LINCOLN MEMORIAL UNIVERSITY CAYLOR SCHOOL OF NURSING ASSOCIATE OF SCIENCE IN NURSING (ASN) - ASN STUDENT HANDBOOK
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LINCOLN MEMORIAL UNIVERSITY
CAYLOR SCHOOL OF NURSING
ASSOCIATE OF SCIENCE IN NURSING
(ASN)
ASN STUDENT HANDBOOK
2018-2019
(REVISED 1/19)
This handbook is designed to serve as a guide to the rules, policies, and services of the University:
therefore, it is not intended to establish a contract and the University reserves the right to amend,
modify, or change regulations, policies, and financial charges stated in this handbook throughout
the year. In such case, the University will make reasonable efforts to notify the University
community, in a timely manner, of any changes in policies and regulations. Notification shall be
made via MyLMU, the University website, or to University issued e-mail accounts as deemed
appropriate.TABLE OF CONTENTS University's Mission and Purpose ……………………………………………………….......... 3 CSON Accreditation/Approvals …..………………………………………………………….. 3 CSON Purpose and Vision …………………………………………………………………… 4 CSON Mission and Philosophy………………………………………...................................... 4 Overview of The Roy Adaptation Model of Nursing…………………………………………. 7 End of Program Student Learning Outcomes……………………………………………...….. 10 Course Descriptions, Core Curriculum, and Nursing Component…………………................. 10 Student Advising Sheet………………………………………………………………………... 11 Admission Requirements ……………………………………………………………………... 12 LMU Site Assignment Policy …………………………………………….…………………... 12 Academic Advisement Information …………………………………………………………... 12 Grade Reports and Academic Transcripts ……………………………………………………. 12 Standards of Academic Progress……………………………………………………………… 12 Withdrawal from the University………………………………………………………………. 12 Honors…………………………………………………………………………………………. 13 Progression and Readmission…………………………………………………………............. 13 Student with Disabilities Policy……………………………………………………………….. 16 Harassment, Discrimination, and Sexual Misconduct………………………………………… 16 Hazing Policy…………………………………………………………………………………. 17 Counseling……………………………………………………………………………………... 17 Discrimination, Scholastic Dishonesty, Cheating, and Plagarism Policies..………………….. 18 LMU’s Inclement Weather Policy…………………………………………………………….. 18 Instructional Continuity in Case of Temporary Campus Closure Policy……………………… 18 Student Complaint and Appeal Process…………………….. ………………………………... 18 Student Appeal Request Form……………………………………………………………........ 20 Nursing Code of Ethics………………………………………………………………………... 21 Academic Integrity…………………………………………………………………………….. 23 Exam Administration and Review Policy….……………………….......................................... 23 Student Review of Tests……………………. ………………………………………………... 25 Cell Phone Policy……………………………………………………………………………… 25 Permission to Audio Record Lecture………………………………………………………….. 25 CSON Alcohol and Drug Policy………………………………………………………………. 25 Attendance, Absenteeism, and Tardiness Policies ……………………………………………. 26 Clinical Information………………………………………………………………….………... 27 Standard Precautions/Transmission-Based Precautions………………………………………. 29 Post Occurrence/Exposure Report Form……………………………………………………..... 30 Uniform Policy………………………………………………………………………………… 31 Family Educational Rights and Privacy Act (FERPA)……..…………………………………. 33 Student Resources……………………………………………………………………………... 33 Academic Calendar 2017-2018 ………..……………………………..………………………. 36 Consent Form…….………………………………………………………………………….... 37 Student Essential Functions…………………………………………………………………… 39 Revised 1/2/19 2
UNIVERSITY’S MISSION AND PURPOSE
Lincoln Memorial University is a comprehensive values-based learning community dedicated to
providing quality educational experiences at the undergraduate, graduate, and professional
levels. The University strives to give students a foundation for a more productive life by
upholding the principles of Abraham Lincoln's life: a dedication to individual liberty,
responsibility, and improvement; a respect for citizenship; recognition of the intrinsic value of
high moral and ethical standards; and a belief in a personal God.
While primarily committed to teaching, the University supports research and service. The
University's curriculum and commitment to quality instruction at every level are based on the
beliefs that graduates must be able to communicate clearly and effectively in an era of rapidly
and continuously expanding communication technology, must have an appreciable depth of
learning in a field of knowledge, must appreciate and understand the various ways by which we
come to know ourselves and the world around us, and must be able to exercise informed
judgments.
The University believes that one of the major cornerstones of meaningful existence is service to
humanity. By making educational, service, and research opportunities available to students,
Lincoln Memorial University seeks to improve life for the students it serves. While serving
students from throughout the state, nation, and many other countries, the University retains a
commitment to enrich the lives of people and communities in the Appalachian region.
Revised July 6, 2017; approved by Board of Trustees, November 10, 2017
THE CAYLOR SCHOOL OF NURSING
ACCREDITATION/APPROVALS
TENNESSEE/KENTUCKY Programs:
The Associate of Science in Nursing (ASN), Bachelor of Science in Nursing (BSN), Master of
Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) degree programs are approved
by the Tennessee Board of Nursing. The ASN program offered in Kentucky is approved by the
Kentucky Board of Nursing. Furthermore, the ASN, BSN, MSN, and DNP programs in
Tennessee are accredited with the Accreditation Commission for Education in Nursing, Inc.
(ACEN) which includes the off-campus instructional site in Corbin, Kentucky.
FLORIDA Programs:
The ASN and BSN programs offered in Florida are approved by the Florida Board of Nursing.
The Associate of Science in Nursing (ASN), Bachelor of Science in Nursing (BSN), and Master
of Science in Nursing (MSN) Family Nurse Practitioner (FNP) programs at the Tampa site are
candidates for accreditation by the Accreditation Commission for Education in Nursing.
ACEN is officially recognized as a national accrediting agency for nursing education by the
Council on Higher Education Accreditation (CHEA) and by the U.S. Department of Education.
ACEN, may be contacted at 3343 Peachtree Rd NE, Suite 850, Atlanta, GA 30326 or call 404-
975-5000 or visit www.acenursing.org.
Revised 1/2/19 3PURPOSE
In response to the University’s mission, Nursing was established as a major in 1974 with the
Associate of Science in Nursing (ASN) Degree. Because of the growing health care needs of the
region, Nursing expanded the ASN program to extended sites and initiated the Registered Nurse
(RN) to Bachelor of Science in Nursing (BSN) program in 1987. The Caylor School of Nursing’s
mission “seeks to respond to the needs of nursing education and health care in the surrounding
communities by preparing nurses at multiple levels.” Therefore, the Master of Science in
Nursing (MSN) degree was established in 2006 to offer nurses further education options and
provide surrounding communities with advanced practice nurses to meet identified health care
needs. In fall 2010, the BSN generic option commenced in response to state and community
needs. In 2015, CSON further expanded the Bachelor of Science (BSN) program to include an
online option for the Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) program.
Also in 2015, in response to national demands of higher levels of preparation of nurse leaders
who can design and assess care, CSON launched an online post-master’s Doctor of Nursing
Practice (DNP) program.
Caylor School of Nursing programs are founded on the belief that nursing is a service which
aims to assist individuals to attain, maintain, or regain optimum level wellness through
application of the nursing process.
VISION
We, the Nursing Faculty of Lincoln Memorial University, Caylor School of Nursing,
envision culturally diverse Faculty and students engaged in teaching, education, service, practice,
and scholarship. Faculty desire to be excellent nurse educators, adhering to nationally
recognized competencies and standards of nursing practice, while assisting undergraduate and
graduate students to become qualified nurse professionals capable of adaptation, and promotion
of adaptation, in the 21st century health care environment. The Caylor School of Nursing will
develop, attain, and engage in unique educational programs and services for the surrounding
regions and beyond. We desire to be recognized as providing excellent nursing programs that
support a career pathway for lifelong learning and that also value high academic, moral, and
ethical standards.
MISSION
In agreement with the University’s mission and goals, the Faculty of the Caylor School of
Nursing strive to instill responsibility and high moral/ethical standards in the preparation of
quality nurses, at multiple levels of nursing education, through superior academic programs at
the undergraduate and graduate level. Specifically, the mission of the Faculty is to prepare
nurses with the ASN, BSN, MSN, and DNP degrees, to assist individuals, families, communities,
and society as they adapt to changes in physiological needs, role function, self-concept, and
interdependent relationships during health and illness. The Caylor School of Nursing seeks to
respond to the needs of nursing education and healthcare in the surrounding communities and a
global society by preparing nurses at multiple degree levels and by providing continuing
education/professional development opportunities rooted in knowledge, research, and other
scholarly activities.
PHILOSOPHY
Nursing is a health care profession with a unique body of knowledge. The Caylor School of
Nursing is viewed as a place where culturally diverse students and faculty actively engage in a
teaching-learning process to attain and generate nursing knowledge. Faculty and students are
partners in this process, creating unique learning opportunities. This knowledge can be imparted
through multiple levels of nursing education, a design which is most responsive to community
Revised 1/2/19 4needs. The teaching-learning process fosters individual growth and goal attainment, which are
manifested through changes in thinking and behavior.
The Faculty believes in multiple degree levels of nursing education and encourages the
promotion of ongoing/continuing education for nurses. This education is based in an institution
of higher learning, consists of both general education courses and nursing courses, and is
provided by qualified Faculty on site, or may include alternate delivery methods, such as through
distance education. Faculty serve as role models through nursing education, practice, service,
and scholarship (as scholarship is defined by the University).
The Faculty acknowledge the ASN graduate’s focus is care of persons with adaptive and/or
ineffective health responses, whereas, the BSN graduate’s focus is care of persons, groups,
communities, and society with adaptive and/or ineffective health responses. Graduate education
will prepare nurses to assume advanced practice roles including: practitioner, educator,
researcher, advocate, consultant/collaborator, manager, and leader. Additionally, we agree that
both undergraduate and graduate nursing education must be consistent with nationally
recognized competencies and standards, including the APRN Consensus Model for Advanced
Practice.
The Roy Adaptation Model (Roy, 2009) serves, along with national competencies and
standards, as a comprehensive framework for the curriculum of the ASN and BSN programs.
The Roy Model also provides, to a lesser extent, a conceptual basis for the masters program. The
graduate program relies heavily upon national competencies and standards to direct the
curriculum and provides the student with a comprehensive appraisal of multiple theoretical
frameworks from which they may draw in their personal professional practice.
Fundamental to the Roy Adaptation Model “is the goal of enhancing life processes to
promote adaptation” with adaptation viewed “as the process and outcome whereby thinking and
feeling people, as individual or in groups, use conscious awareness and choice to create human
and environmental integration” (Roy, 2009, p. 28).
Human persons are the focus of nursing endeavors and are viewed as an adaptive system.
“As an adapative system, the human system is described as a whole with parts that function as a
unity for some purpose. Human systems include people as individuals or in groups including
families, organizations, communities, and society as a whole” (Roy, 2009, p. 27). Faculty also
believe that humans as an adaptive system act to maintain adaptation in the four adaptive modes
of the Roy Model: physiologic-physical, self concept-group identity, role function, and
interdependence.
Environment is defined as “all conditions, circumstances, and influences that surround and
affect the development and behavior of humans as adaptive systems, with particular
consideration of human and earth resources” (Roy, 2009, p. 28). We believe that human persons
interact with the changing environment and make either adaptive or ineffective responses.
Health is defined as “a state and a process of being and becoming an integrated and whole
human” person (Roy, 2009, p. 27). The Faculty believes that responses by human persons that
can be observed in the four adaptive modes are reflective of one’s health state.
Nursing is defined “as a health care profession that focuses on the life processes and patterns
of people with a commitment to promote health and full life-potential for individuals, families,
groups and the global society” (Roy, 2009, p. 3). We view the goal of nursing practice as the
promotion of adaptation in each of the four adaptive modes, “thus contributing to health, quality
Revised 1/2/19 5of life and dying with dignity by assessing behaviors and factors that influence adaptive abilities
and by intervening to enhance environmental interventions (Roy, 2009, p. 29). The Faculty
further believes that nursing practice is both an art and a scientific discipline, rooted in caring,
cultural sensitivity/competence, a code of ethics, and standards of care and professional
performance/practice. We believe all of these are essential for both provision of holistic,
effective, quality nursing care; and for promotion of adaptation in humans across the lifespan, as
individuals, or in groups, communities, and society as a whole in the 21st century healthcare
environment.
Reference:
Roy, C. (2009). The Roy Adaptation Model (3rd ed.). Upper Saddle River, NJ: Pearson
Education, Inc.
Revised 1/2/19 6OVERVIEW OF THE ROY ADAPTATION MODEL (RAM) OF NURSING*
I. RAM Definition of Nursing
Nursing is defined as a health care profession that focuses on the life processes and patterns of people
with a commitment to promote health and full life-potential for individuals, families, groups and the
global society.
II. RAM Elements
A. Adaptation: The process and outcome whereby the thinking and feeling person as individuals or
groups use conscious awareness and choice to create human and environmental integration.
B. Person: An adaptive system described as a whole comprised of parts. Functions as a unity for
some purpose. Includes people as individuals or in groups (families, organizations,
communities, and society as a whole).
C. Environment: All conditions, circumstances, and influences surrounding and affecting the
development and behavior of persons or groups with particular consideration of mutuality of
person and earth resources including focal, contextual, and residual stimuli.
D. Health: A state and process of being and becoming integrated and whole.
E. Goal of Nursing: To promote adaptation for individuals in the four adaptive modes, thus
contributing to health, quality of life, and dying with dignity by assessing behaviors and factors
that influence adaptive abilities and by intervening to enhance environmental interactions.
III. RAM Nursing Process:
A. Assessment of Behavior: The indicator of how a human adaptive system manages to cope with,
or adapt to, changes in health status is behavior. Involves gathering data about the behavior of
the human adaptive system and the current state of adaptation.
B. Assessment of Stimuli: Involves the identification of internal and external stimuli that are
influencing the behaviors.
C. Nursing Diagnosis: Statements that interpret the collected data.
D. Goal Setting: The establishment of clear statements of behavioral outcomes of nursing care.
The general goal of nursing intervention is to maintain and enhance adaptive behavior and to
change ineffective behavior to adaptive.
E. Intervention: The selection of nursing approaches to promote adaptation by changing stimuli or
strengthening adaptive processes.
F. Evaluation: Involves judging the effectiveness of the nursing intervention in relation to the
behavior of the individual or group.
IV. The Four Modes in RAM for the Individual (A.S.N. & B.S.N.)
A. Physiologic Mode: Includes oxygenation; nutrition; elimination; activity and rest; protection;
senses; fluid, electrolyte, and acid-base balance; neurologic function, and endocrine function.
B. Self-Concept Mode: Includes things such as body image, sexual function, coping strategies for
loss, and self-esteem.
Revised 1/2/19 7C. Role-Function Mode: Includes things such as role clarity, role transition, role performance,
coping with role change, role integration and role mastery.
D. Interdependence Mode: Includes things such as dependency and independency, relationships,
relations and communication, learning and maturing in relationships, and giving and receiving
love, respect, and value.
V. The Four Modes in RAM for Groups (B.S.N.)
A. Physiologic Mode: Includes things such as fiscal resources, member capability, physical
facilities, number of participants, knowledge and skills of participants, stable membership, and
effective planning for the future of the group.
B. Group Identity Mode: Includes things such as interpersonal relationships, milieu and culture,
goals and values, expectations, understanding and support, shared leadership, morale, and unity
in crisis.
C. Role-Function Mode: Includes things such as role clarity, socialization for role expectations,
expectations to accomplish goals of the group, mutual dependence in division of labor,
processes for integrating roles, responsibilities and expectations between individuals in
complementary and relating roles, carrying out roles to meet group demands, and mentoring for
development.
D. Interdependence Mode: Includes relational adequacy, developmental adequacy and resource
adequacy.
VI. Selected Key RAM Concepts
A. Adaption Level: Represents the condition of the life processes described on three levels as
integrated, compensatory, and compromised.
1. Integrated Life Process: Adaptation level at which the structure and functions of a life
process are working as a whole to meet human needs.
2. Compensatory Process: Adaptation level at which the cognator and regulator have been
activated by a challenge to the integrated life processes.
3. Compromised Process: Adaptation level resulting from inadequate integrates and
compensatory life processes; an adaptation problem
B. Adaptive Responses: Responses that promote integrity in terms of the goals of human systems.
C. Ineffective Responses: Responses that do not contribute to integrity in terms of the goals of the
human system.
D. Cognator Subsystem: For individuals, a major coping process involving the four cognitive-
emotive channels: perceptual and information processing, learning, judgment, and emotion.
E. Regulator Subsystem: For individuals, a major coping process involving the neural, chemical,
and endocrine systems.
F. Stabilizer Subsystem: For groups, the subsystem associated with system maintenance and
involving established structures, values, and daily activities whereby participants accomplish the
purpose of the social system.
Revised 1/2/19 8G. Innovator Subsystem: Related to people in a group, the internal subsystem that involves
structures and processes for change and growth.
H. Stimulus: That which provokes a response, or more generally, the point of interaction of the
human system and environment.
1. Focal Stimulus: The internal or external stimulus most immediately confronting the
adaptive system of the individual or group.
2. Contextual Stimuli: All other stimuli, internal or external, affecting the situation;
contribute to the behavior triggered by the focal stimulus.
3. Residual Stimuli: Those stimuli having an indeterminate effect on the behavior of the
individual or group; their affect cannot be, or has not been, validated. Their affects in the
current situation are unclear.
I. Coping Processes: Innate or acquired ways of responding to the changing
environment.
J. Humanism: The broad movement in philosophy and psychology that recognizes the person and
subjective dimensions of the human experience as central to knowing and valuing.
K. Veritivity: A principle of human nature that affirms a common purposefulness
of human existence.
Reference
rd
Roy, C. (2009). The Roy Adaptation Model. (3 ed.) Upper Saddle River, NJ: Pearson
Education, Inc. (pp. 3, 26-27, 29, 56-82).
Revised 1/2/19 9A.S.N. END OF PROGRAM STUDENT LEARNING OUTCOMES
The graduate of the Associate of Science in Nursing program will be able to:
1. outline a plan of care for a person’s ability to function within the individual’s current environment.
2. treat all persons, groups, and communities with dignity and respect to the individual’s culture and belief
system
3. apply the nursing process to plan and evaluate interventions that promote a person’s adaptation to their
maximum potential of health and well-being.
4. apply the nursing process to prioritize safe, quality care for all persons within their care
5. establish professional relationships by communicating effectively via the spoken, written, and electronic
mediums.
6. establish professional relationships by employing the role of the nurse in relation to other members of
the healthcare team.
7. examine existing, evidence-based strategies to promote adaptation within the persons’ present health
state.
8. formulate a plan for success on the NCLEX-RN and for continued education in the nursing profession.
A.S.N. COURSE DESCRIPTIONS
Course descriptions for all NURS courses can be found in the current LMU Undergraduate Catalog online at
www.lmunet.edu.
A.S.N. CORE CURRICULUM
The core curriculum can be found in the current LMU Undergraduate Catalog.
A.S.N. NURSING COMPONENT
The core nursing component can be found in the current LMU Undergraduate Catalog.
Revised 1/2/19 10ID:_____________
ASN Advising Sheet
APPLICANT NAME ______________________A PPLYING FOR ______________ SEMESTER _________
CAMPUS
PREREQUISITE COURSES IP C R GRADE INITIALS
Elective or BIOL 230 Elective or Microbiology 4
BIOL 261 Human Anatomy & Physiology I 4
BIOL 262 Human Anatomy & Physiology II 4
PSYC 100 or 221 Intro or Developmental Psychology 3
Additional Prerequisite Courses for those students who do not already hold a Bachelor’s Degree
PREREQUISITE COURSES* IP C R GRADE INITIALS
COMM 200 Fund of Speech Communication 3
ENGL 101 Composition I 3
ISYS 100 Computer Literacy 2
MATH College Algebra or higher level 3
Humanities Requirement 3
LNCN 100 Lincoln’s Life and Legacy 1
IP = In Progress; C = Complete; R = Repeat
Total Credits: 30
ASN Nursing Courses
SEM/YEAR INITIALS
NURS 115 Foundations of Nursing (not required for LPN-RN students) 6
NURS 125 Humans as Adaptive Systems: Promotion in Adaptation in the Physiologic Mode 6 (5)
(or NURS 124 for LPN-RN students)
NURS 126 Humans as Adaptive Systems: Promotion in Adaptation in the Psychosocial 3
NURS 241 Promotion of Adaptation in Adults I 7
NURS 242 Promotion of Adaptation in Adults II (or NURS 244 for LPN-RN students) 6 (5)
NURS 245 Promotion of Adaptation in Children 3
NURS 246 Promotion of Adaptation in Childbearing Families 3
NURS 290 Nursing Seminar 2
Total Credits: 36; Total ASN Credits: 66
***EIGHT CREDIT HOURS OF LPN MOBILITY AWARDED AFTER SUCCESSFUL COMPLETION OF NURS 124***
Term 1: _____________________________________ _________________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
Term 2: _____________________________________ _________________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
Term 3: _____________________________________ _________________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
Term 4: _____________________________________ _________________________________ ________________
ADVISOR SIGNATURE STUDENT SIGNATURE DATE
GENERAL FILE NOTES:
Revised 1/2/19 11A.S.N. ADMISSION REQUIREMENTS
Refer to the current LMU Undergraduate Catalog.
ADMISSION REQUIREMENTS FOR LPN to A.S.N. PROGRAM
Refer to the current LMU Undergraduate Catalog.
LMU SITE ASSIGNMENT POLICY
1. Admission to the nursing program is made to a specific site. This site shall be the
permanent location for the duration of the program.
2. Requests for site reassignment will be considered for individual/family relocation. A
request for site reassignment must be submitted in writing and will be reviewed by the
A.S.N. Admissions & Progression Committee. Reassignments will be approved to take
place at the end of a semester; no reassignments will be allowed to occur during any
semester.
3. Once reassignment has been approved, the reassigned site shall be the permanent location
for the duration of the program. Further requests for site reassignment will not be
entertained.
ACADEMIC ADVISEMENT INFORMATION
Good academic advisement may make the difference between just going to college and obtaining
a sound, well-rounded education; therefore, each student is assigned an academic advisor.
Students should take full advantage of the knowledge, counsel, and personal concern available
from academic advisors. The student bears ultimate responsibility for effective planning,
progression, and completion of all requirements for the chosen degree.
GRADE REPORTS AND ACADEMIC TRANSCRIPTS
Instructors report final grades to the Registrar at the end of the course. The Office of the
Registrar releases the grades online and students can access them through WebAdvisor. The
grades will be mailed only if the student requests it from the Registrar. Refer to the current LMU
Undergraduate Catalog.
STANDARDS OF ACADEMIC PROGRESS
See current LMU Undergraduate Catalog for official process.
WITHDRAWAL FROM THE UNIVERSITY
See current LMU Undergraduate Catalog for official process.
Revised 1/2/19 12HONORS
See current LMU Undergraduate Catalog for official process.
A.S.N. PROGRESSION and READMISSION
A. Nursing Orientation - Attendance at a nursing orientation session prior to beginning the
A.S.N. program is mandatory. Attendance on the first day of all NURS courses is
also mandatory. Any student who fails to attend the first day of a NURS course may
forfeit their space in the program unless extenuating circumstances warrant the absence.
B. NURS Course Credit - Students must successfully complete both theoretical and clinical
components of any course bearing the NURS prefix. This means to continue in the
A.S.N. program, students are required to earn a letter grade of “B” or better (which
means a cumulative number score of 80% or better) in each NURS course and a
satisfactory in the clinical component of the course. An unsatisfactory grade in clinical
will result in an “F” for the NURS course. The student will not be allowed to remain in
the NURS course for the remainder of the semester once an unsatisfactory grade is
received in the clinical area.
Grades will be rounded to the nearest whole number based on Math principles. Any
student not achieving an 80% (B) will not be allowed to progress. (See grading scale
below)
Grading Scale:
90 – 100 A
87-89 B+
80-86 B
77-79 C+
70-76 C
67–69 D+
60–66 D
Below 60 F
In order to progress in the nursing sequence, students must complete prerequisites for the
nursing courses as specified in the current LMU Undergraduate Catalog.
Students in the A.S.N. program taking elective NURS prefix courses will not be required
to make a “B” to progress in the program.
C. Dosage Calculation Quiz - After the first semester in the A.S.N. program, students must
score an 80% or better on a dosage calculation quiz at the beginning of each semester in
order to remain in any and all NURS clinical courses for that particular semester.
Students in the first year of the nursing program (NURS 115, 124, 125, or 126) will have
three (3) opportunities to score and 80% or better on the quiz. Students in the second
year of the nursing program (NURS 241, 242, 244, 245, 245, 246, or 290) will have two
(2) opportunities to score an 80% or better on the quiz. The quiz will be administered in
the med/surg (NURS 124, 125, 241, 242, or 244) course unless the student is only
Revised 1/2/19 13enrolled in a specialty course. If this occurs, the dosage calculation quiz will be
administered by the specialty course (NURS 126, 245, or 246) Lead Teacher.
D. Withdrawal from NURS Course - If a student withdraws (having a WD on his/her
transcript) from a NURS course(s) in good academic standing (passing with an 80
average), it will not count as an attempt in the nursing course(s). Should a student have
less than an 80 average in the NURS course(s) at the time of withdrawal, it will count as
an attempt in the nursing course(s), and may affect the potential for readmission. If a
student withdraws from a Med/Surg NURS course (NURS 124, 125, 241, 242, or 244)
and is enrolled in a specialty course (NURS 126, 245, or 246), they must also withdraw
from the specialty course. If readmission is granted, the student must successfully
complete the course(s) interrupted at the time of withdrawal prior to progressing in the
program.
E. General Education Transfer of Credit - General education courses may be transferred
into the ASN program from accredited institutions. All transferred course work must
carry a grade of “C” or better. Credit for Anatomy & Physiology I and II (including the
labs for these courses) earned more than eight years ago cannot be transferred (unless
approved by the ASN Program Chair).
F. NURS Transfer Work - Transfer work for NURS 115 credit may be considered
based on the following criteria:
1. Course content comparable to our NURS 115 (validated by syllabus of transferred
course work provided by the petitioner)
2. Course work no more than 18 months old from completion of course
3. Skills comparable to our NURS 115
4. Grade of a B or better
5. 6 hour credit course
G. Readmission Policy – Readmission to the A.S.N. program is NOT guaranteed.
1. If a student earns below a “B” in an NURS course, a readmission application for that
course must be submitted to nursing. This means the student cannot progress in the
program until they are readmitted to said nursing course and successfully complete
that course. Students re-entering the nursing program may not have a lapse of more
than 18 months. If a student is readmitted, it is with the understanding that they will
not be allowed to continue in the nursing program if another grade below a “B” is
earned in an NURS course. If two grades below a “B” are earned in NURS courses,
whether in the same semester or different semesters, the student will not be eligible
for admission, readmission, and/or progression in the A.S.N. program.
2. If a student chooses to interrupt their NURS course sequence for any reason, a
readmission application must be submitted to nursing. Students re-entering the
nursing program may not have a lapse of more than 18 months.
3. Students who are readmitted must repeat all class and clinical portions of the course.
All portions of courses in which students are repeating must be completed before the
student will be allowed to progress (take other courses) within the nursing program.
Revised 1/2/19 144. The student will be considered for readmission by the A.S.N. Admission &
Progression Committee on an individual basis guided by the following criteria:
a. Completion of admission criteria
b. Evidence of extenuating circumstances at the time of termination
c. Evidence of academic success, e.g.:
Successful completion of general education courses at LMU or
other institution of higher education.
Successful completion of a program for LPNs and passing the
NCLEX-PN.
Have a minimum of 2 years full time working experience as a LPN.
Completion of an academic degree in another field and/or
successful completion with certification in health-related training
program.
Number of times enrolled/admitted in this or other nursing
programs and span of time since enrolled in nursing.
d. A 2.5 or higher cumulative GPA, including the nursing course in which
the student was unsuccessful.
e. Readmission is considered on a space available basis.
5. Readmission forms should be obtained from the Administrative Assistant in the
CSON or online, and returned to the Nursing office on the Harrogate campus.
6. If a student has been unsuccessful in NURS 242/244 and is unable to repeat NURS
242/244 the following semester, the student must take each unit exam and the
comprehensive final for NURS 241 on the scheduled test date and attain an average
of 80%. These exams must be taken the semester prior to NURS 242/244. The
applicant must also achieve a score of 80% on a dosage quiz.
7. If a student has been unsuccessful in NURS 242/244 and is readmitted to NURS
242/244 the student is required to attend the NCLEX-RN review course, even if the
review course has been taken previously. The student is also required to take the
standardized course assessment and reach the passing standard, even if the
assessment has been taken and passed previously.
8. If a student has been unsuccessful in a NURS specialty course in the last semester,
and is readmitted to that course, the student is required to attend the NCLEX-RN
review course and take the standardized course assessment as described in statement
#7 of the Readmission policy.
If a student is readmitted the Student Medical Profile, drug screen, and
background check must be completed if there is a lapse in attendance of one
semester or more.
H. Incomplete Policy - Students are expected to complete all requirements as assigned
during the semester. Incompletes are only given in extreme circumstances deemed by the
instructor. If the request for an “I” is approved, the work must be completed before the
student can progress. If not completed as agreed upon to by the faculty, the grade
automatically becomes “F”. The grade of “I” is calculated in the grade point average
with zero points.
Revised 1/2/19 15Any student with an Incomplete “I” in any nursing course(s) will not be allowed to enroll
in subsequent nursing courses until the Incomplete “I” has been removed from the
transcript.
I. ATI Exams - An ATI exam will be administered at the end of each semester for selected
courses. The student must pass the ATI exam at a level 2 each semester to progress in the
program. The student must also pass the comprehensive RN Predictor ATI Exam in the
last semester in order to graduate. See appropriate syllabi for ATI course policy.
J. Medical Withdrawal - The didactic portions of a course with a clinical component
provides the theoretical basis for evidence based nursing practices applied in a clinical
setting. The practical application of academic theory in a clinical setting reinforces the
theoretical knowledge base needed to make evidence based clinical decisions. In order to
master the academic theory and the clinical competencies that are the learning outcomes
in this class, students must take the clinical and the didactic portions of the class
simultaneously.
If at any time during the term the student is unable to perform all of the student essential
functions listed in the LMU CSON student handbook for a period exceeding two weeks,
the appropriate course of action is to medically withdraw from the class. As an
alternative to withdrawal, within two weeks of becoming unable to perform the essential
student function, a student must produce documentation from a medical provider that the
student is able to perform all of the student essential functions listed in the LMU CSON
student handbooks.
STUDENTS WITH DISABILITIES POLICY
LMU is committed to providing reasonable accommodations to assist students with disabilities in
reaching their academic potential. If you have a disability, which may impact your performance,
attendance, or grades in this course, please contact Dr. Dan Graves, Director of Accessible
Education Services, to discuss your specific needs.
If your disability requires an accommodation, you must register with the Office of Accessible
Education Services. The Office of Accessible Education Services is responsible for coordinating
classroom accommodations and other services for students with disabilities. Please note that
classroom accommodations cannot be provided prior to the course instructor’s receipt of an
Accommodations Form, signed by you and the Director of Accessible Education Services. To
register with the Office of Accessible Education Services, please contact the Director of
Accessible Education Services, Dr. Dan Graves at dan.graves@lmunet.edu and/or 423.869.6531
(800-325-0900 ext. 6531).
HARASSMENT, DISCRIMINATION, AND SEXUAL MISCONDUCT
Lincoln Memorial University prohibits discrimination on the basis of race, color, ethnicity,
religion, sex, national origin, age, ancestry, disability, veteran status, sexual orientation, marital
status, parental status, gender, gender identity, gender expression, and genetic information in all
University programs and activities. Lincoln Memorial University prohibits retaliation against any
individual for 1) filing, or encouraging someone to file, a complaint of discrimination; 2)
Revised 1/2/19 16participating in an investigation of discrimination; or 3) opposing discrimination. “Retaliation”
includes any adverse action or act of revenge against an individual for filing or encouraging
someone to file a complaint of discrimination, participating in an investigation of discrimination,
or opposing discrimination.
LMU is committed to providing an environment free of all forms of discrimination, including
gender or sex based discrimination. All LMU employees are Mandatory Reporters; this means
that if you inform any LMU employee of a situation that may involve sexual misconduct,
including sexual harassment, sexual assault, stalking, domestic violence, dating violence, or any
other form of prohibited gender or sex based discrimination, the employee is required to report
the information to the Title IX Coordinator. If you would like to speak with an individual who
does not have this obligation, confidential counseling is available to students free of charge
through the LMU Office of Mental Health Counseling, Duke Hall 202. For more information,
call(423) 869-6277, or schedule an appointment online at https://www.lmunet.edu/student-
life/counseling/schedule-an-appointment.
If you have experienced discrimination and would like to make a report to the University,
contact: Jeana Horton, Title IX Coordinator/Institutional Compliance Officer, by email at
titleix@lmunet.edu, or by phone at (423) 869-6618. The Title IX Coordinator/ Insitutional
Compliance Officer’s office is located at D.A.R.- Whitford Hall, Room 210, and the Duncan
School of Law, Room 249. The Harassment, Discrimination, and Sexual Misconduct Policies
are located in the Student Handbook.
Help and support is available. LMU offers support to help individuals navigate campus life,
access health and counseling services, and obtain academic and/or housing accommodations.
HAZING
Hazing is any reckless or intentional act, occurring on or off campus, that produces mental,
emotional, or physical pain, discomfort, embarrassment, humiliation, or ridicule directed toward
other students or groups (regardless of their willingness to participate), that is required or
expected for affiliation or initiation. This includes any activity, whether it is presented as
optional or required, that places individuals in a position of servitude as a condition of affiliation
or initiation.
Hazing is strictly prohibited by the University and the State of Tennessee. Any individual or
organization found in violation of this policy is subject to disciplinary action and/or criminal
prosecution. Retaliation against any person who is involved or cooperates with an investigation
of hazing is strictly prohibited. If you are aware of an incident of Hazing, you must report such
incident to the Dean of Students.
COUNSELING
LMU counselors are available to help current students with personal, career and academic
concerns that affect academic success and quality of life. The Director of Counseling, Jason
Kishpaugh, can be contacted at jason.kishpaugh@lmunet.edu and/or 423.869.6277 (800-325-
0900 ext. 6277).
Revised 1/2/19 17DISCRIMINATION AND ACADEMIC INTEGRITY POLICIES
Can be found in the student handbooks and catalogs published online as part of the LMU
Website:
Catalogs: https://www.lmunet.edu/academics/catalogs
Handbooks: http://www.lmunet.edu/student-life/handbooks.
LMU’S INCLEMENT WEATHER POLICY
Can be found at the following link to LMU’s website: http://www.lmunet.edu/student-
life/weather-cancellation-notification. Students should check their LMU email during
delays/closures to receive information from individual faculty regarding potential assignments
and/or other course information.
INSTRUCTIONAL CONTINUITY IN CASE OF TEMPORARY CAMPUS CLOSURE POLICY
Faculty and students should expect scheduled instruction to continue even if class meetings are
cancelled due to weather, epidemic illness, or other factors. Students will be required to complete
alternate instructional activities online as directed by the course instructor.
STUDENT COMPLAINT AND APPEAL PROCESS
If a problem should arise involving a course, clinical, or campus lab, the student should first
consult the faculty member involved regarding the complaint. If the complaint is not resolved,
then the student must follow the appropriate appeal process.
The appeal process is student driven. The student must initiate the appeal and each subsequent
step of the process. The student has the right to stop the process at any time. The student has 5
business days in which to initiate the process and then 5 business days in which to proceed with
each step.
Faculty response at each step of the appeal will be within approximately 2 weeks, except during
those times when the university offices are closed. Failure of the student to comply with the time
frame will result in termination of the appeal process and failure of the appeal.
Channel of Communication:
The following outlines the steps (in order) of the appeal process to be followed by the student.
This channel of communication must be followed for the appeal to proceed.
1. Complete and file a Student Appeals Request form (located in the degree appropriate
CSON Student Handbook) and submit the form to the CSON, Harrogate campus, as
directed on the form.
2. Contact and/or meet with the Course Coordinator and/or Site Coordinator.
3. Contact and/or meet with the appropriate Program Chair or Director (ASN, BSN,
Graduate).
4. Contact and/or meet with the Student Appeals Review Committee.
o The Student Appeals Review Committee will review all written information
pertaining to the case. The responsibility of the committee is to determine if
Revised 1/2/19 18CSON policies and procedures relating to the case were followed and make a
decision regarding the appeal.
o If desired, the student has the option to meet with the Student Appeals Review
Committee.
o If the student chooses the option of meeting with the Student Appeals Review
Committee, only the student will be present during the meeting with the
committee.
o If a faculty member is involved, the faculty member has the right to meet with the
committee.
o The Students Appeals Review Committee Chair will send a certified letter
notifying the student of the committee decision. Failure to pick up the certified
letter within 5 business days of the first attempted delivery date will result in the
termination of the appeal process and failure of the appeal.
5. Meet with the Dean of the CSON.
6. Meet with the University VPAA.
Complaints involving ADA accommodations or any type of discrimination should be filed in
accordance with the appropriate complaint procedure as outlined in the LMU Student Handbook.
If there are any conflicts of departmental or school policy with university policy then university
policy supersedes.
Revised 1/2/19 19LINCOLN MEMORIAL UNIVERSITY
CAYLOR SCHOOL OF NURSING
STUDENT APPEAL REQUEST FORM
PLEASE TYPE OR PRINT LEGIBLY THE INFORMATION REQUESTED BELOW.
Date __________________________________ Telephone _________________________
Name _________________________________ LMU ID # _________________________
Address ______________________________________________________________________
______________________________________________________________________________
1. Appeal request for: Fall _______ Spring _______Summer _______ Year______________
2. Course to which appeal is requested:
__________________________________________________
3. LMU campus last attended:
_________________________________________________________
4. Situation which you are requesting an appeal: (Be specific regarding your request.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Supporting evidence for the appeal: (You may use back of request form if needed.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Any additional comments: (Limit to the space provided below.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Signature of Student:
_______________________________________________________________
PLEASE RETURN THIS REQUEST TO: LMU CAYLOR SCHOOL OF
NURSING, 6965 CUMBERLAND GAP PKWY, HARROGATE, TN 37752
FOR CAYLOR SCHOOL OF NURSING
USE ONLY:
Committee decision:
_____________________________________
____________________________
_____________________________________
_____________________________________
Revised 1/2/19 20
_________
_____________________________________
_____________________________________NURSING CODE OF ETHICS
As reflected in our philosophy, the faculty and students of LMU CSON regard nursing as an “art
and scientific discipline, rooted in caring, cultural sensitivity/competence, a code of ethics, and
standards of care and professional performance/practice”. We believe all of these are essential
for both provision of holistic, effective, quality nursing care and for “promotion of adaptation in
humans across the lifespan, as individuals, or in groups, communities, and society as a whole in
the 21st century healthcare environment”. (LMU, CSON Philosophy). Therefore, high standards
of conduct are expected and must be adhered to by those associated with the CSON. These
standards must relate to all areas of activity, including academic and clinical experiences,
relationships between faculty and other students and maintenance of conduct, which reflects
credit upon nursing and LMU.
With this in mind, the LMU CSON has developed its own code of ethics integrating basic
concepts of both the philosophy of the LMU nursing program and the ANA Code of Ethics.
Students who fail to adhere to these established criteria (code, standards) are held accountable
for such violations and may be subject to immediate dismissal from the nursing program.
Decisions regarding the appropriateness of discipline for such violations are at the discretion of
the faculty of the School of Nursing.
A. Nursing care is provided on the basis of need rather than status or background. Each
individual is regarded as a unique and valuable being with physical, psychological, and
sociological needs. The provision of health care must be granted on an individual basis
without discrimination or prejudice. The focus of care must be to maintain the patient at
his/her optimum level of functioning.
B. The privacy right of all individuals must be honored. Confidential information shall
remain confidential and be communicated only within the professional situation. Useless
and mischievous gossip related to the health care setting must be avoided. Informed
consent must be granted by the persons involved for any research or non-clinical
purposes.
C. Each individual must accept full responsibility and accountability for his/her own
judgments and actions. Knowledge and/or performance of any incompetent, illegal, or
unethical practice requires (mandates) immediate action. Such practices include
reporting activities with potential harm for the patient (e.g., alcohol or drug use),
questioning of potentially dangerous orders, and confronting and/or reporting cheating.
Cheating shall include the use of any material belonging to another and represented as
his/her own. Thus cheating on tests, care plans/maps, projects, etc. are considered equal
infractions. Further, any action or behavior which reflects disgrace on the students,
faculty, university, or nursing profession must be avoided. Such conduct includes, but is
not limited to, legal infraction (example, misdemeanor or felony), falsification of any
records, or violation of any social norm, including written or unwritten laws. Further,
any action or behavior which violates Sections 63-7-107, 63-7-115, or 63-7-120 of the
Tennessee Code Annotated Title 63, Chapter 7 (http://www.michie.com/tennessee/) will
be grounds for consideration for dismissal from the nursing program.
Revised 1/2/19 21You can also read
