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Graduate Nursing Department

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Work with leaders in the nursing field to further your career and redefine excellence in advanced nursing practice. Our expert faculty are with you every step of the way as you enter the dynamic field of nursing and health professions.

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

 

10/15/18

Meet the Authors

Please join Laura N. Gitlin, PhD, FAAN and Nancy A. Hodgson, PhD, as they celebrate the publication of their new book, Better Living With Dementia: Implications for Individuals, Families, Communities, and Societies (Academic Press).

Better Living With Dementia -  Implications for Individuals, Families, Communities and Societies by Laura N. Gitlin and Nancy Hodgson

Wednesday, November 28, 2018

5:00 - 5:30 p.m. Networking Reception
5:30 - 7:00 p.m. Formal program
7:00 p.m. Dessert and coffee service

Mitchell Auditorium
The Bossone Research Enterprise Center

Drexel University
3140 Market Street Philadelphia (Map)

This free event is open to the public, but we request that you RSVP.

Following the networking reception at 5 p.m., we will host presentations and discussions on changing dementia care in Philadelphia moderated by Marie Savard, MD, former ABC News medical contributor.

Setting the Stage for Improving Dementia Care in Philadelphia

Laura N. Gitlin, PhD, distinguished University professor and dean of the Drexel University College of Nursing and Health Professions

Nancy A. Hodgson, PhD, the Anthony Buividas Term Chair in Gerontology and associate professor of nursing at the University of Pennsylvania School of Nursing

Jason Karlawish, MD, contributing author, professor of medicine, medical ethics and health policy and neurology, at the University of Pennsylvania Perelman School of Medicine as well as co-director of the Penn Memory Center

Panel Discussion: Caregivers and Healthcare Professionals as Ambassadors for Change

Caregiver: Yvonne Latty, director of the reporting New York and reporting the National programs at New York University’s Carter Journalism Institute

Dance/Movement Therapist: Natasha Goldstein-Levitas, MA, BC-DMT ’02, board certified dance/movement therapist and senior and dementia care advisor

Physician: G. Peter Gliebus, MD, interim chair of the department of Neurology, director of the Memory and Cognitive Disorders Center, Drexel Neurosciences Institute, as well as director of the Behavioral Neurology and Neuropsychiatry Fellowship Program

RSVP HERE

Following the program, Drs. Gitlin and Hodgson will be on hand to sign your copy of their book. Either bring your copy or purchase it on site from Drexel’s Barnes & Noble Bookstore team. Most major credit cards accepted.

For more information about the event, contact Rachel Barnett at 267.359.5936.

College of Nursing and Health Professions
Penn Nursing • University of Pennsylvania School of Nursing
AARP Pennsylvania 

Continue the conversation with Drexel University College of Nursing and Health Professions’ new AgeWell Collaboratory, a center without walls, bringing together community-based agencies, scholars, policy makers and educators committed to addressing key health challenges facing aging individuals and their families through interprofessional research, education and practice.

Mark your calendar for upcoming AgeWell Collaboratory meetings in 2019.

  • February 19
  • May 16
  • October 2

For more information about the AgeWell Collaboratory, send a brief message to agewell@drexel.edu.

08/14/18

Citizens Bank Park Commencement 2018The tradition continues as the all-University Commencement ceremony was held for the third straight year under the bright lights of Citizens Bank Park. This video captures not only the excitement of the day, but also the essence of the Dragon.

Hollywood legend M. Night Shyamalan addressed the new graduating class and issued a challenge for our graduates to go out and change the world. We're looking forward to witnessing all the incredible achievements of our CNHP alumni!

04/23/18

Joyce Welliver, RN, MSN, CRNP (CERT, Nursing,`98) will be spotlighted in an upcoming issue of Worldwide Leaders in Healthcare published by the International Nurses Association.
 
Carol Hammal (MA, Art Therapy & Counseling, `15) was interviewed by Second Lady Karen Pence, wife of U.S. Vice President Mike Pence, for the White House's website. Ms. Hammal, an art therapy consultant at Egypt's renowned Behman Hospital, is recognized as the only art therapist in Egypt and has been a pioneer in bringing art therapy academic programming to her country. She has also given a TEDx talk in 2015.
 
Nina Multak, PhD, MPAS, PA-C (PA `88), associate clinical professor in the Physician Assistant Department at Drexel, joined the board of directors of the Society for Simulation in Healthcare (SSH) as an at-large member. 
 
DeAnna Harris-McKoy (MFT `09), couple and family therapist and assistant professor at Texas A&M University Central Texas, joined the YWCA Greater Austin board of directors as a member-at-large.
 
Kim F. Simmons (PMC, Nursing,`17) joined the urology department at Guthrie Hospital in Sayre, Pennsylvania with a special interest in inpatient urology.
 
Rosemary Dunn, RN, DrNP(c) (MSN `95; DrNP `11) will be retiring as chief nursing officer of Hahnemann University Hospital on April 1.
 
Terraca Holmes (MSN `15) became chief nursing officer at Tenet Healthcare, according to a LinkedIn update. She is also the director of nursing at Tenet Healthcare.
 
Kimberly Talley (ASN `90, BSN `96, MSN `03), vice president of Patient Care Services at Christiana Care Health System, was part of the first cohort of Penn's Fels Institute of Government board governance program.
 
Dwayne Richardson, RT(R), CRA, RN (MSN `07) joined Carroll Hospital in Westminster, Maryland as senior vice president of operations. Mr. Richardson most recently served as COO at Placentia-Linda Hospital in Placentia, California. He previously served as radiology director at Hahnemann University Hospital in Philadelphia and cardiopulmonary services director at University Medical Center at Princeton.
 
Karen Lambert, DPT (MPT `00, DPT `14) gave a presentation called "Aging in Place" at a "Tuesday Talk" event at New Hanover Library in New Hanover, North Carolina.
 
Karen Snyder (PMC Nursing `18) joined St. Luke's University Health Network's Pennsburg Family Practice in Pennsburg, Pennsylvania as a nurse practitioner.
 
Joanne McGovern (MSN `15) has been promoted to senior vice president of patient care services at Cancer Treatment Centers of America in Philadelphia. She also serves as chief nursing officer.
 
Kelly Ann Milligan, ACNP (MSN `99) will be featured in The International Nurses Association upcoming publication of the Worldwide Leaders in Healthcare. Ms. Milligan is a board certified acute care nurse practitioner at Pennsylvania Hospital in Philadelphia and is a distinguished member of the American Association of Nurse Practitioners.
 
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