Zvart Onanian School of Nursing
Welcome, to the Rhode Island College Onanian School of Nursing! We are excited to have you join us on this fulfilling
journey toward one of the most rewarding careers. Nurses make a significant impact on health outcomes and shape the
future of nursing whether through practice at the bedside or in the community, across every level. Whether you are just
beginning your nursing journey or advancing your career with a graduate certificate or degree, each step you take
enhances your knowledge, competence and ability to positively impact the lives of those under your care.
EDUCATE. INNOVATE. LEAD.
EDUCATE. Teaching and learning are at the heart of our mission. Our dedicated faculty provide an exceptional learning
experience through innovative teaching and learning strategies, simulation, and comprehensive clinical experiences. We
believe that education is the foundation upon which you will build a successful and fulfilling future.
You will have access to state-of-the-art facilities, and resources. We partner with all major healthcare organizations in the
state offering the best clinical experiences possible. These placements will allow you to apply classroom knowledge in
real-world settings, preparing you for the challenges and rewards of patient care.
INNOVATE. Innovation is a driving force in the field of healthcare, and we encourage you to embrace 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 creatively, challenge the status quo, and contribute to the ever-evolving landscape of nursing.
LEAD. Leadership is a quality we cultivate in our nursing students. Nurses play a crucial role in providing direct patient
care and leading change within the healthcare system. Develop your leadership skills, whether it be at the bedside, at the
system level, or in policy development. We will support you to become confident and compassionate leaders advocating
for the well-being of patients and communities.
Throughout your time at Rhode Island College, we will support you every step of the way. Our faculty and staff are here
to guide you, and help you realize your full potential. Engage in extracurricular activities and connect with your fellow
nursing students to enhance your educational experience and create lasting friendships.
Nursing is a profession that requires compassion, critical thinking, and a commitment to lifelong learning. Your impact on
individuals and communities is profound. Your dedication to quality healthcare will shape the future of nursing and touch
countless lives. We are immensely proud of each and every one of you for choosing this noble path and dedicating
yourselves to the service of others. Your commitment, resilience, and passion exemplify the core values of nursing, we are
confident you will continue to shine in your future endeavors.
Once again, welcome to the Rhode Island College Onanian School of Nursing! We are excited to witness your growth,
learning, and positive impact in nursing. Congratulations on taking this important step in your career!
Warm Regards,
Justin DiLibero, DNP, APRN, CCRN, ACCNS-AG, CNE, FCNS
Interim Dean, Zvart Onanian School of Nursing
Revised 8.11.2024
Table of Contents
The Zvart Onanian School of Nursing ....................................................................................................................................................... 4
Introduction .......................................................................................................................................................................................... 4
Accreditation ........................................................................................................................................................................................ 4
Description ............................................................................................................................................................................................ 4
The Baccalaureate Nursing Program ................................................................................................................................................. 5
Current (Fall 24-Spring 25) Program Goals ......................................................................................................................................... 5
New (starting Fall 25) Program Outcomes............................................................................................................................................ 7
Honors Program in Nursing .............................................................................................................................................................. 10
Plans of Study .......................................................................................................................................................................................... 11
General Education Program ............................................................................................................................................................. 11
Basic Baccalaureate Program (Current).......................................................................................................................................... 12
Basic Baccalaureate Program (New) ................................................................................................................................................. 14
Second Degree Program (Current)..................................................................................................................................................... 2
Second Degree BSN (New) ................................................................................................................................................................... 4
RN to BSN Program (Current) ........................................................................................................................................................... 6
RN to BSN Program (New)................................................................................................................................................................... 7
RN to BSN Second Bachelor Degree Program (Current) ................................................................................................................. 8
RN to BSN Second Bachelor Degree Program (New) ......................................................................................................................... 9
Advisement ......................................................................................................................................................................................... 10
Policies ..................................................................................................................................................................................................... 10
Admission - Basic Baccalaureate Program ...................................................................................................................................... 10
Admission - RN to BSN ..................................................................................................................................................................... 11
Transfer Students............................................................................................................................................................................... 12
Background Screening ....................................................................................................................................................................... 12
Retention ............................................................................................................................................................................................. 12
Petitions............................................................................................................................................................................................... 13
Withdrawal from a Course ............................................................................................................................................................... 14
Leave of Absence from Nursing Courses/Program ......................................................................................................................... 14
Progressive Standardized Testing .................................................................................................................................................... 15
Students with Disabilities .................................................................................................................................................................. 16
Inclusive Classroom ........................................................................................................................................................................... 16
Classroom Learning Environment ................................................................................................................................................... 17
Academic Honesty .............................................................................................................................................................................. 17
Artificial Intelligence (AI) ................................................................................................................................................................. 18
Grading System .................................................................................................................................................................................. 18
Rounding Policy ................................................................................................................................................................................. 19
Grade Appeal ..................................................................................................................................................................................... 19
Registration ........................................................................................................................................................................................ 19
Revised 8.11.2024
Basic Baccalaureate Program ........................................................................................................................................ 19
RN to BSN Program ....................................................................................................................................................... 20
Health & Wellness Policies ..................................................................................................................................................................... 20
Immunization Requirements ............................................................................................................................................................ 20
Work-Life Balance ............................................................................................................................................................................. 20
Tobacco/Smoking/Vaping Policy ...................................................................................................................................................... 20
Substance Use Policy .......................................................................................................................................................................... 21
Prevention of and/exposure to HIV, HBV, HCV, and other Infections Policy ............................................................................. 22
Personal Protective Equipment ........................................................................................................................................................ 26
Clinical Policies ....................................................................................................................................................................................... 26
Cardiopulmonary Resuscitation (CPR) Certification ..................................................................................................................... 26
Background Criminal Identification ................................................................................................................................................ 26
Professional Conduct and Confidentiality ....................................................................................................................................... 27
Clinical Attendance ............................................................................................................................................................................ 27
Clinical Placements ............................................................................................................................................................................ 28
Student Self-Identification of Risk Factors ...................................................................................................................................... 28
Student Dress Code ............................................................................................................................................................................ 28
Transporting Patients ........................................................................................................................................................................ 29
Incident Reports in Clinical Settings ................................................................................................................................................ 29
Student Performance Improvement Plan (SPIP) ............................................................................................................................ 29
Student Liability Insurance............................................................................................................................................................... 30
Privacy Policy ..................................................................................................................................................................................... 30
Social Media Policy ............................................................................................................................................................................ 30
Compliance Requirements ................................................................................................................................................................ 31
Selected College Policies ......................................................................................................................................................................... 32
Rhode Island College Academic Standards ..................................................................................................................................... 32
Repeating Courses ............................................................................................................................................................................. 33
Cancellation of Classes ...................................................................................................................................................................... 34
Rhode Island College School of Nursing Simulation Program ................................................................................................................ 34
Location and Environment ............................................................................................................................................................... 34
Mission ................................................................................................................................................................................................ 34
Vision .................................................................................................................................................................................................. 34
Experiential Learning using Simulation .......................................................................................................................................... 34
Simulation Guidelines for Students .................................................................................................................................................. 35
Resources ................................................................................................................................................................................................. 37
Scholarships ........................................................................................................................................................................................ 37
Work Study ........................................................................................................................................................................................ 37
Financial Aid ...................................................................................................................................................................................... 37
Communication via email .................................................................................................................................................................. 37
Bulletin Boards ................................................................................................................................................................................... 37
College Catalog and Student Handbook .......................................................................................................................................... 38
Additional Resources: ........................................................................................................................................................................ 38
Awards ..................................................................................................................................................................................................... 38
Revised 8.11.2024
Nursing Faculty Award for Academic Excellence........................................................................................................................... 38
Nursing Faculty Award for Service Excellence ............................................................................................................................... 38
Student Organizations/Committees .......................................................................................................................................................... 38
Student Nurses’ Association .............................................................................................................................................................. 38
National Student Nurses’ Association .............................................................................................................................................. 39
Multicultural Student Nurse Organization...................................................................................................................................... 39
Sigma Theta Tau International Honor Society of Nursing ............................................................................................................ 39
Student Advisory Committee ............................................................................................................................................................ 39
School of Nursing Committee Participation .................................................................................................................................... 40
APPENDIX A. HEALTH & IMMUNIZATION REQUIREMENTS ..................................................................................................... 41
APPENDIX B. EXPOSURE INCIDENT REPORT ................................................................................................................................ 42
APPENDIX C. NON-EXPOSURE INCIDENT FORM .......................................................................................................................... 43
APPENDIX D. STUDENT PERFORMANCE IMPROVEMENT PLAN .............................................................................................. 44
Revised 8.11.2024
The Zvart Onanian School of Nursing
Introduction
The Department of Nursing was established in 1970 and received accreditation from the National League for Nursing (NLN)
in 1974. Reorganization as a School of Nursing took place in 2006, and in 2018 the SON received accreditation from the
Commission of Collegiate Nursing Education (CCNE). In 2021, the SON was renamed in honor of Zvart Onanian (
Zvart
Onanian School of Nursing). The nursing program at Rhode Island College is a large baccalaureate nursing program in the
State of Rhode Island. Over 6,000 nursing alumnae, the majority of whom live and work in Rhode Island, serve the health
care needs of residents of Rhode Island and beyond.
Accreditation
Rhode Island College is accredited by New England Commission of Higher Education. The baccalaureate program in nursing
is accredited by the Commission on Collegiate Nursing Education and approved by the Rhode Island State Board of Nursing
Registration and Nursing Education.
Vision
The Zvart Onanian School of Nursing develops exceptional and diverse professional nurses with the competencies to
optimize health and well-being of individuals, families, communities, and populations through advocacy, innovative
disruption, and transformation.
Mission
The Zvart Onanian School of Nursing creates a collaborative environment for teaching and learning where a diverse
community of students becomes empowered as leaders who enrich the health and well-being of individuals, families,
communities, and populations across Rhode Island as well as regionally, nationally, 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.
Inclusivity –
We embrace all individuals and promote an accepting, positive, collaborative and respectful culture that is
equitable, diverse and socially just.
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.
Success –
We provide support and opportunities for individuals to achieve academic excellence and foster personal,
professional, and leadership development.
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 diverse 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
Revised 8.11.2024
safety of nursing care and patient outcomes. BSN graduates experience greater career growth and earning
potential
• The master’s program educates nurses for diverse and 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.
The Baccalaureate Nursing Program
The current curriculum of the School of Nursing is based on the Essentials of Baccalaureate Nursing Practice (AACN,
2008). The nine Essentials are reflected in the program goals and learning outcomes.
Effective Fall 2025, the curriculum of the School of Nursing will be based on The Essentials: Core Competencies for
Professional Nursing Education (AACN, 2021). Program goals and outcomes for the current and new curriculum are
listed below.
Current (Fall 24-Spring 25) Program Goals
• Engage in continuous education in the arts and sciences to inform decision making as a professional nurse and
member of a global society
• Apply concepts of leadership, quality and safety to improve health care outcomes in a cost-effective, safe and
caring organizational environment
• Demonstrate critical thinking in evaluating and integrating evidence and interprofessional perspectives to
improve health care outcomes
• Use patient care technologies, information systems and communication systems to facilitate safe, efficient and
effective nursing practice
• Promote professional nursing practice that addresses policy development, legislative process, health care
financing and reimbursement and political activism within an ethical framework
• Perform in the autonomous and collaborative role of the professional nurse to enhance the interprofessional
team
• Participate in activities that promote health, prevent illness and injury and provide population-focused
interventions that provide effective, efficient and equitable health care
• Demonstrate professional behaviors that encompass accountability, responsibility, adherence to standards of
moral, ethical and legal conduct and the pursuit of lifelong learning
• Possess the knowledge, skills and attitudes to provide nursing care in a variety of settings to a diverse group of
patients of all ages, cultures, genders and religious backgrounds
Current (Fall 24-Spring 25) Learning Outcomes
Beginning
The student will:
• Describe how a strong knowledge base derived from the arts and sciences is critically important to perform as a
professional nurse and member of a global society
• Recognize how employing concepts of leadership, quality and safety improve health outcomes in a cost-
effective, safe and caring manner
Revised 8.11.2024
• Describe how critical thinking is used in evaluating and implementing evidence and interprofessional
perspectives to improve health care outcomes
• Identify patient care technologies, information systems and communication systems that facilitate safe,
effective and efficient nursing practice
• Discuss aspects of professional nursing practice that addresses political process, regulatory policies, public policy
development and healthcare financing within an ethical framework
• Describe the autonomous and collaborative roles of the nurse on an interdisciplinary team
• Identify activities that promote health, prevent illness and injury, and provide population-focused interventions
that provide effective, efficient and equitable health care
• Describe professional behaviors that reflect professional values and encompass accountability, responsibility,
adherence to standards of moral, ethical and legal conduct and the pursuit of lifelong learning
• Identify how knowledge, skills and attitudes are used to provide comprehensive nursing care to diverse groups
addressing health promotion, disease prevention, illness management and end of life support
Intermediate
The student will:
• Apply knowledge from the arts and sciences in the practice of professional nursing
• Examine concepts of leadership, quality and safety to improve health care outcomes in a cost-effective, safe and
caring manner
• Use critical thinking when evaluating and integrating evidence and inter-professional perspectives to improve
health care outcomes
• Apply health care technologies, information systems and communication systems to facilitate safe, effective and
efficient care
• Examine professional nursing practice that addresses political process, regulatory policies, public policy
development and health care financing within an ethical framework
• Analyze the autonomous and collaborative roles of the nurse on an inter-professional team
• Implement activities that promote health, prevent illness and injury and provide population-focused
interventions that provide effective, efficient and equitable health care
• Demonstrate professional behaviors that reflect professional values and encompass accountability,
responsibility, adherence to standards of moral, ethical and legal conduct and the pursuit of lifelong learning
• Apply knowledge, skills and attitudes to provide comprehensive nursing care to diverse groups addressing health
promotion, disease prevention, illness management and end of life support
Advanced
The student will:
• Integrate knowledge derived from the arts and sciences to perform as a professional nurse and member of a
global society
• Critique concepts of leadership, quality and safety to improve health care outcomes in a cost-effective, safe and
caring manner
• Incorporate critical thinking to synthesizes evidence and interprofessional perspectives to improve health care
outcomes
• Incorporate patient care technologies, information systems and communication systems to facilitate safe,
efficient and effective nursing practice
• Incorporate professional nursing practice that addresses political process, regulatory policies, public policy
development and health care financing within an ethical framework
• Integrate the autonomous and collaborative roles of the nurse on an interdisciplinary team
• Evaluate activities that promote health, prevent illness and injury and provide population-focused intervention
that provide effective, efficient and equitable health care
• Integrate professional behaviors that reflect professional values and encompass accountability, responsibility,
adherence to standards of moral, ethical and legal conduct and the pursuit of lifelong learning
Revised 8.11.2024
• Integrate knowledge, skills and attitudes to provide comprehensive nursing care to diverse groups addressing
health promotion, disease prevention, illness management and end of life support
New (starting Fall 25) Program Outcomes
Students of the BSN Program will demonstrate mastery of the AACN (2021) Competencies and level-1 Sub-competencies
within the Ten Domains for Nursing across the Four Spheres of Care, leading to achievement of the following BSN End-
of Program Outcomes:
BSN Program Outcomes
Domain(s)
1. Demonstrate clinical judgment and innovation supported by established and
evolving nursing knowledge, ways of knowing, and knowledge from other
disciplines.
1
2. Provide person-centered care across the organization/systems for patients,
communities and populations, including family or important others to promote
positive health outcomes.
2, 3, 7
3. Integrate population health concepts spanning public health prevention to disease
management to promote the improvement of equitable population health
outcomes at the local, regional, national, and global levels.
3, 6, 9, 10
4. Demonstrate the ability to synthesize and apply current evidence that guides
clinical practice and patient care decisions.
1, 4, 5, 7, 9, 10
5. Demonstrate knowledge and use of established and emerging principles of safety
science in care delivery.
1, 5, 7
6. Demonstrate interprofessional person-centered care that reflects core
professional values including altruism, caring, ethics, roles and responsibilities,
shared accountability, diversity, equity, and inclusion.
2, 6, 7, 9
7. Apply knowledge of systems, fiscal impact, social determinants of health, health
promotion, improved access, social justice, and systemic racism to improve the
health of diverse populations.
1, 2, 3, 4, 5, 7, 8,
9, 10
8. Use information and communication technologies and informatics processes to
improve the delivery of safe, high-quality, and efficient healthcare services in
accordance with professional and regulatory standards.
4, 5, 7, 8, 9, 10
9. Acquire a sustainable professional nursing identity that includes self-reflective
practice, advocacy, accountability, a collaborative disposition, and ethical
comportment that reflects nursing’s characteristics and values.
1, 6, 9, 10
10. Demonstrate a capacity for leadership that includes a commitment to activities
that foster personal health, resilience and lifelong learning.
9, 10
Revised 8.11.2024
Ten Domains for Nursing (AACN, 2021)
1. Knowledge For Nursing Practice
2. Person-Centered Care
3. Population Health
4. Scholarship For Nursing Practice
5. Quality & Safety
6. Interprofessional Partnerships
7. Systems-Based Practice
8. Information & Healthcare Technologies
9. Professionalism
10. Personal, Professional & Leadership Development
Eight Concepts for Nursing Practice (AACN, 2021)
The integration of concepts within the competencies is vital for the application throughout the educational
experience and these concepts serve as a foundation to students’ learning.
1. Clinical Judgment
2. Communication
3. Compassionate Care
4. Diversity, Equity, and Inclusion
5. Ethics
6. Evidence-Based Practice
7. Health Policy
8. Social Determinants of Health
The Four Spheres of Care (AACN, 2021
)
The future of healthcare delivery will occur within four spheres of care:
1. Disease prevention/promotion of health and well-being, which includes the promotion of physical and
mental health in all patients as well as management of minor acute and intermittent care needs of generally
healthy patients;
2. Chronic disease care, which includes management of chronic diseases and prevention of
negative sequelae;
3. Regenerative or restorative care, which includes critical/trauma care, complex acute care, acute
exacerbations of chronic conditions, and treatment of physiologically unstable patients that generally
requires care in a mega-acute care institution; and
4. Hospice/palliative/supportive care, which includes end-of-life care as well as palliative and supportive
care for individuals requiring extended care, those with complex, chronic disease states, or those requiring
rehabilitative care.
New (starting Fall 25) Program Level Outcomes
Beginning Level
Through the four Spheres of Care, students in the BSN program will:
1. Describe how evolving nursing knowledge, ways of knowing, and other disciplinary knowledge form the basis of
clinical judgment and innovation in nursing practice.
2. Explain how application of person-centered care at the individual level and systems-level leadership promote
positive health outcomes.
3. Discuss population health concepts and their role in health promotion and disease management to improve
equitable population health outcomes.
4. Identify basic principles of best evidence used to guide clinical decision making and improve health outcomes.
5. Demonstrate knowledge and use of established and emerging principles of safety science in care delivery.
6. Examine principles of interprofessional person-centered care that foster effective collaboration in care-oriented
teams.
7. Describe how knowledge of systems, fiscal impact, social determinants of health, health promotion, improved
access, social justice, and systemic racism influence the health of diverse populations.
Revised 8.11.2024
8. Explore the various types of approved information and communication technologies and informatics processes
used to deliver safe, high-quality, and efficient healthcare services.
9. Discuss the values that embody professional nursing identity including self-reflective practice, advocacy,
accountability, collaborative disposition, and ethical comportment.
10. Describe the concept of leadership that includes a commitment to activities that foster personal health,
resilience, and lifelong learning.
Intermediate Level
Through the four Spheres of Care, students in the BSN program will:
1. Apply nursing knowledge, ways of knowing, and other disciplinary knowledge to inform self-reflection, clinical
judgment, and innovation in professional nursing practice.
2. Value integration of person-centered care at the individual and systems-level to shape the delivery of care.
3. Apply an understanding of population health concepts to advance health promotion and disease management
to improve equitable population health outcomes.
4. Explore the use of best evidence to guide clinical decision making in professional nursing practice.
5. Apply knowledge and use of established and emerging principles of safety science in care delivery.
6. Value principles of interprofessional person-centered care that foster effective collaboration in care-oriented
teams.
7. Demonstrate knowledge of systems, fiscal impact, social determinants of health, health promotion, improved
access, social justice, and measures to address systemic racism to improve the health of diverse populations.
8. Apply various types of information and communication technologies and informatics processes in accordance
with approved standards to deliver safe, high-quality, and efficient healthcare services.
9. Demonstrate the core values of professional nursing identity and awareness of personal and professional values,
including conscious and unconscious biases in nursing practice.
10. Examine the concept of leadership that includes a commitment to activities that foster personal health,
resilience, and lifelong learning.
Advanced Level
Through the four Spheres of Care, students in the BSN program will:
1. Integrate nursing knowledge, ways of knowing, and other disciplinary perspectives in the practice of clinical
judgment and innovation to promote the delivery of quality care.
2. Construct plans of care that incorporate person-centered care in the context of individuals and systems-level
nursing leadership.
3. Investigate population health concepts to advance health promotion and disease management to improve
equitable population health outcomes.
4. Incorporate best evidence that integrates clinical expertise and patient preferences and values to guide clinical
decision making in nursing practice.
5. Integrate knowledge and use of established and emerging principles of safety science in care delivery.
6. Integrate principles of interprofessional person-centered care that foster effective collaboration in care-oriented
teams.
7. Integrate knowledge of systems, fiscal impact, social determinants of health, health promotion, improved
access, social justice, and measures to address systemic racism to improve the health of diverse populations.
8. Demonstrate the appropriate use of various types of information and communication technologies and
informatics processes in accordance with approved standards to deliver safe, high-quality, and efficient
healthcare services.
9. Engage in ethical comportment and moral decision making consistent with the core values of professional
nursing identity.
10. Analyze the concept of leadership that includes a commitment to activities that foster personal health, resilience
and lifelong learning.
Revised 8.11.2024
Honors Program in Nursing
The Honors Program in Nursing is established to recognize senior level students with superior academic achievement
and to facilitate their participation in independent study which may include, but is not limited to, research and
teaching/community projects. This independent study is intended to enhance the educational experience of the
outstanding student. It is intended that the focus of the program is above and beyond the usual scope of the curriculum
offered in the baccalaureate program. Successful completion of the Honors Program in Nursing will be appropriately
recognized and will be recorded on the student’s permanent academic record.
A. Requirements
1. The candidate must be a nursing major.
2. The candidate must have completed two of the following junior level courses:
N340, N342, N344, or N346.
3. Minimal overall cumulative GPA of 3.00 and a minimal nursing GPA of 3.25.
B. Procedures
1. The student must submit a letter of intent to be considered as a candidate for the senior Honors Project by
October 1
st
for those anticipating January graduation the following year and February 1
st
for those anticipating
May graduation the following year. The letter of intent will be submitted to the Chairperson of the Honor’s Sub-
committee. The curriculum committee will review the letter of intent and the Honor’s Liaison/Chairperson will
notify the student of the decision.
2. A written proposal must be submitted to the Curriculum Committee via the Honor’s liaison for approval by
December 1
st
/April 1
st
. The proposal should include a description of the candidate’s proposed Honors Project, a
statement of the objectives of the project, the methodologies to be used and projected dates for completion of
various steps in the project. It must also include the name of the faculty member who has agreed to work with
the student.
3. The candidate will be notified by the Honor’s Liaison of the committee’s decision immediately following review
regarding proposal acceptance.
C. The Honors candidate will conduct individual research and/or creative projects in two semesters. The candidate
must maintain at least a 3.0 grade point average while enrolled in the Honors Program in Nursing.
First Semester Nursing 390H Directed Study 3 credits
1. The candidate will select the area of his/her Honors Project with the consent of the faculty advisor.
2. The candidate will consult regularly with his/her faculty advisor on the progress of his/her directed Honors
Project.
3. At the end of the semester the student will submit to the faculty advisor a detailed outline of the Honors Project
and a bibliography.
4. The faculty advisor will evaluate the candidate’s work and submit a course grade. If the candidate receives less
than a grade of B, he/she will be dropped from the Honors Program, but will be awarded 3 credits in Nursing
390 if he/she has achieved a passing grade.
Second Semester Nursing 391H Directed Study 3 credits
1. After completion of the first semester of directed study, the candidate will write and/or conduct an Honors
Project under the supervision of the faculty advisor. The written project will embody results of either
substantial research or creative work.
2. The candidate must submit the final written copy of the Honors Project to the faculty advisor by November
15
th
/April 1
st
for January/May graduation.
3. The faculty advisor will evaluate the candidate’s work and submit a course grade. If the candidate receives less
than a grade of B, he/she will be dropped from the Honors Program but will be awarded 3 credits in Nursing 390
if he/she has achieved a passing grade.
Revised 8.11.2024
4. Honor students are required to make a formal presentation of their work at a colloquium arranged by the
faculty advisor and the Honor’s Liaison.
5. Honor students are encouraged to complete the steps described by Adams Library to submit and place the
completed nursing honors project up onto the digital commons.
If students have completed the general education honors program, they will graduate with College Honors. Students
who complete the honors program in nursing will graduate with Honors in Nursing.
Plans of Study
General Education Program
Beginning in the Fall 2024, Rhode Island College has implemented a new, more flexible, general education program.
Students may refer to the Rhode Island College Catalog and website for additional information:
https://www.ric.edu/academics/general-education
. Students should also consult with their academic or nursing advisor
about the General Education requirements.
The pre-requisites for the new nursing curriculum begin this Fall 2024, with the new nursing courses beginning in Fall
2025. Below are plans of study which reflect the current nursing courses and the new nursing courses.
Note: Nursing-IM students admitted prior to Fall 2024 will follow the “Current” program below. Students admitted to the
BSN program by second application for the fall 2025 semester or later will transition to the new plan of study.
Nursing-IM students admitted on or after Fall 2024 will follow the “New” Program below.
(Should a student in the current curriculum need to repeat or take a Nursing course at a time when the course is no longer
being offered, the student will transition to the new curriculum).
Revised 8.11.2024
Basic Baccalaureate Program (Current)
BIOL
231 (Anatomy), PSYC 230 (Human Development) and CHEM 106 (General, Organic & Biological) are cognate
requirements for admission to the School of Nursing. BIOL 335 (Physiology) is a cognate that is taken prior to or concurrent
with N220 and N222. BIOL 348 (Microbiology) is a cognate that is taken prior to or concurrent with N223 and N224. A grade
of “C” or better in each cognate is required.
DEGREE REQUIREMENT CHECKLIST
PRE-REQUISITES AND COGNATES*
COLLEGE-WIDE REQUIREMENTS
S
EMESTER
S
EMESTER
BIOL
108
Basic Principles of Biology
Pre-requisite to BIOL 231, 335, 348)
(4) Math Competency
BIOL 231 Human Anatomy
(4)
Writing Competency
BIOL 335 Human Physiology*
(4)
BIOL
348
Microbiology*
(4)
CORE COURSES
CHEM
105
General, Organic and Biological
Chemistry I (Pre-requisite for CHEM 106)
(4) First Year Seminar (FYS) (4)
CHEM
106
General, Organic and Biological
Chemistry II
(4) First Year Writing (FYW) (4)
PSYCH
110
Introduction to Psychology
(Pre-requisite for PSYCH 230)
(4) Connections (C) (4)
PSYCH 230 Human Development
(4)
RIC 100
NURSING REQUIREMENTS
DISTRIBUTION COURSES
N220 Found. Of Therap. Interventions
(3)
(A) Arts-Visual and Performing
(4)
N222 Professional Nursing I
(3)
(H) History
(4)
N223 Fundamentals of Nursing Practice
(4)
(L) Literature
(4)
N224 Health Assessment
(3)
(M) Mathematics
(4)
N225 Intro to Writing and Research in
Nursing
(2)
(NS) Natural Science (BIOL 108)
(4)
N340 Psychiatric/Mental Health Nursing
(6)
(SB) Social and Behavioral Science
(PSYC 110)
(4)
N342 Adult Health Nursing I (6)
(AQSR) Advanced Quantitative/Scientific
Reasoning (CHEM 106)
(4)
N344 Maternal Newborn Nursing (6)
SECOND LANGUAGE
REQUIREMENT
N346 Nursing of Children and Families
(6)
Foreign Language***
(4)
N370 Public and Community Health
Nursing
(6)
N372 Adult Health Nursing II**
(6)
N374 Contemporary Professional
Nursing**
(3)
N375 Transition to Prof. Nursing Practice (6)
C
OURSE NAME AND NUMBERS MAY BE SUBJECT TO CHANGE AS
PART OF THE CURRICULUM REVISION PROCESS
TOTAL
60
TOTAL CREDITS
124
Revised 8.11.2024
NURSING – BASIC STUDENT
RECOMMENDED PLAN OF STUDY
(ADMITTED AS FRESHMEN, FALL 2019 OR LATER)
NOTE: Minimum 120 credits required for graduation. Only two required clinical nursing courses may be
taken in any one semester.
* BIOL 335 must be taken prior to or concurrent with N220 & N222. BIOL 348 must be taken prior to or
concurrent with N223 & N224
**Both N340 & N344 must be completed before N342 & N346; N342 & N346 must be completed before
N372 & N374; N372 & N374 must be completed before N375.
FRESHMAN FALL
FRESMAN SPRING
FYS: First Year Seminar 4 FYW: First Year Writing 4
CHEM 105 General Organic and Biology Chemistry I 4
CHEM 106 General Organic and Biology
Chemistry
4
PSYC 110 Introduction to Psychology 4 PSYC 230 Human Development II 4
BIOL 108 Basic Principles of Biology 4 BIOL 231 Human Anatomy 4
RIC 100
SOPHOMORE FALL (BEGINNING) SOPHOMORE SPRING (BEGINNING)
NURS 220 Foundations of Therapeutic Interventions 3 NURS 223 Fund. of Nursing Practice 4
NURS 222 Professional Nursing I 3 NURS 224 Health Assessment 3
NURS 225 Writing in Discipline/Nursing 2 BIOL 348 Microbiology* 4
BIOL 335 Human Physiology*
4
General Education – Mathematics 4
General Education – Language/Literature
4
JUNIOR FALL (INTERMEDIATE) JUNIOR SPRING (INTERMEDIATE)
NURS 340 Psychiatric/Mental Health Nursing** 6 NURS 342 Adult Health Nursing I** 6
NURS 344 Maternal Newborn Nursing** 6 NURS 346 Nursing Children & Families** 6
General Education – History/Philosophy 4 General Education – Visual & Performing Arts 4
SENIOR FALL (A
DVANCED
)
SENIOR SPRING (A
DVANCED
)
NURS 372 Adult Health Nursing II** 6 NURS 370 Public/Community health Nursing 6
NURS 374 Contemporary Professional Nursing** 3
NURS 375 Transition to Professional Nursing
Practice
6
General Education – Connections 4 General Education – Elective 4
Revised 8.11.2024
Basic Baccalaureate Program (New)
BIOL 201/202 (Anatomy and Physiology I) & BIO 203/204 (Anatomy and Physiology II), CHEM 121 (General,
Organic & Biological Chemistry) PSYC 230 (Human Development) are required to apply to the nursing program. *A
grade of “C” or better in each cognate and nursing course is required.
DEGREE REQUIREMENT CHECKLIST
PRE-REQUISITES AND COGNATES* COLLEGE-WIDE REQUIREMENTS
WHERE
TAKEN
SEMESTER
GRADE
Math Competency/Milestone Date
Completed
BIOL 201/202
Anatomy and
Physiology I *
(Pre-requisite to BIOL 203/204)
(4)
NURSING REQUIREMENTS
BIOL
203/204 Anatomy and
Physiology II *
(4)
NURS 230 Health Promotion and Disease
Prevention
(3)
NURS 231 Pathopharmacology
(4)
BIOL 348 Microbiology*
(4)
NURS 232 Health Assessment of Divers
Populations
(3)
CHEM 121 Chemistry
Fundamentals for
Healthcare *
(4)
NURS 233 Essentials of Nursing Knowledge &
Practice
(6)
PSYC 110 Introduction to
Psychology
(Pre
-requisite for PSYC 230)
(4)
NURS 234W Scholarly Inquiry and Informatics
(WID) (3)
PSYC 230 Human Development
*
(4)
NURS 351 Adult Nursing Care of Common
Conditions
(6)
CORE COURSES SEMESTER
NURS 352 Patient Centered Psychiatric Mental
Health Nursing
(6)
First Year Seminar (FYS)
(4)
NURS 353 Adult Nursing Care of Complex
Conditions
(6)
First Year Writing (FYW)
(Writing
Competency)
(4)
NURS 354 Innovative Leadership
(3)
Connections (C)
(4)
NURS 381 Family-Centered Care in Pediatric
Nursing
(6)
NURS 100/RIC 100
(2)
NURS 382 Maternal Newborn Nursing
(6)
Elective
(2)
DISTRIBUTION COURSES
SEMESTER
NURS 383 Global, Community and Public Policy
(6)
(A) Arts-Visual and Performing
(4)
NURS 384 Nursing Practice Synthesis
(6)
(H) History/Philosophy
(4)
Total
120
(L) Literature/Language
(4)
(M) Mathematics
(4)
(NS) Natural Science
(4)
(SB) Social and Behavioral Science
(4)
Elective (any general education course)
(2)
Revised 8.11.2024
NURSING – BASIC STUDENT
RECOMMENDED PLAN OF STUDY
(ADMITTED AS FRESHMEN, FALL 2024 OR LATER)
FRESHMAN FALL 1
FRESHMAN SPRING 2
Anatomy & Physiology I BIO 201/202
4
Anatomy & Physiology II BIO 203/204
4
FYS or FYW
4
FYS or FYW
4
Introduction to Psych PSYC 110
4
Human Development PSYC 230
4
Math 139 or 240
4
Chemistry Fundamentals for Healthcare CHEM 121
4
NURS 100
2
18
16
SOPHOMORE FALL (BEGINNING)
SOPHOMORE SPRING (BEGINNING) 4
Health Promotion & Disease Prevention
N230
3
Health Assessment of Diverse Populations N232
3
Microbiology BIO 348
4
Essentials of Nursing Knowledge and Practice
N233
6
Pathopharmacology N231
4
Scholarly Inquiry and Informatics (WID) N234W
3
Gen Ed
4
Gen Ed
4
15
16
JUNIOR FALL (INTERMEDIATE)
JUNIOR SPRING (INTERMEDIATE)
Adult
Nursing Care of Common Conditions
N351**
6
Adult
Nursing Care of Complex Conditions
N353**
6
Patient Centered Psychiatric Mental Health
Nursing
N352**
6
Innovative
Leadership N354** 3
Gen Ed
4
Gen Ed
4
16
13
SENIOR FALL (ADVANCED)
SENIOR SPRING (ADVANCED)
Family-Centered Care in Pediatric Nursing N381**
6
Global, Community and Public Policy N383**
6
Maternal Newborn Nursing N382**
6
Nursing Practice Synthesis N384**
6
Elective
2
14
12
TOTAL CREDITS: 120
**N351 & 352 must be completed before N353 & N354; N353 & N354 must be completed
before N381 & N382; N381 & N382 must be completed before N383 & N384.
Revised 8.11.2024
Second Degree Program (Current)
BIOL 231 (Anatomy), CHEM 106 (General, Organic & Biological) PSYCH 230 (Human Development) are
prerequisites to Nursing Courses. BIOL 335 (Physiology) is a cognate that is taken prior to or concurrent with
N220 and N222. BIOL 348 (Microbiology) is a cognate that is taken prior to or concurrent with N223 and
N224. A grade of “C” or better in each cognate is required.
DEGREE REQUIREMENT CHECKLIST
PRE-REQUISITES AND COGNATES*
NURSING REQUIREMENTS
WHERE
TAKEN
SEMESTER GRADE
BIOL 108 Basic Principles of Biology
(Pre-requisite to BIOL 231)
(4)
N220
Found. of Therap.
Interventions**
(3)
BIOL 231 Human Anatomy
(4)
N222 Professional Nursing I**
(3)
BIOL 335 Human Physiology
(4)
N223
Fundamentals of Nursing
Practice**
(4)
BIOL 348 Microbiology
(4)
N224 Health Assessment**
(3)
CHEM 105 General, Organic and
Biological Chemistry I
(4)
N225
Intro to Writing and Research
in Nursing**
(2)
CHEM 106 General, Organic and
Biological Chemistry II
(4)
N340
Psychiatric/Mental Health
Nursing
(6)
PSYCH 110 Introduction to Psychology
(Pre-requisite for PSYCH 230
(4) N342 Adult Health Nursing I (6)
PSYCH 230 Human Development
(4)
N344 Maternal Newborn Nursing
(6)
* Course names and numbers may be subject to change as part of
the curriculum revision process.
** Second Degree students must petition to take N220, N222, N223,
N224 and N225 concurrently. Petitions are granted on a space
available basis only.
N346
Nursing of Children and
Families
(6)
N370
Public and Community Health
Nursing
(6)
N372 Adult Health Nursing II
(6)
N374
Contemporary Professional
Nursing
(3)
N375
Transition to Prof. Nursing
Practice
(6)
TOTAL
60
SECOND
ENROLLMENT
INFORMATION
Overall GPA > 3.0
Cognate GPA > 2.67
Revised 8.11.2024
SECOND DEGREE STUDENT
SAMPLE
PLAN OF STUDY (CURRENT)
IF ENTERING PROGRAM IN FALL SEMESTER:
FALL (8 CREDITS)*
I
F ENTERING PROGRAM IN FALL SEMESTER
:
SPRING (8 CREDITS)*
NURS 220 Foundations of Therapeutic
Interventions
3
NURS 220 Foundations of Therapeutic
Interventions
3
NURS 222 Professional Nursing I
3
NURS 222 Professional Nursing I
3
NURS 225 Writing in Discipline/Nursing
2
NURS 225 Writing in Discipline/Nursing
2
SPRING (7 CREDITS)
FALL (7 CREDITS)
NURS 223 Fund. of Nursing Practice
4
NURS 223 Fund. of Nursing Practice
4
NURS 224 Health Assessment
3
NURS 224 Health Assessment
3
FALL (12 CREDITS)
SPRING (12 CREDITS)
NURS 340 Psychiatric/Mental Health Nursing
6
NURS 340 Psychiatric/Mental Health Nursing
6
NURS 344 Maternal Newborn Nursing
6
NURS 344 Maternal Newborn Nursing
6
SPRING (12 CREDITS)
FALL (12 CREDITS)
NURS 342 Adult Health Nursing I
6
NURS 342 Adult Health Nursing I
6
NURS 346 Nursing Children & Families
6
NURS 346 Nursing Children & Families
6
FALL (9 CREDITS)
SPRING (9 CREDITS)
NURS 372 Adult Health Nursing II
6
NURS 372 Adult Health Nursing II
3
NURS 374 Contemporary Professional
Nursing
3
NURS 374 Contemporary Professional
Nursing
6
SPRING (12 CREDITS)
FALL (12 CREDITS)
NURS 370 Public/Community Health Nursing
6
NURS 370 Public/Community Health Nursing
6
NURS 375 Transition to Professional Nursing
Practice
6
NURS 375 Transition to Professional Nursing
Practice
6
TOTAL CREDITS: 60
* Second Degree students if they have completed BIOL 335 & BIOL 348, may petition to take
N220, N222, N223, N224 and N225 concurrently in 1 semester which is on a space available
basis only.
* BIOL 335 must be taken prior to or concurrent with N220 & N222. BIOL 348 must be taken
prior to or concurrent with N223 & N224
**Both N340 & N344 must be completed before N342 & N346; N342 & N346 must be
completed before N372 & N374; N372 & N374 must be completed before N375.
Revised 8.11.2024
Second Degree BSN (New)
BIOL 201/202 (Anatomy and Physiology I) & BIO 203/204 (Anatomy and Physiology II), CHEM 121 (General,
Organic & Biological Chemistry) PSYC 230 (Human Development) are required to apply to the nursing
program. *A grade of “C” or better in each cognate and nursing course is required.
DEGREE REQUIREMENT CHECKLIST
PRE-REQUISITES AND COGNATES* NURSING REQUIREMENTS
WHERE
TAKEN
SEMESTER
GRADE
BIOL 201/201
Anatomy
and Physiology I
(Pre-requisite to BIOL
203/204)
(4)
NURS 230 Health Promotion and Disease
Prevention
(3)
NURS 231 Pathopharmacology
(4)
BIOL 203/204 Anatomy
and Physiology II
(4)
NURS 232 Health Assessment of Divers
Populations
(3)
BIOL 348
Microbiology*
(4)
NURS 233 Essentials of Nursing Knowledge &
Practice
(6)
CHEM 121
Chemistry
Fundamentals for
Healthcare
(4)
NURS 234W Scholarly Inquiry and Informatics
(WID)
(3)
PSYC 110 Introduction
to Psychology
(Pre-requisite for PSYC
230)
(4)
NURS 351 Adult Nursing Care of Common
Conditions
(6)
PSYC 230 Human
Development*
(4)
NURS 352 Patient Centered Psychiatric Mental
Health Nursing
(6)
*Course names and numbers may be subject to change
as part of the curriculum revision process.
**Cognate GPA = Grade in BIOL 201/202 &203/204,
Chem 121, and PSYC 230
NURS 353 Adult Nursing Care of Complex
Conditions
(6)
NURS 354 Innovative Leadership
(3)
NURS 381 Family-Centered Care in Pediatric
Nursing
(6)
NURS 382 Maternal Newborn Nursing
(6)
NURS 383 Global, Community and Public
Policy
(6)
NURS 384 Nursing Practice Synthesis
(6)
TOTAL
64
SECOND
ENROLLMENT
INFORMATION
Overall GPA > 3.0
***Cognate GPA > 2.67
Revised 8.11.2024
SECOND DEGREE STUDENT SAMPLE PLAN OF STUDY (New)
IF ENTERING PROGRAM IN FALL SEMESTER:
FALL (7 CREDITS)
IF ENTERING PROGRAM IN SPRING SEMESTER:
SPRING (7 CREDITS)
NURS 230 Health Promotion and Disease
Prevention
3
NURS 230 Health Promotion and Disease
Prevention
3
NURS 231 Pathopharmacology
4
NURS 231 Pathopharmacology
4
SPRING (12
CREDITS
)
FALL (12
CREDITS
)
NURS 232 Health Assessment of Divers
Populations
3
NURS 232 Health Assessment of Divers
Populations
3
NURS 233 Essentials of Nursing Knowledge &
Practice
6
NURS 233 Essentials of Nursing Knowledge &
Practice
6
NURS 234W Scholarly Inquiry and Informatics
(WID)
3
NURS 234W Scholarly Inquiry and Informatics
(WID)
3
FALL (12
CREDITS
)
SPRING (12
CREDITS
)
NURS 351 Adult Nursing Care of Common
Conditions
6
NURS 351 Adult Nursing Care of Common
Conditions
6
NURS 352 Patient Centered Psychiatric Mental
Health Nursing
6
NURS 352 Patient Centered Psychiatric Mental
Health Nursing
6
FALL (9
CREDITS
)
SPRING (9
CREDITS
)
NURS 353 Adult Nursing Care of Complex
Conditions
6
NURS 353 Adult Nursing Care of Complex
Conditions
6
NURS 354 Innovative Leadership
3
NURS 354 Innovative Leadership
3
SPRING (12
CREDITS
)
FALL (12
CREDITS
)
NURS 381 Family-Centered Care in Pediatric
Nursing
6
NURS 381 Family-Centered Care in Pediatric
Nursing
6
NURS 382 Maternal Newborn Nursing
6
NURS 382 Maternal Newborn Nursing
6
SPRING (12
CREDITS
)
FALL (12
CREDITS
)
NURS 383 Global, Community and Public Policy
6
NURS 383 Global, Community and Public Policy
6
NURS 384 Nursing Practice Synthesis
6
NURS 384 Nursing Practice Synthesis
6
TOTAL CREDITS: 64
**N351 & 352 must be completed before N353 & N354; N353 & N354 must be completed
before N381 & N382; N381 & N382 must be completed before N383 & N384.
Revised 8.11.2024
RN to BSN Program (Current)
The RN to BSN option is designed for Registered Nurse (RN) students. RN students transfer many courses
from their basic programs and other academic work when they are accepted into the program. The College
allocates transfer credits, including 37 nursing credits for prior nursing education. A wide range of courses
meet the General Education requirements. RN students are not restricted to specific cognates. They begin
the program with a transition course, Nursing 207: Baccalaureate Education for Nursing and Nursing 225:
Introduction to Writing and Research in Nursing. The RN students then concentrate on, Nursing 316: Physical
Assessment, Nursing 370: Public and Community Health Nursing and Nursing 376: Contemporary Nursing
Practice: Issues and Challenges. The plan of study for the RN student is outlined in the Advisement Form and
Program of Study.
COLLEGE–WIDE REQUIREMENTS These
requirements may be met through various options
DISTRIBUTION REQUIREMENTS (continued)
College Mathematics
Requirement
____ ( )
Mathematics(M)
____(4 credits)
Second Language
Requirement
____ (4 – 8 credits)
Advanced
Quantitative/Scientific
Reasoning(AQSR)
____(4 credits)
History (H)
____(4 credits)
CORE COURSES
Literature (L)
____(4 credits)
First Year Writing
(FYW)/Writing 100
____ (4 credits)
NURSING REQUIREMENTS *Must complete N207
and N225 before taking N316, N370 or N376
Connections (C)
____(4 credits)
*N207 – Baccalaureate
Education for Nursing
____(4 credits)
*N225 Introduction to
Writing and Research in
Nursing
____(2 credits)
N316 – Physical
Assessment
____(4 credits)
DISTRIBUTION REQUIREMENTS
N370 – Public and
Community Health
Nursing
____(6 credits)
Social and Behavioral
Sciences (SB)
____(4 credits)
N376 – Contemporary
Nursing Practice: Issues
and Challenges
____(6 credits)
Arts-Visual & Performing
(A)
____(4 credits)
Natural Sciences (NS)
____(4 credits)
Electives
# varies
45 CREDITS MUST BE EARNED AT RHODE ISLAND COLLEGE FOR GRADUATION.
CLEP AND OTHER PROFICIENCY EXAMS ARE NOT INCLUDED IN THE 45 CREDIT REQUIREMENT.
Minimum Credits needed for graduation – 120
Transfer Nursing Elective Credits – 37
Course names and numbers and credit hours may be subject to change as part of the curriculum revision
process
Revised 8.11.2024
RN to BSN Program (New)
RHODE ISLAND COLLEGE – SCHOOL OF NURSING ADVISEMENT FORM- RN-BSN students
A grade of “C” or better in each nursing course is required. Most General Education requirements should be
completed before the senior year.
Degree Requirement Checklist
College-Wide Requirements – These requirements
may be met through various options
Major Requirements
College Math Milestone (Separate
from Gen Ed Math Distribution)
NURS 208 W Scholarly Inquiry and
Practice in Nursing
4 Credits
NURS 317 Quality, Economics,
Equity and Health Financing
4 Credits
Core Courses
NURS 318 Person-Centered
Physical and Health Assessment
4 Credits
First Year Writing (FYW)/Writing
100
NURS 371 Global, Community and
Public Policy
4 Credits
Distribution Requirements
NURS 377 Contemporary Nursing:
Issues, Innovations, and
Transformation
4 Credits
Arts- (A)
NURS 378 Capstone (2 cr)
2 Credits
History/Philosophy
Elective 1
4 Credits
Literature/Language
Elective 2
4 Credits
Gen Ed Elective
Total
30 Credits
Social and Behavioral Sciences (SB)
Transfer Credits
Natural Sciences (NS)
Nursing Credits
37
Mathematics(M)
Other credits (up to 53)
Connections
Waived
Portfolio
FYS Seminar
Waived
Credits approved by portfolio
Remaining Credits
Total General Education Credits
(must equal 40)
Electives (as needed to equal 120
total program credits)
30 CREDITS MUST BE EARNED AT RHODE ISLAND COLLEGE FOR GRADUATION.
CLEP AND OTHER PROFICIENCY EXAMS ARE NOT INCLUDED IN THE 30 CREDIT REQUIREMENT.
Course names and numbers may be subject to change as part of the curriculum revision process
Revised 8.11.2024
RN to BSN Second Bachelor Degree Program (Current)
RHODE ISLAND COLLEGE – SCHOOL OF NURSING
ADVISEMENT FORM - RN-BSN Second Bachelor’s Degree Students
This plan of study is for a registered nurse who has earned an associate degree in nursing and
a bachelor’s degree in another discipline.
Degree Requirement Checklist
Elective
____ (4 credits)
NURSING
REQUIREMENTS *Must complete N207 and
N225 before taking N316, N370 or N376
Elective
____ ( 4 credits)
*N207 –
Baccalaureate
Education for Nursing
____ (4 credits)
*N225 Introduction
to Writing and
Research in Nursing
____ (2 credits)
N316 – Physical
Assessment
____ (4 credits)
N370 – Public and
Community Health
Nursing
____ (6 credits)
N376 –
Contemporary
Nursing Practice:
Issues and Challenges
____ (6 credits)
30 CREDITS MUST BE EARNED AT RHODE ISLAND COLLEGE FOR GRADUATION. Candidates for
the degree will take 22 nursing credits and 8 elective credits.
CLEP AND OTHER PROFICIENCY EXAMS ARE NOT INCLUDED IN THE 30 CREDIT REQUIREMENT.
Course names and numbers and credit hours may be subject to change as part of the
curriculum revision process.
*Must complete N207 and N225 before taking N316, N370 or N376
Revised 8.11.2024
RN to BSN Second Bachelor Degree Program (New)
RHODE ISLAND COLLEGE – SCHOOL OF NURSING
ADVISEMENT FORM - RN-BSN Second Bachelor’s Degree Students
This plan of study is for a registered nurse who has earned an associate degree in nursing and
a bachelor’s degree in another discipline.
Degree Requirement Checklist
Elective
____ ( 4 credits)
NURS 208 W Scholarly
Inquiry and Practice in
Nursing
____ (4 credits)
Elective
____ (4 credits)
NURS 317 Quality,
Economics, Equity and
Health Financing
____ (4 credits)
NURS 318 Person-
Centered Physical and
Health Assessment
____ (4 credits)
NURS 371 Global,
Community and Public
Policy
____ (4 credits)
NURS 377 Contemporary
Nursing:
Issues, Innovations, and
Transformation
____ (4 credits)
NURS 378 Capstone
_____
(2 credits)
Total = 8 credits
Total = 22 credits
30 CREDITS MUST BE EARNED AT RHODE ISLAND COLLEGE FOR GRADUATION. Candidates for
the degree will take 22 nursing credits and 8 elective credits.
CLEP AND OTHER PROFICIENCY EXAMS ARE NOT INCLUDED IN THE 30 CREDIT REQUIREMENT.
Revised 8.11.2024
Advisement
Faculty in the School of Nursing, as well as the Academic Advising department, serve as advisors to
students in nursing. Students are assigned an advisor when they declare an intent to major in nursing.
Advisor assignments are available to the student in their MyRIC online account. Nursing-IM students
work with a professional academic advisor during the first year in the program, and are assigned a
nursing faculty advisor upon admission to the BSN program.
Each student must meet with an advisor each semester in order to be eligible to register for the
following semester. Students may contact advisors by telephone, email, Starfish, or during office hours
scheduled for advisement.
The advisor and student plan a program of study before course work begins each semester. The
program of study outlines the sequence of courses to be taken. Students are encouraged to make
additional appointments to discuss matters of concern.
Policies
Admission - Basic Baccalaureate Program
Application to the School of Nursing
The review of applicant records is a comprehensive process and includes review of all grades in cognates
required for admission (PSYC 230, BIOL 231 and CHEM 106) and overall GPA with preference given to
those applicants with the highest records of academic achievement. The School of Nursing reserves the
right to consider other factors in admissions decisions. Each application is considered in relation to other
applicants applying at the same time without regard to previous applications. Preference is given to
students initially admitted to the college as freshmen. Students can apply to the School of Nursing a
total of three times.
Admission Requirements for All General Declared Nursing Majors
1. Completion of Enrollment Form signed by the faculty or academic advisor and submitted
electronically to the School of Nursing by October 15 or April 15 of the preceding semester.
2. Students must be admitted to Rhode Island College and be an Intended Nursing Major.
3. Completion of Rhode Island College Mathematics Competency & Writing Requirement. *
(*Refer to the Bulletin of Rhode Island College Catalog for descriptions of the Math Competency
and Writing Requirements)
4. Completion of (within the past 10 years) or enrollment in Biology 231, Chemistry 106 and
Psychology 230 with a minimum grade of C in each course and a minimum overall grade point
average of 2.67 (B-) in these 3 courses. (The minimum cognate GPA requirement will be
reviewed at the end of the spring semester once grades are posted.)
a. Effective Spring 2025, completion of (within the past 10 years) or enrollment in Biology
201/202, Biology 203/204, Chemistry 121, and Psychology 230 with a minimum grade of
C in each course and a minimum overall grade point average of 2.67 (B-) in these 4
courses.
5. A minimum RIC cumulative grade point average of 3.0 for students who have taken any RIC
courses. The GPA minimum requirement of a 3.0 must be met at the time of application and at
the end of the semester.
6. For second degree and transfer students, a weighted cumulative GPA of all courses taken at any
college must also be at least 3.0. Transcripts of college courses taken at RIC and elsewhere must
be included with the enrollment form.
Revised 8.11.2024
7. Students transferring from other nursing programs (or who have taken nursing courses
elsewhere) are required to forward a letter of good standing from the previous nursing program
to the School of Nursing Undergraduate Program Director.
Admission Decisions
Accepted: Students receive notification of acceptance by email and in turn accepted students must
provide email confirmation of enrollment.
Not Accommodated: Students who meet minimum requirements for admission but who cannot be
accommodated will need to submit a new application for enrollment in a subsequent semester.
Students who are not accommodated may reapply two additional times.
Admission - RN to BSN
1. Admission to Rhode Island College through the Office of Undergraduate Admissions at
https://www.commonapp.org/ and declaration of nursing as the major.
2. Graduation from an accredited degree/diploma program
3. A minimum cumulative grade point average of 2.50.
4. Current unrestricted Rhode Island R.N. licensure.
5. Upon admission to the School of Nursing, criminal background investigation verification through
CastleBranch.com is required.
Transfer Credits
• Students will transfer up to 90 credits inclusive of 37 nursing credits.
• Transcripts will be audited to determine achievement of required General Education
Program courses:
1. Completion of College Math Milestone and Writing Requirement
2. Mathematics
3. Natural Science
4. Social and Behavioral Science
5. Arts – Visual and Performing
6. History/Philosophy
7. Literature/Language
8. Elective
• Students who have not completed the GEN ED requirements would be required to
take these courses while enrolled in the online program.
Admission Requirements for Registered Nurse Second Degree students applying to the R.N. to B.S.N.
Program include submission of the admission application to the Office of Undergraduate Admissions by
June 1 for fall semester enrollment or by November 1 for spring semester enrollment. Once the
application and all credentials have been received, the admissions office notifies the R.N. to B.S.N.
candidate to schedule an appointment with the B.S.N. program director to determine the courses
needed to meet the requirements for the second bachelor’s degree. Upon admission to the college, the
R.N. to B.S.N. second-degree candidate will then meet with and be advised by the RN to BSN Online
Program Director.
Revised 8.11.2024
Transfer Students
Transfer students accepted into the College as an Intended Nursing major must meet the program
admission requirements and must submit a secondary application for enrollment to the School of
Nursing. As noted under Admission Requirements, a student transferring from another baccalaureate
nursing program is required to forward a letter regarding their status upon exiting the program from the
head of the previous program. This letter must indicate that the student left the program in good
standing.
Transfer students who have taken courses in nursing at another BSN program who want consideration
to receive credit for nursing courses taken will only be allowed to request credit for the beginning level
nursing courses – NURS 220, NURS 222, NURS 223, NURS 224, & NURS 225. The student must have been
in good standing at the prior institution and must first be admitted to the nursing program before any
consideration for nursing course credit will occur.
Once admitted to the nursing program, the student needs to provide a syllabus for any nursing course
they are requesting credit for and must have earned a B or better in the course. A transcript from the
prior institution needs to also be provided. The RIC SON Admissions Committee will review the syllabus
to determine if the course is equivalent to the requested course for credit. Depending on the syllabus
review, the student’s plan of study will be adjusted to reflect any beginning level nursing course(s)
accepted for credit in the nursing program. This policy is only for students who have transferred to RIC
from other nursing programs.
Students once admitted to RIC SON are not allowed to take nursing courses elsewhere and receive
credit for them, unless the nursing courses are pre-approved for a RIC sponsored Study Abroad program.
Background Screening
All students entering the nursing program must submit Background Criminal Identification (BCI) checks.
Clinical agencies require students to have completed BCI checks. Compliance with this requirement is
essential for clinical placement and progression. At the time of admission, students receive information
regarding the process to follow to initiate a background check.
BCI checks need to be completed
annually thereafter per clinical guidelines (RI Attorney General and/or Castle Branch) and additional
checks may be required during the program.
Graduates of the program are eligible to apply to take the NCLEX-RN exam for licensure as a
Registered Nurse in any state. Bureau of Criminal Identification checks are required as part of the
licensing process. An applicant who has a criminal record may be required to submit additional
information to the Rhode Island Board of Nurse Registration and Nursing Education. The Board reserves
the right to make final decisions about licensure.
Retention
Criteria for retention in the basic baccalaureate nursing program are:
1. All cognates must be completed before junior (intermediate) year.
2. A “C” grade or better in each nursing course. Only one nursing course may be repeated.
3. A “C” grade or better in each cognate course.
Students in both the basic baccalaureate and RN to BSN programs must achieve a grade of C or better in
all required nursing courses. One course in nursing may be repeated once. A student who receives two
Revised 8.11.2024
grades of less than “C” in required courses in nursing will be dismissed from the program. Students
must pass all critical behaviors that are indicated on the clinical evaluation form in order to pass the
course.
If a student’s performance in clinical is considered to be unsatisfactory at any time during clinical, the
student will be notified with a Student Performance Improvement Plan
(SPIP).
If a student withdraws from a course for the first time, see Withdrawal from a Course.
If a student fails a nursing course for the first time, the student must request via email to the
undergraduate nursing department chair that the student be placed in the course for the following
semester. The student will be placed in the course after all other students have enrolled for the
particular semester on a space available basis. It is highly recommended that students do not repeat a
course in the summer due to the intensity and pace of summer courses.
The faculty reserves the right to recommend withdrawal or dismissal from the nursing program of a
student who gives evidence, academically or personally, of inability to carry out professional
responsibilities in nursing. Any student dismissed from the program may appeal the decision by
completing a petition to the Student Outcomes Committee. Petitions are available in the Nursing Office.
For further information or clarification of the process of appeal/grievance, use the following link for the
College complaint resolution policy: https://www.ric.edu/documents/academic-policies-and-procedures
Petitions
Students seeking appeal of nursing program policies related to admission, retention or dismissal may
petition in writing to the appropriate committee. The following committees consider student appeals:
1. Requests to take all 5 beginning level nursing courses (second degree candidates) – Admissions
Committee (note: this will be not applicable after Spring 2025)
2. Waiver of a retention policy or course prerequisite (basic baccalaureate program) –
Student Outcomes Committee
3. Academically dismissed and seek reinstatement - Student Outcomes Committee
4. Other – please specify
Procedure:
Petition for waiver of a School of Nursing policy* that is affecting an individual student.
1. The student brings the concern of the course failure to the attention of their advisor as
soon as the student becomes aware of a course failure or potential course failure.
2. The student completes the SON Petition form which can be found on the School of
Nursing website. (Note – Must clearly describe the request that is being made, the
decision asking to be considered and all relevant details of the circumstances surrounding
the situation.)
3. The petition form must be signed by the student and their faculty advisor; in the absence
of the faculty advisor, the BSN Program Director may sign the petition.
4. The completed form along with any supporting documents is submitted to the relevant
committee via email to SONStudentoutcomes@ric.edu, [email protected], or
the RN Committee Chair.
5. The UG Student Outcomes Committee will schedule a petition meeting that occurs one
(1) week after the last day of finals (nursing academic advisors will be informed of the
date of the petition meeting).
6. The date of the SOC petition meeting will be scheduled at the beginning of the semester
and posted on the SON calendar to allow for faculty planning.
Revised 8.11.2024
7. Within (5) business days following the Committee Petition Meeting, the Committee
decision will be forwarded to the student and their advisor.
8. If the student is not satisfied with the resolution, the student has the option to appeal the
decision to the Undergraduate Dept. Chair within 10 business days. If the student is not
satisfied with the decision of the Undergraduate Department Chair, the student then has
the option to appeal to the Dean of the School of Nursing within 10 business days. The
decision of the Dean is final.
9. The above process is to be utilized only when the student is appealing a policy of the
School of Nursing.
*The above process is to be utilized when a student is appealing a policy of the
School of Nursing. If you are appealing a decision made by an individual faculty
member ( )or you have an issue with a college policy, the student should utilize
the Academic Grievance Procedure.
For additional information related the college Academic Grievance Procedure, please see
the Manual of Academic Policy & Procedure.
Withdrawal from a Course
1. Students who withdraw from a Nursing course must notify the BSN Program Director.
2. Students who withdraw from a course will only be able to register for the same course in
the subsequent semester if space is available after the end of the regular registration
period. Students should submit a letter to the Undergraduate Department Chairperson
indicating their plans for future study in the program.
3. Students need to complete the Undergraduate Withdrawal Form prior to withdrawing
from a course.
4. Please note the College policy regarding withdrawals: https://www.ric.edu/department-
directory/records-office/grades-and-standards and
https://www.ric.edu/documents/manual-academic-policies-and-procedures (page 16).
5. The Dean in consultation with faculty of the School of Nursing reserves the right to
withdraw or dismiss from the nursing program a student who fails to progress due to
multiple withdrawals.
Leave of Absence from Nursing Courses/Program
A student who interrupts his/her nursing program of study or who withdraws from the program must
submit a letter to the Undergraduate Department Chairperson and complete the corresponding online
form (Leave of Absence/Withdrawal
).
Upon return from the leave of absence, the student must again notify the Undergraduate Department
Chairperson and complete the corresponding online form (found above). A student who interrupts their
program for two semesters without notifying the Undergraduate Department Chairperson may be
eligible to register for course(s) needed to complete the program only if space is available.
Undergraduate degree candidates who have withdrawn from Rhode Island College must meet the
College requirements for readmission (see current College catalog on Rhode Island College home page).
If the student interrupts his/her nursing program for three semesters or longer, the student must apply
for readmission to the nursing program and must meet current admission requirements. Students may
be required to pass one or more examinations to establish that their nursing knowledge base remains
consistent with current theory and practice.
Revised 8.11.2024
Progressive Standardized Testing
The School of Nursing contracts with Elsevier (HESI) to provide nursing students with a comprehensive
testing and review package that enhances the professional program.
The complete package of assessment and review materials provides students with a variety of testing
opportunities and written resources. Students receive learning resources, including case studies, clinical
video skills, adaptive question formats, practice ("non-proctored") tests, and standardized ("proctored
tests") in specific nursing content areas. The HESI tests are offered in a computerized format. Some
(non-proctored) tests are for practice: other tests are monitored and taken at a specific date, time and
place. Students may take the practice tests on a home computer or on the computers in the Library.
Our goal is for all students to achieve an acceptable percentile on each specialty test. Students whose
scores fall below this percentile are expected to participate in individually designed remedial efforts.
Directions for logging on and utilizing the HESI website are provided upon entry into the program and at
the beginning of each course.
The HESI system requires that students be able to use the computers on campus or personal laptops at
home. Each student must have a valid Student ID and computer account to use the college computers
for testing. Information about computer accounts is available from Technology Center staff or nursing
faculty and staff. Please test your ability to use the network at the college at the beginning of each
semester. All HESI standardized proctored exams require live (in person with faculty) proctoring.
All students will take a HESI Specialty exam in the following courses: N223, N340, N344, N346, N372,
and N374, and will take a Final Exit HESI exam in N375.
• Prior to proctored HESI Specialty exams, all students must complete the Practice Exam for each
course. Failure to complete the Practice Exam may potentially affect success on the proctored
HESI exam.
• All students who do not achieve the benchmark of 850 on all HESI exams will be required to
complete a retake of the exam. The retake for HESI Specialty exams will be scheduled on a date
approximately two weeks after the first attempt. The HESI Exit exam retake will be scheduled on
a date six weeks after the first attempt.
• Students must take at least 1 attempt to earn any percent toward the HESI exam grade (5%).
• Failure to achieve a HESI score of 850 or above on the retake HESI Specialty exams will not result
in a course failure but will be worth 5% of the theory component of the course grade.
• Students achieving 850 or higher either on the first attempt or the retake will receive a full 5%
(grade of 100) as an exam grade (toward the theory grade).
• Students achieving < 850 on the retake, will receive a grade of 0, and will be 5% of exam grades.
• If no attempts, the student will receive an Incomplete for the course and will need to take the
missed HESI specialty exam when it is offered at the end of the following semester – regardless
of personal circumstances, COVID-related or not, or situations out of the SON control.
• If a 2
nd
attempt is not offered by the SON for any reason (ability to proctor in person, inclement
weather, COVID-related circumstances, etc.), the conversion score of the 1
st
attempt will be
used for the 5% of the exam grades.
o Example: Sample score of HESI score is 583, then Conversion score is 54.21.
o 54.21 x 5% = 2.71; (2.71 points will be included toward the exam grades).
• If for any reason, the HESI exams are not able to be administered by the SON at all, the 5%
allotted for the HESI exam grade will be equally distributed over the course exams.
o Example: A course has 4 exams each worth 20% =80%. If no HESI exam is
administered, the 5% (allotted for the HESI exam grade) would be evenly distributed
over the 4 exams – each exam in the example would then be worth 21.25%=85%
Revised 8.11.2024
• In addition, if a student is more than 10 minutes late for any HESI exam, the student will forfeit
the attempt and will only have the retake attempt (or prior attempt if late for the retake) count
toward their HESI exam grade.
• Nursing students are billed a fee of approximately $175/semester by the college for the Elsevier
package that includes the HESI Case Studies and Practice Tests, EAQ, Clinical Skills and HESI
exams.
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 for a disability must first register with the
Disability Services Center (DSC) at 401-456-2776, [email protected]du
. For more information, visit the Disability
Services Center’s website at https://www.ric.edu/department-directory/disability-services-center.
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.
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.
The Math Calculation Competency specifically in NURS 223, NURS 340, NURS 342, NURS 344, NURS 346,
& NURS 372 including the ability to make calculations within a specified period of time, is considered
essential clinical skills and, for that reason, extended testing times are not considered to be a reasonable
accommodation for such testing.
Inclusive Classroom
At Rhode Island College, administrators, faculty, and staff are committed to the creation and
maintenance of inclusive learning spaces. These are classrooms, labs, and other places of learning where
you will be treated with respect and dignity and where all individuals are provided equitable opportunity
to participate, contribute, and succeed. In our course, all students are welcome regardless of
race/ethnicity, gender identities, gender expressions, sexual orientation, socio-economic status, age,
disabilities, religion, regional background, Veteran status, citizenship status, nationality and other
diverse identities that we each bring to class. The success of an inclusive classroom relies on the
participation, support, and understanding of you and your peers. We encourage you to speak up and
share your views, but also understand that you are doing so in a learning environment in which we all
are expected to engage respectfully and with regard to the dignity of all others
Revised 8.11.2024
Classroom Learning Environment
The classroom setting is the location where much learning occurs. The classroom environment may be a
factor that influences learning. In consideration of one’s individual learning as well as that of others,
students are requested to mute computers and phones during lecture, seminar and laboratory sessions.
Texting or using social media during class sessions is not appropriate. When we are in a remote
classroom setting (due to Covid or other situations), it is preferred to have videos on during class, or
minimally, a profile picture is requested to help create a classroom environment and allow faculty to
associate students' names with faces when videos are off. Unmute computers to ask or respond to
questions during class.
Out of respect for the privacy of the individual members of the class as well as the faculty, videotaping
of lectures, practice sessions or demonstrations is not permitted. Audio taping may be allowed with
specific permission from the instructor.
Children are not allowed be present in the classroom or clinical areas. Please be aware of
lecture/class/simulation content during remote classroom use that may not be suitable for children.
Attendance and punctuality are expectations for all nursing classes and clinicals. Arriving to class on time
develops the excellent habit of punctuality, illustrates a commitment to learning and helps reduce
classroom interruptions and distractions for all students. The Zvart Onanian School of Nursing supports
students to achieve their full potential and to do this sets high expectations for attendance and
punctuality at all classroom and clinical sessions. Attending class regularly and on time has a positive
impact on learning, and progress, and consequently provides the best chance for success. Furthermore,
arriving late to class is behavior that disrupts the classroom learning environment. Please refer to the
Rhode Island College Manual of Academic Policies and Procedures
.
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 missions of the
College and the Zvart Onanian School of Nursing and develop the high ethical standards required of
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 of Ethics 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 Academic Standards
).
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
Revised 8.11.2024
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 these 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.
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.
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 undergraduate 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.
Grading System
Grades in nursing courses will be calculated using the following scale:
Cum Index
Grade
Ranges
4.0
A
93-100
3.67
A-
90-92
3.33
B+
87-89
3.00
B
84-86
2.67
B-
80-83
2.33
C+
77-79
2.00
C
74-76
1.67
C-
70-73
1.33
D+
67-69
1.00
D
63-66
0.67
D-
60-62
.00
F
0-59
Revised 8.11.2024
Rounding Policy
A student must achieve a minimal final course grade of 74 for successful completion of every nursing
course. Each individual examination score is reported to the hundredth place, e.g. 92.76 and not
rounded up. Only the final course grade will be rounded up. A final course grade of X.50 will be rounded
to the next highest whole number (example 72.50 = 73). A final course grade of X.49 would not round up
(example 72.49 = 72).
Grade Appeal
Grading student work is one of the central responsibilities of faculty members, and they take this
responsibility very seriously. Grading is the exclusive responsibility of each faculty member. Therefore,
absent a calculation error or other mistake by the professor which the professor determines justifies
submission of a grade change, grades are final. There are no grounds for appeal of a grade by a student
except upon evidence of misconduct on the part of the faculty member such as: i) assignment of a grade
on some basis other than the faculty member’s assessment of the student’s performance in the course;
ii) assignment of a grade by arbitrary or capricious application of standards different than those applied
to other students in the course; or iii) assignment of a grade under standards that are a substantial and
unreasonable departure from the instructor’s initially articulated standards.
Registration
Basic Baccalaureate Program
• General registration procedures are described in the Bulletin of Rhode Island College.
• Students will be registered by the School of Nursing for N220, N222 and N225 after being
accepted into the program.
• Nursing majors may register online for the required nursing courses of N223, N224, N372 &
N374 during the regular registration period; these courses will close to self-registration
approximately two weeks after registration opens.
• Students registering for N340/N344; N342/N346; N370/375*:
o Shortly after mid-term, students will receive a Qualtrics Survey via their RIC email
providing information and options related to lecture/clinical for the upcoming semester.
There are questions that provide students an opportunity to rank order their clinical
preferences, share extenuating circumstances, and indicate whether they have priority
registration (i.e. DSC, Athletes, and Veterans).
o When a student’s registration day and time slot open, they will register into a “Dummy”
Clinical Section-15 that is linked to a “Dummy” Lecture Section-003 (that will be only
option). Both courses will be labeled To Be Announced (TBA).
o Students in NURS 375 will register into a "Dummy" Clinical Section-15 that is linked to
"Dummy" Seminar Section 004.
*Placement in N375 clinical is based on site and space availability and the need
to balance varying numbers of students in limited clinical placements/partners.
Where possible, students’ preference may be taken into consideration. The
priority is that students receive required clinical hours and experiences that
support meeting course competencies and successful course completion. Please
note the majority of placements are adult health focused.
o When preparation is complete, students will be moved out of the “Dummy” courses and
enrolled into the actual clinical courses/lectures. An email will be sent to students
notifying them of the enrollment; placement into which specific section can be seen in
the student’s MyRIC account.
Revised 8.11.2024
RN to BSN Program
• RN students must be accepted into Rhode Island College and have an unencumbered
Rhode Island RN license in order to register for N208W and N317.
• N208 and N317 are prerequisites for N371 and N377
• N371 and N377 are prerequisites for N378
Health & Wellness Policies
Immunization Requirements
Health and Immunization Requirements Checklist – Please see Appendix A
Health Services
is located in Browne Hall and can be reached at (401) 456-8055.
If you wish to schedule an appointment for immunization at Health Services, please note the following:
• Health Services participates in the free vaccine program through RIDOH and immunizations are
available to all students for no cost.
• Plan to spend 15 minutes at Health Services after a vaccine is administered to be sure there is
not a 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.
o Titer(s) are processed through Eastside Clinical Lab (ESCL) self-pay prices* are:
Hepatitis B: $11.50
Rubeola (Measles): $10.71
Rubella: $9.96
Mumps: $10.71
Varicella (chicken pox): $7.50
QuantiFERON Gold (TB blood test): $38.38 (the only health insurances that
cover this test are Neighborhood Health, the schools health insurance, and
Tricare).
• 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.
(*Prices are subject to change by ESCL)
Work-Life Balance
The faculty of the School of Nursing acknowledges that it frequently is necessary for students to work
but suggests that students limit hours of employment to 16 hours/week whenever possible. This
recommendation is based on experience that an excessive employment commitment interferes with the
educational experience of the students, including opportunities for participation in cultural, social and
other activities.
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
Revised 8.11.2024
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.
*See Student Dress Code Policy
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 Nursing major.
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.
**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 456-8094 or request
help here: 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.
(
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.
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 (see Appendix C
.) 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
Revised 8.11.2024
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 the nursing major.
a) Participation in clinical nursing courses will not be permitted until the terms of the contract
are fulfilled.
b) 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 nursing major.
Prevention of and/exposure to HIV, HBV, HCV, and other Infections Policy
In order to reduce the possibility of exposure to Human Immunodeficiency Virus (HIV), Hepatitis B VIRUS
(HBV), and Hepatitis C Virus (HCV) by nursing students, 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. Education about and prevention of exposure to body fluids
and transmission of blood-borne pathogens including, but not limited to HIV, HBV, and HCV is the focus
of this policy. 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 placements.
The School of Nursing recognizes individual rights, equal opportunity, voluntary testing, and
confidentiality of test results and health records.
Purpose:
The purpose of the policy is to:
1. Protect students from exposure to body fluids and blood-borne pathogens and other potentially
infectious materials.
2. Outline the HBV immunization protocol for students.
3. Describe the policies regarding students caring for HIV, HBV, and HCV infected clients.
4. Describe the policies regarding students with HIV infection.
5. Describe the Exposure Control Plan (ECP) for students.
Revised 8.11.2024
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.
A. 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:
1. Students who come into direct contact with the 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.
2. Masks, protective eye wear, and/or gowns should be worn during all procedures that are
likely to generate an exposure event.
3. 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, June 6,
2014)
4. 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.
5. To minimize the need for mouth-to-mouth resuscitation, ambu-bags, barriers or other
ventilation devices should be used when available.
6. Students who have exudative lesions or weeping dermatitis should refrain from all direct
client care and from handling client equipment until the condition resolves.
7. All students who participate in invasive procedures should wear gloves, gown, mask, and
protective eye wear.
8. Students assisting in vaginal deliveries and cesarean sections should wear gloves, gowns,
masks, protective eyewear, and footwear.
9. 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.
10. Human Tissues and Other Body Fluids
a. Standard precautions apply to human tissues and the following fluids: cerebrospinal,
peritoneal, synovial, pleural, pericardial, and amniotic fluids.
b. Standard precautions apply to feces, nasal secretions, sputum, sweat, tears, urine
and vomitus.
Hepatitis B Vaccination
The Hepatitis B vaccination series will be documented upon enrollment in the nursing program.
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
Revised 8.11.2024
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. The protocol for standard precautions is introduced to all nursing students
during the sophomore year. The protocol is reviewed in junior and senior level nursing courses.
A. Cleaning and Disinfection – Nursing Resource Laboratory
The NRL shall be maintained in a clean and sanitary condition. All equipment and environmental
and working surfaces shall be cleaned and decontaminated after contact with blood or other
potentially infectious materials. Contaminated work surfaces shall be decontaminated with an
appropriate disinfectant, immediately or as soon as feasible, when surfaces are overtly
contaminated or after any spill of blood or other potentially infectious materials.
Protective coverings used to cover equipment and environmental surfaces shall be removed and
replaced as soon as feasible when they become overtly contaminated. All bins, pails,
cans, and similar receptacles intended for reuse which have a reasonable likelihood for
becoming contaminated with blood or other potentially infectious materials shall be inspected
and decontaminated according to the cleaning schedule and decontaminated immediately or as
soon as feasible upon visible contamination. Broken glassware which may be contaminated
shall not be picked up directly with the hands. It shall be cleaned up using mechanical means,
such as a brush and dust pan, tongs, or forceps.
Contaminated sharps shall be discarded immediately or as soon as feasible in containers that
are closable, puncture resistant, leak-proof on sides and bottom and labeled.
During use, containers for contaminated sharps shall be easily accessible to students and
located as close as is feasible to the immediate area where sharps are used or can be reasonably
anticipated to be found, maintained upright throughout use, and replaced routinely and not be
allowed to overfill. When moving containers of contaminated sharps from the area of use, the
containers shall be closed immediately prior to removal or replacement to prevent spillage or
protrusion of contents during handling, storage, or transport, and placed in a secondary
container if leakage is possible.
Sharps containers shall not be opened, emptied, cleaned manually or handled in any other
manner which would expose students to the risk of percutaneous injury. Disposal of all Sharps
and Medical Waste shall be in accordance with applicable regulations and Rhode Island College.
B. Laundry Practices
In the event that linen used for practice in the NRL becomes contaminated with blood or other
potentially infectious materials, it shall be handled following standard precautions.
Contaminated laundry shall be placed and transported in bags or containers labeled or in red
bags substituted for labels.
Contaminated laundry shall be handled as little as possible and shall be bagged or containerized
at the location where it was used and shall not be sorted or rinsed. Whenever contaminated
laundry is wet and presents a reasonable likelihood of soak-through or of leakage from the bag
or container, the laundry shall be placed and transported off campus in bags or containers which
prevent soak-through or leakage of fluids to the exterior. All students who have contact with
Revised 8.11.2024
contaminated laundry shall wear protective gloves and other appropriate personal protective
equipment.
Students who refuse to care for HIV/HBV/HCV Infected Clients
The Rhode Island College School of Nursing believes that professional nursing students have a
responsibility to provide care to all clients assigned to them and that refusal to care for an individual
with HIV, HBV, HCV or other infectious diseases 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:
1. Providing the most current information on occupational transmission of the viruses.
2. Providing thorough instructions on the ways students can prevent exposure.
Students who have been diagnosed with HIV/HBV/HCV
The following statements summarize the School of Nursing policy regarding HIV-infected students:
1. 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.
2. 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 his/her responsibilities, the School of Nursing will make a reasonable effort, if asked,
to accommodate the student. Should a problem arise, the nursing faculty will seek advice
according to the current Rhode Island College Handbook of Policies Practices and
Regulations.
3. HIV positive students are encouraged to seek competent medical and psychological
consultation early in the disease.
4. 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 his/her
HIV/HBV/HCV status will be accorded confidentiality by faculty and staff members in whom
he or she confides.
5. Students with known immune deficiencies are at an increased risk for hospital-acquired
infections. Clinical assignments for these students will be evaluated accordingly.
Exposure Incident Form – please see
Appendix B.
Exposure Control Plan – Post-Exposure Evaluation and Follow-up
A. Simulation Center/Nursing Resource laboratory (NRL)
Students exposed to blood or other body fluids in the Nursing Resource Laboratory:
1. 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.
Revised 8.11.2024
2. In addition to the above, the supervising faculty member is responsible for completing a
Rhode Island College School of Nursing Exposure Incident Report (Appendix B
.) and
submitting it to the Rhode Island College School of Nursing BSN Program Director within
24 hours.
3. 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.
B. 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 (Appendix B.
) 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.
https://stacks.cdc.gov/view/cdc/20711
Personal Protective Equipment
Personal protective equipment (PPE) includes isolation gowns, gloves, face shields, goggles, facemasks,
and other equipment to protect student nurses from injury, infection, or illness. When used properly,
PPE acts as a barrier to block transmission of infectious materials from blood, body fluids, or respiratory
secretions to your skin, mouth, nose, and eyes. PPE may also protect high-risk patients from exposure to
potentially infectious material. Together with hand washing, use of alcohol-based hand sanitizers, and
covering coughs and sneezes, PPE minimizes the spread of infection from one person to another.
https://www.nursingworld.org/practice-policy/project-firstline/on-the-go-resource/ppe/.
N-95 masks: students need to be fit-tested for N-95 masks annually.
Clinical Policies
Cardiopulmonary Resuscitation (CPR) Certification
Students must present evidence of AHA CPR certification at the start of the first clinical course (N223)
and every clinical course thereafter. Please note that the American Heart Association BLS Provider
certification is the only certification approved for the program.
CPR Courses are regularly offered by the American Heart Association (visit https://cpr.heart.org/en/cpr-
courses-and-kits/healthcare-professional/basic-life-support-bls-training for locations).
Background Criminal Identification
All incoming students must have a Background Criminal Identification (BCI) done through Castle Branch.
The BCI must be verified by the School of Nursing office prior to the first day of class. Additional requests
for background checks may be required by specific clinical sites.
Revised 8.11.2024
The following portal link will give students access to completing this process:
(https://portal.castlebranch.com/RH11
)
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.
Clinical Attendance
• Punctual attendance is required at all scheduled clinical experiences (including simulation) as
defined in the course syllabi and/or course schedule. Failure to be prompt, leaving early from
scheduled clinical experiences, or absenteeism, may result in a course failure and dismissal from
the program. Attendance and active participation in all clinical experiences as assigned is
essential to meeting course and program objectives and critical behaviors.
• Clinical attendance is mandatory. When absent, a student will be required to make-up the
clinical hours as directed by the clinical faculty. Missed clinical time puts a student at risk of a
clinical failure. In the event an instructor must dismiss a student from a clinical experience for
any reason, the occurrence will be counted as a clinical absence for the day.*
• Clinical tardiness is defined as arriving later than five (5) minutes after the designated start time
for any clinical experience. The second tardy occurrence will result in a clinical failure. A student
arriving to a lab/simulation session later than five (5) minutes after the designated start time
(per course schedule) will receive a clinical absence. At the faculty’s discretion, the student
may remain in lab/simulation to benefit from the experience. *
• Students missing clinical or anticipating tardiness for any reason are expected to notify the
faculty member prior to the clinical start time via a phone call to the clinical faculty, or as
instructed by the clinical faculty. Students missing clinical may also be required to contact the
clinical site based on the course syllabus.
•
Consistent with written regulations on class attendance for undergraduate students, the student is
reminded that the responsibility for fulfilling requirements of each class session rests with the
individual student. If a student is unable to meet any course requirement an immediate acceptable
explanation must be reported to faculty responsible for the course.
• A student not calling and/or not coming to any clinical experience as scheduled and who does
not notify their clinical faculty prior to the scheduled clinical shift will be considered a No
Call/No Show. This is considered an unexcused absence, and may constitute a clinical failure
which also results in a course failure. A student with two (2) or more unexcused absences
throughout the program will be dismissed from the program and will not be eligible for
readmission to the SON.
• All clinical absences and tardiness will be documented on the clinical evaluation and the student
will be issued a Student Performance Improvement Plan (SPIP
) for each occurrence.
*Any unforeseen or extenuating circumstances will be reviewed by the clinical faculty and the BSN
Program Director on an individual basis.
Revised 8.11.2024
Clinical Placements
Clinical learning provides students with the opportunity to carry out nursing care for persons of all ages
and in all stages of the health-illness spectrum. The School of Nursing retains the right to place and
schedule students in appropriate clinical settings. Although every effort will be made to place all
students, it is possible that in any given semester sufficient placements may not be available. Students
in clinical courses are responsible for their own transportation to the clinical area. Attendance at clinical
is mandatory. Students are expected to adhere to the policies of the clinical site as well as the School of
Nursing policy. Students may be required to prepare the day before clinical by obtaining information at
the clinical site.
Student Self-Identification of Risk Factors
Students with any condition such as, but not limited to pregnancy, viral infections, allergies, immune-
suppression, 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 the condition. This information should
be discussed with each clinical instructor prior to the start of the semester, or as soon thereafter 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.
Student Dress Code
Students in all clinical settings must wear a Rhode Island College name pin (available at Alexander’s
Uniforms). Students must also wear the hospital issued identification while in the clinical area, including
when they are obtaining clinical assignments. Badges must be worn on the upper torso and must be
clearly visible so identification is known to others. Pictures and names on badges should not be defaced
or obstructed. For infection control purposes, lanyards may not be used for identification badges.
Attire Standards
• Students will wear maroon scrubs that are neither too tight nor too loose: tops embroidered
with “Rhode Island College Onanian School of Nursing” (school logo available only at
Alexander’s Uniforms); straight leg pants only (jogger style pants not acceptable).
• White lab coats (optional) will have a Rhode Island College School of Nursing patch sewn on
the left sleeve 2 inches below the shoulder (available at Alexander’s Uniforms).
• Professional footwear (black or white) should be safe, clean, polished, in good condition,
and provide protection from hazards such as heavy objects, chemicals, and/or bodily fluid.
Nursing shoes/fluid-repellant only sneakers are acceptable for professional attire (i.e.,
Cloves). (Mesh sneakers are not acceptable). Open-toed and open-back footwear (i.e.,
Crocs) are also not acceptable.
• Clothing must be clean and neatly pressed. Skin of midriff, chest cleavage, and
underclothing must not be exposed or revealed.
• Denim “blue jean” type attire (i.e., pants, skirts, dresses) is unacceptable.
• Attire for specialty clinical sites will be according to agency policy and will be reviewed at
the start of the clinical experience by the clinical faculty.
Attire for Non-Clinical days
• Attire must follow all standards of professionalism as previously noted.
• White lab coats must be worn over either maroon scrubs or professional attire, particularly in
acute care clinical areas including days when students may pick up assignments.
Grooming Standards
Revised 8.11.2024
• 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).
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.
Transporting Patients
Under NO circumstances shall students transport patients in any motor vehicle.
Incident Reports in Clinical Settings
If an incident report is indicated in a clinical setting, it will be completed according to agency policy and either
an Exposure (Appendix B.) or Non-exposure (Appendix C.)
Incident report will be submitted to the BSN
Program Director 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 and becomes part of
the student’s file. The BSN Program Director will inform the Department Chairperson and the Dean of
Nursing. (
See also Exposure Control Plan.)
Student Performance Improvement Plan (SPIP)
If at any time a student’s performance in a course needs improvement, the student will be notified with a
written Student Performance Improvement Plan (SPIP) from the faculty (See Appendix D
).
Once signed by the student (students must sign regardless of agreement), a copy is given to the student and
sent to the BSN Program Director, who will then notify the student’s advisor, and a copy is placed in the
student’s file.
Revised 8.11.2024
Student Liability Insurance
Students who are actively enrolled as majors in nursing at Rhode Island College are covered by a
Medical Malpractice Policy by the Board of Governors for Higher Education. This should not be confused
with the College’s low-cost optional illness & accident insurance that provides benefits for any single illness
or injury which occurs during the period of September 1 to August 31.
Privacy Policy
During clinical rotations, students shall not intentionally be assigned to 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.
Social Media Policy
HIPAA-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 to 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. Google Drive), blogs and microblogs (e.g. Twitter), content communities (e.g.
YouTube), social networking sites (Facebook), 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 Principles for
Social Networking (American Nurses Association, 2011
).
ANA’s Principles for Social Networking
1. Nurses must not transmit or place online individually identifiable patient information.
2. Nurses must observe ethically prescribed professional patient — nurse boundaries.
3. Nurses should understand that patients, colleagues, institutions, and employers may view postings.
4. Nurses should take advantage of privacy settings and seek to separate personal and professional
information online.
5. Should bring content that could harm a patient’s privacy, rights, or welfare to the attention of
appropriate authorities.
6. 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 or 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.
Revised 8.11.2024
• Use PDAs and other 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. (Approved May 7, 2014)
Compliance Requirements
Prior to beginning clinical agency affiliations, all students need to complete the online Orientation Modules
and the facility specific information through the Centralized Clinical Placement (CCP)
. Sophomore level
students are informed of the process for completing the modules in N223 prior to the beginning of their first
off-campus clinical affiliation. Information regarding the process used to access the modules is updated every
semester and emailed to all other students prior to the beginning of each semester.
All students complete the following online orientation modules:
Module 1 - Basics of Student Placement
- Student Role & Responsibility
- Patient Rights
- Patient Confidentiality & HIPAA Education
- Detecting and Reporting Abuse
- Workplace Violence
- Safe Patient Handling
Module 2 - Nurse Core Competencies
- Competency Overview
- Patient Centered Care; Providing Population Care
- Safety; National Patient Safety Goals
- Alarm Fatigue
- Communication & Documentation
- Quality Improvement
- Adding Informatics and Technology
Module 3 - Infection Control & Prevention
- OSHA Blood borne Pathogens Standard
- Human Immunodeficiency Virus
- Hepatitis
- Tuberculosis
- Healthcare-Associated Infections
- Blood &/or Body Fluid Exposure Accidents
- Personal Protective Equipment
- Hand Hygiene
Module 4 - Environment of Care
- Fire & safety
- Electrical Safety
- Medical Waste
- Emergency Codes
- Emergency Preparedness
- Hazardous Communication
Revised 8.11.2024
- Latex Allergy
- Needle stick or Sharp Injuries
Students affiliating at select agencies also complete the Facility Specific Course/Modules at that time,
depending upon the courses and sections for which they are registered. The four (4) Common
Orientation modules need to be completed once a year, after July 1, every year.
The organizations that the SON partners with to provide you with clinical experiences require
evidence of completion of required documentation. Therefore, students are required to submit their
required clinical documentation by the due date set by the Clinical Administrator (which are PRIOR to
the start of the semester)
Failure to submit required documents by the specified due date will result in your inability to stay
enrolled in your clinical courses. This in turn will delay your progression in the program.
Selected College Policies
Rhode Island College Academic Standards
Academic integrity is the foundation of the academic community. 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 college. Individual schools may have
additional standards and policies related to academic honesty.
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 Academic Integrity Board; 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 follow:
(Adopted from Academic Honesty polices 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:
o 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 quotation marks.
Revised 8.11.2024
o 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.
o 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:
o Using books, notes calculators and technological devices in an unauthorized manner to
assist with quizzes, exams or lab work.
o Copying answers to an exam.
o Giving or receiving answers to a scheduled exam.
o Submitting work done by another individual and portraying it as one’s own.
• Providing false information:
o 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
clinical.
o Falsifying the results of any laboratory or clinical work or fabricating any data or information,
including patient related information.
o Giving false information or testimony in connection with any investigation or hearing under
this policy.
o Presenting previously submitted academic work and portraying it as new material.
o 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:
o 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. The student is
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. If the faculty member recommends action beyond the class, e.g., dismissal or academic
probation, the faculty member presents the accusation to the Academic Integrity Board and to the Dean of
the School of Nursing. A student accused of academic dishonesty by a faculty member has the right to appeal
to the Academic Integrity Board.
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.
Any student accused of academic dishonesty with sanctions imposed by the School of Nursing may appeal to
the Academic Integrity Board. This process is outlined in the College Handbook for students under Article VII
Violation of Law and College Discipline (available at:
https://www.ric.edu/department-directory/academic-
integrity-board).
Repeating Courses
a. Courses may be repeated only once. This policy applies to courses taken for undergraduate
credit unless subject to restrictions within undergraduate programs. W grades count as a
Revised 8.11.2024
repeat (https://www.ric.edu/department-directory/records-office/grades-and-standards
and https://www.ric.edu/documents/manual-academic-policies-and-procedures (page 16).
b. When a course is repeated, whichever grade is higher (original or repeat) will be calculated
in the cumulative grade point average. In order for the GPA to be adjusted, courses must be
repeated at Rhode Island College.
c. Nursing students who wish to repeat a nursing course for a third time, must petition to the
Student Outcomes Committee (see petition process above
) BEFORE submitting a petition to
the Academic Standing Committee (as noted below).
d. A student who wishes to enroll in a non-nursing course for a third time must request
permission to do so via petition (
https://www.ric.edu/documents/petition-academic-
standing-committee) to the Academic Standing Committee prior to registering for the
course. ** If the Academic Standing Committee approves the second repeat, the grade from
the second repeat, if higher, replaces the previous attempts in calculating the GPA.
**If a student needs to repeat a nursing course for a third time, the student needs to submit a petition to the
SON Student Outcomes Committee
first, await response, before submitting a petition to the ASC.
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 calling the General College Number
456-9500 or visiting the College website. Calling the School of Nursing office is not appropriate. Students are
encouraged to sign up for text alerts through MyRIC Online. The link below offers more information on class
cancellations.
https://www.ric.edu/department-directory/facilities-and-operations/grounds-
maintenance/class-cancellation/college-closing
Rhode Island College School of 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.
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.
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.
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.
Revised 8.11.2024
Simulation Guidelines for Students
What is simulation?
Simulation is a method of learning that provides the learner an opportunity to practice how to intervene
in a real-life patient encounter. Simulations may occur in the classroom with peers using a problem-
based case study, in the dorm/home using a computer or web-based program, or in the simulation
spaces using either a low-fidelity or a high-fidelity patient simulator. Simulations provide a safe
environment where mistakes can be made without causing harm to a real patient. Simulation practice
promotes clinical judgement.
How can you get the most out of simulation?
· Enter into the spirit of the story act as if the patient/problem were real.
· Keep simulation details confidential- don’t disclose simulation experiences. This will reinforce the
importance of adhering to HIPAA and is an extension of the academic honesty policy.
What does simulation do for me?
· Provides clinical experiences that you might not have
· Decreases clinical performance anxiety
· Develops increased confidence
· Turns mistakes into an opportunity for learning
· Provides opportunities to experience challenging situations in a safe environment.
· Promotes development of professional clinical judgement
The SimMan 3G™, ALS ™, and SimPad ™ Simulators are designed to:
· Enhance training realism, or true “simulation” in teams
· Mimic real-life patient care in a controlled and safe environment
· Facilitate learning how to behave in a real-life emergency
The patient/simulator features, controlled by your instructor, allow you to assess and reassess patient
vital signs, manifestations and feedback of your patient such as:
· speaking voice/response
· tears, sweat, drool, nasal and/or ear drainage, cyanosis, and tremors (SimMan3G™ only)
· spontaneous breathing/variable respiratory rate/visible chest rise and fall (SimMan3G™, ALS™,
Sim Mom™, Sim Junior™, Laerdal© Baby Sim™ and SimPad™)
· independent right and left lung sounds
· bowel sounds
· heart sounds synchronized with ECG
· blood pressure that can be take automatically, palpated and/or auscultated
· automatic pulses (left brachial, bilateral radial, carotid, dorsalis pedis, posterior tibial and
femoral) synchronized with ECG or compressions (SimMan3™, Sim Junior™, and Laerdal © Baby)
Other activities that can be performed on simulator:
· external pacing/defibrillation/cardiac monitoring-3 lead ECG monitoring or via defibrillator
paddles (SimMan3G™ only)
· insertion of urinary catheter
· injection of medications, evaluation of dose
· insertion of catheter in multi-venous IV arm (right only)
· regulating intravenous fluid administration
Partial Task Trainer Simulators
Revised 8.11.2024
· Vascular access trainer arms (adult and pediatric)
· Arterial Arm Trainer
· SimScope ® computerized stethoscope
· Surgical Models
· Pelvic Models
· Central Line Models
· Pelvic Models
· Urinary Insertion Models
You may experience some degree of stress from the experience due to
· practicing in an unfamiliar setting
· uncertainty of the experience itself
· application of recently learned skills (novice)
· possibility of patient/simulator suffering a negative outcome
What is debriefing?
Debriefing should occur immediately after the simulation. In debriefing, learners reflect on their
experience, evaluate their performance and set goals for improvement. It is said that in debriefing, is
where the real learning takes place.
Purpose of debrief
A. Provide opportunity for valuable, timely feedback
B. Provide opportunity for students to evaluate individual and team performance
C. Provide opportunity for eye opening experience (deep learning) using video debrief
D. Provide time for questions and answers
E. Provide time for guidance and coaching
F. Ensure that learning objectives have been met
G. Ensure that simulation was a positive learning experience
H. Handle emotional or psychological issues that arise
General Guidelines
Manikin Etiquette
· Identify with 2 patient identifiers each time.
· Wash hands prior to touching the manikin.
· Wear gloves when working with the manikin.
· Ask for help if uncertain.
· Respectfully treat the manikin as if he/she were a real person.
· Do not do mouth-to-mouth respirations on the manikin.
· Do not use a felt tipped marker, ink pen, acetone, iodine, staining ink or newsprint on the
manikins.
· Do not introduce any fluids into the torso area or left (BP) arm on the manikin. However, IV
medications can be given in the right arm of the 3G manikin.
· Maintain clinical dress code when working with the manikin.
Simulation and Scenario Guidelines
· Treat the scenario as if it were a real patient interaction.
· Follow quality of life, confidentiality, national patient safety goals and infection control
standards.
· Please ask if you need additional equipment. The equipment and monitoring needed for the
scenario should be readily available.
Revised 8.11.2024
· Actively participate in the simulation and provide support and encouragement for those
around you.
· Perform as a team. Remember to communicate clearly with one another. Use ISSBAR (Identify
Self, Situation, Background, Assessment, and Requests/recommendations) to report information
to team members such as providers as needed for patient care.
· Watch and learn if you are asked to play the observer. Formalized observer roles result in
vicarious learning as long as the observer learner has direction.
· Fully engage in role that you are given by faculty prior to the onset of scenario.
· Confidentiality is expected of all students. Remember the maxim, “What happens in the
simulation stays in the simulation.”
Simulation practice and self-directed learning. Please ask your course faculty for a listing of OPEN LAB
hours.
Resources
Scholarships
Students enrolled as nursing majors in the Zvart Onanian School of Nursing are eligible to apply
for a number of annual scholarships. For scholarships requiring demonstrated financial need, a
FAFSA must have been submitted. Information about Scholarships is available here.
Work Study
The School of Nursing hires students who are eligible for work study. Students may work in the
Simulation Center/Nursing Resource Lab. Students interested in this option should contact the
SON Administrative Assistant at 456-8014 for information.
Financial Aid
The Office of Student Financial Aid (Building #3 East Campus) at the College administers a
program of grants, loans and part-time employment opportunities for students who require
financial assistance. Their phone number is 456-8033.
Communication via email
The School of Nursing website presents detailed information for students about academic
programs, faculty, scholarships, student organizations, alumni, and upcoming events. Students
automatically receive a Rhode Island College email account upon registering for classes.
Information about how to log on to your student email account is available here.
RIC email accounts will be used as an official form of notification to RIC students. Students are
encouraged to check email frequently, since messages may be sent by advisers and/or instructors
and other campus officials.
Bulletin Boards
The official School of Nursing bulletin boards are located in the hallway on the 100- level of the
Fogarty Life Science Building near FLS 145 and at the Nursing Education Center (NEC) in the
2
nd
floor student lounge. Official notices of meetings and events are posted on these boards. The
bulletin boards located in the FLS Student Lounge are used for notices and items of interest to
students. These are allocated to the Student Advisory Committee, the Student Nurses’
Association (SNA), Multicultural Student Nurse Organization (MSNO) and one is used to post
local employment opportunities. Students and faculty post items at their discretion on these
Revised 8.11.2024
bulletin boards. No notices are to be posted on corridor walls. Electronic bulletin boards are also
available in these locations as well.
*During remote learning situations, notices will be sent out via email by the Nursing offices at
FLS and RINEC, which is a reminder for all students to check their email frequently.
College Catalog and Student Handbook
The College Catalog 2024-2025 and The Rhode Island College Student Handbook are important
sources of information for students. These publications are available at: college-catalog
.
The Rhode Island College Manual of Academic Policies & Procedures can be accessed at:
https://www.ric.edu/documents/manual-academic-policies-and-procedures
Additional Resources:
Academic Success Center Adams Library, Level 1 456-8083
The Writing Lab Adams Library, Level 1 456-8141
The Counseling Center Browne Hall 1
st
floor 456-8094
Learning for Life Adams Library, Level 1 456-6320
Military Resource Center Student Union, 205 456-8449
HOPE Scholarship
Awards
Nursing Faculty Award for Academic Excellence
The Nursing Faculty Award for Academic excellence is given to one basic baccalaureate and one
graduating Registered Nurse student in each graduating class.
Nursing Faculty Award for Service Excellence
The Nursing Faculty Award for Service Excellence to the School of Nursing, the College and/or
community is given to one graduate in each graduating class.
The committee overseeing awards seeks nominations from faculty and senior students. After a
review of each nominee’s application, the faculty selects the recipients for the Scholarly
Achievement and Service Awards based on specific criteria. Award recipients receive an award
at the Pinning Ceremony.
Student Organizations/Committees
Student Nurses’ Association
The Rhode Island College Student Nurses’ Association is a group comprised of members of the
Rhode Island College Community who are interested in Nursing. The purpose of the group is to
inform the student body of the nature of professional nursing, to provide a forum for
investigation of issues in health care, and to speak for better health in the College community.
The group functions according to provisions in its constitution and is supported by the Student
Parliament of the College.
Revised 8.11.2024
National Student Nurses’ Association
The National Student Nurses’ Association (NSNA) is a pre-professional student nurse
organization. Rhode Island College’s student nurse association (RICSNA) became an
established chapter in the spring of 1987. Any student who is a Nursing IM or nursing major is
eligible for membership to NSNA.
Multicultural Student Nurse Organization
The Multicultural Student Nurse Organization (MSNO) is made up of Latinx, Asian, African-
American, African, and Indigenous students of color. MSNO believes that the School of
Nursing, which places cultural competence as a requisite skill, will be better equipped to prepare
students for real-world situations by closely working with an organization of students who live
these experiences daily. MSNO’s mission is to serve as student leaders, advocates and mentors
for nursing students of color at Rhode Island College to ensure that they are equipped with equal
opportunity and adequate resources to successfully complete the nursing program.
Sigma Theta Tau International Honor Society of Nursing
Sigma Theta Tau International Honor Society of Nursing, now known as Sigma has established
Delta Upsilon at-large Chapter with the University of Rhode Island, Rhode Island College, Salve
Regina University and New England Institute of Technology RN-BSN program. The purpose of
Sigma is 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.
Candidates shall be elected from students who have completed at least one-half of the required
nursing component of the baccalaureate curriculum. Candidates shall have a grade average of at
least 3.0 on a 4.0 scale and shall rank not lower than the highest 35% of their class in
scholarship. Induction takes place in the spring of each year. Students who are eligible will be
notified and invited to apply for membership early in the spring semester.
Student Advisory Committee
The Student Advisory Committee membership shall consist of:
1) Student Nurses Association President
2) R.I.C. National Student Nursing Association President
3) Parliament representative
4) Four members-one each from the sophomore, junior, senior level and one R.N.
student
The functions of the Student Advisory Committee shall be to:
1) Provide ongoing communication between the entire nursing student body and faculty.
2) Actively solicit student input on matters bought to SAC by the Chairperson and Dean.
3) Relay issues and/or concerns of the nursing students to the Chairperson and Dean, and
in turn inform the nursing students of the results or outcome.
4) Promote involvement of nursing students in professional and community
organizations.
5) Foster an increased sense of responsibility among the nursing student body in
academic, programmatic and professional matters.
Revised 8.11.2024
School of Nursing Committee Participation
Students are invited to participate on SON committees at the beginning of each academic year.
*In addition to the content of this undergraduate handbook, as a student, you are subject to
any and all agreements/contractual terms of all placements.
Revised 8.11.2024
APPENDIX A. HEALTH & IMMUNIZATION REQUIREMENTS
Rhode Island College
Center for Health & Wellness-Health Services
Browne Hall (401) 456-8055 Option #5
Nursing: Health & Immunization Requirements
Directions: All Nursing Students must have the following information submitted. Log into the
Medicat® Patient Portal. Log in to your MyRIC Account, external links, then Medicat® Patient
portal to input and load your documents.
Student: __________________________________________________ ID #_________________________
_____ An Admission Physical Exam
_____ COVID-19 vaccination required (1-2 doses based on manufacturer of vaccine)
AND one Booster: ___/___/____ Select: ______Moderna ______Pfizer ______ J & J
OR
_____ COVID-19 Bivalent vaccine
_____ One dose of Tetanus-Diphtheria-Pertussis (Tdap) within 10 years.
_____ Two MMR’s (Measles, Mumps, Rubella) or blood titers confirming immunity.
_____ Three doses of Hepatitis B vaccine. A Hepatitis B Surface Antibody titer to
confirm seroconversion is recommended 1-2 months after the final dose.
_____Provider documented proof, including date or age, of Chicken Pox disease or a
Varicella titer confirming immunity or two doses of Varicella vaccine.
_____Annual QuantiFERON Gold (QTF) negative blood test
or an initial 2-step PPD** tuberculin skin test and yearly PPD updates (or Chest X-
Ray if PPD positive and yearly TB assessment form, which is completed at Student
Health Services).
_____ Flu vaccine each fall semester.
_____ Color Blind Testing
**2-Step PPD – two separate TB tests planted at least one week apart but not more than a year
apart prior to entering nursing clinical.
Revised
7/2023
Revised 8.11.2024
APPENDIX B. EXPOSURE INCIDENT REPORT
RHODE ISLAND COLLEGE – ONANIAN SCHOOL OF NURSING
EXPOSURE INCIDENT REPORT
Student’s Name:_____________________ Faculty Name: _____________________
Date: __________________ Location of Exposure: ___________________________
Nursing Course: _________________
SUMMARY OF EXPOSURE INCIDENT (Describe circumstances of exposure incident and
results of immediate follow-up, i.e. blood testing of student/source of contact):
FOLLOW-UP:
The Agency representative has informed the student of the results of the medical evaluation and
told him/her of any medical conditions which may result from exposure to blood or other
potentially infectious materials which require further evaluation or treatment. A copy of this
document has been provided to the student.
Agency Name: ______________________________________ Date: _________________
Agency Representative Name: __________________________ Date: _________________
I have been given a copy of the CDC, US Public Health Service Guidelines for the Management
of Occupational Exposure to HBV, HCV, and HIV and Recommendations for Post exposure
Prophylaxis. (May 23, 2018)
A copy of this document has been provided to the student and to the BSN Program Director.
SIGNATURES:
Student: _______________________________ Date: ______________
Faculty: _______________________________ Date: ______________
Revised 8.11.2024
APPENDIX C. NON-EXPOSURE INCIDENT FORM
RHODE ISLAND COLLEGE – ONANIAN SCHOOL OF NURSING
NON-EXPOSURE INCIDENT REPORT
Student’s Name: ______________________________ Date: ___________________
Nursing Course: ______________ Faculty Name: _______________________________
Date of Incident: _________ Time of Incident: _______ Location of Incident: ___________
SUMMARY OF INCIDENT:
Who was notified regarding the incident?
Campus Police________
Health Services_______
Agency Security_______
Human Resources______
Other________________
FOLLOW-UP/ACTION PLAN:
Was an incident report filed at the site of the incident? [ ] Yes [ ] No
Site Name: _________________________________________
Site Representative Name: _________________________________
A copy of this document has been provided to the student and to the BSN Program Director,
and site representative.
SIGNATURES:
___________________________________ ______________________
(Student) (Date)
___________________________________ _______________________
(Faculty) (Date)
Revised 8.11.2024
APPENDIX D. STUDENT PERFORMANCE IMPROVEMENT PLAN
