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Technical-Standards-Nursing

TECHNICAL STANDARDS FOR ADMISSION, ACADEMIC PROGRESSION, AND GRADUATION

The goal of the College's nursing programs is to prepare every student to think critically, and practice nursing competently and compassionately in rapidly changing practice environments. All efforts are designed to build nursing knowledge, enhance nursing practice and patient safety, foster professional integrity, and ultimately improve the health outcomes of patients, families, and communities across the continuum of care. In addition, certain functional abilities are essential for the delivery of safe, effective nursing care during clinical training activities. Therefore, the faculty has determined that certain technical standards are requisite for admission, progression, and graduation from the nursing programs.

In addition to classroom learning, clinical learning occurs throughout the program and involves considerations (such as patient safety and clinical facilities) that are not present for classroom accommodations. For this reason, any applicant or student who seeks accommodations prior to or immediately after enrolling in the nursing programs must also request an assessment of the types of reasonable accommodations needed for the clinical training component of the program.

An individual must be able to independently, with or without reasonable accommodation, meet the following technical standards of general abilities and those specifically of (1) observation; (2) communication; (3) motor; (4) intellectual, conceptual, and quantitative abilities; (5) essential behavioral and social attributes; and (6) ability to manage stressful situations. Individuals unable to meet these technical standards, with or without reasonable accommodation, will not be able to complete the program and are counseled to pursue alternate careers.

General Abilities: The student is expected to possess functional use of the senses of vision, touch, hearing, and smell so that data received by the senses may be integrated, analyzed, and synthesized in a consistent and accurate manner. A student must also possess the ability to perceive pain, pressure, temperature, position, vibration, and movement that are important to the student's ability to gather significant information needed to effectively evaluate patients. A student must be able to respond promptly to urgent situations that may occur during clinical training activities and must not hinder the ability of other members of the health care team to provide prompt treatment and care to patients.

Observational Ability: The student must have sufficient capacity to make accurate visual observations and interpret them in the context of laboratory studies, medication administration, and patient care activities. In addition, the student must be able to document these observations and maintain accurate records.

Communication Ability: The student must communicate effectively both verbally and non-verbally to elicit information and to translate that information to others. Each student must have the ability to read, write, comprehend, and speak the English language to facilitate communication with patients, their family members, and other professionals in health care settings. In addition, the student must be able to maintain accurate patient records, present information in a professional, logical manner and provide patient counseling and instruction to effectively care for patients and their families. The student must possess verbal and written communication skills that permit effective communication with instructors and students in both the classroom and clinical settings.

Motor Ability: The student must be able to perform gross and fine motor movements with sufficient coordination needed to perform complete physical examinations utilizing the techniques of inspection, palpation, percussion, auscultation, and other diagnostic maneuvers. A student must develop the psychomotor skills reasonably needed to perform or assist with procedures, treatments, administration of medication, management and operation of diagnostic and therapeutic medical equipment, and such maneuvers to assist with patient care activities such as lifting, wheel chair guidance, and mobility. The student must have sufficient levels of neuromuscular control and eye-to-hand coordination as well as possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving, and physical exertion required for satisfactory and safe performance in the clinical and classroom settings including performing CPR, if necessary. The student must possess the ability of manual dexterity that would be required for certain activities, such as drawing up solutions in a syringe.

Intellectual, Conceptual, and Quantitative Abilities: The student must be able to develop and refine problem-solving skills that are crucial to practice as a nurse. Problem-solving involves the abilities to measure, calculate, reason, analyze, and synthesize objective and subjective data, and to make decisions, often in a time urgent environment, that reflect consistent and thoughtful deliberation and sound clinical judgment. Each student must demonstrate mastery of these skills and possess the ability to incorporate new information from peers, teachers, and the nursing and medical literature to formulate sound judgment in patient assessment, intervention, evaluation, teaching, and setting short and long term goals.

Behavioral and Social Attributes: Compassion, integrity, motivation, effective interpersonal skills, and concern for others are personal attributes required of those in the nursing programs. Personal comfort and acceptance of the role of a nurse functioning under supervision of a clinical instructor or preceptor is essential for a nursing student. The student must possess the skills required for full utilization of the student's intellectual abilities; the exercise of good judgment; the prompt completion of all responsibilities in the classroom and clinical settings; and the development of mature, sensitive, and effective relationships with patients and other members of the health care team. Each student must be able to exercise stable, sound judgment and to complete assessment and interventional activities. The ability to establish rapport and maintain sensitive, interpersonal relationships with individuals, families, and groups from a variety of social, emotional, cultural and intellectual backgrounds is critical for practice as a nurse. The student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in the classroom and clinical settings; effectively interact in the clinical setting with other members of the healthcare team; and learn to function cooperatively and efficiently in the face of uncertainties inherent in clinical practice.

Ability to Manage Stressful Situations: The student must be able to adapt to and function effectively to stressful situations in both the classroom and clinical settings, including emergency situations. The student will encounter multiple stressors while in the nursing programs. These stressors may be (but are not limited to) personal, patient care/family, faculty/peer, and or program-related.

News & Events

 

01/15/21

We will honor, on January 18, 2021, the life and legacy of Dr. Martin Luther King, Jr. This holiday has been a national day of service—a “day on, not a day off”—to improve our communities for the past 26 years.

We still feel the weight of how much more there is to be done even 52 years after Dr. King's death. Every day for CNHP is a “day on” because we are passionate about social justice and the minimizations of health disparities and health inequities. CNHP is committed to our students, alumni, faculty and professional staff and have long honored this day through service.

Image with a photo of Dr. Martin Luther King Jr and a quote: Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be, and you can never be what you ought to be until I am what I ought to be. Dr. King wrote about race relations in a way that was mutually beneficial, writing from the “Letter from Birmingham Jail;” In a real sense all life is inter-related. All men are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be, and you can never be what you ought to be until I am what I ought to be. This is the inter-related structure of reality.

His words are especially relevant today: “I have tried to make clear that it is wrong to use immoral means to attain moral ends. But now I must affirm that it is just as wrong, or even more so, to use moral means to preserve immoral ends. In summary there is never the wrong time to do the right thing and to grow from our mistakes."

These tools, Six Steps for Nonviolent Social Change, shared by the King Center resonate with me deeply as a social change agent.

  1. Information gathering.
  2. Education.
  3. Personal commitment.
  4. Negotiation.
  5. Direct action.
  6. Reconciliation.

These tenets are to be reflected in our mission within diversity, equity and inclusion, the course learning objectives and our actions as students, alumni, faculty, professional staff and partners. I must add for a point of reflection: Own your own stuff so that change can occur; I know I do!

Appreciate you as social change agents,

Veronica Carey, PhD
Assistant Dean of Diversity, Equity, and Inclusion

01/14/21

December 9, 2020

When the announcement about a new home for the College of Nursing and Health Professions was made in May 2019, no one could have imagined that construction would be delayed by a global pandemic. It was expected that groundbreaking would be in spring 2020 with a substantial completion delivery of mid-2022. Beginning in late July, it is still the hope to maintain the same timeline.

Google Earth screenshot of the location of the Drexel Academic Tower

With CNHP being the first occupants of the new facility, some of the College of Medicine’s administrative functions, the Graduate School of Biomedical Sciences and Professional Studies and its first- and second-year medical program will join the College in phases. President Fry, in a message to the University in late 2019, said “at the new academic building, many of Drexel’s health-related programs will be under one roof, enhancing opportunities for interdisciplinary education in a facility that affords health sciences students, faculty and professional staff the best possible environment for continued development and growth.”

01/14/21

Searching for Solutions: Diving into the Ripple Effects of Global Disruption builds upon the success of the CNHP Board of Global Healthcare Engagement’s first virtual conference entitled Disrupting the Global Pandemic: Nursing Stories from the Forefront. This upcoming event will delve deeper into the emerging opportunities for frontline healthcare workers abroad and locally to influence care delivery and policy during the pandemic.

This virtual conference, on January 21 from 9:00 to 10:30 a.m., is part of an ongoing series, “Global Perspectives” sponsored by the College of Nursing and Health Professions (CNHP), Board of Global Healthcare Engagement in collaboration with Drexel’s Office of Global Engagement.

Graphic of binoculars with globes in the eyepiece

This presentation are the results of a collaboration in which we’ve asked global healthcare stakeholders to describe current disruptions in their respective countries on video. Three CNHP faculty members analyzed those clips for common themes. Those that emerged are social/cultural disruptions, economic effects and political upheavals, and struggles with mental health.

A five-minute compilation of stakeholders’ responses will be shown followed by a faculty-facilitated discussion of each theme elaborating on questions arising from the recording. Panelists will include the global stakeholders who will elaborate on the material presented as well as answering questions which arise base on the presentations.

Fran Cornelius, PhD, the assistant dean of Teaching, Learning and Engagement, will open up the event with an introduction and overview of this work. Jane Greene Ryan, PhD, associate professor of nursing, Omolabake Fadeyibi, MSN, an instructor of health assessment and community health, and Sandra Friedman, CNM, an assistant clinical professor of nursing, will tackle the themes.

Friedman, the lead for this event, says it highlights Drexel’s deep commitment to engage the global community in an open discussion forum. “We look to help our community at-large, be globally inspired and connect in a meaningful way,” she shared. Members of the board have worked diligently this year to point out the incredible efforts of health professionals on the front line during. “This event, like many planned by the board, explores these lived experiences,” she added.

The Board of Global Healthcare Engagement aims to promote existing opportunities and to identify and foster new programming and funding for global healthcare engagement for CNHP students, faculty and staff. The Board meets monthly, and all members are actively engaged in unique projects just like this.

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