Section V: Academic Standing and Progression, Undergraduate and Graduate

Policy Overview

The purpose of this policy is to provide a mechanism to request a review of a course failure or other situations affecting program progression. If the final course grade does not affect program progression, refer to Grade Appeal Unrelated to Progression Policy for instruction. The Ombuds Office is also available as a confidential resource to help students access the appropriate office or means of resolving a problem. Additionally, if the issue does not involve a grade failure or progression, the student may also go to the Associate Dean of Academic Programs or the Assistant Dean of Undergraduate or Graduate Programs for assistance.

Course failures are appealable if the failure impacts program progression and (a) faculty deviated from or erroneously applied established criteria for evaluating academic or clinical performance as outlined in policy and procedures, course syllabus, or related course documents or (b) student believes faculty harassed, discriminated, or retaliated against them. If the student files a claim of harassment, discrimination, or retaliation with the Office of Equity, program progression will be paused and the grade appeal will not be processed until a decision by the Office of Equity is rendered.

When course failure appeal criteria are met, and if the student and involved person(s)/faculty are unable to resolve the concern, the student may file an appeal with the Student Affairs Committee.

Concurrent Appeals Process

In the event of two concurrent course failures, each appeal hearing will be heard separately to allow for an independent appeal hearing process. This will include different voting SAC members participating in each hearing, if feasible.

If the student decides to appeal two concurrent course failures, the student will be required to suspend program progression until the SAC renders a decision. Subsequent progression is dependent on the SAC decision and may involve an interruption in the student’s original plan of study or withdrawal from the program.

Standard Procedure for Filing an Appeal

1. Informal Resolution Requirement

Before an appeal is submitted students must first seek an informal resolution with the faculty of record by taking the following steps:

1. The student must meet with the faculty of record to discuss the course failure within five (5) working days of faculty notification of the event affecting progression.
2. If the problem is resolved through informal discussion, no further steps are required. If the student does not feel the concerns have been addressed, the student may contact the Assistant Dean from their respective program to discuss the appeal criteria and process.

2. Appeal Process

The student obtains the Appeal Request Form from the Assistant Dean of their respective program and submits the completed form within five (5) working days of the course failure. Submission of an Appeal Request Form initiates the formal appeal review process.

Within 5 working days of completing the Appeal Request Form, the student may provide any supplemental materials relevant to the appeal.

The SAC chair in coordination with the student’s program Assistant Dean will schedule the appeal hearing. SAC will coordinate the appeal date with all involved parties including the faculty member of record. An appeal hearing will include at least three voting SAC members. Non-voting members and the faculty of record/involved parties may also be present. Every effort will be made to schedule the SAC hearing within the ten (10) working days of the submitted Appeal Request Form

Prior to the appeal hearing, all involved parties and SAC committee members will receive electronic copies of the appeal and supporting materials for their review.

3. Appeal Hearing

During the appeal hearing, the student may have an advocate of their choice be present with them, but the advocate may not speak on behalf of the student. Appeal hearings may include SAC student representatives unless the student initiates the appeal requests otherwise.

During the appeal hearing, the student and the faculty/involved parties will be given equal time (10 minutes) to address the committee and may remain in the appeal to hear all information presented. The SAC members in attendance may ask questions of the student and faculty/involved parties for an additional 10 minutes.

Once the voting SAC members have concluded their questions, the student and the involved parties will be excused from the appeal hearing while SAC members deliberate. It is the responsibility of the SAC members to execute a final vote and decision regarding the SAC appeal hearing. Ex officio and non-voting members may participate in the deliberations but do not vote on the outcome.

The possible recommendations/outcomes of the SAC appeal hearing are as follows:

• The student request is denied, and the original faculty decision is upheld.
• The student request is granted with contingencies/stipulations.
• The student request is granted, and the original faculty decision is overturned.

Any of the above outcomes may result in an interruption in the student's program plan, thus delaying student progression and graduation. The SAC chairperson will inform the Associate Dean of Academic Programs (or designee) of the appeal decision.

The Associate Dean of Academic Programs in collaboration with the SAC chairperson or designee, and the appropriate Assistant Dean (Undergraduate or Graduate) will inform the student of the final SAC decision by letter using the student’s CU email address within five (5) working days.

• SAC’s administrative support staff will prepare the letter, send the letter to the student, and copy the student's advisor, faculty of record, and other involved parties.
• SAC’s administrative support staff will enter pertinent information in the electronic tracking software system and close the appeal.

This decision is final unless the student is suspended or dismissed from the program or college. Refer to Suspension and Dismissal Policy.

4. Process to Petition for Academic Progression

In the instance that a SAC decision results in program or college suspension or dismissal, the student has a right to appeal to an ad hoc committee overseen by the Dean’s Office. The chair of SAC will convene an ad hoc committee of three (3), one of whom is a CU College of Nursing faculty from a similar program (undergraduate/graduate) and has not previously interacted with the student while in the academic program. The ad hoc membership is approved by the Dean. One member of the ad hoc committee will be chosen as chair and will record the committee meeting.

Ad Hoc Committee Process:

a. The student must prepare a written statement for the ad hoc committee’s consideration.

b. As a part of this appeal, all information, notes, and documents submitted to the SAC will be shared with the ad hoc committee and the student. The student may not bring forth additional information unless new information, not available at the time of the SAC hearing(s) has become available.

c. If the student’s suspension or dismissal is not related to a SAC decision, any documentation retained by faculty, involved parties, or the student related to this action will be shared with the ad hoc committee.

d. The hearing will be attended by the ad hoc committee of three (3), the Associate Dean of Academic Programs, and the Dean of the CON. The ad hoc committee may invite CU College of Nursing involved parties including but not limited to course faculty, clinical faculty, specialty director(s), and academic advisor, as indicated after reviewing the submitted materials. The student will be permitted to bring an advocate during the hearing, but the advocate may not speak on behalf of the student.

e. The committee will determine the length of time the student has to present their appeal. After the student presents, the student is excused, and the ad hoc committee will deliberate and make a recommendation to the Dean of CU College of Nursing who makes the final decision in conjunction with the Associate Dean of Academic Programs.

Possible recommendations of the ad hoc committee are as follows:

• The student request is denied, and the SAC decision is upheld.
• The student request is granted with contingencies.
• The student request is granted, and the SAC decision is overturned.

The instructor is responsible for the grade symbol assigned. Special symbols (e.g., “NC,” “W”) are indicators of registration or grade status e not assigned by the instructor. The grading system allows the use of plus/minus grading at the discretion of the program/instructor.

Letter Grade	Grade Scale	Percentage
A	4.0	94-100%
A-	3.7	90-93%
B+	3.3	87-89%
B	3.0	84-86%
B-	2.7	80-83%
C+	2.3	77-79%
C	2.0	74-76%
C-	1.7	70-73%
D+	1.3	67-69%
D	1.0	64-66%
D-	.7	60-63%
F	0	Less than 60%

I Incomplete, regarded as “F” if not completed within one year*.

IP In-progress coursework at the professional level; thesis, project, research, rotations only at the graduate level.

P/F Pass/Fail, P grade is not included in the grade point average; the F grade is included and included in the grade point average.

NC Indicates registration on a no-credit basis.

W Indicates withdrawal or drop without credit.

Note: Students in the Baccalaureate program are expected to maintain a minimum grade of “C” in all courses (a grade of “C-“ is not acceptable). For all graduate degrees in Nursing, the student is expected to attain a minimum grade of “B-” in all required Nursing courses. A grade of “B-“ is acceptable, but not as a grade-point average overall. A “3.0” GPA, which is equivalent to a “B” (not a “B-“), must be maintained overall in order to progress in the program.

Incomplete Grades

An “I” is an incomplete grade. The student must request the incomplete grade when extenuating circumstances have arisen. The instructor may or may not grant this request. Once granted, the student must complete a contract with the faculty of record when the original ‘I’ was issued outlining the work required and the time frame for completion. If the student does not complete the work for the ‘I’ course satisfactorily within a year, the grade posted will be an “F.”

The final grade (earned by completing the course requirements or by retaking the course) does not result in deletion of the “I” grade symbol from the transcript. A second entry is posted on the transcript to show the final grade for the course. At the end of one year, “I” grades for courses that are not completed will be regarded as “F.”

Students may obtain grades from the UCDAccess website. Revised 1/14/09; Implemented 1/30/09; Approved by General Faculty, 12/16/13

Rounding of Final Course Grades (Undergraduate Program Only)

Final course letter grades are calculated and submitted to the registrar based on whole numbers. A minimum standard of rounding in all courses is necessary to provide consistency and transparency to students. Only the final course grade that represents the completion of all coursework will be used for rounding purposes.

The calculated final course grade will be rounded using the number in the tenth position after the decimal of the final grade calculations. Final course grades of 0.5 and higher will be rounded up to the next whole number. When the number at the tenth decimal place is less than 0.5 the grade is rounded down to the next whole number. For example, a final course grade of 87.52% will be rounded up to 88%. A final course grade of 87.49% will result in a final grade of 87%.

Implemented 8/2020

Cumulative Minimum Average of 74% on exams and quizzes and Recording Final Grade Earned (Undergraduate Program Only)

Exams and quizzes provide a measure and assessment of a student’s progress towards course outcomes. A minimum threshold of achievement is necessary to establish a reliable measure of competence towards developing a complete knowledge base that leads to competent and safe nursing practice. Students must achieve a 74% cumulative minimum average on all proctored exams and quizzes to pass the course. Dosage calculation quizzes/exams are not included in the 74% cumulative minimum average requirement. This applies to all courses (including on-line and hybrid) in the undergraduate program except those that do not have proctored exams and quizzes.

To pass a clinical course students must pass clinical (on-site and off-site) AND meet the 74% cumulative minimum average on all proctored exams and quizzes (does not include dosage calculation quizzes/exams). Failure to achieve one or both requirements result in a final grade earned of “F” even if the cumulative score on all course assignments/assessments is greater than 74%.

If proctored exam scores are weighted, the weighted exam scores will be used to calculate the cumulative minimum average. Raw exam scores are not rounded. Additionally, the cumulative exam average is not rounded.

To determine the 74% weighted cumulative exam average, use the individual exam percent score multiplied by the weight of the exam divided by the total weight of the exam(s) for the class. For example: exam 1 score earned is 89% and is weighted as 25%; exam 2 score earned is 87% and weighted as 25%; final exam score earned is 74% and weighted as 30%. To calculate the weighted cumulative exam average, the computation is (89 X 0.25) + (87 X 0.25) + (74 X 0.30) = 66.2. This score would then be divided by the total weight of the exams; 66.2/0.8 = 82.72. 82.75 is the weighted cumulative exam average; this is not rounded and thus the weighted cumulative exam average is 82%.

In non-clinical courses if a student does not meet the 74% cumulative minimum average on all proctored exams and quizzes, a final grade earned of “F” is recorded even if the cumulative score on all course assignments/assessments is greater than 74%.

Academic progression is the continuation of the academic program based upon an approved, sequenced plan of study. Students are responsible for successful completion of all degree requirements and are expected to work with an advisor to ensure that satisfactory progress is being made throughout their academic career.

Undergraduate Requirements
All requirements for the undergraduate nursing degree must be completed within 5 years from the time the student matriculates to the College of Nursing. Failure to successfully complete degree requirements within 5 years may result in dismissal from the College of Nursing.

Leaves of Absence do not extend the 5-year time period. An extension may be granted of up to one year for good cause or in extenuating circumstances. Any extensions to the 5-year degree completion time limit must be approved by the Associate Dean of Academic Programs.

Master Requirements
Master’s degree students are required to complete all degree requirements within five (5) years from the semester of their admission and the start of coursework, regardless of full-time or part-time status. Failure to do so may result in academic dismissal from their program. Students facing extenuating circumstances can petition the Associate Dean of Academic Programs for an extension. Petitions must have the endorsement of the student’s Specialty Director and, if granted, may extend the time limit by up to one year. In some cases, students may be required to repeat didactic coursework or clinical practicums.

Good Academic Standing

Good academic standing in the baccalaureate program requires a minimum 2.0 cumulative GPA, no incomplete grades, and a minimum earned grade of ‘C’ in all courses. Graduate students are required to maintain a cumulative GPA of 3.0 or better, with no incomplete grades, and a course passing grade of “B-“or better in all courses. Students who fail to meet these standards are subject to the College’s academic probation and suspension policies. Students on probation or suspension are not considered to be in good academic standing.

Students who are not in Good Academic Standing may not (a) participate in clinical/internship experiences, healthcare-related volunteer activities as a CU Nursing student, or doctoral practicum experiences (affiliation agreements indicate a letter of good standing is required), (b) self-identify as students for any health care- related volunteer activities, or (c) represent themselves as active nursing students in public or clinical settings.

The parameters defining full-time and part-time status for students at the College of Nursing are as follows:

Undergraduate

- Full-time: 12+ credits/term

- Half-time: 6-11.99 credits/term

- Less than Half-time: 0.1-5.99 credits/term

Graduate*

- Full-time: 5+ credits/term

- Half-time: 3-4.99 credits/term

- Less than Half-time: 0.1-2.99 credits/term

*Students enrolled in at least 1 credit of Thesis or Dissertation courses (e.g. NURS 8990) are considered full-time.

The purpose of the Comprehensive Examination is for learners to demonstrate their mastery of the terminal outcome competencies of the CU Nursing Master’s Program. Additionally, it provides an opportunity to engage in scholarly dialogue with CU Nursing faculty and peers on critical issues in nursing.

Eligibility

• All master’s degree program matriculated learners are eligible and required to take the Comprehensive Examination as determined by track Specialty Director if learner progress in coursework is satisfactory.
• Post-graduate certificate (PGC) learners may not be required to complete the Comprehensive Examination.
  • However, PGCs may choose to take it to demonstrate their achievement of specialty track competencies.
  • For direct care tracks, learners without a current Advanced Practice Registered Nurse certification are required to complete the comprehensive examination at the discretion of the Specialty Director.

Deadlines For Completion of Examination

• The Comprehensive Examination must be completed at least 4 weeks before the semester concludes.
• If remedial action is necessary, the Specialty Director will set a new deadline for completing it.

Comprehensive Examination Details

• The Comprehensive Examination will consist of a presentation, which will demonstrate the learner's depth and breadth of knowledge, skills, attitudes, and competency addressing the Master's Program Outcomes and Specialty Option Outcomes.
• The presentation criteria for direct care and indirect care tracks differ.
  • Direct care tracks include Psychiatric Mental Health Nurse Practitioner (PMHNP), Acute Care Pediatric Nurse Practitioner (AC-PNP), Primary Care Pediatric Nurse Practitioner (PC-PNP), Family Nurse Practitioner (FNP), Women’s Health Nurse Practitioner (WHNP), Adult-Gerontology Clinical Nurse Specialist (AG-CNS), Adult Geriatric Acute Care Nurse Practitioner (AG-ACNP), Adult Geriatric Primary Care Nurse Practitioner (AG-PCNP), Midwifery.
  • Indirect care tracks include Veteran and Military Health Care (VMHC), Health Care Informatics (HCI), Innovation in LEadership, and ADministration in Nursing and Health Care Systems (i-LEAD).
• The Specialty Director has discretion regarding the inclusion or exclusion of Comprehensive Examination elements. Additionally, they determine and coordinate the length and modality of the Comprehensive Examination presentation.
• The Comprehensive Examination will begin at the scheduled time established by the Specialty Director. Learners will have the opportunity before the Comprehensive Examination starts to acquire and set up any necessary equipment and prepare for their presentation.
• A faculty advisor will be assigned to guide the student through the Comprehensive Exams process, providing support and answering questions.
• During the scholarly dialogue, the learner is expected to respond to relevant questions from faculty and other participants. These questions may pertain to various aspects of the presentation and learning outcomes, including but not limited to the integration and application of theory, research methodology, evidence-based practice, advanced clinical/systems decision-making, and knowledge from all completed graduate courses, Specialty Option Outcomes, and MS Program Outcomes. Questions may be drawn from any of the MS courses undertaken during the learner's program of study.

Format for Presentation

• Poster Presentation (all tracks except for Health Care Informatics):
  • The learner will create a professional poster presentation using a provided CU Nursing or other digital poster template. Organizational templates are discouraged as this is an academic presentation.
  • Effective communication through written expression and poster presentations is a recognized scholarly method for sharing knowledge, requiring proficiency in both visual and verbal presentation skills honed throughout the MS program. Learners are expected to employ evidence-based approaches for the best possible development and delivery of posters.
  • If using an online platform for presentation, learners will ensure that the poster is clearly visible (with a font size no smaller than 22-point Times New Roman or a similar typeface) and easily readable by the audience.
• PowerPoint Presentation (Health Care Informatics)
  • The learner creates a 15-slide professional PowerPoint presentation according to the directions provided for the Health Care Informatics Comprehensive Examination.
  • Follow evidence-based techniques for creating and delivering PowerPoint presentations, ensuring clarity and brevity in your delivery. It is recommended to use bullet points for key items; avoid excessively wordy text on slides.
  • Use a font size of no smaller than 20-point. Adjusting slide templates with pre-formatted font sizes may be necessary.
  • Use of notes or reading slide text is prohibited. Learners are to be prepared on the presentation content and slide sequencing. Distribute the final copy of the slide deck presentation to the Comprehensive Examination Committee Faculty and audience participants as directed by the Comprehensive Examination Committee Chair.

Comprehensive Examination Criteria for Direct Care Tracks:

PMHNP, AC-PNP, PC-PNP, FNP, WHNP, AG-CNS, AG-ACNP, AG-PCNP, Midwifery

• Demonstrate advanced clinical decision-making by choosing a practice topic within your specialty that emphasizes the necessity for a thorough literature review and assessment of existing research. Formulate a problem statement and PICO (Population, Intervention, Comparison, Outcome) question based on this topic to search the literature.
  • Provide a detailed description of the problem's background and significance.
  • Integrate relevant physiology/pathophysiology, pharmacology, and physical assessment, as applicable.
  • Conduct a comprehensive literature review.
    • Present a review of existing research or scholarly evidence that elucidates the topic and guides evidence-based practice (EBP).
    • Demonstrate an ability to apply statistical analysis from evidence.
    • Articulate the level of evidence referencing the Melynk level of evidence hierarchy.
    • Demonstrate synthesis of the body of evidence reviewed to answer the clinical question.
  • Choose a theoretical model relevant to the individual’s nursing professional practice.
    • Articulate the key tenets of the theoretical or conceptual model and how it informs nursing practice for the learner.
  • Application to practice:
    • Discuss whether practice related to the topic should remain the same or be modified based on the evidence.
    • Incorporate the role of the advanced practice nurse into the discussion.

Comprehensive Examination Criteria for Indirect Care Tracks:

i-LEAD, Health Care Informatics, VMHC

• Identify and evaluate a systems-level leadership, informatics, or VMHC project aimed at benefiting a chosen organization and aligning with internship/practicum goals and outcomes. Demonstrate critical decision-making skills through a scholarly presentation of the completed project. Informatics learners exempt from the practicum sequence will present a project from their current informatics role.
  • The project should clearly demonstrate the necessity for a comprehensive literature review and critical appraisal.
  • The project may involve a quality improvement initiative with EBP clearly described, cited, and referenced.
  • Theoretical or conceptual frameworks used may include nursing, systems, leadership, change, improvement, communication, informatics theory, or other appropriate theories or models supporting the project.
• Learners will attain proficiency and familiarity with the application of research into practice. Specific content relevant to this area may include:
  • Demonstrating an understanding of essential skill sets, such as identifying questions for knowledge development; this may involve formulating a PICO question, searching appropriate databases for relevant evidence, and critically evaluating and synthesizing the literature.
  • Presenting a review of existing research or scholarly evidence that elucidates the topic and provides guidance for change or improvement.
  • Justifying the approach and selection of databases (e.g., Cochrane, CINAHL).
  • Articulating the level of evidence referencing the Melynk level of evidence hierarchy.
  • Interpreting qualitative and quantitative results, for example, articulating themes or interpreting relative risk, odds ratio, confidence intervals, and effect sizes.
  • Applying research findings and relevant evidence within their designated specialty.
  • Implementing research or EBP strategies, including knowledge of change and organizational theories, and identifying barriers and facilitators of EBP.
  • Where applicable, learners will be asked to include a financial analysis of the proposed change in practice.
• Learners will present using the following framework:
  • Formulate a PICO and/or problem statement.
  • Provide a detailed description of the problem's significance and its relevant background or context.
  • Incorporate pertinent baseline data.
  • Conduct a comprehensive literature review with critical appraisal.
  • Apply a theoretical or conceptual model to the project.
    • Understand the tenets of the theoretical or conceptual model.
    • Conduct a thorough analysis of the model or theory, outlining the limits, generalizability, and applicability to nursing leadership and systems.
  • Where applicable, conduct a comprehensive financial analysis of the proposed change in practice, including projected costs and forecasted returns on investment made.
  • Integrate the nurse leader, informatics, or VMHC specialty role into the discussion.

Evaluation of the Learner’s Success (Direct Care and Indirect Care Tracks)

Upon completion of the Comprehensive Examination, consensus among Faculty and/or examination committee members (at least two) is required to determine the outcome. Success is assessed through three potential outcomes:

Pass

• The learner successfully demonstrates the integration and application of CU Nursing’s Master’s program and Specialty Option Outcomes which include the core courses of theory, research methodologies, EBP, and/or advanced clinical decision-making.
• The learner engages in scholarly dialogue, cites relevant and current evidence to support their position, and demonstrates strong critical thinking skills (i.e., uses standards of critical thinking, is clear, accurate, precise, relevant, and logical).

Conditional Pass, with stated conditions

• The learner partially demonstrates the integration and application of CU Nursing Master’s Program and Specialty Option Outcomes which include information from core courses of theory, research methodologies, evidence-based practice, and/or advanced clinical decision-making.
• The learner’s ability to adequately engage in scholarly dialogue is inconsistent, may not cite relevant or current evidence to support positions, and/or inconsistently demonstrates standards of critical thinking (is not clear, not accurate, not precise, not relevant, and/or not logical).
• At least one major area (i.e., research, practice, theory) meets the criteria for passing as noted under Pass.
• The Specialty Director, Faculty, and/or Comprehensive Examination Committee will generate the conditions and present those to the learner.
  • The learner must satisfy the conditions identified by the Comprehensive Examination Committee by the date provided. Failure to satisfy these conditions within the delineated time limit will result in failure of the Comprehensive Examination. CU Nursing may then recommend immediate dismissal from the program or allow the learner to retake the exam during the subsequent semester. The decision to allow a retake is solely at the discretion of the Specialty Director. Learners are only allowed to retake the Comprehensive Examination once (total of two times; initial and retake).

Fail

• The learner is unable to demonstrate the integration and application of CU Nursing Master’s Program and Specialty Option Outcomes in more than one major area, including theory, research methodologies, evidence-based practice, and/or advanced clinical decision-making.
• The learner is unable to engage in scholarly dialogue, does not cite relevant or current evidence to support positions, and/or does not demonstrate standards of critical thinking (is not clear, not accurate, not precise, not relevant, and/or not logical).
• A learner who fails the examination may be academically dismissed from the program. The Specialty Director will inform the learner and the Assistant Dean of the MS Program, who will recommend academic dismissal to the Associate Dean of Academic Programs. If the recommendation is approved, the Associate Dean will notify the student in writing about the decision and the student's right to petition. Eligible students have five business days from the date of the dismissal notification to initiate a petition if they wish to contest the dismissal.

The Specialty Director will inform the learner of the outcome of their Comprehensive Examination. Additionally, the Senior Enrollment Advisor will be notified to potentially update the student's matriculation plan, and the Graduate Program Manager will be notified for record-keeping purposes.

GCEC Reviewed and Approved 6/24/2024

Overview

Course attendance is a critical element of CU Nursing’s Professional Role and Behavior Policy. Students should reference that policy to determine course attendance requirements.

CU Nursing has established strong, collaborative relationships with a significant number of clinical agencies for the purpose of securing appropriate clinical placements for its students. However, due to the limited availability and dynamic conditions related to student clinical placements, students must demonstrate flexibility to complete the clinical/internship portion of the curriculum.

Approved academic plans of study are provided to students during the orientation process by the Office of Academic Programs shortly after program admission. Students are to register for the courses in the sequence as outlined on their Plans of Study. Graduate clinical placements are established by the Graduate Specialty Director and the Graduate Placement Office. Undergraduate student clinical schedules and placements are communicated by the Experiential Learning Team approximately one week prior to the start of the course/clinical. It may become necessary to change clinical schedules and placements (i.e., days, times, and locations) due to changes required by the clinical agencies. Additionally, the Experiential Learning Team/Graduate Specialty Directors may provide some students with clinical placement information later or earlier than other students. In rare situations, undergraduate students may be required to complete a different clinical course than originally scheduled in their Plan of Study due to sudden changes in clinical placements and in order to avoid a delay in academic progression or graduation.

Occasionally, students may be required to attend class or clinical during academic break periods, weekends, intersession periods, or Spring Break as a result of clinical agency requirements. Clinical shifts may include day shift or night shift. Intersession is considered the time between scheduled semesters. In general, students are not required to attend class or clinicals on official holidays or during intersession periods noted on the CU Nursing Academic Calendar. However, there may be situations in which students are required to attend clinicals on official holidays or intersession periods in circumstances when completion of clinical hours is necessary to prevent delays in students’ academic progression or graduation.

Undergraduate clinical schedules, mandatory agency orientations, and any changes to clinical schedules or agency orientations are communicated to students by the Experiential Learning Team as soon as the information is available.

To the extent possible, child care, other work schedules, and commitments should be arranged around on-site and off-site clinical orientations and schedules. Pre-approved religious accommodations will be honored. Additional planning and flexibility may be required by students should a clinical schedule or agency orientation change abruptly. It is advised that traditional undergraduate students maintain a maximum of twenty (20) flexible, unscheduled hours per week to accommodate for potentially changing schedules. Students in the Accelerated (UCAN) program are strongly advised not to work while in the program. Clinical orientations and on-site, and off-site clinical schedules will not be changed to accommodate employment schedules.

All students are responsible for maintaining current clinical/internship requirements including, but not limited to, immunizations, CPR, HIPAA, and OSHA in order to practice safely in the clinical/internship environment. Additionally, students must be prepared to submit agency-required clinical documents as soon as notified of a clinical placement. Delays in either of these things may result in the forfeiture of a clinical placement. When a clinical placement is forfeited, substitute clinical placements cannot be assured, and this may result in delayed academic progression.

Although clinical/internship placement decisions are made with consideration of a student’s location/residence, it is important to note that clinical/internship arrangements may be made anywhere along the “Front Range” and within the state of Colorado. Students must demonstrate flexibility to attend the clinical agency identified for the student placement and must have reliable transportation to travel to clinical sites. This may include traveling several hours from the Denver Metropolitan area. CU Nursing recognizes clinical accommodations only when approved through the Office of Disability, Access, and Inclusion in conjunction with CU Nursing

Revised by UCD Legal 12/22/2020; Approved by SAC 9/18/18; Implemented 9/18/18

Punctuality is an expected professional behavior of all CU Nursing students. See the CU Nursing Policy Statement for Professional Role Behaviors (PRB) for a definition of “punctuality.” The purpose of this policy is to describe what constitutes “attendance” in the on-site clinical setting and to advise students and faculty of the appropriate, consistent consequences of tardiness and absence. This policy does not address absences or tardiness in off-site clinicals. 

• Definitions
  • Tardiness. Tardiness is arriving at a scheduled on-site clinical session one to ten (1-10) minutes after the scheduled start time. Students who arrive late (approved or unapproved, avoidable or unavoidable) will be considered tardy.
  • Absence. An absence occurs when a student arrives more than ten (10) minutes after the start of the scheduled session.
  • Approved absence. An absence is approved for a verifiable illness or emergency when a student initiates communication (via email or phone call) prior to a scheduled start time. Communication of absence through another student is not considered appropriate student-initiated communication.
  • Unapproved absence. An absence is unapproved when there is no verifiable illness or emergency. Students who are tardy or absent will not be guaranteed makeup time or the ability to participate in simulation/Clinical Education Center (CEC).
• Tardiness Protocol. Occurrences are cumulative with all on-site clinical experiences (see Figure 2 below).
• Absence Protocol. Occurrences are cumulative with all on-site clinical experiences. If the student is absent for the entire on-site clinical experience without any communication to CEC faculty member for an unapproved reason, then consequences will start on the 2nd occurrence of record (see Figure 2 below)

Process for Appeal of the On-Site Clinical Attendance Policy

Students may appeal a tardiness or absence event at any level of occurrence. An appeal must be submitted via email to the CEC faculty member and course coordinator within two (2) working days of receipt of email notification of the tardiness or absence event. Appeals submitted after two (2) working days will not be considered. The appeal will be reviewed by course faculty with input from the Director of Admissions and Student Affairs and the Assistant Dean of Undergraduate or Graduate Programs. A decision regarding the appeal will be communicated to the student via email within two (2) working days of receiving the appeal. Decisions regarding the appeal will be final.

Undergraduate Clinical Make-Up Policy

Offsite Clinical Make-Up:

Offsite make-up hours may be considered for missed clinical time (please refer to the Student Handbook for definitions of approved and unapproved absences). All clinical hours within each clinical course are required to be completed per the Colorado State Board of Nursing Baccalaureate program requirements for clinical time.

Make-up of offsite clinical hours will be considered on an individual basis in conjunction with course and clinical faculty. In some cases, make-up time will not be available due to the nature and amount of missed clinical hours. An absence of greater than 25% of the total offsite hours in a course may not be eligible for make-up. In these situations, options regarding program progression will be discussed with course and clinical faculty in conjunction with the Assistant Dean of Undergraduate Programs and Specialty Advisor or Academic Advisor for undergraduate programs.

As a first option, every effort will be made to reschedule off-site make-up time within the student’s assigned clinical agency in collaboration with the Clinical Placement Team and course faculty. Should clinical make-up time not be available within the student’s assigned clinical agency, a plan for make-up time will be created based on a variety of elements including the clinical competencies for the specific clinical course. Make-up hours may include one or more virtual simulation (vSim), and/or focused time in the offsite or onsite Clinical Education Center (CEC)) clinical setting. Off-site make-up hours are determined at the convenience and availability of the clinical agency.

For Immersion and Community Health Nursing courses, clinical make-up time will be considered on a case-by-case basis in consultation with course faculty and the Clinical Placement Team.

Students are required to attend the clinical make-up time as scheduled in order to meet course and program outcomes. The use of an alternative offsite clinical site (i.e., a clinical site different from the student’s original offsite clinical site), as a part of clinical make-up time may require students to travel within the Denver metro area. In addition, weekends and night shifts may also be used as make-up time.

Onsite Clinical Make-up

Please refer to the Onsite Tardiness and Absence Policy in the Student Handbook regarding consequences for tardiness and absences in the onsite clinical setting.

Use of VSim for Make-Up Time

Virtual simulation (vSim) may be used for make-up of onsite or offsite clinical time. The maximum amount of simulation make-up time is 10% of total clinical hours per course, using the established ratio for onsite hours per course (2:1 or 1:1). VSim cannot be used for more than 2.5% of the total clinical hours in the undergraduate program; this equates to approximately 3 vSim assignments for the entire program (including those hours completed before an interruption in the original program plan).

The use of vSim for make-up time is cumulative throughout the program. For example, if a student uses vSim for make-up of onsite hours, and later uses vSim for the make-up of offsite clinical time, the total of these two vSim assignments will count toward the maximum 2.5 % vSim utilization for make-up time for the total program clinical hours.

Evaluation of Clinical Make-Up Time

Make up time in the off-site clinical setting will be evaluated using the course clinical evaluation tool. Make-up time in the CEC setting will be evaluated using course outcomes. Successful completion of make-up hours and required competencies are determined in collaboration between the course and clinical faculty. Failure to complete the vSim assignment satisfactorily will result in the student needing to re-submit the assignment in order to complete the clinical requirements for the course. Unsuccessful completion of offsite make-up hours may result in a clinical failure with subsequent course failure.

Process for off-site clinical make-up hours

1. Clinical Faculty will notify the course faculty in the event of missed clinical hours.
2. Following notification of clinical absence, the course faculty will contact the Clinical Placement Office for verification regarding the possibility of make-up time at the student’s current clinical setting.
3. The Clinical Placement Office will notify the course, faculty, within 2 - 3 business days regarding the ability for the student to complete clinical absence time in the student’s current clinical setting.
4. Based upon the availability of the current clinical site for clinical make up, the course and clinical faculty will create a plan for clinical absence time.
5. Evaluation of make-up assignments will be completed by the Course Faculty.

Process for on-site clinical make-up hours

1. Clinical CEC/Sim Faculty will notify the Onsite Clinical Simulation Program Assistant in the event of missed onsite clinical hours. The Onsite Clinical Policy for Tardiness and Absence will be initiated.
2. Every attempt will be made to reschedule the missed session. Rescheduling must maintain appropriate teacher/learner ratios for optimal learning for all students.
3. In the case that a simulation session cannot be rescheduled, then a vSim will be assigned that aligns with the learning outcomes of the missed onsite session.
4. In the case that a CEC session cannot be rescheduled, then based on the complexity of the missed content, an independent or instructor lead make-up session may be offered. These sessions may be offered in combination with a vSim. They will be scheduled based on facility and instructor availability.
5. Evaluation of make-up assignments will be completed by the Onsite Clinical Simulation Faculty.

General Guidelines for Make-Up Time

1. Clinical make-up time for onsite and offsite clinical hours will be monitored by the Onsite Clinical Simulation team throughout the program in order to ensure adequate completion of program outcomes and the State Board of Nursing requirements for licensure.
2. Students will be notified by the Director of Clinical Education, Assistant Dean of Undergraduate Programs, and Academic Advisor if they have maximized their vSim usage and are in jeopardy of not being able to make-up subsequent clinical time.

Definitions

Approved off-site clinical absence: Any verifiable illness, emergency (i.e., life-threatening personal or family emergency), legal proceeding or military duty requirement may be considered an approved absence in collaboration with course and clinical faculty. Work or other personal commitments (for example planned vacations or recreational activities) are not valid reasons for absence. Documentation may be requested from course faculty to verify the reason for the absence.

A student may not independently arrange an alternative clinical assignment with a clinical agency. (See Undergraduate Clinical Make-Up Policy).

Unapproved off-site clinical absence: Any (a) missed clinical for a reason other than reasons listed in approved clinical absence or (b) lack of timely notification (prior to scheduled off-site clinical time) to the clinical scholar/instructor AND agency preceptor is considered an unapproved absence.

In collaboration with the course and clinical faculty, an unapproved absence may result in the initiation of a Student Advising Notice (SAN) or a failing grade for clinical. Clinical failure will result in failure of the course. (See Undergraduate Clinical Make-Up Policy).

Graduate clinical placements are determined and approved by the program Graduate Specialty Director, Program Directors, and the clinical placement team. (Please see the DNP Handbook for information on the DNP Practicum). Clinical placements are arranged to facilitate maximum student learning and may include placements outside of the Denver Metro area (i.e., Denver, Arapahoe, Adams, Douglas, Jefferson, Boulder, or Broomfield counties) and/or multiple placements with different agencies within a semester. Students are expected to have a schedule and travel flexibility for clinical placements. Placements within Metro Denver are not guaranteed for any student and are subject to availability. Students are encouraged to discuss clinical placements and clinical learning needs specific to their program with the appropriate Graduate Specialty Director. MS students who refuse an arranged clinical placement(s)/schedule(s) will not receive an alternative placement. If a student declines an arranged placement(s), the student will assume responsibility for securing an appropriate clinical placement that must be approved by the student’s Graduate Specialty Director and coordinated with the clinical placement team. Refusal of a clinical placement may result in delays in academic progression.

Students residing outside of the Denver Metro area will assume the primary responsibility for securing their clinical placements and are encouraged to suggest clinical sites and different clinical options for their clinical learning in collaboration with their Graduate Specialty Director. Students seeking placements in a state other than Colorado must be familiar with the State Board of Nursing laws in the state where they complete the practicums. Some states charge fees for students enrolled in out-of-state online programs and students are responsible to pay these fees. Graduate Specialty Directors make the final approval of all clinical sites and preceptors for all students based on the students’ clinical learning needs and clinical preceptor availability and suitability. Before a student can begin a rotation at a clinical site, the Graduate Specialty Director must have approved the clinical placement to the student in writing, and the clinical placement team must have finalized and submitted any required documentation to the clinical agency (e.g., letters of good standing, affiliation agreements). In the unusual situation that a rural or out-of-state student is unable to find a clinical preceptor, a student may be required to complete clinical experiences in the Denver Metro seven-county area to assure timely academic progression. In situations concerning student clinical practice, a student may be asked to complete additional or the remaining clinical time in the Denver Metro area for more direct observation and assessment by CU Nursing faculty or the student’s Graduate Specialty Director. Students will be required to arrange personal living arrangements and/or transportation should either situation occur. Either of these situations may result in a disruption to the student’s planned academic progression.

DNP students require approval of DNP practicum experiences from their DNP faculty mentor, course faculty member, and Assistant Dean CU Nursing Graduate Specialty Directors, faculty mentors, and Program Directors recognize that important learning takes place in scheduled monthly specialty clinical conferences, and for some students, in specialty-focused continuing education/professional development conferences/programs or hands-on workshops.

For these special learning opportunities, the following standards will be applied consistently across all MS specialties in CU Nursing:

• The Graduate Specialty Director and Assistant Dean determine what types of activities may count as clinical hours.
• The Graduate Specialty Director for MS students determines a percentage up to, but no greater than, 20% of the total hours included in the specialty program Plan of Study. For all NP specialties (ACAGNP, ACPNP, AGNP, FNP, PMHNP, PNP, WHNP), per NONPF Guidelines, these alternative clinical hours do not count in the required 500 direct clinical care hours provided to individuals, families, or populations. These alternative clinical hours can be counted only when the total number of clinical hours for the Specialty Option exceeds 500 clinical hours (one [1] credit hour of clinical is equivalent to 45 clinical face-to-face hours).
• For educational/conference activities that take place outside of CU Nursing, students are required to submit a request outlining how the activity prepares the student for their desired specialty role and advances the individual’s coursework and practice. The hours should be logged in the InPlace™ software system, as outlined in the specialty clinical course syllabus.

Approved by Specialty Directors 5/18; Approved by SAC 09/18/18; Implemented 09/18/18

Moving Regulations for Clinical/Practicum/Internship

Moving to Denver Metro Area: Advanced Practice – Direct Care

Students must live in the Denver Metro area (7 Counties of the Denver Metro area: Denver, Arapahoe, Adams, Douglas, Jefferson, Boulder, or Broomfield counties) 6 months prior to the start of clinical for Advanced Practice students. Students who are admitted as out-of-state students must communicate at the time of their interview with their specialty director if they are considering relocating to Colorado. Clinical placements are based on residency at the time of admission, students who relocate may not be guaranteed a placement.

Students must notify the specialty director of their move to the Denver Metro area 9 months prior to the start of clinical. Even with notification, it could delay the start of your clinical if clinical space is not available.

Students must change their address in the Student Portal upon arrival to the Denver Metro area.

Failure to complete any of the above items could mean that the student will not be guaranteed a clinical placement and may be responsible for finding their own clinical placement and/or a delay in clinical placements.

Moving to Denver Metro Area: Indirect Care (includes iLead, Informatics, VMHC)
Students must notify their Specialty Director of their move to the Denver Metro area 6 months prior to their move date.

Students must change their address in the Student Portal upon arrival to Colorado.

Failure to complete any of the above items could mean that a delay in practicum/internship placements.

Moving out of the state of Colorado or out of the Denver Metro area: Advanced Practice – Direct Care
Students must inform their Specialty Director and Student Affairs prior to moving to the new state, 6 months prior to moving. (Be aware that we are not approved to teach in every state).

Please click the link to view state agreements. https://nursing.cuanschutz.edu/admissions/state-authorization-reciprocity-agreement

Students moving out of state will be responsible for finding their own clinical placements in conjunction with their Specialty Director.

Clinical placements are based on residency at time of admission, students who relocate may not be guaranteed a placement. Students admitted living in the Denver Metro area and who move outside of the Denver Metro area are now responsible for securing their own clinical placements.

Students moving out of state will be required to change their address in the Student Portal and pay the appropriate tuition and state fees as applicable.

Failure to inform your Specialty Director and Student Affairs of your move could lead to removal of the program based on State of Board of Nursing policies.

Moving out of the state of Colorado or out of the Denver Metro area: Indirect Care (includes iLead, Informatics, VMHC)
Students must inform their Specialty Director and Student Affairs prior to moving to the new state, 6 months prior to moving. (Be aware that we are not approved to teach in every state.)

Please click the link to view state agreements.
https://nursing.cuanschutz.edu/admissions/state-authorization-reciprocity-agreement

Students moving out of state will be responsible for finding their own clinical placements in conjunction with your Specialty Director.

Students moving out of state will be required to change their address in the Student Portal and pay the appropriate tuition for their program.

Failure to inform your Specialty Director and Student Affairs of your move could lead to removal of the program based on State of Board of Nursing policies.

The purpose of this procedure is to provide students with a mechanism to request review of grade decisions within the CON. If the grade affects progression and meets the appeal criteria, then the student has the right to appeal to the Student Affairs Committee (SAC).

 If a student is dissatisfied with a grade earned on an assignment or for a course, but the grade does not affect progression, the student’s first step is to speak privately with the involved faculty member about the grade. The faculty should provide the student with an adequate rationale for the grade given. The decision of the faculty member is final.

Created 8-10-15; Approved By General Faculty 9-28-15; Implemented 9-28-15