year of matriculation. Students may not progress beyond 12 months until this requirement is met.
  • A statement of intent that demonstrates the candidate's leadership and practice experience, reason for pursuing doctoral study, and potential area of focus for the DNP Scholarly Project. This statement should be representative of the applicant's writing ability and should be two to four pages, double-spaced, and written in 12-point font.
  • Current resume or Curriculum Vitae.
  • Three letters of recommendation.
  • Applicants may be asked to participate in an interview prior to admission.

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Accepted Status

To be accepted as a DNP degree candidate, applicants are expected to have attained an average of B (3.00 on a 4.00 scale) in their undergraduate and graduate work. Provisional acceptance may be granted and determined on an individual basis for students with a cumulative grade point average of less than 3.0. Applicants with graduate averages below this level may be admitted to degree candidacy upon the submission of other evidence of academic potential, such as satisfactory performance in post-baccalaureate work and professional experience as evidenced by publications and/or letters of recommendation. Students who are considering admission must also meet program pre-requirements before they are considered matriculated.

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Retention Requirements for Master's to DNP Students

All Master's to DNP students are expected to maintain a cumulative average of B (3.00) or better in their graduate program. Students who do not maintain a cumulative B (3.00) average will have their status reviewed by the DNP program director. Students who achieve less than a B, including a grade of U, in any course will be placed on probationary status. Students on probationary status must achieve a B or better in each required course over the next 9 credits. Two grades below B are sufficient cause for consideration of dismissal; the decision regarding a student's status will be made by the DNP program director in consultation with the dean. Students may be required to repeat a course at the discretion of the DNP program director.

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Retention Requirements for Post-Baccalaureate DNP Students

  • All students are expected to maintain a cumulative GPA of 3.00 (grade of B) or greater in their graduate program.
  • Students who earn less than a B, including a grade of U, in a required nursing course will have their status reviewed by the DNP program director.
  • Students who do not achieve a minimum grade of B in Advanced Health Assessment, Advanced Pathophysiology or Advanced Pharmacology must repeat the course and may not progress in clinical courses.
  • Students who earn a grade less than B- in the required science courses, including NURS 535 and NURS 536, will be placed on probationary status.
  • Students on probationary status must achieve a minimum grade of B in all required nursing courses over the next 9 credits.
  • Two grades below a B are sufficient cause for consideration of dismissal. The decision regarding a student's status will be made by the DNP program director in consultation with the dean.
  • Students may be required to repeat a course at the discretion of the DNP program director.

Note: Because the Population/Public Health Nursing specialization does not include Advanced Health Assessment, Advanced Pathophysiology, Advanced Pharmacology, or Advanced Physiology coursework, the course-specific repeat requirement above applies to students in the Nurse Anesthesia, Adult-Gerontology Acute Care/Family Nurse Practitioner, and Adult-Gerontology Acute Care Clinical Nurse Specialist/Nursing Education specializations.

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DNP Program Advisor

Upon admission to the DNP program you will be assigned an academic advisor. Students enrolled in the Nurse Anesthesia specialty option are also assigned a SJHSNA advisor. Your academic advisor will guide you in the development of your program of study, coursework progression, and fostering your development as a practice scholar in your chosen area of interest. You are required to meet with your program advisor at least once per semester. Students are also expected and encouraged to develop strong professional relationships with other faculty, students, and non-faculty mentors in the practice setting. Scholarly endeavor requires the support of a strong and diverse network.

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DNP Program Faculty

Faculty within the DNP program bring a wide range of experience and expertise to the program. The majority of program faculty are full-time and all faculty are experts in their areas.

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Blackboard

Blackboard Ultra is Rhode Island College’s Learning Management System, and will be used to organize course material and deliver online content. Students should familiarize themselves with the blackboard platform by reviewing the Student Resources Area of the Blackboard LMS Help Center.

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Course Progression

Many DNP courses are delivered using a Hyflex format, which may include a combination of online, hybrid, and face-to-face courses. These types of courses will offer students the option to participate in more than 50% of classes remotely and will have the ability to choose how to participate in synchronous sessions of hyflex courses either in-person, virtually through video conferencing, or asynchronously through recorded session in Blackboard. This format allowing for the networking and social interaction that foster strong professional relationships, while affording the flexibility required of adult learners with competing demands and priorities. The hybrid format optimizes the use of both online and face-to-face formats, with a focus on delivering world-class education that is accessible to students within Rhode Island, across the region, and across the country.

Please Note: Nurse Anesthesia specific courses may not always follow this format, most of the NA courses will remain in-person only.

The sequence of courses in each program option has been carefully designed to provide students with an optimal experience. Coursework focusing on the essential advanced practice concepts of advanced clinical knowledge, scholarship, and leadership are integrated throughout the program. Early coursework focuses on foundational knowledge in each of these three areas, providing a foundation for more advanced focuses in the student’s area of specialty.

The DNP program culminates in 4 DNP scholarly project courses through which students will develop and refine a proposal for their DNP Scholarly Project, implement their project within a practice setting, and evaluate and disseminate project outcomes. The DNP scholarly project represents the culmination of learning throughout the program and achievement of all of the competencies required for the clinical doctorate. The final project includes the development of a DNP scholarly project final paper of publishable quality, delivery of a public presentation on the student’s DNP Scholarly Project, and development of a poster for professional presentation in a regional, national, or international conference.

Recommended Plans of Study – Please see Appendix A.

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Practicum Policies

The practicum policies in this section apply to students in the BSN to DNP pathway only. Students in the Master's to DNP pathway complete the DNP core and scholarly project coursework and are not subject to the clinical practicum requirements described below.

*Students in the Nurse Anesthesia option should refer to the SJHNSA Student Handbook available on the SJHSNA website for further information related to clinical practicum requirements.

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American Heart Association BLS, ACLS, and PALS

Nurse Anesthesia students are expected to maintain current BLS, ACLS & PALS certification at all times throughout their entire program. A student who does not have current BLS, ACLS and/or PALS certification will not be allowed to enroll and/or maintain enrollment in nursing courses (see COA Standard C5).

Students must obtain BLS, ACLS, & PALS certification from the American Heart Association. The School will not accept any other certification. It is the student’s responsibility to make arrangements to complete any necessary courses and or renewal courses. The School of Nursing does not offer the certification classes.

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Background Criminal Identification (BCI)

All graduate nursing students admitted to a clinical track must have a Background Criminal Identification (BCI) done through Castle Branch prior to the start of clinical rotations. The BCI will be verified by the SON as part of the program’s compliance with professional standards and clinical site requirements. Compliance with this requirement is essential for clinical placement and progression. Students receive information regarding the process to follow to initiate a background check. BCI checks in the semester prior to the start of clinical. Additional BCI checks may need to be completed during the program. Students must report any new charges or other circumstances that may impact their standing immediately to the MSN Program Director. Any evidence of criminal activity or other activity contradictory to the ANA Code of Ethics or School of Nursing policies may be cause for disciplinary action including suspension or dismissal from the program.

If a background check reveals any issues or findings:

The student will be required to schedule a meeting with the Dean.

The purpose of this meeting is to discuss the nature of the findings, determine any potential impact on the student’s ability to participate in clinical placements or continue in the program, and explore possible resolutions.

Failure to comply with this policy, including refusal to meet with the Dean or their designee, may result in disciplinary action up to and including dismissal from the program.

This policy is in place to ensure the safety of patients, adherence to clinical site standards, and the integrity of the nursing program.

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RN License

All graduate nursing students will submit a copy of their RN License(s). All students in the BSN to DNP Nurse Anesthesia track will submit a valid copy of their unrestricted licensure for practice in both the states of Rhode Island and Massachusetts due to clinical rotations in both states. Rhode Island is a Nurse Licensure Compact (NCL) state. Nurses licensed in this state are eligible to practice nursing in all NLC states. Likewise, nurses with a valid license from another NLC state are eligible to practice in the State of Rhode Island.

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Attendance

Students enrolled in the AGAC CNS/NE, AGAC NP/FNP and Population/Public Health programs are required to complete a minimum of 750 hours of clinical practicum experience over the course of the program. Faculty, the identified preceptor (as applicable), and the student may determine that additional time is needed to satisfactorily complete the outcomes of the course. Flexibility in scheduling is encouraged; students should negotiate clinical hours each week with the faculty member supervising the clinical experience and the clinical preceptor- as applicable. In the event of an unavoidable absence, the student must contact the clinical faculty member and the preceptor to make arrangements to re-schedule the time missed. Failure to do so may result in a Student Performance Improvement Plan (SPIP).

Nurse anesthesia students complete an accreditation required minimum of 600 cases and 2000 hours of practicum experience. Faculty, in consultation with the identified preceptor, as applicable, and the student may determine that additional time is needed to satisfactorily complete the outcomes of the course. Students in the NA option will follow the SJHSNA Student Handbook regarding clinical practicum scheduling and attendance.

In the event that a student is placed on a medical leave related to a medical illness, the student must notify the clinical faculty immediately. Students on a medical leave must be medically cleared in order to be able to return to clinical.

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Practicum Placements

Students enrolled in the AGAC CNS/NE, AGAC NP/FNP and Population/Public Health programs practicum placements will be negotiated between the clinical faculty member, the clinical preceptor, and the student. Prior to each semester, the student should meet with the faculty of the upcoming clinical course to plan placement for the upcoming semester. The student should identify clinical interests and personal objectives and meet with the clinical faculty member to discuss the outcomes of the course and to identify ways that the student’s clinical learning needs can be best met.

The faculty and student will discuss potential clinical sites and preceptors and identify an agreed upon plan of clinical experiences. The student will submit finalized personal clinical objectives to the clinical faculty for approval; it is essential that these meetings occur prior to the end of the semester before the clinical experience being planned. The student will be responsible for providing the approved objectives and course syllabi to the clinical preceptor as applicable prior to the start of the semester.

Students must correspond with the faculty member at least weekly via completion of the required clinical log or journal.

Students must complete the required clinical hours during the semester they are taking the course before final grades are due. If 50% of the semester’s required clinical hours are NOT completed prior to mid-semester, students will complete a mid-semester Performance Improvement Plan. If the semester’s required clinical hours are not completed when final grades are due, the student will receive an incomplete (I) for the course. 

Students with an incomplete will not be allowed to progress to the next theory and clinical course.

Students in the nurse anesthesia option will follow the SJHSNA Student Handbook regarding the clinical practicums.

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Typhon Tracking System

The Typhon system will be used to track patient encounters, time logs, and organize clinical experiences. Conference hours are entered in Typhon as well. Clinical log submission for each patient encounter into the Typhon system is mandatory for Acute Care NP students. Each student is responsible for maintaining clinical experience logs. All encounters, whether seen independently, in collaboration with preceptor, or as an observer, requires an entry into Typhon. These records are confidential and should not identify the client by name. Acute Care CNS, Acute Care NP and Population/Public Health students must enter clinical hours on a weekly basis. Faculty reserve the right to and will periodically verify documented clinical hours with the assigned preceptors.

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Student Dress Code

  • Students in all clinical settings must carry Rhode Island College identification and wear a Rhode Island College name pin. This requirement does not apply to students in the nurse anesthesia option whose primary clinical site is the operating room. Students must comply with parking and security regulations as specified at each agency.
  • Graduate students should wear attire appropriate to the clinical site and clinical activities to be accomplished. For example, students providing direct care may wear scrubs. Acute Care students not providing direct care may wear a laboratory coat with the appropriate identification. Population/Public Health students may wear attire deemed appropriate for the activity by their clinical preceptor and faculty. Students are not allowed to wear jeans or athletic pants.

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Grooming Standards

  • Student attire will be neat and clean at all times.
  • Students must be physically clean and free of pervasive body odor, as well as pet, smoke, chemical and other odors offensive to patients and professional colleagues. Faculty members reserve the right to dismiss a student from the clinical area, if in their judgment, the student does not present a professional image.
  • Students must avoid use of perfumes, fragrant soap, body lotion or powders since they may create an allergic or offensive reaction by patients or colleagues.
  • Fingernails are to be neat, clean, and trimmed to the tip of the finger. Artificial nails, fingernail enhancements, and acrylic or gel nail polish are prohibited. Fingernails should be free of polish. Polish, long fingernails, as well as excessive makeup, jewelry and rings other than wedding or class rings are not appropriate for the clinical setting (necklaces and bracelets are not appropriate).
  • Hair should be clean, neat, well-groomed and should not represent extremes in color or fashion. Students with long hair will wear their hair pulled back so that it does not fall on the collar, does not impinge on the student’s own safety, ability to perform their job, or infection control.
  • Facial hair should be well groomed, neat and trimmed, beards trimmed to jaw line and mustache trimmed to the lip line (As fit testing requirements continue, in order to meet standard guidelines, facial hair is limited to mustache and chin).

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Adornment Standards

  • Visible body art/tattoos must be free of profane, violent or vulgar references.
  • Pierced ears, limited to one stud-type earring per ear, and small nose studs are permissible. Other visible body piercings, including tongue, are not acceptable and must be removed, covered or replaced with a neutral tone space/retainer when in the clinical setting.
  • Head attire is not permissible except for specific religious practices.

Nursing students are prohibited from smoking/vaping, using tobacco, marijuana/THC products, or consuming alcohol while in uniform or when representing the School of Nursing.

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Transporting Clients

Under no circumstances shall students transport clients in any motor vehicle.

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Incident Reports

If an incident report (exposure or non-exposure) is indicated in a practicum setting, it will be completed according to agency policy and a report will be submitted to the Chair of the School of Nursing, the Program Director, and the coordinator of the specialty option immediately, or at least within 24 hours of the incident. The report is signed by the student who was involved and by the faculty member responsible for supervision of the student. The report becomes part of the student’s official file.

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Student Liability Insurance

Graduate students who are in clinical rotations must maintain their own liability insurance as a student in the role they are preparing for.

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Privacy Policy

During clinical rotations, students shall not provide care for any client with whom they are personally acquainted, including members of the Rhode Island College community (i.e., faculty, fellow students, or staff). Should students become aware that they have inadvertently been given such an assignment, they are to notify the instructor or preceptor immediately.

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Cosigning of Orders

Advanced practice student orders must be co-signed by the Licensed Independent Practitioner (LIP) with whom they are assigned in the clinical setting.

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Program Evaluation

Student feedback about every aspect of the program courses and infrastructure will be sought through formal and informal processes including course and program evaluations. Student representation is included on the MSN/DNP Committee which meets monthly during the academic year. In addition, alumni will receive an end-of program survey to gather feedback.

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Financial Aid, Awards and Scholarship

Financial Aid

The Office of Financial Aid at the College administers a program of grants, loans and part-time employment opportunities for students who require financial assistance. 

Emergency funds for students are available through the RICochet Emergency Grant and through the School of Nursing.

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Caring Award

The Caring Award is given to one graduate student each year. The award recipient will be selected by the Graduate Committee with nominations solicited from faculty teaching graduate courses. Requirements of this award include: full or part-time enrollment in the MSN program or DNP Program. Award recipient will receive an award certificate and a financial award.

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Graduate Assistantships

There are a limited number of graduate assistantship positions available to graduate students matriculated in degree programs. Assistantships may be within the School of Nursing or other departments at RIC. Applications are generally submitted in March or April with all final decisions made by June. Graduate assistantships can be full- or part-time and are appointed for one-year terms. An annual stipend is awarded for full and half-time assistantships. Full-time assistantships also include a tuition waiver for the academic year and one summer. Part-time assistantships receive a waiver for half tuition. 

Note, the waivers do not cover fees or books. For further information visit Graduate Assistantship Opportunities or contact the Graduate Department Chairperson.

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Scholarships

The Program Directors regularly sends notification related to scholarship opportunities via the graduate student listserv.

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Leadership Opportunities

Graduate Students at Rhode Island College Serve as leaders within the community and profession. A number of leadership opportunities are available for current students including the opportunity to serve as a representative to the MSN/DNP Committee and other School of Nursing committees. In addition, a student has the opportunity to serve as the representative to the American Association of Colleges of Nursing (AACN) Graduate Nursing Student Academy (GNSA). Students also have the opportunity to meet with Graduate Program and SON leadership at networking events such as the Graduate Welcome Back Event held each year. Students will be informed of additional leadership opportunities as they become available and are encouraged to participate depending on availability of time and interest.

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Student Organizations/Committees

Sigma Theta Tau International - Honor Society of Nursing

Sigma Theta Tau, Inc., the International Honor Society of Nursing, has established Delta Upsilon Chapter- at-Large with the University of Rhode Island, Rhode Island College, and Salve Regina University. The purposes of Sigma Theta Tau are to: recognize superior achievement and scholarship; recognize the development of leadership qualities; foster high professional standards; encourage creative work; and strengthen commitment to the ideals and purposes of the profession. Qualifications for membership include enrollment in an accredited institution, completion of at least ¼ of the nursing curriculum, and at least a 3.5 grade point average on a 4.0 grade point average system. Students who are notified of their eligibility should complete required application materials by the required due date. Induction takes place in the spring.

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American Nurses Association of Rhode Island (ANARI)

Graduate students are encouraged to apply to ANARI for membership. Note: the reduced student rate is for undergraduates only. For more information, go to the RISNA website.

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Association of Community Health Nursing Education (ACHNE)

The Association of Community Health Nursing Educators (ACHNE) provides a meeting ground for those committed to excellence in community and public health nursing education, research, and practice. ACHNE was established in 1978 and is run by elected volunteer leaders who guide the organization in providing networking through the quarterly newsletter and membership directory and providing educational opportunities through publications and the Annual Institute. Students in the Population/Public Health Nursing option are encouraged to join ACHNE as a student member.

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NP Alliance of Rhode Island (NPARI)

Students in the NP option are encouraged to join as a student member. The mission of the Nurse Practitioner Alliance of Rhode Island is to promote the profession of nurse practitioners through education of the public, other health professionals and legislators. The intent is to improve the professional and business environments for nurse practitioners and the educational support of NP students. Membership provides information on educational opportunities and scholarships as well as developing professional relationships.

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Rhode Island Association of Clinical Nurse Specialists (RI-CNS)

Students in the CNS program are encouraged to join. Student membership in RI-CNS is free. The mission of RI-CNS is to promote the full scope of practice of the CNS. In addition, RI-CNS promotes the value and increases the visibility of the CNS among healthcare organizations, administrators, healthcare professionals and the public. Membership provides educational, scholarship, networking, and mentorship opportunities.

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RIC SON Alumni Organization

The Nursing Alumni Organization was organized in 2001. The organization plans programs and events for alumni, including the Annual Nursing Reunion Breakfast at Homecoming.

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Graduate Student Events

A new student orientation is held early in the fall semester for students entering into the Graduate Nursing programs. Every January, a welcome back reception is held prior to the start of classes, and the Caring Award is also given at this reception. Events are periodically scheduled during the academic year and are announced via the Graduate Nursing student email. Contact the Program Director for further information.

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Guiding Documents

The development of and refinement to the Doctor of Nursing Practice Program is supported by numerous professional standards and guidelines. The major documents used to this program include:

American Association of Colleges of Nursing. (2021). The Essentials: Core Competencies for Professional Nursing Education. Washington, DC: AACN.

American Association of Colleges of Nursing. (2015). The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations: Report from the Task Force on the Implementation of the DNP. Washington, DC: AACN.

Standards for Quality Nurse Practitioner Education (6th ed.). (2022).

American Association of Critical Care Nurses. (2016). Standards for Evaluating and Sustaining Healthy Work Environments: A Journey to Excellence (2nd ).

Council on Accreditation. (2015; rev. 2024). Standards for Accreditation of Nurse Anesthesia Programs: Practice Doctorate, revised February 2024.pdf.

Council on Accreditation. (2019). White Paper: Scholarly Work for Practice Doctorate Nurse Anesthesia Programs: Current State and Guidance.

Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3.

Interprofessional Education Collaborative. (2011). Team Based Competencies: Building a Shared Foundation for Education and Practice. Conference Proceedings.

Association for Prevention Teaching and Research. (2013). Advancing Interprofessional Clinical Prevention and Population Health Education: Curriculum Development Guide for Health Professions Faculty.

Institute of Medicine. (2000). To Err is Human. Washington (Executive Summary), DC: National Academy Press.

Institute of Medicine. (2001). Crossing the Quality Chasm (Executive Summary). Washington, DC: National Academy Press.

Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health (Executive Summary). Washington, DC: National Academy Press.

Auerbach, D., Martsolf, G., Pearson, M., Taylor, E., Zaydman, M., Muchow, A., Spetz, J., Dower, C. (2015). The DNP by 2015: A study of the institutional, political, and professional issues that facilitate or impede establishing a post-baccalaureate Doctor of Nursing Practice Program. Rand.

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Resources

The faculty of the School of Nursing recognize that Graduate Nursing students are generally employed, however, to succeed in the Graduate program, caution should be used in scheduling work hours. This recommendation is based on the belief that an excessive employment commitment interferes with the educational experience of students, including opportunities for participation in cultural, social, and other activities.

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Bulletin Boards

The Graduate student bulletin board is located in the Student Lounge. Information related to Graduate students’ activities, such as certification information and relevant professional publications are posted on the bulletin board.

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Graduate Student Manual, College Catalog, and Student Handbook

Graduate Studies Manual, The College Catalog, and the student handbook are important sources of information for students.

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Library

Students are encouraged to become familiar with Adam's Library's Resources for DNP Students. Students can also call the library for research help at 401-456-8125. Students may also use google scholar once signed into our RIC library as a quick way to look up articles, as well as other periodical databases: Article Searching - Databases - Nursing, Medical and other disciplines.

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Resources and Technical Assistance

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Additional Resources:

  • School of Nursing Writing Tutor: There is a graduate assistant assigned to the RI Nursing Education Center specifically to serve as writing tutor to graduate nursing students You can email the writing tutor at rinec-writing@ric.edu. Replies are within 48 hours weekdays and 72 hours on weekends.
  • The Writing Lab in the Adams Library Lower Level on the RIC campus.
  • The Counseling Center is located on the main RIC Campus and select counseling services are available at RINEC. Reach out to Mayra Peguero-Bueno for more information.
  • Academic Success Center
  • Center for Disability Access Services
  • The Whipple Computer Lab in Whipple Hall Room 105; computers and printing are also available in the Adams Library.
  • ESL Resources: Multilingual? Bilingual? Welcome! Project ExCEL is a community for students who are English Language Learners and are looking for language support. In Project ExCEL, you can work with someone one on one to get advice for your assignments.

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Academic Policies

Technical Standards for Zvart Onanian School of Nursing Students

The curricula of the Rhode Island College Zvart Onanian School of Nursing requires that students engage in diverse and complex experiences directed at achieving competencies, knowledge, skills, attributes and professional values. Applicants for the undergraduate and graduate programs, enrolled undergraduate degree-intended students, and currently enrolled undergraduate and graduate students must possess certain skills and behaviors deemed essential for meeting the program outcomes.

Technical Standards identify the skills and behaviors required to successfully progress through and complete the Onanian School of Nursing programs and safely prepare the student for practice in all settings. Candidates for nursing degrees must be able to meet the following minimum standards with or without reasonable accommodation. Should you wish to explore reasonable accommodations on basis of disability, reach out to the Center for Disability Access.

  • Observation: Students must be able to obtain information from demonstrations and experiments in the basic sciences. In the context of caring for patients, communities, and populations, students must have ample capacity to demonstrate skills in assessment, implementation, and evaluation in laboratory, clinical, and simulated settings. These skills require the use of vision, hearing, or touch or the functional equivalent.
  • Communication: Students must be able to communicate effectively in order to elicit information, to detect changes in mood and activity, and to establish a therapeutic relationship. Students must exhibit effective interpersonal skills to engage with patients and communities in both clinical and simulated settings. Students must be able to communicate in English effectively and sensitively both in person and in writing.
  • Motor: Students must possess the capacity to perform a physical examination and perform diagnostic maneuvers. Students must be able to execute some motor movements required to provide general care to patients and provide or direct the provision of emergency treatment of patients. Such actions require coordination of both gross and fine muscular movements, balance and equilibrium. An emergency situation is defined as any circumstance requiring immediate intervention.
  • Intellectual-Conceptual, Integrative, and Quantitative Abilities: Students must be able to assimilate detailed and complex information presented in both didactic and clinical coursework, and engage in problem-solving, which is critical to practice as a nurse. Students are expected to possess the ability to measure, calculate, reason, analyze, synthesize, and transmit both objective and subjective data and to make decisions that reflect consistent and sound clinical judgment. Students must possess good judgement in patient assessment, and have the abilities to incorporate new information, and retain and recall pertinent information in a timely fashion. This includes decision-making in order to maintain safety and security of patients and to behave professionally in all interactions.
  • Behavioral and Social Attributes: Students must maintain emotional well-being necessary to fully utilize their intellectual abilities and exercise good judgment, promptly complete all responsibility’s attendant to the diagnosis and care of patients, and develop mature, sensitive, and effective relationships with whom they interact. Students must be able to function effectively in times of demanding physical and psychological stress. Students must display compassion, sensitivity, and concern for others, and maintain professional integrity at all times. Students must be able to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of those they serve. This includes appropriately interacting with individuals, families, and groups from a variety of social, emotional, cultural, and intellectual backgrounds. Compassion, integrity, concern for others, interpersonal skills, professionalism, interest, and motivation are all personal qualities that are expected during the education process.
  • Ability to Manage Stressful Situations: Students must be able to adapt to and function effectively in stressful situations in the classroom and clinical settings (including emergency situations). Students will encounter multiple stressors while in the nursing program; these stressors may be (but are not limited to) academic, personal, or professional.
  • Ethics and Professionalism: Students must maintain and display ethical and moral behaviors commensurate with the role of a nurse, or advanced practice nurse, in all interpersonal interactions. The student is expected to understand the legal and ethical aspects of the appropriate level of practice of nursing and function within the law and ethical standards of their practice.

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Withdrawal from Nursing Courses

Students who withdraw from a graduate nursing course must notify the professor and the program director. Students need to complete a course withdrawal form prior to withdrawing from the course.

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Withdrawal from the DNP Program

Once a student has been admitted and officially matriculated into a DNP program, they must notify the DNP Director in writing if they wish to withdraw from the program. They must additionally complete the registrar’s course withdrawal form. This is necessary whether they have been on a leave of absence or active in their courses. A matriculated student who withdraws from a program after having completed any courses will be logged as a withdrawal from program. If a student has accepted admission but has not yet completed any courses, the withdrawal will be logged as a withdrawn application, whether or not they were matriculated. Students are responsible to return their garage parking pass and building access card upon withdrawal and may be charged a replacement fee if they fail to surrender them.

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Leave of Absence from Nursing Courses

A graduate student who interrupts their nursing program of study for one semester or more, due to military service, prolonged illness or other unusual circumstances, whether before or after they have completed the work prescribed in their Plan of Study, should apply for a Leave of Absence. The request should be made using the Request for Leave of Absence Form and be endorsed by the student’s advisor and be sufficiently specific to determine whether the leave is warranted. The decision to grant the leave of absence will be made by the Program Director in consultation with the Dean.. A leave of absence has the effect of suspending time limitations such as those for completion of the degree or for the removal of incomplete grades. Accordingly, a leave will be granted only for sufficient reason and only if it is to be for one year or less. Students may apply in writing for a maximum of one additional year if circumstances warrant.

A student who interrupts their program for two semesters without notifying the Graduate Nursing office may be eligible to register for course(s) needed to complete the program on a space available basis. If the student interrupts their nursing program for three semesters or longer without having submitted an official leave of absence request, the student must apply for re-admission to the Nursing program and must meet current admission requirements.

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Grading System

Cum Index Grade Ranges
Grade Point AverageLetter GradeNumerical Score
4.0A93-100
3.67A-90-92
3.33B+87-89
3.00B84-86
2.67B-80-83
2.33C+77-79
2.00C74-76
1.67C-70-73
1.33D+67-69
1.00D63-66
.67D-60-62
.00F0-60

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Retention

All graduate students are expected to maintain a cumulative average of B (3.00) or better in their graduate program. Students who do not maintain a cumulative B (3.00) average will have their status reviewed by the Program Director. Students who achieve less than a B, including a grade of ‘U’, in any course will be placed on probationary status. Students on probationary status must achieve a B or better in each required course over the next 9 credits. Two grades of B- or lower are sufficient cause for consideration of dismissal; the decision regarding students’ status will be made by the Graduate Department Graduate and Student Outcomes Committee (GDSGOC). Students may be required to repeat a course at the discretion of the Program Director.

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Student Performance Improvement Plans

If a student is not progressing satisfactorily in a didactic or clinical course, the student will be issued a Performance Improvement Plan identifying area(s) of improvement, a specific plan, and an associated time frame for completion. Copies will be distributed to the student, the faculty member, and the Program Director. Students in the nurse anesthesia option will additionally follow the SJHSNA Student Handbook.

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Petitions

Students seeking appeal of DNP program policies related to academic progression can petition in writing to the Graduate Department Student & Graduate Outcomes Committee. Petitions are due to the Graduate Department Student and Graduate Outcomes Committee by the Monday of the full week prior to the start of classes in the fall and spring semesters.

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Process of Submission of Petitions

The following steps outline the process a student will follow to petition a waiver of a School of Nursing Policy* that is affecting the individual student.

  1. The student brings the concern to the attention of his/her advisor within 10 working days of becoming aware of the situation.
  2. The student completes the Petition Form. The form must be signed by the Advisor, or in the absence of the Advisor, the Program Director.
  3. The completed form along with supporting documents is submitted to the Chair of the Graduate Student and Graduate Outcomes Committee within five (5) working days of having met with the Advisor.
  4. The Graduate Student and Graduate Outcomes Committee will consider the petition at its next scheduled meeting. The student should contact the graduate chair or appropriate program director to determine the date of the next meeting.
  5. Within five (5) working days following the Graduate Student and Graduate Outcomes Committee meeting, the Committee’s decision is forwarded to the student and his/her advisor.
  6. If the decision is unsatisfactory the student has the option to appeal the decision. The Academic Grievance Procedure that outlines this process is available in the Manual of Academic Policies and Procedures section 11.

*This process is to be utilized only when the student is appealing a policy of the School of Nursing. If appealing a decision made by an individual faculty member (grade dispute) or a College Policy (i.e. disagreement regarding dismissal/probation) the student should follow the Academic Grievance Procedure.

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Complaints and Grievances

The Manual of Academic Policies and Procedures clearly distinguishes between a complaint and a grievance in Section 11

  • A "complaint" may be any point at issue between a faculty member and a student in which a student feels that an abridgement of personal rights or benefits has occurred. A complaint may, but need not, constitute a grievance.
  • A "grievance" means a difference, presented in writing that may arise between a faculty member and a student with respect to, but not necessarily limited to:
    • violation of established academic policies and regulations (e.g., examination policies, advisement policies, registration procedures);
    • arbitrary and capricious grading practices;
    • violation of the student’s academic freedom, defined in the Student Handbook as… “the freedom to inquire, to discuss, to seek evidence, to speak, and to exchange ideas”;
    • failure to meet obligations to students (adherence to regular class hours, taking timely action, or correcting errors).”

As noted in the Manual of Academic Policies and Procedures (section 11), the primary purpose of the grievance procedure is to secure, at the lowest level possible, an equitable solution to the problems of students who have disputes with either an academic unit or classroom or grading conduct of faculty.

According to MSN and DNP program policy, student complaints are first discussed with the faculty member involved. If a resolution is not reached, the student may then institute a formal grievance as outlined below.

Grade Grievances. Consistent with the Manual of Academic Policies and Procedures, students who believe that they have received a grade in an arbitrary or capricious manner, meaning that the grading was not properly applied, may request that the grade be reconsidered. Students must first discuss the issue with the faculty member. If the issue is not resolved at this level, a formal written grievance may be submitted through the following process:

Step 1. Faculty Level

The student should first attempt to resolve any academic issues with the faculty member involved. If this does not lead to a resolution, a written grievance must be presented to the faculty member involved within ten working days following their initial discussion, except in the case of final grades and then no later than the tenth working day of the next full semester. This time limit shall not apply if a purely clerical error is discovered.

  1. The grievance statement must include a summary of not more than one page stating the specific policy or policies violated or the exact nature of the grievance, the specific actions upon which it is based, and the remedy being sought. Supplementary materials may be presented to support the grievance.
  2. Within ten working days of the receipt of the grievance, the faculty member shall meet with the grievant to discuss the grievance. The grievant and the faculty member may each choose to bring to the meeting one person from the Rhode Island College community who is not a family member of either the grievant or the faculty member. Within ten working days of the meeting, the faculty member shall issue a decision, setting forth the reasons therefore in writing to the grievant.

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Step 2. Department Chair Level

If the grievance is not resolved through Step 1, the grievant may submit the grievance in writing to the appropriate department chair within ten working days of the grievant’s receipt of the decision of the faculty member. Within ten working days of the receipt of the grievance, the department chair shall meet with the grievant and the faculty member (either jointly or separately) to discuss the grievance and may discuss the grievance with the departmental advisory committee.

  1. The grievant and the faculty member may each choose to bring to the meeting one person from the Rhode Island College community who is not a family member of either the grievant or the faculty member.
  2. The department chair shall issue a decision, setting forth the reasons therefore in writing to the grievant and the faculty member involved within ten working days of the meeting with the parties involved. In the case of grades, the decision of the department chair shall be final, unless upon appeal the person at the next higher level of appeal determines that the cause of the grievance is other than disagreement with academic judgment. In which case, the grievance may be moved up the chain of command as outlined in the Manual of Academic Policies and Procedures.

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Step 3. Dean’s Level

If the grievance is not resolved through Step 2, the grievant may submit the grievance in writing to the appropriate dean within ten working days of the grievant’s receipt of the decision of the department chair.

  1. Within ten working days of the receipt of the grievance, the dean shall meet with the grievant and the faculty member (either jointly or separately) to discuss the grievance.
    • The grievant and the faculty member may each choose to bring to the meeting one person from the Rhode Island College community who is not a family member of either the grievant or the faculty member.
  2. Within ten working days of the meeting with the parties involved, the dean shall issue a decision, setting forth the reasons therefore in writing to the grievant, the faculty member involved, and the department chair.

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Step 4. Provost/Vice President Level

If the grievance is not resolved through Step 3, the grievant may submit the grievance within ten working days of the grievant’s receipt of the decision of the appropriate dean to the Provost/Vice President for Academic Affairs.

  1. Within ten working days of the receipt of the grievance, the Vice President shall meet with the grievant and the faculty member (either jointly or separately) to discuss the grievance.
  2. The grievant and the faculty member may each choose to bring to the meeting one person from the Rhode Island College community who is not a family member of either the grievant or the faculty member.
  3. Within ten working days of the meeting with the parties involved, the Vice President shall issue a decision, setting forth the reasons therefore in writing to the grievant, the faculty member involved, and the appropriate dean.

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Step 5. President’s Level

If the grievance is not resolved through Step 4, the grievant may submit the grievance within ten working days of the grievant’ s receipt of the decision of the Provost/Vice President for Academic Affairs to the President.

  1. Within ten working days of the receipt of the grievance, the President shall meet with the grievant and the faculty member (either jointly or separately) to discuss the grievance.
  2. The grievant and the faculty member may each choose to bring to the meeting one person from the Rhode Island College community who is not a family member of either the grievant or the faculty member.
  3. Within ten working days of the meeting with the parties involved, the President shall issue a decision, setting forth the reasons therefore in writing to the grievant, the faculty member involved, department chair, the appropriate dean, and the Vice President for Academic Affairs.

**Academic Dismissal Grievance. The grievant will first discuss the issue with the department chair. If the issue is not resolved at this level, a formal written grievance may be submitted through the preceding process.

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Registration

General registration procedures are described on Class Registration for Current Students. Nursing majors may register online for required nursing courses during the regular registration period. 

Please Note: Each student is assigned a unique enrollment appointment window.

Students must be within their enrollment appointment window to enroll in a course. Enrollment appointments can be viewed in the MyRIC account. Some courses may require enrollment by the department. Students should contact the Graduate Nursing office or their advisor if they experience any issues with enrollment.

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Summer Courses

Selected courses are offered during summer sessions. View the course bulletin for a list of available courses.

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Professional Conduct and Confidentiality

Rhode Island College School of Nursing students are expected to be familiar with and incorporate the American Nurses Association (ANA) Code for Nurses into their professional behavior and conduct. Nursing students are expected to respect the values and needs of clients as well as other health team members. Students should establish and maintain therapeutic relationships that are based on trust, and that trust must not be violated. Nursing students should maintain client/family confidentiality and follow HIPAA guidelines and agency policies regarding disclosure of confidential information. Client/family information should not be discussed in public areas and confidentiality must be maintained in written assignments and student conferences. Exceptions include if the safety of the client or others is at serious risk unless specific information is discussed. This situation should be reported immediately to the instructor and/or responsible agency personnel.

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Code of Academic Honesty

The School of Nursing at Rhode Island College recognizes that the nursing profession is based on a standard of honesty and personal and professional integrity. In order to achieve the mission of the College and the School of Nursing, and develop the high ethical standards required for nursing practice, academic honesty is an integral part of the nursing program. Students and faculty are jointly responsible for upholding the ideals of honor and integrity by refusing to betray the trust bestowed upon every member of the Rhode Island College Onanian School of Nursing community.  Rhode Island College School of Nursing students are expected to be familiar with and incorporate the American Nurses Association (ANA) Code for Nurses into their professional behavior and conduct. Any violations in these moral and ethical responsibilities may result in disciplinary action including suspension or dismissal from the nursing program. 

It is an expectation that everyone commits to academic integrity as it is the foundation of the academic community and applies to online and in-person delivery formats. This means that all academic work is done without plagiarism, cheating or unauthorized assistance. Students are not to have cell phones or smart devices (ie. watches, glasses) on their person during testing. The use of unauthorized technology during exams constitutes a violation of academic integrity. Students who violate college rules on academic integrity are subject to disciplinary penalties, including the possibility of failure or removal from a course, disciplinary probation, and/or dismissal from the nursing program or college (For additional information, see Manual of Academic Policies and Procedures). 

All graduate students within the School of Nursing are expected to maintain the code of academic honesty and must have a signed Academic Honesty Attestation Form on file with the Graduate Nursing office. This means that all academic work is presented without plagiarism, cheating or unauthorized assistance.

Please note that posting or sharing (verbally or electronically) of any exams, assignments, or other academic materials related to your nursing coursework on any public or private websites, forums, or social media platforms is strictly prohibited.  This includes, but is not limited to, course-specific exams, quizzes, homework, instructor-provided study guides, and any other proprietary content (i.e. Coursepoint, V-Sim responses, Elsevier/HESI content/responses). 

Unauthorized distribution of course materials is a violation of academic integrity and may result in disciplinary penalties, including but not limited to suspension, or dismissal, from the nursing program.  Furthermore, sharing such materials online can compromise the integrity of the nursing program and the value of your degree. Your cooperation is appreciated in maintaining a fair and honest academic environment.  If you have any questions or need clarification about this policy, please speak with your nursing faculty.

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The Goals of the Academic Honesty Policy in the School of Nursing Are To:

  • Promote a culture of academic honesty within the School of Nursing.
  • Increase understanding of acts that are designated as academically dishonest behaviors.
  • Maintain the academic reputation of the School of Nursing.
  • Clearly define the process related to matters of academic dishonesty.

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Artificial Intelligence (AI)

The use of artificial intelligence (AI) technology may limit critical-thinking, problem-solving, and the development of professional skills that are required of students enrolled in graduate education courses. AI technology may include the use of programming engines, software, and/or assignment generating programs. Students in nursing courses are not authorized to use any AI software during assessments, or to prepare and/or develop graded assignments (unless directed to do so by the instructor) and its use represents a violation of academic integrity. Students in nursing courses are not allowed to use generative AI software for any class or clinical coursework. 

Faculty may screen student assignment submissions for AI detection using plagiarism detecting software. Student work that is detected to have been AI generated will be considered plagiarism and will not be tolerated. If a student is found to have used AI to prepare and/or develop a graded assignment, penalties may include, but are not limited, a score of zero on the assignment, failure of the course, suspension from the program, or expulsion from the college. If you have questions about AI websites, software, or technology, please contact course faculty to discuss prior to submitting an assignment.

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Violation of the Code of Academic Honesty

Incidents of academic dishonesty will be adjudicated through the College’s usual disciplinary process. Specifically, when a faculty member suspects a student has committed academic dishonesty, the faculty member will confront the student and may determine the appropriate action to be taken. Penalties could include repercussions on the assignment/test, up through failure for the course. A student who disagrees with the faculty member’s decision may appeal to the Board of College Discipline; or a faculty member may elect to send the case immediately to the Board without passing judgment. The Board has a full range of sanctions available to it, from a warning up through suspension or expulsion from the College.

Behaviors that constitute Academic Dishonesty are prohibited. Examples of academic dishonesty include but are not limited to the following:

(Adopted from Academic Honesty policies from West Hills Community College, University of Maryland Baltimore, School of Nursing; University of Rochester, University of Arkansas/Fayetteville, University of Houston/Clear Lake, University of Michigan, and Rhode Island College Handbook of Policies, Practices and Regulations).

  • Plagiarism – Any attempt to present someone else’s work as one’s own, on quizzes, examinations, reports, or term papers, etc., constitutes plagiarism, an act closely analogous to the theft of money or goods to any form of swindling or fraud, and in the academic world, just as deplorable. There are various forms of plagiarism of which the following are most common:
    • Word-for-word plagiarism: This includes (a) the submission of another person’s work as one’s own; (b) the submission of work from any source whatever (book, magazine, or newspaper article, unpublished paper, or thesis) without proper acknowledgement by footnote or reference within the text of the paper; (c) the submission of any part of another’s work without proper use of the quotation marks.
    • Patchwork plagiarism: This consists of piecing together of unacknowledged phrases and sentences quoted verbatim (or nearly verbatim) from a variety of sources. The mere reshuffling of other people’s words does not constitute “original” work.
    • Unacknowledged paraphrase: It is perfectly legitimate to set forth another author’s facts or ideas in one’s own words, but if one is genuinely indebted to the other author for these facts or ideas, the debt must be acknowledged by footnote or reference within the text of the paper.
  • Unauthorized assistance:
    • Using books, notes, calculators and technological devices in an unauthorized manner to assist with quizzes, exams or lab work.
    • Copying answers to an exam.
    • Giving or receiving answers to a scheduled exam.
    • Submitting work done by another individual or Artificial Intelligence (AI) and portraying it as one’s own.
  • Providing false information:
    • Giving false reasons (in advance or after the fact) for failure to complete academic work. This includes, for example, giving false excuses for failure to attend an exam or attend the clinical practicum.
    • Falsifying the results of any laboratory or clinical work or fabricating any data or information, including patient related information.
    • Giving false information or testimony in connection with any investigation or hearing under this policy.
    • Presenting previously submitted academic work and portraying it as new material.
    • Multiple Submissions: Submitting for credit, when a student has not been given permission to do so, any work that is the same or substantially the same as work that has been submitted for credit in another course. Many professors allow reworking or building on prior work; however, multiple submissions are permitted only with the prior permission of the instructor(s), and only when the student acknowledges the multiple submission in the work itself.
  • Theft:
    • Procuring unauthorized materials related to academic work such as exams, grade books, and class files.

Faculty and students share the responsibility for upholding the Academic Honesty Policy. Students are expected to report instances of academic dishonesty to the faculty. A faculty member is responsible for confronting a student who violates the code and determining the appropriate action to be taken with respect to the class. As noted in the Manual of Academic Policies and Procedures (section 9.1) and the Graduate Studies Manual (VII.1), a faculty member may take action up to and including failing a student accused of academic dishonesty. In all cases, a report describing the nature of the dishonesty and subsequent action taken by the faculty member shall be filled with the Provost/Vice President for Academic Affairs. Additionally, the faculty member may recommend that the Academic Integrity Board recommend further action. In the case of graduate students, the faculty member will also inform the appropriate program director of the nature of the dishonesty and the subsequent action taken by the faculty member and may recommend that further action be taken. 

As per section 9.1.D.(c), in the case of graduate students, the director of the DNP program may convey the recommendations of a penalty of probation or dismissal form the program to the academic dean of the school in which the student is enrolled (revised by vote of the Council (May 3, 2013), and approved by the President (May 24, 2013).

The School of Nursing reserves the right to impose additional penalties when students have been found in violation of the code of Academic Honesty, including dismissal from the School of Nursing. Such penalties will be imposed by the Dean in consultation with the faculty member. Students have the right to appeal. The appeals procedure is outlined in the Manual of Academic Policies and Procedures, section 9.1.D(e).ii.

All graduate students will be asked to sign an attestation stating they have read the Academic Honesty statement and attest to maintaining academic honesty in all academic assignments, clinical documentation and to maintain professional integrity.

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Social Media Policy

HIPPA – Compliant Use of Mobile Devices, Social Media and the Internet

The purpose of this policy is to maintain the protection of sensitive and confidential information related to the School of Nursing and uphold the professional reputation of the School of Nursing and Rhode Island College. This policy applies to the use of mobile devices, social media and internet communications related to confidential information about the School of Nursing (including the faculty, staff, students, classroom and clinical activities), patients, and (SON) clinical affiliates.

SON students, faculty and staff must always protect individuals’ rights to privacy and confidentiality, and communicate sensitive and confidential information in accordance with the Health Insurance Portability and Accountability Act (HIPAA) and the Family Educational Rights and Privacy Act (FERPA). Social media are web-based or mobile technologies used for interactive communication. RICSON encourages responsible use of Mobile Devices to access electronic information that can be helpful in forming plans of care for patients and for professional communication. Examples of social media include but are not limited to, collaborative projects (e.g. Wikipedia), blogs and microblogs (e.g. Twitter), content communities (e.g. YouTube), social networking sites (Facebook, Instagram, Pinterest, Snapchat, TikTok,, etc.), virtual game worlds, and virtual social worlds (e.g. Second Life).

Members of the SON community are expected to observe the American Nurses Association’s (ANA) Principles for Social Networking (American Nurses Association, 2011. Navigating the World of Social Media).

ANA’s Principles for Social Networking

  • Nurses must not transmit or place online individually identifiable patient information.
  • Nurses must observe ethically prescribed professional patient – nurse boundaries.
  • Nurses should understand that patients, colleagues, institutions, and employers may view postings.
  • Nurses should take advantage of privacy settings and seek to separate personal and professional information online.
  • Nurses should bring content that could harm a patient’s privacy, rights or welfare to the attention of appropriate authorities.
  • Nurses should participate in developing institutional policies governing online conduct.

The policy requires that all:

  • Be aware of the necessity of maintaining professional boundaries while using electronic media.
  • Follow HIPAA guidelines at all times. Identifiable information concerning patients/clinical activities must not be posted in any online forum.
  • Protect confidential, sensitive and proprietary information. Do not share or post any information related to nurse-patient contact or about the SON.
  • Do not post comments on social media sites about patients, clinical facilities, employees of facilities, faculty o other students as these posts violate the individual’s right to privacy and may incur liability – even if the posts do not specifically identify individuals.
  • Do not use mobile devices to take photos of patients or patient information.
  • Use devices only as authorized by faculty and clinical affiliates.
  • Have a responsibility to report any breach of confidentiality or privacy to a School of Nursing administrator or faculty member.

Consequences:

  • Violations of patient privacy will be subject to HIPAA and FERPA procedures/guidelines and consequences.
  • Students who share confidential or unprofessional communication may be subject to disciplinary action, up to and including dismissal from the program.

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Classroom Etiquette (In-Person and Virtual)

Class participation and attendance are expected. Students who are unable to attend class should notify the faculty member in advance. Students should come to class prepared, having completed all assignments so that constructive class participation is likely. Students will be engaged and respectful of others in the classroom; as reflected by not talking while others are speaking, using electronic devices only for class activities, being on time and staying until the class ends. Students who do not conform to expected classroom etiquette may be asked to leave the classroom.

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Cancellation of Classes

Students are informed about cancellation of classes or clinical practice, e.g., snow days, by announcements on local radio stations, communications from individual instructors, or by visiting the College website. Calling the School of Nursing office is NOT APPROPRIATE. The current Student Handbook contains complete information about policies and rules. Students in the nurse anesthesia option follow the SJHSNA Student Handbook during the clinical internship.

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Health and Wellness Polcies

Health & Immunization Requirements

The Rhode Island College Onanian School of Nursing must comply with the policies of its clinical agencies as well as with Rhode Island Regulation 216-RICR-20-15-7.6.1.B. All Nursing Graduate Students enrolled in a clinical course must have the following information on file with RIC's Office of Health Services.

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Health Requirements

Every year students must provide the Office of Health Services with evidence of compliance with health requirements. Before beginning some clinical nursing courses, students may be expected to meet additional health requirements. All nursing students must provide the following documentation:

  • An Admission physical examination.
  • COVID-19 Vaccination (1-2 doses based on manufacturer of vaccine) AND one Booster OR COVID-19 Bivalent vaccine
  • One dose of tetanus/diphtheria/pertussis (Tdap) if it has been ten or more years since last dose of tetanus/diphtheria (Td).
  • Two MMR’s (Measles, Mumps, Rubella) OR blood titers confirming immunity
  • Hepatitis B vaccine (a series of three immunizations over a six-month period). A Hepatitis B Surface Antigen titer to confirm seroconversion is recommended 1-2 months after the final dose.
  • Provider documented proof, including date and age, of Chicken Pox disease OR a Varicella titer confirming immunity OR two doses of Varicella vaccine.
  • Annual QuantiFERON Gold negative blood test OR initial 2-step PPD tuberculin skin test, and yearly PPD updates.
  • Influenza vaccine each fall.

Students need to upload immunization results to their Rhode Island College Medicat portal and then need to send a copy of their RIC Immunization Record to the Clinical Coordinator, as instructed each semester.  (The Clinical Coordinator and faculty do not have access to a student’s Medicat portal).

****Please Note: If you are in the Nurse Anesthesia specialty, you will refer to the SJHSNA policies pertaining to clinical/practicum health requirement policies.

Students will not be admitted to the first class meeting of a nursing practicum course without having complied with the health requirements. Proof of immunization may be obtained from your physician, high school, previous college or university, military record, and/or from blood titers.

The COVID vaccine cannot be waived; however, students may select from approved vaccine options to choose the vaccine that best aligns with their individual needs and preferences.

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Health Requirements

All nursing students must provide RIC Health Services (located in Browne Hall) with documentation of an admission physical exam and immunizations as listed above, and will need to submit their printed report from student health services to the MSN Director on admission and at the start of each academic year. Information may be submitted in person, or on-line through the Medicat Patient Portal which may be accessed through MyRIC.

Call RIC Health Services at 401-456-8055 to review your record.

Physical exams, most vaccines and TB testing (PPD’s) are available with an appointment in Health Services. If you are unable to find your vaccine record, blood titers to prove immunity can be ordered by Health Services staff.

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Instructions for Patient Portal

RIC's Office of Health Services has a secure “Patient Portal” through our Electronic Health Record (EHR) called Medicat Patient Portal. This Portal will allow you to update and print out your immunization record, complete medical history forms, upload personal and insurance information, submit copies of physical exams from your primary care provider and update emergency contact information. You will also be able to receive secure messages from Student Health Services staff.

First time users will need to register with a username (no e-mail addresses) and password. You must be registered for classes to access the Portal.

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After Registering for the Portal:

  1. Enter your immunization dates and click “Submit” at the bottom of the page (if you are a current student and supplied us with an immunization record in the past, the dates will already be entered).
  2. Upload a verified immunization record (must be an official vaccine document or signed by a health care professional). Take a picture of your record with your smartphone or scan to your computer to upload. You may also fax or mail the document to Health Services. The staff of the Office of Health Services will verify your record within the next 1-2 business days.
  3. Complete personal information with emergency contact numbers and health insurance information. Upload a copy of your physical exam from your PCP or schedule an appointment in Health Services if your exam was done more than a year ago. Sample forms can be found on the portal but your provider may use their own forms. If you have any difficulty using the Portal, please call RIC Student Health Services office during business hours so they can assist you.
  4. Once your records have been reviewed, they will appear as “verified.” A copy of your verified record should be sent to your clinical program coordinator.

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Rhode Island College, Browne Hall, Immunization Notice

If you wish to schedule an appointment for immunization at Health Services, please note:

  • All immunizations at Health Services are free.
  • Health Services does not bill insurance companies (private or school insurance). Most major carriers do not reimburse for immunizations given to students over 18. Check with your insurance company for details.
  • Plan to spend 15 minutes at Health Services after the vaccine is administered to be sure there is no reaction. If you feel you have had adequate immunizations in the past but are unable to access your records (from provider, high school, or other college), you may elect to have a blood titer drawn to document immunity. These titers are available through Health Services.

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Tobacco/Smoking/Vaping Policy

The Rhode Island College School of Nursing is dedicated to maintaining a healthy work and learning environment. While the College already prohibits smoking/vaping inside its buildings and facilities, the SON policy prohibits smoking, vaping or use of tobacco products, and consumption of alcoholic beverages by students while in uniform* or at any time when representing the School of Nursing.

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Substance Use Policy

Philosophy

Nursing students at Rhode Island College are expected to conduct themselves as professionals at all times. This professionalism includes dress, in-class attendance, academic integrity and the successful completion of course responsibilities as well as behavior in nursing courses on campus and at clinical locations. Adherence to student policies of the College and the School of Nursing fosters professionalism. Non-adherence to the professional standards of behavior requires corrective action. Failure by the student to comply with expectations will result in discipline ranging from written SPIP to dismissal from the Graduate Nursing program.

Rhode Island College School of Nursing is committed to health promotion and maintenance of a healthy lifestyle. Use of substances impairs judgement and learning and creates an unsafe environment for patient care. To fulfill this expectation, nursing students must be free of chemical impairment during participation in any aspect of the nursing program including classroom, laboratory and clinical settings. Substance abuse is a major problem that compromises the learning environment and impairs judgment interfering with the ability to provide safe, effective and supportive care. Appropriate treatment of substance abuse and addiction is critical to nursing education and practice.

**Please Note: If you or someone you know is struggling with substance use, please know that help is available.

You are not alone – support is here for you. You can call the counseling Center at 401-456-8094 or request help. For additional support: RICovery is an on-campus organization that has formed an educational community for students in and around recovery and aims to create a safe and open environment for students to receive support from each other as well as learn about recovery. You can email RICovery at ricoveryorg@so.ric.edu).

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Definition

A chemically impaired student is a person who, while in the academic or clinical setting, is under the influence of, or has abused, either separately or in combination: alcohol, over-the-counter medication, illegal drugs, prescribed medications, inhalants, or synthetic designer drugs. Abuse of the substances includes episodic and chronic use that has produced psychological and/or physical symptomatology, which interfere with the student’s ability to fulfill role expectations.

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Procedures

This health problem must be immediately addressed when identified within the nursing student population. Following are the procedures to be followed when a student is suspected of being chemically impaired.

  1. Remove the student to a private area. Discuss the sign(s) and/or behavior(s) observed and allow the student to provide an explanation. Question the student regarding the use of any substance and, if used, what, when, and how much was used and by what route it was taken. When impairment signs/behaviors are observed during a clinical session, the student is removed from the area and relieved of further nursing responsibilities for the day. A written Student Performance Improvement Plan (SPIP) is issued, a make-up assignment may be given, and the student is instructed to arrange for transportation home.
  2. A non-exposure incident report is prepared by the involved faculty member and is submitted to the BSN Program Director. The Program Director will inform the Undergraduate Chair and the Dean. The Program Director will inform other clinical faculty members involved with the student during that semester on a "need to know" basis. A copy of the report will be placed in the student's file.
  3. A group conference will be convened within one week. The conference group consists of the involved student and faculty member, and the appropriate Program Director. The purpose of the group conference will be to convey concern for the student’s welfare and to present the student with procedural requirements. If chemical impairment is the problem, these procedures require student agreement to enter into a “Student Wellness Contract” for professional evaluation of chemical dependency status and determination of a treatment plan.
  4. During the conference the academic consequences resulting from chemical impairment will be explained. The student will be requested to agree to the contract and to confirm understanding of both the terms and the academic consequences of the contract by signature. Should the student choose not to agree to the contract, he/she will be dismissed from graduate nursing programs.
    • Participation in clinical nursing courses will not be permitted until the terms of the contract are fulfilled.
    • A semester grade of “I” (Incomplete) or “W” (Withdraw) will be assigned for these courses depending upon the amount of course work completed to date, the time remaining in the semester, the ability of the student to satisfactorily complete the course requirements and the treatment recommendation of the chemical dependence evaluator.
  5. Following the initial screening, the evaluator will determine the prescribed treatment. If no treatment is required, the evaluator will prepare a written report to the appropriate Program Director. Upon receipt of the written recommendation of the chemical dependency evaluator that no treatment for chemical impairment is required, the student may return to all courses in progress.
  6. When treatment is indicated, completion terms of the contract must be fulfilled.
  7. Upon completion of the program, the student may resume participation in clinical nursing courses contingent upon the approval of a written request for reinstatement submitted for the semester he/she desires to return. If additional chemical impairment occurs subsequent to implementation of these procedures, the student will be dismissed from the graduate nursing program.
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Student Self-Identification of Risk Factors

Students with any condition such as, but not limited to pregnancy, viral infections, allergies, immunosuppression, surgical wounds, or mobility issues that potentially places them and/or patients at risk in the clinical setting are responsible for informing the instructor of their condition. This information should be discussed with each clinical instructor prior to the start of the semester, or as soon as the students become aware of the condition. Students who are unable to work due to medical conditions are not allowed to participate in clinical activities until they have received medical clearance.

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Prevention of and/Exposure to HIV, HBV, and HCV Infections Policy

In order to reduce the possibility of exposure to nursing students from HUMAN IMMUNODEFICIENCY VIRUS (HIV), HEPATITIS B VIRUS (HBV), and HEPATITIS C VIRUS (HCV), Rhode Island College School of Nursing has adopted a policy encompassing vaccination for HBV, and education and prevention techniques for HIV and HCV including standard precautions. The focus of this policy is the education about prevention and exposure to body fluids and transmission of blood-borne pathogens including, but not limited to, HIV, HBV, and HCV. The attached procedures, guidelines, and forms have been developed in compliance with State and Federal laws, the Centers for Disease Control (CDC) Guidelines, and the policies and practices of Rhode Island College and affiliating clinical practicum placements. The School of Nursing recognizes individual rights, equal opportunity, voluntary testing, and confidentiality of test results and health records.

The purpose of the policy is to:

  • Protect students from exposure to body fluids and blood-borne pathogens and other potentially infectious materials.
  • Outline the HBV immunization protocol for students.
  • Describe the policies regarding students caring for HIV, HBV, and HCV infected clients.
  • Describe the policies regarding students with HIV infection.
  • Describe the Exposure Control Plan (ECP) for students.

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Protecting the Student from Exposure to HIV/HBV/HCV

The Centers for Disease Control (CDC) recommends that Standard Blood and Body Fluid Precautions be used with all clients regardless of known or suspected blood-borne pathogens.

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Standard Blood and Body Fluid Precautions

Standard precautions are intended to prevent parenteral, mucous membrane, and non-intact skin exposures of nursing students to blood-borne pathogens. Blood is the single most important source of HIV, HBV, HCV, and other blood-borne pathogens in clinical settings. The following Standard Blood and Body Fluid Precautions can eliminate the risk of work exposure to HIV, HBV, and HCV. These guidelines should be used with all clients regardless of known or unknown risk factors.

The guidelines for Standard Blood and Body Fluid Precautions include:

  • Students who come into direct contact with body fluids of clients should wear gloves. This includes direct client care, handling of soiled linen or lab specimens, etc. The gloves should be changed with each client and hands washed immediately after removing gloves.
  • Masks, protective eyewear, and gowns should be worn during all procedures that are likely to generate an exposure event.
  • Wounds and skin sites that have been in contact with blood or body fluids should be washed with soap and water; mucous membranes should be flushed with water. (No evidence exists that using antiseptics for wound care or expressing fluid by squeezing the wound further reduced the risk for blood-borne pathogen transmission; however, the use of antiseptics is not contraindicated. The application of caustic agents (e.g., bleach) or the injection of antiseptics or disinfectants into the wound is not recommended). (CDC Guidelines, 2001)
  • To prevent needle stick injuries, students should immediately dispose of needles and syringes in an appropriate sharps container. They should not recap used needles, purposely bend, or break needles or in any way manipulate used syringes. This holds true for scalpels and other sharp disposable items.
  • To minimize the need for mouth-to-mouth resuscitation, ambu bags, barriers, or other ventilation devices should be used when available.
  • Students who have exudative lesions or weeping dermatitis should refrain from all direct client care and from handling client equipment until the condition resolves.
  • All students who participate in invasive procedures should wear gloves, gown, mask, and protective eyewear.
  • Students assisting in vaginal deliveries and cesarean sections should wear gloves, gowns, masks, protective eyewear, and footwear.
  • Breast milk and saliva: occupational exposure via breast milk and saliva have not been documented. However, the viruses have been isolated from these secretions and therefore standard precautions are required. Gloves should be used during oral exams. Nurses having extensive exposure to human breast milk should routinely use gloves while handling specimens.
  • Human tissues and other body fluids: Standard precautions apply to human tissues and the following fluids: cerebrospinal, peritoneal, synovial, pleural, pericardial, and amniotic fluids. Standard precautions apply to feces, nasal secretions, sputum, sweat, tears, urine, and vomitus.

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Hepatitis B Immunization Protocol

The Hepatitis B vaccination series will be initiated if indicated. Hepatitis B vaccine will be available to students through Student Health Services. Students are encouraged to inquire about HBV immunization at their place of employment. All students who decline to comply with the HBV requirement shall be advised of their risk and be required to sign the Hepatitis B Vaccination Declination Form. Refusal to comply with the above requirement does not negate future availability of immunization. Documentation of compliance or refusal shall be included in the student health record in Rhode Island College Health Services.

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Policies Regarding Students Caring for HIV, HBV, and HCV Infected Clients

The Rhode Island College School of Nursing believes that master’s nursing students have a responsibility to provide care to all clients and that refusal to care for an individual with HIV, HBV, or HCV is contrary to the ethics of the nursing profession. The School of Nursing recognizes that infectious diseases pose considerable psychological as well as physical threats to students and will address any fears, misinformation or prejudices the student may be experiencing by:

  • Providing the most current information on occupational transmission of viruses.
  • Providing thorough instructions on the ways students can prevent exposure.

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Policies Regarding Students Who Have Been Dignosed with HIV/HBV/HCV

The following statements summarize the School of Nursing policy regarding HIV-infected students:

  • The School of Nursing will not consider HIV status in the admission decision. The exclusion of people with HIV infection constitutes unwarranted discrimination. An infected individual will be treated in the same manner as any student diagnosed as having any other illness, injury, or disability.
  • Students with HIV will be allowed access to clinical, academic, and College-related social activities as their medical condition permits. In the instances where a student is unable to fulfill their responsibilities, the School of Nursing faculty will seek advice according to the Rhode Island College Handbook of Policies Practices and Regulations.
  • HIV positive students are encouraged to seek competent medical and psychological consultation early in the disease.
  • No specific information about HIV status will be documented in the student’s file. Information will not be shared verbally or in writing with anyone unless the student requests so in writing. A student who informs the faculty and/or staff of their HIV/HBV/HCV status will be accorded confidentiality by faculty and staff members in whom he or she confides.
  • Students with known deficiencies are at an increased risk for hospital-acquired infections. Clinical assignments for these students will be evaluated accordingly.

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Exposure Control Plan – Post-Exposure Evaluation and Follow-Up

Nursing Simulation Lab

Students exposed to blood or other body fluids in the Nursing Resource Laboratory:

  • In the event of an exposure, the supervising faculty/staff member will initiate the process by reporting the incident to School of Nursing BSN Program Director. The Program Director will inform the Undergraduate Chair, the Dean of Nursing, Director of College Health Services, and the Safety and Security Department (Campus Security Office). If no faculty member is present in the Simulation Center/NRL, the student is to report the incident to the BSN Program Director for appropriate action. The Program Director will then inform the Undergraduate Nursing Chair and the Dean of Nursing.
  • In addition to the above, the supervising faculty member is responsible for completing a Rhode Island College School of Nursing Exposure Incident Report and submitting it to the Rhode Island College School of Nursing BSN Program Director within 24 hours.
  • The exposed student will be referred to Health Services Office or personal care provider for follow-up medical care, including counseling. The College Insurance Rider provides financial coverage for follow-up.

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Off-Campus Clinical Experiences

Students exposed to blood or other body fluids during an off campus clinical experience:

  1. In the event of an exposure, students will follow the initial Post Exposure Evaluation and Follow-up Procedure of the respective agency.
  2. For follow-up and further testing/intervention, the exposed student will be referred to the Rhode Island College Health Services Office or personal care provider.
  3. The supervising faculty member will initiate the process by reporting the incident to the School of Nursing BSN Program Director immediately after the incident. The supervising faculty member is also responsible for completing a Rhode Island College School of Nursing Exposure Incident Report and submitting it to the BSN Program Director who will then inform the Undergraduate Nursing Chair and Dean of Nursing.
  4. The supervising faculty member will provide the student with the pertinent sections of the CDC’s US Public Health Service Guidelines for the Management of Occupational Exposures to HBV, HCV, and HIV and Recommendations for Post Exposure Prophylaxis.

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Selected Policies

College Policies Prohibiting Discrimination and Sexual Harassment

Rhode Island College and its faculty are committed to creating a safe and open learning environment for all students. The College prohibits all forms of discrimination, harassment, and sexual harassment, including sexual assault, dating violence, domestic violence, and stalking. RIC encourages all members of the community to seek support from, and report to, the Office of Institutional Equity. You may contact the Office at 401-456-8218, or learn more about college policies by visiting the Office of Institutional Equity. If you have experienced, witnessed, and/or received information about a potential violation, you may submit an incident report. Incident reports are routed to the Director of Institutional Equity / Title IX Coordinator, and will initiate outreach from the Director to the individual(s) who have experienced harm.

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Pregnancy Modifications

Rhode Island College prohibits differential treatment or discrimination against students based on their current, potential, or past parental, family, marital status, or pregnancy or related condition. Students experiencing pregnancy or related conditions may meet with the Title IX Coordinator to discuss reasonable modifications by initiating a Title IX Pregnancy Modification Request. The College's Pregnancy Policy requires all employees, upon receipt of a disclosure of pregnancy or related condition from a student, o refer that student to the Title IX Coordinator.

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Students with Disabilities

Rhode Island College is required by law to ensure that students with documented disabilities are provided with the reasonable accommodations necessary to effectively address their individual educational needs. Students seeking course accommodations or testing accommodations for a disability must first register with the Center for Disability Access (CDA). The Center for Disability Access will notify me about approved accommodations. Accommodations are not retroactive. Please submit requests to the CDA as soon as you think that you will need to utilize accommodations in this course. Once you have made your request to have your accommodations sent to faculty, the CDA will process your request and send your accommodation letter out to faculty.​

To receive academic accommodations at the college for any nursing class please meet with your professor at the beginning of the semester to submit the appropriate forms.

Please Note: (“Students seeking Testing, and/or Classroom accommodations should request accommodations as soon as possible after enrolling in classes for the upcoming semester or at least within the first two weeks of the semester.”)

Permanent disabilities should be documented with the DSC. Accommodations that may be appropriate will depend on individual circumstances. Temporary conditions such as infectious disease, broken bones, or medical conditions related to standard pregnancy are not recognized by the ADA as eligible for ADA protection or disability-related accommodations per federal disability law such as the Americans with Disabilities Act of 1990, amended in 2008. Some medical conditions that occur during pregnancy may qualify for reasonable accommodations under the ADA. Disability status will be verified and evaluation will be made whether a requested accommodation is reasonable. An accommodation is not considered reasonable if it poses a direct threat to the health or safety of the student or others, if making the accommodation requires a substantial modification in an essential element of the curriculum, if it lowers academic standards, or poses an undue administrative or financial burden. Essential clinical skills must be demonstrated, with or without an accommodation, and the use of an intermediary will normally not be considered a reasonable accommodation.

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Learning Environment and Classroom Community

Rhode Island College is committed to fostering a learning environment where all students are welcomed, respected, and supported in their academic and professional growth. We recognize that each individual brings unique experiences, perspectives, and strengths that enrich the learning experience for everyone.

All students are encouraged to participate fully and engage in meaningful dialogue. We are committed to creating a classroom community where all members are treated with dignity and respect and have the opportunity to contribute, learn, and succeed. Students are expected to engage thoughtfully with course content and with one another, demonstrating professionalism, open-mindedness, and respect for differing viewpoints.

Creating a positive and supportive learning environment is a shared responsibility. We encourage you to share your perspectives and experiences while listening carefully and respectfully to others. Through mutual respect, collaboration, and constructive dialogue, we can foster a culture of belonging that promotes intellectual growth, critical thinking, and professional development for all members of our learning community.

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RIC Nursing Simulation Program

The Rhode Island College School of Nursing’s (RICSON) Simulation Program is accredited by the Society for Simulation in Healthcare (SSH) in the areas of Teaching and Education.

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Location and Environment

The RICSON Simulation Program laboratory spaces are located in the Fogarty Life Science Building, School of Nursing and at the Rhode Island Nursing Education Center (RINEC). Both locations have several high-fidelity manikins and other specialized skill supplies in use and each space is equipped with separate simulation, observation/video/audio and debriefing rooms.

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Mission

To prepare students for professional, safe, and equitable nursing practice through innovative, experiential learning in a simulation environment.

Vision

To be a regionally recognized leader of simulation-based learning, research, information and technology to improve healthcare and outcomes.

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Experiential Learning Using Simulation

Nursing is a profession of practitioners. Nursing faculty are committed to preparing students to practice the art and science of professional nursing. The RICSON Simulation Program plays a vital role in enhancing students’ preparedness to practice through a multi-experiential approach that combines simulation educator-directed and independent learning in a simulated setting. Students experience active learning in a safe environment, the rationale for nursing actions, and correctly and safely practice many of the cognitive and psychomotor skills needed to work with patients and clients to promote, maintain and restore health. Faculty resources include simulation design assistance, multimedia access to on-line presentations, videos, models, and computers which contribute to faculty development and enhance quality outcomes using simulation pedagogy.

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DNP Student Handbook – Appendices

Appendix A: Plans of Study

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