College of Nursing All Student Handbook 2022-2023
This handbook is focused on policies, procedures, and information for you as a student, whether undergraduate or graduate. The 2022-2023 handbook is currently under review, however, new and revised policies are being published as they are approved. The policies posted in the 2022-2023 Handbook supersedes policies in the previous year document. Please direct any questions about the handbook to firstname.lastname@example.org.
The Student Handbook provides information regarding policies and procedures for students enrolled at the College of Nursing except for PhD students who follow the policies and procedures established by the CU’s Graduate College. CU Nursing must conform to all CU policies. CU, however, leaves several options available to individual colleges/schools.
This policies listed in the student handbook complies with the guidelines of the University of Colorado System and CU Anschutz campus including, but not limited to the Family Educational Rights and Privacy Act (FERPA), CU Information Technology Services Rights and Responsibilities, CU Use of Electronic Mail Policy, and CU AMC Student Rights to Educational Record Privacy.
The Family Educational Rights & Privacy Act (FERPA), 20 U.S.C § 1232g; 34 CFR Part 99, is a federal law that guides the release of students’ education records, of which disciplinary records are a part. For additional information about FERPA, see http://www.ed.gov/ policy/gen/guid/fpco/ferpa/index.html or visit the CU Registrar’s Office website.
CU is committed to maintaining a positive learning, working, and living environment. In pursuit of these goals, CU will not tolerate acts of sexual harassment or related retaliation against or by any employee or student. To report violations of the University Policy on Sexual Harassment or obtain additional information, you can contact the CU Anschutz Medical Campus Office of Equity.
College of Nursing students are expected to be familiar with the content of the Student Handbook as well as the information in the University Catalog. A student is defined as any person enrolled in courses at the College including non-degree courses. If any item in the Student Handbook or University Catalog is not clear, it is the student’s responsibility to seek clarification.
The Student Handbook is evaluated and updated by the Student Affairs Committee (SAC). The SAC includes undergraduate and graduate faculty members, student representatives, and other key individuals from the CU Nursing. Students and faculty are invited to give suggestions for improving the handbook by submitting ideas in writing to SAC representatives. This Handbook is published electronically annually with revisions as required.
This Student Handbook is intended to be a resource to assist you in your educational journey and provides information related to student policies and other important documents.
Students are to reference the Handbook for the most up-to-date guidelines and information. Any formatting or content discrepancies should be verified with a faculty member or Program Director.
The University of Colorado Anschutz Medical Campus is accredited by the Higher Learning Commission of the North Central Association of Colleges and Secondary Schools and recognized by all major accrediting agencies.
The Bachelor of Science in Nursing degree program, Master of Science in Nursing degree program, Doctor of Nursing Practice program, and post-graduate APRN certificate program at the University of Colorado College of Nursing are accredited by the Commission on Collegiate Nursing Education (CCNE) and the Accreditation Commission form Midwifery Education.
The College of Nursing maintains the following memberships:
President, University of Colorado
Donald M. Elliman, Jr.
Chancellor, University of Colorado Anschutz Medical Campus
Elias Provencio-Vasquez, PhD, RN, FAAN, FAANP
Dean and Professor
Amy Barton, PhD, RN, FAAN, ANEF
Senior Associate Dean for Faculty and Students
Professor, Daniel and Janet Mordecai Endowed Chair in Rural Health Nursing
Rosario Medina, PhD, RN, FNP-BC, ACNP, CNS, FAANP
Associate Dean of Clinical and Community Affairs
Kelly Stamp, PhD, NP-C, RN, CHFN-K, FAHA, FAAN
Associate Dean of Academic Programs
Teresa Hernandez, PhD, RN
Associate Dean of Research and Scholarship
Anthony Airhart, BBA
Associate Dean of Finance and Administration
Peggy Jenkins, PhD, RN, CNE
Sr. Assistant Dean of Academic Programs and Assistant Dean of Graduate Programs
Jacqueline Jones, PhD, RN, FAAN, FRCNA
Assistant Dean of PhD Program
Laura Rosenthal, DNP, ACNP, FAANP
Assistant Dean of DNP Program
Tammy Spencer, DNP, RN, CNE, ACNS-BC, CCNS
Assistant Dean of Undergraduate Programs
The CON, as an integral part of CU, is dedicated to the pursuit of higher learning grounded in the arts, sciences, and humanities. The CON shares the missions of CU: (a) improving human health by educating health practitioners (i.e., education), (b) delivering exemplary health care (i.e., practice), and (c) conducting research in the health sciences (i.e., research). In pursuit of its three-fold mission, the CON focuses on nursing-specific education, practice, and research. CU and the CON serve diverse communities, recognizing and appreciating each and every culture’s unique value and rich history.
In service of the CON educational mission, CON faculty members instantiate their belief that higher education must prepare nurses for professional/discipline-related roles by developing, updating, and implementing a curriculum that emphasizes relational, reflective, responsive, respectful, and caring practice. Thus, the faculty believes in the equivalent importance of undergraduate nursing education, graduate nursing education, and education preparing entry-level nurses with a professional doctorate. The faculty believes that, to benefit society, nursing education must perform the following functions: (a) prepare nurses who advocate for social justice; (b) be responsive to evolving social needs and changing local, national, and global health care environments; and (c) promote reflective practice and leadership for social change with inherent reciprocity among nursing practice, theory, and research in all educational programs. The faculty further believes that preparation for various nursing roles requires education in the arts and sciences foundational to nursing and in substantive disciplinary knowledge regarding caring across the human health lifespan. Moreover, the faculty believes in articulated degree programs that incorporate lifelong learning, innovative educational technologies, and inter-institutional collaboration.
In service of the CON practice mission, CON faculty members are committed to ensuring quality health care through direct and indirect delivery of health care services to individuals, families, and communities in local, regional, national, and international contexts. CON faculty practice models (a) offer expert care and community service, (b) provide opportunities for developing innovative models of health care delivery, (c) improve access to care for underserved populations, (d) engage in clinical inquiry, and (d) test nursing theories. CON faculty members practice nursing as theory-guided, evidence-based, and relationship- centered, informed by caring that facilitates health and healing.
In service of the CON research mission, CON faculty members champion the discrete disciplinary dimensions of nursing and dedicate their knowledge-generation efforts, in part, to the following: (a) capturing and quantifying human experiences of health, illness, and healing; (b) developing and testing explanatory models of health, illness, and healing to guide professional practice; (c) isolating and optimizing the environmental contexts of health and health care, including human/technology interface; and (d) promoting high-quality, cost-effective nursing care outcomes. CON faculty members generate disciplinary knowledge through pluralistic forms of inquiry, continuous bilateral communication with nursing practitioners, and team science based on interprofessional and interdisciplinary collaboration.
Extending from their educational, practice, and research missions, CON faculty members engage in political leadership to improve the health and health care of the society they serve.
Approved by General Faculty 8/24/98; Revised 2/12/02; Re-Ratified 6/23/08; Implemented 7/1/08
Mission Statement: The CON prepares leaders in clinical nursing, research, and community service; integrates the delivery of exemplary health care; and discovers and translates new knowledge to improve health in Colorado and beyond.
Vision Statement: To shape the future of health.
CU Nursing has expected program outcomes for each of its programs. These outcomes build on one another such that completion of one program (e.g., Baccalaureate Program) lays the foundation for the next academic program if a student wishes to pursue further education. Please find below the program outcomes for the Baccalaureate, Master’s, and DNP programs.
|BS Program Outcomes|
|MS Program Outcomes|
|DNP Program Outcomes|
|Display novice/professional nursing leadership qualities to promote quality and safe care.||Participate in an interdisciplinary health care team as a leader and an active member to promote quality and safe care at|
the patient, family, population, or
|Lead interdisciplinary teams to improve the quality and safety of health care delivery strategies.|
|Engage in effective communication and collaboration in intra- and inter- disciplinary teams across a|
variety of contexts.
|Provide socially just, ethical, and inclusive care to diverse populations across the continuum of care.||Develop a professional, ethical, caring, and culturally sensitive approach when working with patients, families, populations, or systems.||Formulate scientifically based, ethical, caring, and culturally sensitive health care delivery strategies that meet current and future health care delivery system needs.|
|Apply principles of healthcare informatics as a meaningful user of health information systems and technology.||Integrate patient care technologies to improve patient, family, population, or system outcomes.||Integrate patient care technologies to evaluate complex health care questions in specific practice settings, populations, or systems.|
|Reference relevant theoretical frameworks to improve patient and population health outcomes across a range of settings.||Use theoretical frameworks to address patient, family, population, or system needs.||Integrate theoretical frameworks to guide the development and evaluation of health care delivery strategies.|
|Integrate evidence-based practice into patient- centered care using the nursing process across a range of settings.||Integrate evidence-based knowledge into managing the care of patients, families, populations, or systems to improve and protect health and|
wellness in Colorado and beyond.
|Implement evidence and evaluate outcomes for the improvement of health in specific practice settings, populations, or systems throughout Colorado and beyond.|
|Articulate how policy, advocacy, finance, and regulatory environments influence health care delivery.||Formulate strategies to advocate for patients, families, populations, systems, or the nursing profession in Colorado and beyond.||Act as a health care policy advocate in Colorado and beyond.|
Education II North
13120 East 19th Avenue
3rd Floor - Room 3255
Aurora, CO 80045