People PossPiblacesilities

Pre-Licensure and Graduate Programs Table of Contents

Academic Calendar 2 The University 4 The School of Nursing 4 Baltimore Area and Campus Life 8 Degree Programs and Options 9 Mission, Values, and Diversity Statement 11 Enrollment Management & Student Affairs 13 School of Nursing Facilities 18 Fees and Expenses 21 Financial Aid Information 24 Scholarships, Awards, and Funds 32 Bachelor’s Program 53 Community Outreach, Birth Companions, and Peace Corps 54 Procedures for Applying 55 Deadlines 56 Summer-Entry Accelerated Option 56 Fall-Entry Accelerated Option 57 Accelerated BS to MSN with Paid Clinical Residency 57 Prerequisites 58 Master’s Program 65 Procedures for Applying 65 Deadlines 66 Curriculum 68 Post-Bachelor’s and Post-Master’s Options 92 Post-Master’s Nurse Practitioner 94 PhD Program 103 Procedures for Applying 105 DNP Program 106 Procedures for Applying 108 Academic Policies 110 Course Descriptions 117 University Trustees and Administration 160 School of Nursing Administration and Faculty 161 University Policy Statements 162 Address inquiries to: Office of the Registrar, Johns Hopkins University School of Nursing, 525 N. Wolfe Street, Baltimore, MD 21205-2110 | Phone: 410-614-3096, Fax: 410-614-7087, Email: [email protected] Website: www.nursing.jhu.edu

Johns Hopkins University is accredited by Middle States Commission on Higher Education, 3624 Market Street • Philadelphia, PA 19104 • 215-662-5606 and the Middle States Association of Colleges and Schools. The baccalaureate degree in nursing, master’s degree in nursing and Doctor of Nursing Practice at Johns Hop- kins School of Nursing is accredited by the Commission on Collegiate Nursing Education (CCNE) (http://www.aacn.nche.edu/ccne-accreditation), and approved by the Maryland State Board of Examiners of Nurses. Address inquiries to the by contacting the Commission on Collegiate Nursing Education (CCNE), 1 Dupont Circle, NW, Suite 530 • Washington, DC 20036 • 202- 887-6791, [email protected]. The baccalau- reate, master’s and doctoral programs are endorsed by the Maryland State Board for Higher Education.

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Johns Hopkins University

School of Nursing Academic Calendar 2014-15

Fall Semester Aug. 25 Faculty & Staff Academic Year Kick-Off Event Aug. 27-29 New Student Orientation Sept. 1 Labor Day, School Closed Sept. 2 First Day of Classes Sept. 12 Last Day of Add/Drop Sept. 19 Deadline for Resolution of Incompletes from Spring and Summer 2014 courses (BS Students) Oct. 17 Deadline to withdraw from semester-length courses without a “W” End of 7 week-length courses Oct. 20-24 Fall Break, No Classes for all Programs, Progressions Review Oct. 27 Start of 7 week-length courses Oct. 27-Nov.7 Academic Advising Nov. 12-26 Course Registration for Spring 2015 Nov. 26-30 Thanksgiving Break, No face-to-face classes Nov. 26, SON closed Nov. 27-30 Dec. 12 Last Day of Classes Dec. 15-19 Final Exam Week Dec. 19 Deadline for Resolution of Incompletes from Spring and Summer 2014 (Graduate Students) Dec. 19 Degree Completion Ceremony Dec. 26 Fall 2014 Grades Due Dec. 30 JHU Graduation and Fall Semester Transcript and Diploma release date

Winter Term Jan. 5 First Day of classes for Winter Term Courses First Day of Spring Semester for 13 month Accelerated Students, 17 month Accelerated Students, and First Year DNP Students (Cohort VIII) Jan. 12 Last Day to withdraw from Winter Term Courses without a “W” Jan. 19 Martin Luther King Jr’s Birthday Celebration, School Closed Jan. 23 End of Winter Term

Spring Semester

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Jan. 26 First Day of Classes for Graduate & PhD Students Feb. 6 Last Day of Add/Drop Feb. 13 Deadline for Resolution of Incompletes from Fall 2014 Courses (BS Students) Mar. 13 Deadline to withdraw from semester-length courses without a “W” Mar. 16-20 Spring Break, No Classes for all Programs, Progressions Review Mar. 23-Apr. 3 Academic Advising Apr. 6-17 Course Registration for Summer 2015 Apr. 20-24 Final Exam Week for Accelerated September 2015 cohort Apr. 20-Jun 5 13 month Transitions/PHN Apr. 20-May 1 Course Registration for Fall 2015 May 8 Last Day of Classes May 11-15 Final Exam Week May 15 Deadline for Resolution of Incompletes from Fall 2014 (Graduate Students) May 19 Spring 2014 Grades Due May 21 Johns Hopkins University Commencement & School of Nursing Diploma Ceremony

Summer Term May 25 Memorial Day, School Closed May 26 First Day of Classes Jun. 2 Last Day of Add/Drop Jul. 1 Deadline to withdraw from semester-length courses without a “W” Jul. 3 Independence Day observance, School Closed Aug. 7 Last Day of Summer Term Aug. 14 Summer 2015 Grades Due

Academic calendars may vary among University divisions. Students planning to reg- ister for courses at the Bloomberg School of Public Health and the Carey Business School should request an academic calendar specifically from those divisions.

The University of necessity reserves the freedom to change without notice any pro- grams, policies, requirements or regulations published in this catalog. The catalog is not to be regarded as a contract.

For the most up-to-date version of this catalog, visit www.nursing.jhu.edu/catalog.

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tember 1984. The University Johns Hopkins University School of Nursing offers an accelerated bacca- Since its founding in 1876, Johns laureate program, a master’s program, Hopkins University has been at the and a doctoral program, as well as a forefront of higher education. Estab- number of post-degree options. The lished as an institution oriented to- School of Nursing prepares students ward graduate study and research, it for professional nursing practice has often been called America’s first through an educational process that true university. combines a strong academic curricu- Today, Johns Hopkins’ commit- lum with intensive clinical experience. ment to academic excellence contin- Programs are built on the University’s ues in its nine degree-granting divi- commitment to research, teaching, sions: the schools of Nursing, Medi- patient service, and educational inno- cine, Public Health, Arts and Scienc- vation. The school’s mission is to edu- es, Engineering, Business, Education, cate professional nurses to participate Advanced International Studies, and in all aspects of health care and to the Peabody Institute. prepare them academically and tech- The Johns Hopkins University is nologically for challenges of the fu- the smallest of the top-ranked univer- ture. sities in the United States and, by its Nursing students at Johns Hopkins own choice, remains small. A distin- University will be working side by guished learning institution, Johns side with some of the brightest schol- Hopkins provides a unique environ- ars in the world. The outstanding re- ment for students and faculty. Its im- sources of the University provide pact continues to be felt worldwide. nursing students with a unique oppor- The East Baltimore Campus tunity to develop and grow in the nursing profession. It is this rare The School of Nursing, the School of combination of resources and a broad Medicine, the Bloomberg School of range of nursing opportunities that Public Health, the Welch Medical makes Johns Hopkins University Library of the University, and Johns School of Nursing a progressive lead- Hopkins Hospital are often referred to er in today’s nursing education. as the Johns Hopkins Medical Institu- tions. School of Medicine School of Nursing The School of Medicine seeks to edu- cate practitioners of medicine who have Johns Hopkins University, in affilia- a strong background in the underlying tion with three Baltimore-based hos- medical sciences and also to foster the pitals—Church, Johns Hopkins, and development of teachers of medicine Sinai—formed the Consortium for and medical investigators. Nursing Education Inc. in the spring The course of instruction is based of 1983. The Consortium, a unique on a core of required basic sciences model for nursing education, estab- and clinical courses, supplemented lished Johns Hopkins University with ample elective time for special School of Nursing with the first class advanced study. Elective courses are of undergraduates admitted in Sep- described in the programs of the var-

4 – August 1, 2014 ious departments in the section on grams to meet their academic objec- Departments, Divisions, Centers, and tives and may choose from 39 de- Subjects of Instruction. This infor- partmental or area majors. Many un- mation is supplemented by an elec- dergraduates engage in research, un- tive book which is updated annually. dertake independent study and intern- Selected students may interrupt the ships, and pursue advanced course regular curriculum for one or more work. Graduate students plan pro- years in order to pursue special stud- grams with faculty mentors to explore ies. and master their areas of interest. Re- search teams comprised of faculty, Bloomberg School of Public Health post-doctoral associates, graduate The Johns Hopkins Bloomberg School students, and undergraduates are cus- of Public Health is the oldest and larg- tomary in all disciplines. est school of public health in the world (est. 1916). As a leading international Whiting School of Engineering authority on public health, the Bloom- Engineering began at Johns Hopkins berg School is dedicated to protecting in 1913, and was designed to couple a health and saving lives. Every day, the professional education with significant school works to keep millions around exposure to liberal arts and scientific the world safe from illness and injury inquiry. In 1979, the University under- by pioneering new research, deploying scored its commitment to engineering its knowledge and expertise in the distinction by establishing the Whiting field, and educating tomorrow’s scien- School of Engineering as a separate tists and practitioners in the global division of the Homewood campus. defense of human life. The school’s The school awards bachelor’s, mas- various academic departments offer ter’s, and doctoral degrees, and offers graduate training in the private and instruction in many departments, in- public sectors pertaining to public cluding Biomedical Engineering, run health and its related sciences. jointly by the schools of Engineering and Medicine. The school’s Engineer- Homewood Campus ing and Engineering for Professionals Zanvyl Krieger School of Arts and programs are among the largest of Sciences their kind in the country, offering part- Founded in 1876, the Zanvyl Krieger time bachelor’s and master’s degrees School of Arts and Sciences is recog- to the professional engineering com- nized for excellence in research and munity in the Baltimore-Washington education in the natural sciences, so- corridor. cial sciences, and humanities. The school’s research mission infuses its Other Academic Divisions undergraduate, graduate, and postdoc- Carey Business School toral programs with unique opportuni- The Carey Business School builds on ties for students not only to pursue the Johns Hopkins University tradi- learning in the classroom, but also to tion of excellence in practice and participate actively in research. Large- research with master’s degree, certifi- ly free of university-wide curricular cate, and undergraduate programs in requirements, under-graduate students, the Baltimore-Washington area. in concert with faculty, shape pro- The Carey Business School offers

5 – August 1, 2014 flexible format MBA programs, as education annually, the largest num- well as master’s degrees in finance, ber of any institution in Maryland, as real estate, information and telecom- well as offering undergraduate, grad- munications systems, organization uate certificate, and doctoral degree development and human resources, programs. It is home to more than and marketing. Certificates offered 2,000 students, 58 full-time faculty, include the Leadership Development and approximately 30 research and Program for Minority Managers and professional staff. Classes are offered Investments, as well as other innova- at the Johns Hopkins Homewood, tive graduate certificate programs. Columbia, and Montgomery County Undergraduate degree programs of- campuses. fered include Business and Manage- Peabody Institute ment and Information Systems. The Carey Business School of The Institute, located on historic Mt. Johns Hopkins University offers sev- Vernon Square in central Baltimore, is eral specialized degree and certificate recognized as one of the foremost programs in conjunction with the professional schools of music in the School of Medicine, the School of country. It was founded in 1857 by Nursing, and the School of Arts and philanthropist George Peabody. Sciences. The Paul H. Nitze School of Advanced Classes are offered at regional International Studies campuses located throughout the Bal- SAIS, located in Washington, DC, timore-Washington area including provides graduate-level programs in downtown Baltimore, Homewood, the field of international studies, as Columbia, Montgomery County, and well as scholarly research relevant to Washington, DC. the problems of the United States and School of Education its public and private institutions in The School of Education at The Johns their relations with the governments Hopkins University has a long history and institutions of other countries. of providing innovative academic The school operates two centers programs and applied research that abroad—one in Bologna, Italy, and have measurably improved the quality one in Nanjing, China. of PK-12 education, especially in the Applied Physics Laboratory most challenged urban schools. This The Applied Physics Laboratory in blend of quality and responsiveness Laurel, MD, conducts research and has led to strong partnerships with development to enhance the security school systems, other Johns Hopkins of the nation through the application schools, national professional organi- of science and technology. The labora- zations, and governmental agencies. tory is also committed to technology The School of Education houses development in space science and two distinctive research and devel- carries on important work in biomedi- opment centers: the Center for Re- cine and education that is synergistic search and Reform in Education, the with the University as a whole. APL Center for Technology in Education. seeks to make critical contributions to The School of Education awards ap- critical challenges primarily for spon- proximately 500 master’s degrees in

6 – August 1, 2014 sors in the Department of Defense, NASA and other government agen- Other Continuing Education cies. Laboratory programs in biomedi- Opportunities at Hopkins cine are often conducted in collabora- Education is a lifelong process and tion with other University divisions the challenge of new ideas, a stimulus and include such examples as systems for advancement and growth. Johns for global telemedicine and home Hopkins plays a vital role in lifelong health care, sensors for space travel, learning by extending its rich and and prostate cancer detection. The varied resources to the region’s adult laboratory staff consists of over 3,300 community. The University continues engineers, scientists, and supporting to meet the educational needs of staff. working men and women—health practitioners, engineers, educators, Research Institutes scientists, and business profession- Additional research institutes within als—who are seeking expanded skills, or associated with the University in- new credentials, career advancement, clude the Institute for Policy Studies, and an enhanced quality of life. which conducts research on urban Through the nine degree-granting planning; the Center for Social Or- divisions of the University—the ganization of Schools, which con- schools of Arts and Sciences, Busi- ducts major research on desegregation ness, Education, Engineering, Medi- and other school issues; the Krieger cine, Nursing, Public Health, Ad- Mind/Brain Institute, which investi- vanced International Studies, and the gates the relationship between mental Peabody Institute—Hopkins provides processes and the structure and func- professional development, graduate tioning of the brain; the Space Tele- study, accreditation and personal en- scope Science Institute, the ground richment opportunities for adult part- station for NASA’s Space Telescope; time students. Convenient centers for and the Center for Talented Youth, study are located throughout the which identifies gifted young students greater Baltimore/Washington corri- and helps them to develop as inde- dor. pendent self-motivated learners.

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Baltimore Area and Campus Life The City of Baltimore and on-campus convenient to many areas along the activities provide students with a mid-Atlantic region, including Wash- wide variety of social and cultural ington, D.C., New York and Phila- opportunities. delphia, which are easily accessible A unique combination of the old and by car or train. the new, Baltimore is a national show- Johns Hopkins University’s East case for urban renewal and ethnic tradi- Baltimore campus is minutes away tion. The city’s most popular attraction from culturally rich and exciting is the Inner Harbor, which includes neighborhoods, including Fells Point, enclosed food and shopping pavilions, Butcher’s Hill, Patterson Park, Can- the National Aquarium, the Maryland ton, Little Italy, and Harbor East. Science Center, and the acclaimed Ori- Johns Hopkins University’s ole Park Baseball Stadium at Camden Homewood campus is near Mount Yards, as well as the Baltimore Ravens Vernon, Charles Village, Hampden, football stadium. Yet, to the native Remington, and Waverly. In addition, Baltimorean, it is the city’s ethnic the Homewood campus entertains a neighborhoods and restaurants, row variety of its own extracurricular ac- houses with marble steps, and Chesa- tivities: guest lecturers, concert series, peake Bay crabs that best describe Bal- intramural sports, symposia, films, a timore. nationally ranked lacrosse team, and Historically, Baltimore is famed for the Spring Fair—to name just a few. Fort McHenry and as the home of the With over 70 organizations, students “Star Spangled Banner.” Its cultural become directly involved in planning centers include the Walters Art Mu- campus events. In addition, students seum, the Peabody Conservatory of have access to the cultural and social Music, and the Baltimore Museum of activities organized at the East Balti- Art. The city also hosts major ballet, more campus. theater, and opera companies, as well as the Baltimore Symphony Orches- tra. Baltimore is also geographically

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Academic Programs Degree Programs and Options • Family Primary Care Nurse Prac- Degree Programs titioner In accord with the philosophy and • Pediatric Primary Care Nurse purpose of Johns Hopkins University, Practitioner the School of Nursing offers bache- • Clinical Nurse Specialist (online lor’s, master’s, and doctoral pro- option available) grams. The purpose of the accelerated • Health Systems Management bachelor's program is to prepare (online option available) graduates for entry-level professional • Health Systems Manage- nursing practice in a variety of health ment/Clinical Nurse Specialist care settings. The purpose of the mas- Dual Track ter’s program is to prepare advanced • MSN/MBA* with the Carey Busi- practitioners and managers of care. ness School The Doctor of Nursing Practice • Public Health Nursing (DNP) program is a practice-focused doctoral program designed to prepare • Public Health Nursing, Nurse- expert nurse clinicians, administra- Midwifery Track tors, and executive leaders to improve • Master of Science in Nurs- health and health care outcomes. The ing/Master of Public Health purpose of the doctoral (PhD) pro- (MSN/MPH) gram is to prepare nurse scholars to • Nurse Practitioner with Public conduct research that advances the Health Nursing Focus (MSN- theoretical foundation of nursing NP/MPH) practice and health care delivery. • MSN to PhD

Accelerated Bachelor of Science in Post Degree Options Nursing (BS) Options • Post-Master’s Nurse Practitioner • Summer-Entry Accelerated— Options 13-month option – Adult-Gerontological, Family • Fall-Entry Accelerated— or Pediatric Primary Care 17-month option – Adult-Gerontological Acute • Accelerated BS to MSN with Care Paid Clinical Residency – Accelerated Acute Care Master of Science in Nursing (MSN) – Nurse Educator Certificate Op- Options tion (online option available) • Adult-Gerontological Primary – Clinical Nurse Specialist Care Nurse Practitioner – Psychiatric/Mental Health • Adult-Gerontological Acute Care Nurse Practitioner (online) Nurse Practitioner

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Doctoral Options Doctor of Philosophy in Nursing (PhD) Doctor of Nursing Practice (DNP)

The Johns Hopkins University is also Collegetown to find roommates, busi- part of Baltimore Collegetown, a net- nesses, and also to find resources for work of 15 colleges and universities that parents and guidance counselors. has its own shuttle service between each Visit www.baltimorecollegetown.org institution in addition to several other for a list of attractions, eateries, sports points of interest throughout greater and recreation, shopping, internships and Baltimore. Students use Baltimore more!

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School of Nursing Mission, Values, and Diversity Statement

The mission of the Johns Hopkins responsible and capable of devel- University School of Nursing is to oping in many different ways improve the health of individuals and throughout life; diverse communities locally and • by viewing human beings holistical- globally through leadership and ly, in a dynamic state of interaction excellence in nursing education, with their internal and external en- research, practice, and service. vironment and in terms of their own perceptions of identity, ideals and The academic rigor of our programs, expectations, the work, dignity and the extraordinary nursing scholarship irreplaceability of each individual of our faculty, and our reputation for is affirmed. shaping nursing graduates who are leaders in their profession position us as one of the top nursing schools in The faculty recognizes that while the U.S. individuals are unique they: • function in diverse social systems; Faculty and graduates of the School will: • continually influence others; • acquire from others the knowledge • set the highest standards for pa- and skills which enable them to tient care; function within the prevailing socie- • exemplify scholarship; ty, as well as a sense of their own • be sensitive to changing societal place and purpose in that society. needs for nursing care; • be committed to health care for all The faculty believes that health: individuals and populations; • is not a constant state; • provide a positive and innovative • changes as basic needs and adap- force in the evolution of the nursing tive profession and the changing health • capacities fluctuate. care system. Any alteration of this state of inte- The School of Nursing operates in a grated functioning is referred to as global environment in which: an absence of optimal health and exists on a continuum at some • innovative research and excellence point between high-level wellness in patient care are valued; and death. The focus of this con- • the dignity and rights of the indi- cept of health is on the health care vidual family and community are resources needed by each individu- respected. al to achieve an integrated state of The faculty of the School of Nursing adaptation. strives to further these values by in- stilling recognition that: • all behavior is complex; • every human being is unique, self-

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The faculty views professional nursing The faculty assists the students in: as a unique health service offering ef- • acquiring leadership skills; fective, compassionate, culturally, sen- • providing high-quality nursing sitive, competent care to: care; • individuals • using available resources for the • families benefit of health care consumers; • groups • evaluating the impact of nursing • communities interventions. The faculty believes that nurses func- The faculty view education as: tion in: • a reciprocal process between • autonomous roles teacher and learner; • collaborative roles • an enriching interaction in which • cooperative roles both must actively participate in an atmosphere of mutual trust. The faculty believes nursing is re- sponsible for: The faculty believes that: • promoting and improving delivery • it is the responsibility of the teach- of health care; er to guide the teaching-learning • developing and implementing new process; knowledge about nursing practice; • it is important to develop the poten- • evaluating and using new technol- tial of each individual student to the ogies to promote the health of indi- highest level possible; viduals, families, groups, communi- • learners have accountability for ties and populations to improve the their own learning. quality of health care. The faculty: The education of professional nurses: • place great importance on the role • takes place in institutions of higher of teachers as mentors; learning; • lead by their example; • provides a foundation for continued • set standards by their own interac- growth and learning throughout tions with students, patients, staff life. and other faculty members. Nursing education develops the fol- The outcome of the educational pro- lowing skills which enable students to cess in nursing is: assume responsibility for practice • the preparation of individuals from based on sound judgment. diverse backgrounds as competent, • cognitive skills caring, professional nurses to prac- • interpersonal skills tice in national and international • technical skills settings. The educational process: School of Nursing Values • promotes a spirit of inquiry; • Excellence We strive to do our • assists students to integrate theory best and meet the highest stand- into practice; ards. • develop critical-thinking abilities. • Respect We treat all people with

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dignity, open-mindedness, and scholarship, teaching, healthcare, esteem. and service. • Diversity We appreciate and • We embrace diversity to enhance acknowledge our differences. all of our activities and accom- • Integrity We behave ethically, plish the mission of the school. honestly, and fairly. • We achieve excellence by at- • Accountability We take respon- tracting and retaining talented sibility for our actions. and diverse leaders, faculty, stu- dents, and staff. School of Nursing Diversity & Inclusion • We commit to create an inclusive Statement environment in which diverse Johns Hopkins University School of opinions and beliefs are a part of Nursing is a community committed to and enrich our professional, edu- sharing values of diversity and inclu- cational, and personal experienc- sion in order to achieve and sustain es. excellence. • We recognize that the responsi- bility for diversity and inclusion • We believe diversity is critical to lies with all of us. attaining the best research,

Enrollment Management & Student Affairs The Office of Admissions is responsible is available to provide counseling on for the recruitment of prospective stu- financing opportunities to ensure that dents and the review of all baccalaureate students are able to pursue their educa- and graduate admissions applications. tional goals. The School of Nursing par- The staff is available to speak with stu- ticipates in several financial aid pro- dents seeking information about admis- grams that can help to pay education sions, orientation, graduation and pro- expenses, including grants, scholarships, gression into the MSN program. The loans, and work study. Students typical- office is also responsible for collecting ly fund their studies through a combina- and tracking all required documents for tion of these sources. new students enrolling at the School of Nursing. Housing The University offers information about Office of the Registrar housing to all students. Information may The Office of the Registrar is available be obtained by contacting the Homewood to provide assistance to all students per- Off-Campus Housing Office, 3339 N. taining to online registration via ISIS. Charles St., Baltimore, MD 21218, 410- The office is also the point of contact for 516-7961, www.jhu.edu/~hds/offcampus official transcripts, enrollment verifica- or Johns Hopkins Medical Institutions tions, degree verifications, graduation, Off-Campus Housing Office, 1620 Veterans benefits, and room scheduling. McElderry Street, Reed Hall, 1st Floor, Baltimore, MD 21205, 410-955-3905, Student Financial Services www.hopkinsmedicine.org/housing. On- The Office of Student Financial Services campus housing is not available to nurs-

13 – August 1, 2014 ing students. Both off-campus housing ty-based groups through community offices can provide you with resources to service, volunteer positions, internships find housing in Baltimore. and practica, federal work-study oppor- tunities, research, community outreach Student Activities course placements, and other involve- Students may participate in several clubs ment opportunities. SOURCE partners and organizations within the School of with over 90 community-based organi- Nursing including the Black Student zations of various types, including Nurses Association, Doctoral Student some of the following: advocacy organ- Organization, Geriatric Interest Group, izations, chronic/infectious disease Gertrude Stein Society, Graduate Stu- prevention groups, community clinics, dent Organization, Jewish Student Or- cultural and ethnic groups, environmen- ganization, Maryland Association of tal organizations, mental health organi- Nursing Students and the National Stu- zations, public schools and many more. dent Nurses’ Association, Men in Nurs- A full directory of partnering communi- ing, Nurses’ Christian Fellowship, Nurs- ty-based organizations is available ing Students United for Advocacy and online. SOURCE works with organiza- Action, Nursing Students in Global tions throughout Baltimore, and has a Health, Bienestar Baltimore (formerly particular but not exclusive focus on Programma Salud), and the Baccalaure- the East Baltimore neighborhoods close ate Student Government Association. In to the Johns Hopkins Medical Institu- addition, each baccalaureate class elects tions campus. SOURCE participants student officers and committee repre- apply their community outreach and sentatives. Students have access to all public health skills while making a the academic and social events of the difference in the community. For more University as well as the varied clinical- information, email [email protected] ly oriented programs. or visit www.jhsph.edu/source. The center is located at 2017 E. Monument Student Outreach Resource Center Street. (SOURCE) SOURCE provides academic, profes- Student Participation in sional, and personal development oppor- School of Nursing Governance tunities for the members of the JHU Each baccalaureate, master’s, and doctoral Schools of Medicine, Nursing, and Pub- class will elect a student representative to lic Health through community outreach the Faculty Curriculum Committees and to and service-learning partnerships with the schoolwide Academic Ethics Commit- community-based organizations. tee. Student representatives will also partic- SOURCE serves as a channel for ipate in the School of Nursing All-School students, faculty, and staff from the Assembly which includes School of Nurs- Johns Hopkins University Schools of ing administration, faculty, staff, and stu- Nursing, Medicine, and Public Health dents. Depending on the needs of the to connect with community organiza- school, student representatives may also be tions and local projects. SOURCE pro- appointed to other ad hoc committees such vides a way for students to enrich their as University search committees, Library education by applying theory to prac- Committee, and Cultural Competency and tice and helps students develop an ap- Diversity Committee. preciation for working with communi-

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Sigma Theta Tau ketball, cross country, fencing, football, Nu Beta is a chartered chapter of Sigma lacrosse, soccer, swimming, tennis, Theta Tau, the International Honor Soci- track, golf, wrestling, and crew. There ety of Nursing, and was established at are coed water polo and rifle teams and Johns Hopkins University School of women’s teams in basketball, cross Nursing in 1992. The purposes of Sigma country, fencing, field hockey, lacrosse, Theta Tau are to recognize superior squash, swimming, tennis, track, and achievement and the development of volleyball. Most of the teams compete in leadership capabilities, foster high pro- the Middle Atlantic Conference. fessional standards, encourage creative The Athletic Center includes a compe- work, and strengthen commitment to the tition-sized swimming pool with sepa- ideals and purposes of the profession of rate diving pool, two gymnasiums, five nursing. Induction into the honor society squash/handball/paddleball courts, a occurs yearly. Eligibility requirements weight-exercise room and a coed sauna, are established by the international or- plus ping-pong table, outdoor track and ganization. six tennis courts. All facilities are avail- able to students and staff, and various Athletics and Recreation physical education classes and other The Denton A. Cooley Athletic Center activities are available from the Athletic was established in March 1981. The Center. Cooley Center has two convenient loca- The Ralph S. O’Connor Recreation tions. The Cooley Center includes an Center. The Recreation Center provides outdoor swimming pool and tennis the students and faculty/staff of Home- courts, a gymnasium, circuit weight and wood campus and their affiliates an op- free weight training rooms, an indoor portunity to work out and relieve life’s track, basketball courts, StairMasters, stresses in a state-of-the-art recreational rowing machines, stationary bikes, and a facility. The Ralph S. O’Connor Recrea- whirlpool. Activities include aerobic tion Center offers a variety of services exercise classes; intramural basketball, and equipment for all, including basket- volleyball, and soccer; tournaments in ball, volleyball, badminton, rock climb- tennis, badminton, and horseshoes; les- ing, squash/ racquetball, weight lifting, sons and classes in racquetball, squash, treadmills, bikes, cross trainers, Stair- tennis, yoga, and nutrition; group runs Masters, martial arts, and a swimming and road races; fitness assessments; and pool. individual exercise programs. Towel and racquet rentals are available. Office of International Student, Faculty and Staff Services The Newton H. White Jr. Athletic Center is located on the north end of the The Office of International Student, campus and is available to all students Faculty and Staff Services assists inter- and their families. Students must show a nationals in three primary capacities: (1) student identification card and a fee is as advisors concerning immigration charged. The center offers a wide variety rules and regulations; (2) as advocates of activities for individuals, including who are sensitive to the unique needs of intramural programs at the dormitory, non-immigrants; and (3) as liaisons be- fraternity, and independent levels. Men’s tween non-immigrants and the U.S. Citi- varsity teams compete in baseball, bas- zenship and Immigration Service, the

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U.S. Department of State, various U.S. may also refer individuals to other organi- consulates and embassies abroad, vari- zations, such as appropriate ESL classes, ous departments/offices at JHMI, etc. as needed. Internationals often have unique needs The organization sponsors various so- and require a person sensitive to those cial events, including but not limited to a needs to be their advocate. Staff mem- welcome reception, an orientation tour bers in the Office of International Stu- of Baltimore, trips to local areas of in- dent, Faculty and Staff Services are ex- terest, potluck suppers, holiday festivals perienced advocates who recognize the and an egg hunt each spring. value of international educational ex- Contact the International Society within change and who appreciate the many the Office of International Services for positive contributions internationals additional information at 410-955-3371 make to the Johns Hopkins community or -3370. The office is located in Reed and to the United States. As advocates, Hall. staff members are well acquainted with cross-cultural adjustment problems and University Health Services other related issues. As a result, their The University Health Services office is involvement with internationals at JHMI located on the Johns Hopkins Medical goes well beyond the area of immigra- Campus at 933 N. Wolfe Street, Balti- tion regulations. more, MD 21205. Full-time and part- For more information visit time students are eligible for service if www.hopkinsmedicine.org/intlsvcs. they purchase the Student Health Plan or International Society if they pay a yearly fee to access UHS. The International Society (JHIS) wel- Johns Hopkins Student Assistance Program comes international postdoctoral fel- The Johns Hopkins Student Assistance lows, staff, students, faculty and family Program (JHSAP) provides suitable members, as well as interested Ameri- resources to assist students with the cans to join in our activities. The JHIS pressures and difficulties they may en- was founded in 1959 to promote interna- counter during their academic careers. tional good will and to create opportuni- JHSAP is a life management resource ties for cultural, social, and educational that helps students to identify and man- exchange between Americans and inter- age challenging issues, in healthy ways national visitors. Getting help is free, easy, convenient, Membership is free and open to all and confidential. JHSAP offers a variety Hopkins affiliates. A bimonthly newslet- of services including: ter is published online at • Assessment of the current con- www.hopkinsmedicine.org/intlsvcs/jhis. cerns/situation The newsletter notes the JHIS upcoming events, as well as items of interest to the • Brief, supportive counseling for chal- inter-national community. lenges of daily living The JHIS office is available to assist • Referral to appropriate and accessible with information about housing, child community services and resources care, schools, automobiles and drivers’ • Consultation that supports academic licenses, and other items necessary to and/or professional development adjusting to life in Baltimore. The JHIS • Immediate support and management

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for crisis situations be clearly stated in the documentation. All registered School of Nursing stu- dents of Johns Hopkins University and their immediate family members may use JHSAP services. For information or to schedule an appointment, students should call 443-287-7000 or 866-764- 2317 or visit www.jhsap.org. Students who participate in University Health Services (all full-time students plus part-time students who pay a stu- dent health fee) may also access Univer- sity Student Mental Health Services by contacting 410-955-1892.

Disability Support Services The Johns Hopkins University School of Nursing is committed to providing stu- dents with the opportunity to pursue excellence in their academic endeavors and to making all academic programs and facilities accessible to qualified in- dividuals. Upon admission to the School of Nursing, a student with a disability should contact Nancy Griffin, associate dean for enrollment management and student affairs and coordinator of stu- dent disability services, at 410-955-7545 or at [email protected]. If an admitted student has a disability requiring accommodations, he or she must provide a recent (no more than four years old) comprehensive evaluation of the disability and recommended accom- modations to Dean Griffin at least one month prior to matriculation. The docu- mentation must include the current lev- els of functioning, the need for support in an academic setting, and the recom- mended accommodations. The name, title, and professional credentials of a qualified evaluator—including infor- mation about licensure or certification as well as the area of specialization, em- ployment, and the state or province in which the individual practices—should

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School of Nursing Facilities

The School of Nursing is located on the Fast Facts University’s East Baltimore campus. In • six levels and 92,813 gross square feet the spring of 1998, the school opened a • two adjoining 70-seat classrooms newly built, state-of-the-art education • one 90-seat classroom and research facility. The building con- • two 110-seat lecture halls (one with tains expanded classroom space and capability for distance learning) computer facilities, research laborato- • three 12-bed practice laboratories (one ries, student lounges, an auditorium, a with capability for distance learning) café, and an outdoor courtyard. • 3,000 square feet of research space The East Baltimore campus, 10 with behavioral and state-of-the-art la- minutes from the Homewood campus, is boratories a major academic health-center that in- cludes the Schools of Nursing, Medicine • acute care practice lab and Public Health, the William H. • one 40-seat computer classroom Welch Medical Library, The Johns Hop- • one 45-seat classroom kins Hospital, and the Kennedy Krieger • two 18-seat seminar rooms Institute. The campuses are linked by a • two 15-seat group study rooms free shuttle service. • two 16-seat computer labs In this era of changing health care, • one 16-seat doctoral workroom nursing schools must educate students to • wireless network for use with note- assume new and different responsibili- book computers ties while continuing to deliver quality • gathering places for students including patient care. Johns Hopkins University a lounge and café with dining area School of Nursing is designed to meet • 230-seat auditorium these goals of the 21st century. The • garden courtyard with fountain Anne M. Pinkard Building, named in • Student House that includes study and honor of a local philanthropist and friend conference rooms, kitchen, lactation of Hopkins Nursing, is situated in the room, lounge, and outdoor courtyard heart of Baltimore City. The building is the first structure at Hopkins dedicated • simulation laboratories solely to nursing education and research. Library Resources It also houses the Institute for Johns The William H. Welch Medical Library Hopkins Nursing and the Center for provides Johns Hopkins Medical Institu- Nursing Research and Sponsored Pro- tions (School of Medicine, Bloomberg jects. As students utilize the many out- School of Public Health, School of standing resources provided in this facil- Nursing, Johns Hopkins Hospital, Ken- ity, they will come to view the building nedy Krieger Institute) and its affiliates as a sanctuary for learning and as a re- with information services that advance pository for one of the greatest treasures research, teaching, and patient care. of all time—knowledge. To assist stu- By registering as a library user, JHU dents in becoming nursing leaders, the faculty, staff, and students can search a School of Nursing building features the range of databases and take advantage of following: the library’s information services and

18 – August 1, 2014 classes. The Welch Library Gateway Center for Nursing Research and Sponsored menu or Welch online (www.welch.jhu. Projects edu) leads library users to remote and The Center for Nursing Research (CNR) local online databases, including the JHU opened in 1990 and is currently located on libraries catalog, CINAHL, an index of the fifth floor of the Pinkard Building in the nursing literature, as well as a dy- the School of Nursing and in the Cuthbert- namic array of other databases and full- Farr House at 509–511 North Washington text journals. Welch online (www.welch. Street. The CNR provides School of Nurs- jhu.edu), available 24 hours per day, ing faculty and students with support ser- offers selected nursing websites under vices such as consultation on research the heading Internet Resources, then design and conduct including data man- Biomedical. agement and analysis, information on The library’s education program is funding sources and grant submission pro- designed around tools and technologies cesses, protection of human subjects, and for biomedical communication. Classes advice on career development and continu- are offered on basic computing applica- ing education about research. The CNR tions, computer networking, electronic also coordinates research resources and mail communication, searching online consultation services within the School of databases, scientific writing, and writing Nursing and encourages leadership for a successful grant application. Library nursing research within the school, Uni- staff offer instruction and consulting versity, and community. services tailored to meet individual or departmental needs. Microcomputers Computer Resources and selected software are available for The school maintains a network of ap- use in the library. The library offers proximately 93 Microsoft Windows sophisticated World Wide Web support, workstations and six laser printers in and designs, implements, and evaluates five computer labs and one public area. information technology to support the The computer labs include a 32-seat library and the campuswide teaching, teaching lab, two 13-seat application research, and clinical initiatives. labs, a 16-seat doctoral workroom, and a Other service sites in the Welch sys- 9-seat lab in the Carol Gray Study tem are the Adolf Meyer Library, the Room. Nursing Information Resource Center The lab computers are networked and (Anne M. Pinkard Building, third floor) have access to the Internet, e-mail and and the Lilienfeld libraries, located on various applications, including Mi- the ninth floor in Hampton House and on crosoft Office Professional suite, SPSS, the second floor of the Wolfe Street Pub- Stata and MicroSim Inhospital. lic Health building. A special library of Many areas of the building have wire- historical materials, administered by the less connectivity. This includes the audi- Institute of the History of Medicine, is toriums, café area, Carol Gray study located on the third floor of the Welch room and student lounge. There are net- building. Faculty may reserve the Educa- work hook-ups and distance learning tional Computing Lab (Hunterian Room capabilities. G-3) or the MAC Lab (Welch East Read- ing Room) for classes requiring hands-on Carol J. Gray Study Room use of microcomputers. The Carol J. Gray Study Room, formerly

19 – August 1, 2014 the Nursing Information Resource Cen- ance in the performance of key nursing ter (NIRC), is located in the Pinkard technologies including vital signs, medi- Building of the School of Nursing cam- cation administration, intravenous thera- pus. The space, renovated in 2011, fea- py, and sterile technique. tures expanded study areas, more elec- trical outlets, new furniture, and wireless Clinical Facilities connectivity. The clinical facilities of Johns Hopkins Hospital, as well as a variety of other Nursing Research Laboratory acute, long-term community and specialty Johns Hopkins University School of health care institutions in Baltimore and Nursing Research Laboratory is located surrounding communities, are available on the lower level in the School of Nurs- for student clinical education. It is helpful ing Building. It has approximately 3,000 for students to have personal transporta- square feet of space dedicated to research tion for clinical assignments. projects in nursing that incorporate basic biologic science methods. The Nursing Center for Global Nursing Research Laboratory consists of a dark- A joint initiative of the JHUSON and the room, microscopy facilities (stereo, con- JHH Department of Nursing, the Center focal, and fluorescent), tissue culture for Global Nursing was created to facili- facilities, core equipment area, electro- tate international education of students, physiologic lab, vivarium, cold room, provide support to global nursing re- utility area (autoclave and water purifica- search activities, encourage international tion facility), and bench space for funded nursing practice, and coordinate global faculty researchers and their students. nursing service outreach practice. The Research Laboratory currently sup- Professional Programs ports faculty research in a variety of are- Johns Hopkins Nursing Professional as ranging from the molecular mecha- Programs collaborates with world- nisms of skeletal muscle atrophy to pain renowned Johns Hopkins faculty and and immune responses. health professionals to envision, develop, and present professional and continuing Nursing Practice Labs education. Our specialized, evidence- Nursing practice labs and simulation based programs and products leverage rooms are available to provide the stu- and expand the scholarship of the Johns dent with an opportunity to gain experi- Hopkins School of Nursing and our in- ence and confidence in performing a terprofessional partnerships with the wide variety of nursing technologies. schools of Medicine and Public Health, Patient care stations in the laboratories, and the Johns Hopkins Health System. designed to closely approximate inpa- Our wide range of education offerings are presented to local, national, and glob- tient areas and stocked with necessary al communities through state-of-the-art supplies, are available for students to learning methods. practice both basic and advanced nurs- ing technologies. Practice using actual hospital equipment is an integral part of the laboratory experience, and patient simulators are provided to facilitate clin- ical skill mastery. Additionally, students receive individual instruction and guid-

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Fees and Expenses

Application Tuition for the upcoming semester must Students interested in the baccalaureate, be paid one month before the first day of master’s and post-degree certificate op- classes for incoming baccalaureate and tions must pay a $75 fee when submit- graduate students. Special students must ting an application for admission. The pay at time of registration. MasterCard, doctoral fee is $100. Visa, and Discover Card are accepted. Alternate payment plans may only be Matriculation Deposit arranged 30 days prior to the start of the A nonrefundable $500 deposit is re- semester. A $40 per semester charge will quired of all students accepted for ad- be assessed for this service. mission. The deposit will be credited to the student’s account. MasterCard and Tuition Rates Visa are accepted. The table below lists tuition costs for the 2013-2014 for all programs. Note: all Tuition Payment costs are for full-time students.

Program Tuition Other fees TOTAL Bachelor's Summer-Entry Accelerated (13.5 months) $67,344 $4,197 $71,541

Fall-Entry Accelerated (17 months) $67,849 $4,272 $72,121 Master's MSN $33,984 $2,806 $36,790

MSN/MPH $52,630 $3,270 $55,900 Doctoral PhD $40,626 $2,806 $43,432

DNP $33,816 $2,370 $36,186

view your account, make online pay- Self-Service Internet Student Information ments, and update information related to System your student account. Self-Service is the The Johns Hopkins University offers official means of generating tuition bills students online student account infor- to School of Nursing students. Paper mation through the ISIS Student Billing bills will no longer be mailed to enrolled Self-Service website at https://isis.jhu. students. edu/sswf. This website will allow you to Please note: New students will re- ceive a onetime paper bill. New students

21 – August 1, 2014 will have access to Johns Hopkins En- required to pay a $50 late registration terprise Directory (JHED) and will need service fee before that registration may be to activate their account. For more in- finalized by the registrar. Information formation on your JHED account, go to about what constitutes late registration and http://jhed.jhu.edu. the applicable fee will be included in reg- The self-service system will automati- istration materials which are distributed by cally send an e-mail notification to the the Registrar’s Office. student’s JHUSON e-mail address when a new bill is ready to be viewed online. No Late Fees sign-up is required. Each registered stu- The University assesses a 1.50% per dent is automatically enrolled. For more month late fee charge on the unpaid bal- information go to www.son.jhmi.edu/ ance for any student whose account is in resources/final. It is the student’s respon- arrears. Students who have unpaid bal- sibility to check their student account and ances from a previous semester will not pay their tuition promptly. be allowed to register for subsequent semesters. Student Health Insurance Fees associated with delinquent ac- All matriculated students must be cov- counts sent to collections will be passed ered by a current health insurance plan. on to the student. The University will provide information about its student health insurance plan Transcript/Diplomas for students who are not covered under There is no charge for transcripts. No another plan. Students who do not pur- transcript will be released if the student chase the University insurance must pro- has an unpaid student account balance. vide proof of enrollment in a comparable Diplomas will not be released to stu- plan each semester. (See Health Services dents with unpaid student account bal- Fee) ances.

Books Miscellaneous Fees The cost for books, supplies, and uni- Graduation Fees forms for baccalaureate students is ap- Regalia fees for the graduation ceremony proximately $750 per term. These costs held annually in May are approximately are based on averages and may vary. $36 for baccalaureate students, $77 for graduate students, and $80 for doctoral Supplies students. Baccalaureate students must purchase a number of supplies including uniforms; Health Services Fee a stethoscope; and an aneroid, adult-size All full-time matriculated students will blood pressure cuff. Students enrolled in pay a $450 annual health services fee nurse practitioner options should expect and will have unrestricted access to all to purchase some diagnostic equipment services at University Health Services. during the first year. Part-time students may pay $450 per year to access these services. Late Registration A student who for any reason does not State Board Licensure Examination Fees complete his or her registration until after The Maryland State Board examinations the prescribed registration period will be for registered nurse licensure are offered

22 – August 1, 2014 regularly throughout the year. The cur- rent fee for the Maryland State Board is $100, and the current fee for the Nation- al Council Licensure examination is $200. The Office of Student Services provides all the necessary registration forms for students wishing to take the examination in Maryland. Students who plan to take the examination in another state should contact the appropriate nursing board office for registration forms. Returned Check Fee A $25 service fee will be assessed for any returned check. For further information regarding tuition payment, student health insurance, and student accounts, contact the Business Office at 410-955-1243.

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Financial Aid Information

The Office of Student Financial Services our website at www.nursing.jhu.edu/ assists students in obtaining financing for apply/finaid. their education. The school participates in several financial aid programs that will 2013-2014 Program Costs help to pay education expenses. Financial Living expenses provided here are esti- assistance may include loans, grants, mates based on average costs. Actual scholarships and work-study funding. An costs may vary. For 2013–2014 planning overview of the various aid programs is purposes, a 5% cost-of-living increase provided here. For more information, should be anticipated, as well as at least please contact the Office of Student Fi- a 5% tuition increase. nancial Services at 410-955-9840 or visit

Summer-Entry Fall-Entry Bachelor's Bachelor's Tuition $65,700 $66,193 Matriculation Fee* $500 $500 Room and Board $19,124 $21,856 Books/Supplies $3,172 $3,172 Personal Up to $2,100 Up to $2,400 Travel Up to $5,236 Up to $5,984 Medical Insurance $3,584** $4,096** Health Fee $600 $600 Estimated Costs $100,016 $151,772

*Matriculation fee is a one-time charge for first-time enrolled students **All students must have health coverage. Purchase of the School's plan is optional.

Grants and Scholarships Award recipients will be required to par- Helene Fuld Leadership Program for ticipate in a variety of academic activi- the Advancement of Patient Care Qual- ties in association with the program. ity and Safety New Careers in Nursing Scholarship This program is funded by the Helene This program is funded by the Robert Fuld Health Trust. Scholarships are Wood Johnson Foundation (RWJF) in awarded to incoming juniors in both ac- association with the American Associa- celerated baccalaureate programs. Recip- tion of Colleges of Nursing (AACN). ients will benefit from training and inten- Scholarships are available to students sive, applied experiences in clinical envi- entering the Accelerated baccalaureate ronments that provide an enduring foun- program. Recipients must be from disad- dation for continued excellence in ad- vantaged backgrounds or under- vancing quality and safety in patient represented groups in nursing and healthcare delivery. of interprofessional

24 – August 1, 2014 demonstrate significant financial need. service. You can work before, during, or after your postsecondary education. School of Nursing (SON) Grant Funds can be used either to pay current This grant is provided by the School of education expenses or to repay outstand- Nursing to assist students who demon- ing federal student loans. Information strate financial need. SON grants are can be obtained from their website at awarded from institutional funds and the www.americorps.org or by phone at 1- endowed scholarships that are listed in 800-942-2677. this catalog, beginning on page 34. Loans Federal Pell Grant Federal Perkins Loan This program provides grants to students pursuing their first undergraduate degree. This program provides loans at a 5% inter- Grants are awarded to students who meet est rate. Interest is deferred while the stu- strict eligibility requirements and who dent is enrolled at least half-time. Funding demonstrate exceptionally high financial for this program is extremely limited, and need. awards are made to students who demon- strate significant financial need. Priority is Federal Supplemental Educational given to students who enroll full-time. Opportunity Grant (FSEOG) Federal Nursing Student Loan This program provides grants to students pursuing their first undergraduate degree. This program provides loans at a 5% Grants are available to students who interest rate. Interest is deferred while demonstrate financial need. Priority is the student is enrolled at least half-time. given to full-time Pell Grant recipients. Funding for this program is extremely limited, and awards are made to under- Maryland State Scholarships graduate students who demonstrate sig- The Maryland Higher Education Com- nificant financial need. Priority is given mission offers grants and scholarships to to students who enroll full-time. qualified Maryland residents. Most Federal Direct Loan awards are based in part upon financial need. Specific program information and This program provides loans with inter- eligibility criteria can be found on their est rates ranging from 4.5% to 7.9%. The website at www.mhec.state.md.us or by government charges an origination fee phone at 410-260-4565. equal to 1%–4% of the loan principal, Non-Maryland residents should con- depending upon the program. The origi- tact the designated state agency for in- nation fee is deducted from the loan pro- formation on funding opportunities ceeds. Applicants must enroll at least available through their state of residency. half-time to be considered for a Direct Listings of state agencies and contact Loan. The school participates in three information can be found at www.student types of Federal Direct Loans: aid.ed.gov. Once on the website, click on Subsidized Direct Loan the “Funding your Education” link and A subsidized loan is awarded based on then the “State Aid” link. financial need. The federal government AmeriCorps Awards pays the interest while the student is en- This program provides educational rolled at least half-time. The interest rate awards in return for work in community charged to undergraduate students is

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4.5%. The interest rate charged to gradu- Employment ate students is 6.8%. The origination fee Federal Work-Study Program (FWS) for all students is 1%. The program provides part-time em- Unsubsidized Direct Loan ployment for students who demonstrate Students who do not demonstrate finan- financial need. Students who participate cial need may borrow an unsubsidized in the program earn money to help pay loan. The interest rate on unsubsidized education expenses. The program en- loans is 6.8% for all students. Interest courages work that is related to the stu- accrues from the time the loan is dis- dent’s program of study and work in bursed and continues until it is paid in community service. Many community full. Borrowers may pay the interest service opportunities are available. The while enrolled in school or allow it to amount of earnings will vary depending accrue. Accrued interest will be capital- upon the employment obtained, rate of ized which means it will be added to the pay, and hours worked. Earnings are principal amount of the loan. The origi- further limited by the amount of the stu- nation fee is 1%. dent’s demonstrated need and the availa- bility of FWS funds. Information regard- Direct PLUS Loans ing non-Federal Work Study employment This program provides loans to graduate opportunities may be available through students and to parents of dependent the Career Resource Center. undergraduate students. Loans are ap- Application Procedures proved based upon the creditworthiness of the borrower. The interest rate charged To apply for financial aid for the 2013–2014 is 7.9%. Interest accrues from the time school year, applicants must: the loan is disbursed and continues until • submit the School of Nursing Student it is paid in full. Borrowers may pay the Aid Application interest while enrolled in school or they • complete the Free Application for can allow it to accrue. Accrued interest Federal Student Aid (FAFSA) will be capitalized which means it will be • submit a complete signed copy of their added to the principal amount of the 2012 federal income tax return. This loan. The origination fee is 4%. must include all schedules and W2 forms The Johns Hopkins Hospital Employee • be a U.S. citizen, permanent resident, School of Nursing Tuition Loan or eligible non-citizen Johns Hopkins Health System Corpora- • be enrolled in a degree program and tion / The Johns Hopkins Hospital maintain satisfactory academic pro- (JHHSC/JHH) employees who are en- gress rolled at the School of Nursing can fi- • register at least half-time nance their tuition through this special • not owe a refund on a federal student loan program with the Johns Hopkins grant or be in default on a federal stu- Federal Credit Union (JHFCU). For dent loan more information about this program, contact the JHHSC/JHH Benefits Office • register with the Selective Service (if at 410-614-6504. required) and have a valid Social Se- curity number • not be convicted under federal or state law of possession or sale of illegal

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drug. guidelines published by their state of resi- dency. Maryland residents must complete Application materials are available on the FAFSA by March 1. Listings of state our website at www.nursing.jhu.edu/ agencies and contact information can be academics/finaid. Note that additional found at www.studentaid.ed.gov. Once on documentation may be requested. For the website, click on the “Funding your optimum consideration students should Education” link and then the “State Aid” complete the application process by link. March 1. To be considered for state fund- ing, students must follow the application

MSN MSN/MPH Acc BS Sum Acc PhD DNP Tuition $33,984 $52,630 $67,849 $67,344 $40,626 $33,816 Matriculation Fee* $500 $500 $500 $500 $500 $500

Room $9,000 $11,000 $16,000 $14,000 $9,000 ------

Board $3,294 $4,026 $5,856 $5,124 $3,294 ------On-Site Allowance ------$5,670 Books/Supplies $1,856 $2,320 $2,6849 $2,672 Up to $2,320 $1,856 Personal Up to Up to $1,650 $2,400 $2,100 Up to ------$1,350 $1,350 Travel Up to Up to $4,114 $5,984 $5,236 Up to ------$3,366 $3,366 Uniform/Equipment ------$500 $500 ------Medical Insurance $2,421** $2,959** $4,300** $3,763 $2,304** $3,228** Health Fee $450 $450 $600 $525 $450 ------Estimated Costs $56,221 $79,649 $106,661 $101,764 $62,746 $45,534

*Matriculation fee is a one-time charge for first-time enrolled students **All students must have health coverage. Purchase of the School's plan is optional.

Satisfactory Academic Progress certificate. Under Federal Title IV law, the school’s SAP requirements must Students who receive Federal Student meet certain minimum requirements, and Aid (FSA) must, in accordance with fed- be at least as strict as the standards for eral regulations, be in good standing and Good Academic Standing. The policy maintain Satisfactory Academic Progress applies to students receiving Federal (SAP) toward obtaining their degree or

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Student Aid for semesters/periods of Graduate Students enrollment that begin on or after July 1, 2012. 1. Minimum cumulative grade-point average (GPA) - Qualitatively, on The federal regulations require that an a scale of 4.0, graduate students institution use three measurements to must maintain a minimum 3.0 cumulative GPA, and students determine SAP: may not earn a grade of less than a B- in any one course. • Qualitative - student must 2. Minimum cumulative completion maintain a minimum cumula- rate - Quantitatively, financial aid tive grade point average or recipients must maintain a cumu- equivalent lative completion rate equal to or • Quantitative – student must exceeding 67% of the credits at- maintain a minimum cumula- tempted. Students in the Doctor tive completion rate of credits of Philosophy program may not carry more than one I-grade on attempted their transcript at any one point in • Maximum timeframe – student time. must complete their degree or 3. Students must complete the re- certificate within a maximum quired course work within the timeframe time periods specified below: • Master’s Students – 5 years The standards used to evaluate academic from matriculation progress are cumulative and, therefore • DNP Students – 5 years include all periods of the student's en- from matriculation rollment, including periods during which • PhD Students – 7 years from the student did not receive FSA funds. matriculation Undergraduate Students

1. Minimum cumulative grade-point Treatment of Grades and Repeated average (GPA) - Qualitatively, on Coursework a scale of 4.0, undergraduate stu- dents must maintain a minimum Course With- Not included in the 2.0 cumulative GPA. Only 1 drawals -W GPA calculation, grade of a C is allowed. Grades but are considered a 2. Minimum cumulative completion non-completion of rate – Quantitatively, financial attempted course- aid recipients must maintain a work completion rate equal to or ex- Incomplete Not included in the ceeding two-thirds (67%) of the Courses – I GPA calculation, credits attempted. Grades but are considered a 3. Students must complete the re- non-completion of quired course work within150% attempted course- of the published program length work until the (i.e.180 credits attempted in a coursework is com- 120 credit program). pleted and final grade is submitted Audited Not considered Courses - AU attempted course- Grades work or included in the GPA calcula-

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tion, nor is the gress standards will be placed on Financial coursework consid- Aid Warning for the subsequent semes- ered for financial ter/period of enrollment. Students are still aid eligibility eligible for financial aid during the "Warn- Satisfactory (S) Treated as attempt- ing" semester. or Passing (P) ed credits which are Grade earned, but is not Students applying for financial aid will be included in calcula- placed immediately into Financial Aid tion of GPA. Warning status if they did not meet SAP Failing – F Treated as attempt- standards in the previous period of enroll- Grades ed credits that were ment prior to applying for aid. not earned and are Financial Aid Suspension – Losing Title included both in the IV Eligibility calculation of GPA and minimum com- Students on Financial Aid Warning, who pletion rate fail to maintain the minimum SAP standard No Grade Re- Not included in the during the Warning semester, will be ported – X GPA calculation, placed on Financial Aid Suspension status Grades but are considered a for subsequent semesters/periods of en- non-completion of rollment. No financial aid will be dis- attempted course- bursed during subsequent semesters/periods work until the of enrollment until the student regains fi- coursework is com- nancial aid eligibility. pleted and final grade is submitted Students applying for financial aid will not Course Repeats Only the repeated be eligible for assistance and will immedi- course grade will be ately be placed on Financial Aid Suspen- used in calculating sion status if they did not meet the mini- the GPA; all at- mum financial aid SAP standards, based on tempts will be in- the two previous periods of enrollment cluded in the com- prior to applying for financial aid. pletion rate deter- Students who do not complete their pro- minations. gram within the maximum timeframe lose eligibility for financial aid and are placed on Financial Aid Suspension status. All credits accepted for transfer to the stu- dent’s program of study are taken into con- sideration as both attempted and earned Reinstatement of Aid after Financial Aid credits. Grades earned at other institutions Suspension Status are not, however, counted when computing A student may regain eligibility for finan- the student's GPA. cial aid after Financial Aid Suspension Financial aid recipients are reviewed for status only by in one of the following ways: SAP at the end of each semester of enroll- ment (Summer, Fall, Winter, 1. The student submits a written let- Spring). Letters are mailed to students who ter of appeal and the Financial do not meet the SAP standards and are Aid Appeals Committee grants placed either in a warning status or who the appeal. The student is placed lose eligibility. on Financial Aid Probation for the next semester/period of en- Financial Aid Warning Status rollment and is eligible for Title IV aid during their Financial Aid Students who fail to meet the minimum Probation status. If the appeal is financial aid Satisfactory Academic Pro-

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approved but the Committee has graduate, then if the appeal is approved the determined that the student will student will also be placed on an Academic not be able to meet the SAP Plan. Students will receive written notifi- standards within one semes- cation of the decision. All decisions on ter/period of enrollment, then the such appeals are final. student will be placed on Finan- cial Aid Probation with an Aca- Students who lose eligibility for financial demic Plan which if followed aid due to not meeting the minimum SAP will ensure the student is able to standards more than one time during their meet the SAP standards by a spe- program may submit an appeal each time. cific point in time. Academic Plan 2. The student registers for course- work while on Financial Aid Students who lose eligibility and submit an Suspension status, pays for tui- appeal may be placed on an Academic Plan tion and fees without the help of if the appeal is approved. The purpose of student financial aid, and does an academic plan is to support the student well enough in the coursework to in bringing himself or herself back into satisfy all the satisfactory aca- compliance with the financial aid SAP demic progress standards at the standards by a specific point in time in end of the subsequent semes- order to ensure that the student will be able ter(s)/period(s) of enrollment. to successfully complete the degree or cer- tificate program. The academic plan will Appeal Process be specifically tailored to the student and may include milestones and specific re- Students who wish to appeal Financial Aid quirements such as a reduced course load, Suspension status must submit an appeal of specific courses or tutoring. Students on Financial Aid Suspended status in writing an academic plan are still responsible to to the Financial Aid Appeals Committee by meet the SAP requirements in the subse- the date specified in the Financial Aid Sus- quent semester/period of enrollment and pended notification letter. The committee will lose eligibility if the SAP standards are will review the appeal and notify the stu- not met, and need to go through the appeal dent in writing of their decision within 14 process in order to regain eligibility. The working days after the Appeals Committee student’s progress in their academic plan meets and makes its determination. Ap- will be taken into account in any subse- peals should include: quent appeal process of financial aid eligi- bility. • The grounds for appeal (i.e., working too many hours, etc.) Financial aid recipients must meet the fi- • Demonstration that the student understands nancial aid satisfactory academic progress the reason behind failure to meet the SAP standards, which is at least as stringent as requirements the schools' academic policy standards, in • Specific plans to rectify the student's accordance with federal Title IV regula- current academic status tions. Students should consult the Stand- ards for Good Academic Standing for more The Financial Aid Appeals Committee will information on that standard. Students on review the appeal and consult with academ- academic probation may also be on Finan- ic advisers and other involved parties as cial Aid Suspension, or they may be on warranted. If it is determined that the stu- Financial Aid Warning status. dent will not be able to meet the SAP standards by the end of the next semes- Contact the Financial Aid Office at 410- ter/period of enrollment but the Committee 955-9840 for more information. is in agreement that the student’s grounds for appeal are reasonable and the student has a reasonable chance to succeed and

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Financial Aid--Return of Title IV If a student earned less aid than was Funds disbursed, the institution would be re- The Financial Aid Office is required by quired to return a portion of the funds federal statute to recalculate federal fi- and the student would be required to nancial aid eligibility for students who return a portion of the funds. Keep in withdraw, drop out, are dismissed, or mind that when Title IV funds are re- take a leave of absence prior to complet- turned, the student borrower may owe a ing 60% of a payment period or term. debit balance to the institution. The federal Title IV financial aid pro- If a student earned more aid than was grams must be recalculated in these situ- disbursed to him/her, the institution ations. would owe the student a post-withdrawal If a student leaves the institution prior disbursement which must be paid within to completing 60% of a payment period 120 days of the student’s withdrawal. or term, the financial aid office recalcu- The institution must return the amount lates eligibility for Title IV funds. Recal- of Title IV funds for which it is responsi- culation is based on the percentage of ble no later than 45 days after the date of earned aid using the following Federal the determination of the date of the stu- Return of Title IV funds formula: dent’s withdrawal. • Percentage of payment period or term Refunds are allocated in the following completed = the number of days com- order: pleted up to the withdrawal date divid- 1. Unsubsidized Federal Stafford Loans ed by the total days in the payment pe- 2. Subsidized Federal Stafford Loans riod or term. (Any break of five days or 3. Unsubsidized Direct Stafford Loans more is not counted as part of the days (other than PLUS loans) in the term.) This percentage is also the 4. Subsidized Direct Stafford Loans percentage of earned aid. • Funds are returned to the appropriate 5. Federal Perkins Loans federal program based on the percent- 6. Federal Parent (PLUS) Loans age of unearned aid using the follow- 7. Direct PLUS Loans ing formula: 8. Federal Pell Grants for which a Re- Aid to be returned = 100% of the aid turn of funds is required that could be disbursed minus the per- 9. Academic Competitiveness Grants centage of earned aid multiplied by the for which a Return of funds is re- total amount of aid that could have been quired disbursed during the payment period or 10. National Smart Grants for which a term. Return of funds is required • Other assistance under this Title for 11. Federal Supplemental Opportunity which a Return of funds is required Grants for which a Return of funds is (e.g., LEAP). required

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Scholarships, Awards, and Funds in the School of Nursing

Scholarship Funds 1993, 1997, 2001 and 2004. She was The endowed funds listed in this section honored by her students, classmates, support the School of Nursing grant and colleagues in recognition of the program, which is awarded each year on expertise she brought to the school and the basis of financial need. to the profession during her 20-year Hopkins career. Vivian B. Allen Scholarship Fund Dora Byer Bagley Scholarship Fund Established in 1960, this was one of the first scholarships established to benefit Dora Bagley graduated from the school the School of Nursing. It was created in 1946 and enjoyed a distinguished after the death of Vivian B. Allen by her career of nursing leadership. She retired foundation in recognition of the in 1970 as director of Women’s Hospi- importance she placed on nurses and tal in Los Angeles. She was a dedicated their education. supporter of the school that had meant so much to her and established this Marie Ames Scholarship Fund scholarship to assist future nursing stu- Marie Ames graduated from the Johns dents. Hopkins Hospital School of Nursing in Maude Magill Bagwell Scholarship Fund 1937 and served on the Osler Medical Service for the next five years. During Maude Bagwell was a 1929 graduate of World War II, she was chief nurse in the the School of Nursing who spent many Pacific and at Valley Forge General years in public health nursing. In the Hospital. Later, she obtained her bache- ’50s and ’60s she and her husband were lor’s and master’s degrees and remained actively involved in the civil rights active in nursing until her retirement in movement, working as teachers and 1972. Miss Ames left a major bequest to counselors to low-income minority fund a scholarship. groups. The Bagwell Fund was started in 1989 by Mr. Bagwell on the occasion Mary Appleman Scholarship of his wife’s 60th reunion. Mary Appleman was a friend of and Edith Lund Baillie Scholarship Fund nurse at the Johns Hopkins Hospital. This scholarship, established through a Edith Lund Baillie graduated from the bequest, is for any nurse attending the Johns Hopkins Hospital School of Nurs- school who may need financial assis- ing in 1944. She later received a bache- tance and who may be financially una- lor’s degree in psychology from Brown ble to continue their training without University, where she was a member of this support. Phi Beta Kappa. During World War II, she was a nurse with the United States The Susan E. Appling Scholarship Navy. For 10 years, Mrs. Baillie was This scholarship was established in employed as a personnel manager at recognition of Sue Appling, assistant Blue Cross/Blue Shield until her retire- professor, who was awarded the Excel- ment. Mrs. Baillie died in December lence in Teaching Award in 1989, 1992, 1997. This scholarship was established

32 – August 1, 2014 by her husband, David Baillie, in her sionate nurses of the Sidney Kimmel memory. Cancer Center of the Johns Hopkins Hospital inspired in Ms. Barnes a desire Frances R. Baker Endowed Scholarship to see that excellent nursing traditions Frances Baker was a 1924 graduate of continue. Her family and friends hope the School of Nursing and a longtime that through this scholarship she will advocate for nursing in the Baltimore continue to have a positive influence on community. An active supporter of the others and touch the lives of future gen- school, she served as the agent for her erations. class. Mrs. Baker also served as the first chair of the school’s Isabel Hampton Blanche L. and George A. Bawden Robb Society, which honors Hopkins Scholarship Nursing’s most loyal and committed Established in 2006 by the estate of supporters. She established this scholar- Olga V. Bawden, this scholarship is in ship fund in 1993. memory of Miss Bawden’s father, George Abner Bawden and her mother, William G. Baker Jr. Memorial Scholarship Blanche Lober Bawden. Miss Bawden Fund was an educator with an interest in med- Established in 1985, this scholarship icine. While an inpatient at Hopkins reflects the foundation’s strong com- Hospital, she was impressed by and mitment to the Baltimore community as appreciative of the care she received well as its continued support of higher from Hopkins nursing students. She was education, particularly Johns Hopkins a 1943 graduate of Goucher College and University. earned a master’s degree from Johns Hopkins University in 1951. She began Summerfield Baldwin Jr. Endowed her career in the 1940s teaching history Scholarship Fund and French at Robert E. Lee Junior This fund was established through a gift High School and was later promoted to from the Summerfield Baldwin Jr. vice principal and then principal of Foundation in honor of the Johns Hop- Eastern High School in Baltimore. Miss kins Hospital School of Nursing Class Bawden’s dear friend, Ann Schmeisser, of 1943. The Baldwin family has close is a 1956 graduate of the Johns Hopkins Hopkins associations: Mr. H. Furlong University School of Nursing. Baldwin, a nephew of Summerfield Baldwin, is a trustee emeritus of the The Lynn Baxendale-Cox Scholarship Johns Hopkins Hospital and Johns Hop- This scholarship is named in memory of kins University. Mrs. Margaret a School of Nursing alumna and former VandeGrift, a niece, graduated from the faculty member who lost her battle with School of Nursing in 1943. cancer in August 2000. The scholarship was started by her friends and col- Cheryl S. Barnes Nursing Scholarship leagues and will be given to graduate This scholarship was established in nursing students. Dr. Baxendale-Cox 2002 by Dee Dragan as a memorial to was passionate about research and, after Cheryl Barnes, a dynamic and vibrant postdoctoral training in Massachusetts woman who touched the lives of so and Illinois, she earned a bachelor of many with her wit and intelligence. One science degree from the Johns Hopkins of her many passions in life was higher School of Nursing in 1990. She was an education. During her battle with can- assistant professor and researcher at the cer, the caring, competent, and compas-

33 – August 1, 2014 school until 1999. McGurn. Ms. McGurn was a professor at the University of Maryland School of H. Melvin and Ruth H. Brown Scholarship Nursing, where she served as a mentor Established in 2006 to support a schol- to Dr. Butz early in her nursing career. arship for a nursing student. Dr. Butz served on the faculty of Johns Hopkins University School of Nursing Betsy Boggs Scholarship Fund in the early 1990s, and her area of inter- Betsy Boggs is a 1951 School of Nurs- est was women with substance abuse ing graduate who went on to receive her problems and their children. Ms. M.A. in guidance counseling and spent Maguire served for many years as a years as a counselor and social worker. member of the Johns Hopkins Nursing Having attended Hopkins on a full faculty; her focus is child health. She is scholarship, she has always looked for- a three-time winner of the Caroline ward to expressing her appreciation for Pennington Award for teaching excel- her wonderful experience at Hopkins by lence. It was Ms. Maguire’s ability as a returning her scholarship in kind. She teacher and Dr. Butz’s expertise as a established this scholarship in 1996 in researcher that inspired Ms. McGurn to honor of her 45th reunion. honor them through this named scholar- ship. Elizabeth Bietsch Brizendine Scholarship This scholarship was established in Judith Franklin Campbell Scholarship Fund 2003 by a bequest from Mrs. Elizabeth Judith Franklin Campbell graduated Bietsch Brizendine ’45 of Baltimore. from Johns Hopkins Hospital School of Mrs. Brizendine worked at Hopkins Nursing in 1960. In 1968 she received a Hospital after graduating from the Johns bachelor’s degree in nursing from the Hopkins Hospital School of Nursing. School of Continuing Studies at Hop- She was an avid quilter, antique lover, kins. Mrs. Campbell continues to be an and had a strong interest in water cul- avid supporter of Hopkins Nursing and ture and the preservation of this price- serves on the Advisory Council for less natural resource. She was very ded- Johns Hopkins Nursing. icated to the School of Nursing and its mission to educate extraordinary nurses. CareFirst BlueCross BlueShield Project RN Scholarship Lorraine Criswell Buehler Scholarship Fund Established in 2007 to support a mas- Lorraine Criswell Buehler graduated in ter’s degree student who will teach in a 1925 from Johns Hopkins Hospital nursing school in Maryland, Virginia, or School of Nursing and remained at Washington, DC. Hopkins Hospital until her marriage. This fund was established in 1979 by E. Rhodes and Leona Bowman Carpenter Mr. and Mrs. Leon Buehler Jr. to pro- Scholarship Fund vide scholarship support for nursing In 1990, the E. Rhodes and Leona B. education. Carpenter Foundation made a gift to the School of Nursing to establish a schol- Arlene Butz and Maureen Maguire arship fund in honor of the late Mrs. Scholarship Fund Carpenter, a 1939 alumna of the School This scholarship was established in of Nursing. Mrs. Carpenter spent many honor of Johns Hopkins Nursing faculty years in public health nursing after members Arlene Butz and Maureen graduation, including a few years as an Maguire, through the estate of Wealtha instructor at the school.

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Margaret C. Cathcart Scholarship Fund filled with patients suffering from ty- Margaret C. Cathcart graduated from phoid, tuberculosis and pneumonia, but Johns Hopkins Hospital School of Nurs- there were no antibiotics. In addition to ing in 1941. This scholarship was estab- attending classes and studying, students lished by Mrs. Cathcart’s daughter and were on duty in the hospital 52 hours a son-in-law, Dr. and Mrs. Joseph Reeves, week. After graduation, many class in her honor. Mrs. Cathcart resided in members joined the Army Nurse Corps, South Carolina. She was a loyal sup- serving with the Johns Hopkins 18th porter and friend of the School of Nurs- and 118th General Hospitals. The Class ing. Mrs. Cathcart often referred to her of 1937 Scholarship Fund was created days at Hopkins as “the best years of in 1994. my life.” She died in December 2009. Class of 1940 Scholarship Fund Louise Cavagnaro Scholarship Fund The class of 1940 graduated as Elsie This fund was established in 1985 to Lawler retired after 30 years as superin- honor Louise Cavagnaro on her retire- tendent of nurses. Many class members ment after 31 years at Johns Hopkins joined the war effort. Some were part of Hospital. The fund provides scholarship the Hopkins units in the Pacific or in support for a member of Johns Hopkins Europe and others joined the Army Hospital staff seeking a degree in the Nurse Corps. During their later careers, School of Nursing. they were involved with new develop- ments, ranging from starting a recovery The Dolores Probstner Caylor and Walter C. room at Hopkins, to instituting a blood Caylor Graduate Research Fellowship bank in Cincinnati, to developing a pro- This scholarship was established in gram for alcoholism in Oklahoma. The 2006 by Mrs. Caylor, a 1947 graduate Class of 1940 Scholarship Fund was of the School of Nursing, to support a spearheaded by Anna Flatley who urged graduate student. her classmates to join together to be- come the first class to establish an en- Helen Brugh Chestnut Graduate dowed scholarship fund. Scholarship Fund Class of 1944 Scholarship Fund This scholarship was established in 2000 by Helen Brugh Chestnut ’40 in The class of 1944 entered Hopkins just connection with her class’s 60th reun- as Anna D. Wolf was beginning her ion. The graduate scholarship was Mrs. tenure as the sixth director of nursing. Chestnut’s way of giving back to the By the time they graduated, polio had school that she felt gave so much to her. reached epidemic proportions and the She was grateful for the education she Cadet Nurse Corps was 50,000 strong. received at Johns Hopkins and counted Many in the class joined the war effort the years she spent at the school among after graduation. Two entered the Fron- the best of her life. Her husband, Albert tier Nursing Service and became “nurs- H. Chestnut, was pleased by her deci- es on horseback” serving the mountain sion to create the scholarship. families of Kentucky as midwives. The Class of 1944 Scholarship Fund was Class of 1937 Scholarship Fund established by members of the class in The class of 1937 came to Hopkins just honor of their 50th reunion. as the country was beginning to recover Class of 1965 Scholarship Fund from the Depression. The wards were The Class of 1965 Scholarship Fund

35 – August 1, 2014 was established in 1989 as the class manded the utmost respect of those who began preparing for its 25th reunion. worked with her because she never asked of others more than she demanded Class of 1977 Scholarship Fund of herself. It is through this scholarship This fund was established in 1987 in that her work continues and that Church memory of classmate Mary Pat Haberle, Home nurses secure “a future for their who died while on a nursing rescue past.” In 2008, MedStar Health (Co- mission in Alaska. lumbia, MD), to honor the legacy of Church Home and Hospital, made a The Dorothy Lydia Thorp Conkin Graduate significant grant that nearly doubled the Scholarship value of this endowment. This scholarship is named for the class of 1953 graduate who established it. The Mary Dent Scholarship Mrs. Conkin has fond memories of her The Mary Dent Scholarship was estab- days at Hopkins and has remained a lished in 2010 to provide a full funding devoted supporter of the School of for tuition and clinical supplies to a can- Nursing. She and her family traveled to didate for the BSN degree in the tradi- Hopkins from their home in Tennessee tional program. The fund is awarded to a several years ago to see the new School student with outstanding academic of Nursing building. Mrs. Conkin’s achievement in prior studies but is in scholarship will assist graduate nursing need of significant financial aid in order students at Hopkins. to attend Hopkins School of Nursing. Louise G. Thomas Cooley Scholarship The scholarship recipient ideally would Established in 2004 by friends and ad- plan to practice nursing in the greater mirers of Louise G. Thomas Cooley Baltimore region upon graduation. The ’49, the fund will provide much-needed scholarship is renewable for a second financial assistance for generations of year provided that the student is in good men and women to complete their nurs- academic standing. ing education at Johns Hopkins. After The Evelyn A. Eckberg Endowed graduation Mrs. Cooley became the Scholarship Fund head nurse at the JHH Surgical Unit where she met and married surgical Evelyn Eckberg ’40 died in 2004 and resident and instructor Dr. Denton A. left a bequest in her will to establish this Cooley, a 1944 graduate of the Johns scholarship fund to support a graduate Hopkins School of Medicine. or undergraduate student who may be in need of financial assistance. The Freda L. Creutzburg Memorial Scholarship Paula Ferris Einaudi Scholarship Fund This scholarship was established in This scholarship was established by the 2004 by the Church Home and Hospital school’s alumni and friends to honor the School of Nursing Alumni Association contributions of Paula Ferris Einaudi, in memory of Freda L. Creutzburg, a PhD, former associate dean of Devel- 1921 graduate from Church Home and opment and Alumni Relations. Dean Hospital School and a 1953 graduate of Einaudi served the school for 12 years, Johns Hopkins University. A former beginning in 1988. She is remembered director of Church Home and Hospital for her leadership in shaping the enthu- School of Nursing, Ms. Creutzburg was siastic commitment of the loyal sup- a woman of great integrity who com- porters of the school into its first per-

36 – August 1, 2014 manent home, the Anne M. Pinkard worked as the surgical charge nurse for Building, and for her role in increasing the Veterans Administration Hospital. the number of scholarships and the level of the endowment. Her greatest legacy, Reuben Harrison Fields, M.D. however, is perhaps best measured by Scholarship Fund the affection felt toward her by the This fund was established in 1988 by school’s alumni and friends. Their af- Nancy Fields Cole ’24. She named it in fection mirrors the high esteem in which honor of her father, who practiced med- Dean Einaudi has always held Hopkins icine in Oregon at the turn of the centu- nurses. ry.

Janet Kane Espy Scholarship Fund Patricia Tilton Fleishman Scholarship Fund Janet Kane ’39 came to Hopkins from Established in 2003, this is a merit Perryville, Maryland, and did private scholarship for a nursing student with duty nursing at the hospital after grad- an outstanding academic and extracur- uation. She served in the Army Nurse ricular record, preferably a student with Corps during the war before marrying a financial need. The ideal candidate and leaving nursing to raise her chil- will be receiving a second degree, have dren. When she was widowed in 1965, a demonstrated capacity for leadership, she resumed practice as a head nurse at and a record of accomplishment. Florida Hospital in Orlando until her retirement in 1982. After her death in Eleanor L. Foote Scholarship 1993, her children, Bowers and Elaine, This scholarship was established in together with friends and other family 2004 by a bequest from Eleanor L. members, established the Janet Kane Foote ’46, a public health nurse Espy Scholarship Fund in honor of her instrumental in establishing the loyalty to the School of Nursing. Arapahoe County Mental Health Center in Colorado. She expressed a desire that Margaret A. Evering Scholarship Fund the Foote Scholarship be given to a Margaret Evering ’47 spent her career at worthy student in nursing after Johns Hopkins Hospital in surgical successful completion of their first year. nursing. Her expertise in the operating room earned her the respect and admira- Jean Selby Fox Scholarship Fund tion of the nurses and physicians with Jean Selby Fox ’46 raised a large family whom she worked. Ms. Evering retired with her Navy physician husband and, as assistant nursing director in 1980 and when her children were older, she re- died in 1994 at the age of 73. She had turned to nursing where she cared for made a provision in her will for the es- sick newborns. Mrs. Fox had always tablishment of a scholarship fund in her been especially loyal to Hopkins Nurs- name for the benefit of nursing students ing. She once said, “Hopkins Nurse was at the school. indelibly fixed in my mind, heart and soul.” This scholarship was established Lila E. Featherston Scholarship by her husband, Lay Fox, MD, in her This scholarship was established memory. Mrs. Fox died in April 1997. through a bequest from Lila Featherston ’43. She served as a surgical nurse in The France-Merrick Foundation Scholarship the U.S. Army during WWII. Miss This scholarship was established in Featherston taught at the Johns Hopkins 2000 to support nursing students work- School of Nursing and for many years ing in the community health centers.

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This gift was part of a $10 million throughout the world. commitment to the Johns Hopkins Uni- versity. This foundation is administrated Dorothy Sutton Fuller Scholarship Fund by the Pinkard family, for whom the Dorothy Fuller ’26 had a distinguished School of Nursing building was named. career in psychiatric nursing. She earned a doctorate in 1947 from the Francina Freese Memorial Scholarship University of Kansas, where she was an Miss Freese graduated from Johns Hop- assistant professor of psychology from kins Hospital School of Nursing in 1901 1948 to 1951. Dr. Fuller was chief psy- and served as superintendent of nursing chologist in the Division of Child Psy- at Cumberland Hospital in Maryland, chiatry at the Menninger Clinic from City Hospital in Indianapolis, and Poly- 1951 to 1955 and a psychologist at the clinic Hospital in Philadelphia. She re- Family Service and Guidance Center in mained active in nursing and civic af- Topeka from 1956 to 1959. She rejoined fairs throughout her life and established the staff of the Menninger Clinic in a scholarship fund through a gift in her 1959 and served again as chief psy- will. chologist in the children’s division from 1962 to 1969. She retired in 1975. An Friendly Foursome Scholarship early advocate of graduate nursing edu- Established in 1999, this scholarship cation, Dr. Fuller established this schol- celebrates the friendship of four mem- arship through her bequest to the bers of the class of 1942. Doris King school. The Dorothy Fuller Scholarship Avery, Elizabeth Eldredge, Ann Leff- provides support for psychiatric nursing ingwell Iverson, and Virginia Watson education. Skeens endowed this scholarship to- gether as a tribute to the importance of Helen H. Funderburk Scholarship Fund their friendship and of Hopkins Nursing Helen Heckman Funderburk ’37 was a in their lives. These four octogenari- member of the Army Nurse Corps, ans—two of whom were still active achieving the rank of captain. She was nurses in 1999—made the gift because active throughout her life in the Johns “we wanted to have something we could Hopkins Hospital Nursing Alumni As- build on over the years,” according to sociation. Upon her death in 1986, Mr. Ms. Eldredge. Their gift was enhanced Walter Kidd established this fund in her by the Bloomberg Challenge. honor to provide scholarship support in the School of Nursing. Charles A. Frueauff Foundation/ Peace Corps Fellows Scholarship Fund Furnival Scholarship Fund The Frueauff Foundation established The Furnival Scholarship Fund was this scholarship in 1993 to support stu- established in 1986 by Elsie Peyton dents either entering nursing after re- Jarvis ’47. The fund is named for her turning from the Peace Corps or plan- mother, Marion Furnival Peyton, and ning to serve once they receive a nurs- two aunts, Christina Furnival Pendleton ing degree. A longtime supporter of and Julia Furnival Pendleton, all of Hopkins Nursing, the Frueauff Founda- whom were graduates of Johns Hopkins tion granted this award in recognition of Hospital School of Nursing. the pivotal role that Peace Corps Fel- Isabel Davidson Gamble Scholarship Fund lows can play in delivering health care to communities in this country and Isabel Davidson Gamble ’20 worked as a staff nurse at Hopkins for two years

38 – August 1, 2014 following graduation. After her mar- memory of Ruth Ward Gurtler ’29, who riage to Dr. Thomas O. Gamble, she entered nursing after caring for her sib- moved with him to Albany, New York, lings and sick mother. The fund was where she assisted in his OB/GYN prac- established to ensure that qualified, tice. The fund was established by Mrs. caring applicants to the school are able Gamble’s daughter and son-in-law, Mr. to attend, to graduate, and to carry on and Mrs. Charles R. Callanan, in recog- the proud tradition of Hopkins Nursing. nition of Mrs. Gamble’s lifelong interest in nursing and in Johns Hopkins. Kristine Haines Scholarship Fund Kristine Haines ’67 was a staff nurse at The Arlene Armbruster Grayib Scholarship Johns Hopkins Hospital and later an This scholarship is named in memory of instructor at the School of Nursing. Af- Arlene A. Grayib ’30. The scholarship ter her tragic death from melanoma at was established by her husband, An- age 32, her mother established a schol- toine Grayib, MD, and will provide arship fund in her honor. assistance for undergraduate nursing students. Devoted to helping Balti- Hampton House Scholarship more’s underserved, Mrs. Grayib This fund was established by a friend of worked for 12 years with the city’s Vis- the class of 1959 in honor of the genera- iting Nurses Association. In 1948, she tions of women who studied and lived at joined the Medical Care Clinic of Johns Hampton House as they prepared for a Hopkins Hospital where she eventually career in nursing. It is the donor’s intent became director. In 1954 she married that the gift will be used for scholar- Dr. Grayib who was then a fellow in ships for undergraduate students in the Medicine at Johns Hopkins. Mrs. Johns Hopkins School of Nursing. Grayib died in 1995 following a battle Dr. Esther Handler Oncology Nursing with cancer. Scholarship Helen Merrill Gugerty Scholarship This scholarship was established by Dr. Helen Merrill Gugerty ’48 worked at Joseph S. Handler in loving memory of the Harriet Lane Clinic and then on the his wife, Esther. children’s surgical ward at Hopkins. In 1969, after raising her family, Mrs. Mary Harms Scholarship Fund Gugerty became a school nurse in New Mary Harms ’32 earned a PhD in York. Mrs. Gugerty has always had a education from Stanford University. She great loyalty to Johns Hopkins School retired as an associate dean at the of Nursing and to her classmates, which University of California at San is why she and her husband, Leo, estab- Francisco. Dr. Harms was a lifelong lished this scholarship in recognition of advocate and dedicated supporter of her 50th class reunion. In the 1940s, Johns Hopkins University School of Mrs. Gugerty’s tuition was paid by the Nursing. The scholarship, established United States Cadet Corps. She realizes through her bequest to the school, that while today’s students are not liv- provides support for a nursing student. ing in wartime, “many still need help to Martha Toole Harvey Scholarship Fund pursue their dreams of being a nurse.” A 1956 graduate of Johns Hopkins Hos- The John R. and Ruth Ward Gurtler pital School of Nursing, Martha Toole Foundation, Inc. Harvey established this fund in grati- This scholarship was established in tude for the scholarship support she

39 – August 1, 2014 received as a student. After graduation, the Pittsburgh Alumni Chapter in honor she worked as a nurse for a short while of Mrs. Hicks ’37 and in memory of her before marrying and raising five daugh- husband who died in 1999. For nearly ters. As a parent, she used her nursing 25 years, Loretta Hicks tirelessly served skills every day and found her the alumni chapter as secretary. The knowledge of psychology as valuable as fund represents the first time that a her knowledge of medicine. Two of Johns Hopkins alumni chapter has en- Mrs. Harvey’s daughters are also nurs- dowed a scholarship. es. She established the scholarship fund in 1994. Marie Hodnette Hoch Memorial Scholarship Fund William Randolph Hearst Foundation Marie Hodnette Hoch ’29 bequeathed to Scholarship the current school the funds to establish The Hearst Foundation established an the Hodnette Memorial Fund, which endowed fund at the school in 1990 in provides scholarship aid for nursing recognition of the pivotal role that nurs- students. es play in our society. E. Faye Horner Scholarship Fund Lillian Helbig Fund E. Faye Horner Mizell was a 1925 alumna Miss Helbig, a native of Oakland, of Johns Hopkins Hospital School of Maryland, graduated from Johns Hop- Nursing. Upon her death in 1989, family kins Hospital School of Nursing in and friends established this scholarship in 1923. During World War II, she served her memory. with the Johns Hopkins Hospital Unit and later was head nurse in Marburg. Alma D. Hunt / VCM Geriatric Grant Miss Helbig later served as private duty This scholarship was established in nurse to Mr. John Lee Pratt, a wealthy 1999 in remembrance of Alma D. Hunt philanthropist, who established a trust to (1891–1987) by an anonymous donor. benefit her while she lived and, after her The gift was made “to recognize and death, to benefit Johns Hopkins Univer- show sincere appreciation for the dedi- sity. Upon her death in 1982, Miss Hel- cated nurses who so eloquently touched big was honored by the creation of an the sunset of our grandmother’s life endowed fund in her name to benefit the with their exceptional care.” This grant School of Nursing. supports graduate students in geriatric research and education. Robert M. Heyssel, M.D. Scholarship Fund Helen Sins Hurlbut Scholarship Fund Robert M. Heyssel, MD, was president This fund was established in 1998 by of Johns Hopkins Hospital from 1972 to Mrs. Hurlbut ’53 and her husband, Wil- 1992. Because of his longtime support liam Paul Hurlbut, A&S (PhD) ’54. The of nursing here, and because he was scholarship was created in conjunction instrumental in re-establishing the with Mrs. Hurlbut’s 45th reunion to School of Nursing, Hospital nursing acknowledge the Hurlbuts’ gratitude for directors and School of Nursing faculty the excellent training she received at the launched this fund in his honor. School of Nursing, as well as the schol- arship she received as a student. Loretta and Francis Hicks Scholarship This scholarship was initiated in 1999 Joel and Carolyn Hutzler Scholarship Fund and endowed by members and friends of Endowed in 1985, this fund was estab-

40 – August 1, 2014 lished by Carolyn Hutzler, longtime death in 1986, her husband, Mr. Charles supporter of programs at Johns Hopkins Lamb, and daughter, Mrs. Mayfield University and Hospital. Ertzinger, established this scholarship fund in her name. Katherine W. Johnson Scholarship Fund Katherine Johnson grew up in Connect- The Rita and Lawton Langbaum icut and worked as a private duty nurse Scholarship Fund for many years. Upon her death, she left This scholarship was established in funds for endowed scholarships at Johns 2001 by Rita N. Langbaum in loving Hopkins, as well as the Hartford Hospi- memory of her husband, Lawton B. tal School of Nursing where she had Langbaum. Mr. Langbaum received his trained years earlier. Bachelor of Science from Brooklyn College in 1935 and his master’s degree Dr. Donald S. Daniel and Louise Daniel Kent from New York University in 1938 at Scholarship Fund age 21. Mrs. Langbaum graduated from This fund expands and supersedes an the Sinai School of Nursing in February existing nursing scholarship, established 1941, across from Johns Hopkins Hos- in Virginia, in memory of Dr. Donald S. pital on Monument Street and Rutland Daniel, a well-respected general sur- Avenue, where Turner Auditorium is geon in Richmond with a strong interest today. Mr. Langbaum served in the in the education of nurses and physi- military for two years during World cians. When Dr. Daniel’s granddaughter War II while Mrs. Langbaum remained Louise died, this fund was created by stateside working as a general duty Mr. and Mrs. E. Robert Kent Jr. in nurse at the old Sinai Hospital for $60 a memory of their daughter and of Mrs. month. After the war, Mrs. Langbaum Kent’s father, Dr. Daniel. left nursing to raise their two children, The fund provides scholarship support Connie and Elliott. Unfortunately, Con- to a Hopkins nurse seeking a degree in nie, who was married and taught high the School of Nursing, with priority school English, passed away in 1970; given, first, to those nurses who cared they honored her with an endowed for Louise and, second, to nurses on the graduate lectureship in her name at Bal- staff at the Johns Hopkins Children’s timore Hebrew University. Mr. Lang- Center. baum joined the family business of Mrs. Langbaum’s parents, Newman’s Baby Michal and Emilia Nemecek Kunic and Junior Shop on Chester Street near Memorial Scholarship Fund the Northeast Market, close to Johns Mrs. Emilia Nemecek Kunic graduated Hopkins Hospital and the old Sinai from the School of Nursing in 1933. Hospital. Their motto was: “We Sell Recognizing the critical need for stu- Everything But the Baby.” In 1970, dent support, she and her husband, Mrs. Langbaum returned to nursing as a Michal, an architect, established this public health nurse, working in the fund for nursing students at Hopkins. city’s public health clinics and schools. When Mr. Langbaum passed away in Patsy Gattis Lamb Scholarship Fund December 2000, his wife wanted to Patsy Gattis Lamb graduated in 1933 create a lasting tribute to him and to the from Johns Hopkins Hospital School of love they shared with one another Nursing and throughout her life throughout 60 years of marriage. remained a loyal member of the Hopkins Nursing Alumni. Upon her

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Elsie M. Lawler Scholarship Fund Reformation Lutheran Church. In her A graduate of the Class of 1899, Miss leisure time, she enjoyed needlework, Lawler was superintendent and princi- reading, and gardening. Miss Loeffler pal of Johns Hopkins Hospital School of died in 1997 at age 89. Nursing from 1910 to 1940. Through John I. Mandler, MD and Marilyn S. wartime, the Depression, a flu epidemic, Mandler, RN Scholarship for Nursing and the rapid growth and expansion of Education the hospital, Miss Lawler provided strong leadership, earning the lasting This fund was established by Marilyn admiration and devotion of her col- Mandler ’56 in memory of her deceased leagues and students. This fund was husband, John I. Mandler, Med’56. This initiated by the class of 1928 on its 20th scholarship is to be used to support a reunion and continues to be supported graduate or undergraduate student who annually by alumni of Johns Hopkins may be in need of financial assistance. Hospital School of Nursing. The Inez Boyer Maxwell Scholarship Fund Jacqueline Boothe Lips Scholarship Fund Inez Boyer Maxwell ’33 served as a Ms. Lips ’54 established this scholar- director of nursing for the Southwest ship in 1999 on the occasion of her 45th Pacific Units during World War II. Mrs. reunion. She was director of the Good Maxwell persuaded her high school Samaritan Hospital School of Nursing English teacher to leave teaching for a in Columbus, Ohio, for 17 years until new career as a nurse. Her teacher, her retirement. Ms. Lips died in 2008. Mary Sanders Price, not only obliged, but eventually became the seventh su- The Catherine M. Loeffler Scholarship pervisor of nursing at Johns Hopkins. This scholarship was established by Mrs. Maxwell remained devoted to the Miss Loeffler’s only nephew, Richard School of Nursing until her death in E. Edwards, and his wife, M. Louise January 1995. She had established an Edwards, for students who show leader- endowed scholarship fund for nursing ship and/or academic promise. Financial students the previous year. need is not a condition of the scholar- Kay Emery McClaine Scholarship Fund ship. When Miss Loeffler retired in December 1971 as associate director of Kay Emery McClaine and her husband, nursing, she concluded 40 years of James, met at the Baptist church across study at and service to Johns Hopkins from the Homewood campus when they Hospital. A graduate of the School of were both undergraduates at Hopkins. Nursing’s class of 1932, she was well- He graduated from the School of Engi- known for her quiet efficiency and gen- neering in 1963, and she graduated from tle leadership. Miss Loeffler progressed the School of Nursing in 1964. Her through many hospital departments: as nursing career included medical- head nurse of Wilmer operating room, surgical acute care, health insurance assistant night supervisor, night super- cost containment, and reviewing clinical visor, administrative assistant of night drug trials as well as safe medical de- nursing services, assistant director of vice submissions. She retired in 1998. nursing in Wilmer clinic, and assistant James retired as vice president of mar- director of nursing in Brady clinic. The keting for Wabtec Corporation in 2007. younger of two daughters, Miss Loeffler The McClaines began their scholarship was devoted to her family and to the in 1997.

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Madeline Gegenheimer McClure Medicine, was the son of a Hopkins Scholarship Fund Medical School graduate and a Hopkins Established in 1994 by Mrs. McClure, School of Nursing graduate. Mrs. Helen this scholarship is a testament to her Miller’s ties to Hopkins are also strong: appreciation for the excellent nursing her father, brother, sister, and brother- care she received while a patient at in-law are all graduates of Johns Hop- Johns Hopkins Hospital. Mrs. McClure kins University School of Medicine. hoped that her scholarship would enable Mrs. Miller died in October 2003. talented individuals with limited finan- Elizabeth R. Mitchell Memorial cial resources to become Hopkins nurs- Scholarship Fund es. This scholarship was established in 1968 by Anna Davidson in memory of William McMillan Scholarship Fund her friend Miss Mitchell, Nursing 1911, Mr. William McMillan, a Johns who worked in the hospital of the Rock- Hopkins Hospital trustee, established efeller Institute and the Columbia, this fund in 1985 in recognition of the South Carolina Hospital. Miss Mitchell crucial role that nurses play in hospitals cut short her nursing career to raise the and communities. sons of a close friend.

Dorothy P. and C. Emmerich Mears Ruth J. Nelson Endowed Scholarship Scholarship Fund This scholarship was established In 1984 Dorothy Mears Ward arrived on through a bequest from the estate of Nelson 7 feeling “uprooted and more Ruth Nelson ’37 and her husband, Rus- than a little bit frightened.” In apprecia- sell Nelson, president of the Johns Hop- tion for the nurses on her unit, Ms. kins Hospital for two decades and a Ward established this scholarship, 1937 Medicine graduate. named after her parents, in recognition of the importance of nursing education The Elizabeth Fisher Norwood Scholarship to quality patient care. This scholarship is named after a 1929 graduate of Church Home and Infirmary Memorial Scholarship Fund School of Nursing. She was well-known The Memorial Scholarship Fund was in local nursing circles as a member of established in 1988 to honor the the Maryland State Board of Nursing memory of friends and alumni of the Examiners for 28 years. During the ear- nursing school. Originally established ly 1980s, Mrs. Norwood represented with gifts from Minnie Stephens Ballou Church Hospital on a steering commit- ’18, the sister of Lillian L. Long ’31, tee that advised Johns Hopkins Univer- and the family and friends of F. Grain- sity when it was planning its School of ger Marburg, the fund now includes Nursing. Mrs. Norwood passed away in contributions in memory of various 2001. The scholarship was established alumni. in Mrs. Norwood’s memory by friends and by her daughter, Catherine N. Hol- Dr. Mitchell H. and Helen Knox Miller loway. It will provide financial assis- Scholarship Fund tance to undergraduate nursing students. This fund was established by Mrs. Hel- en Miller in 1983 in memory of her H. P. Nunn Family Scholarship husband. Dr. Miller, a 1937 graduate of This scholarship was established in Johns Hopkins University School of 1997 by Mr. Henry Phillip Nunn Sr., in

43 – August 1, 2014 honor of his family: Catherine L. Nunn, Fort Totten in New York. Susan H. Nunn, and H. P. Nunn Jr. The fund also honors the memory of Super- Mary Sanders Price Scholarship Fund intendent Anna D. Wolf and Dr. Helen Mary Sanders ’33 was chief nurse of the Taussig. It was his desire “that the re- 118th General Hospital, one of Hop- cipient know that in years long past a kins’ units in the Pacific during World family was interested enough to share War II. She married the unit’s chaplain, some of their savings so that future stu- the Rev. Harry Price, who later served dents would receive scholarship assis- as chaplain at Johns Hopkins Hospital. tance.” Mrs. Price served as director of the School of Nursing from 1955 to 1970. The Elfeda Hallenbeck Ostrander When she died in 1985, Rev. Price es- Scholarship Fund tablished the Mary Sanders Price Schol- Created through the estate of Elfeda arship Fund in her honor. Hallenbeck Ostrander ’32, who died in 2008 at the age of 102, the fund sup- Marguerite Aue Rankin Graduate Education ports one student each year with finan- Scholarship cial need in the entering traditional BSN Established in 1998 by Marguerite Aue class, and one student in the second year Rankin ’41 to assist students entering of the BSN program. the Doctor of Nursing Practice (DNP) program at the Johns Hopkins Universi- Rosa Pearson Unrestricted Scholarship ty School of Nursing. Mrs. Rankin, an Endowment Anacortes, Washington, resident served A bequest of Rosa Pearson established at Hopkins Hospital as a head nurse in this scholarship to benefit a SON stu- the Harriet Lane Home and in the Navy dent in financial need. during World War II, and has remained a strong advocate of Johns Hopkins. Duane and Clementine Peterson Scholarship Fund Violet Raquet Scholarship Fund The Duane and Clementine Peterson Violet Raquet ’39 had been a high Scholarship Fund was established in school biology teacher prior to her nurs- 1988 by Clementine Peterson, a long- ing career. After graduation, she taught time supporter of Johns Hopkins Hospi- bacteriology in the hospital-based train- tal and University. ing school. She returned to her native Cleveland where she taught anatomy in Benjamin D. and Janet Stulz Pile Memorial the Herron Road Hospital School of Scholarship Fund Nursing and was active in Planned Janet Stulz graduated as a premedical Parenthood. She established this schol- student from George Washington Uni- arship for student support through her versity but had her heart set on nursing. bequest to the school. She received her nursing diploma from Hopkins in 1938. Afterward, she Maria Georgiana Restuccia Scholarship worked in the newborn nursery and Fund delivery room and taught nurses’ aides Maria Restuccia entered Johns Hopkins for the Red Cross. In 1994, she estab- Hospital School of Nursing directly lished this scholarship fund in honor of from high school and graduated in 1957. her husband who died in 1991. Benja- In 1960 she received a bachelor’s de- min Pile was director of the Army Med- gree in nursing from the University of ical Equipment Research Laboratory at Pennsylvania and later earned two mas-

44 – August 1, 2014 ter’s degrees and a doctoral degree. She Charlene Howl Sanders Scholarship Fund has a particular interest in women’s A resident of Dallas, Charlene Howl health. Dr. Restuccia has always treas- Sanders graduated from Johns Hopkins ured the stellar education she received Hospital School of Nursing in 1948. at Hopkins, and that is one reason her After working as head nurse in the psy- husband, Rusty, established this schol- chiatric unit at Hopkins, Mrs. Sanders arship in her honor. spent a year working at a Veterans Ad- ministration hospital in Houston, where Retzer Family Memorial Scholarship she met her husband. After residing This fund for nursing scholarships was briefly in California, the Sanderses established in 1994 in honor of Gertrude moved back to Texas, where Mrs. Sand- Retzer’s husband, his parents and her ers worked as a school nurse until her son, who were affiliated with Hopkins. retirement. She established the scholar- Gertrude Retzer taught surgical nursing ship in recognition of her 50th class to students at Hopkins for several years reunion, saying that she wanted to “give and developed lifelong friendships with something back to the school that gave many School of Nursing alumni. Her me so much.” memories of those special friendships and the ties of her family to Hopkins The Elaine Neely Schelle Scholarship inspired her to create this scholarship Established in 2009 to support one or for nursing students. more undergraduate students at the Johns Hopkins University School of Dorothea Robertson Scholarship Fund Nursing, who are in need of financial As secretary of Johns Hopkins Nurses’ assistance. Alumni Association for nearly three decades, Dorothea Robertson, better Frances Schlosser Scherer and James A. known as “Robbie,” was the link con- Scherer Scholarship Fund necting Nursing alumni and the School This endowed scholarship fund was of Nursing. After her sudden death in established in 2003 by Frances Schloss- 1990, the Alumni Association, her fami- er Scherer ’44 and her husband, James ly, and her friends established this fund A. Scherer, to support nursing students. in her memory. Mrs. Scherer, who was born and raised in China and served as dean in the nurs- Mildred West Rogers Scholarship ing school of the Yale-China Associa- In 2005 family members of Mildred tion, died in 2008. West Rogers ’67 established a scholar- ship to help financially needy students The Schlenger Family Scholarship as an ideal way to honor her dedication This scholarship was established by to nursing and to the Johns Hopkins Martha Schlenger, a graduate of the School of Nursing. As an active mem- School of Nursing’s class of 1993. Ms. ber of the Alumni Association, Mildred Schlenger established the fund in has participated in many alumni activi- memory of her grandmother, Martha E. ties including raising funds for a class Schlenger, and her father, Jacques T. scholarship by donating a quilt she Schlenger, former University and Pea- made from old nursing uniforms. She body trustee. The Schlenger family is donated a second quilt depicting nursing well known throughout Johns Hopkins uniforms in various decades that is on and Baltimore and has contributed in display in the School of Nursing. numerous ways over the years to the School of Nursing. The scholarship

45 – August 1, 2014 assists graduate nurse practitioner stu- scholarship supports students who are dents. preparing for careers serving vulnerable populations. Alberta Schmid Scholarship Fund A 1940 graduate of Johns Hopkins Hos- The Dorothy McIlvain Scott Scholarship pital School of Nursing, Miss Schmid This scholarship was established in established the Red Cross Bank in Cin- 1999 by Miss Dorothy McIlvain Scott cinnati and then served in France with who has had a lifelong interest in com- the Army Nurses Corps, attaining the munity health. The funds are to be used rank of captain. She returned to Cincin- for nursing students who are taking nati where she served as supervisor and courses at the Bloomberg School of department head of the Intravenous Public Health. Department of the Christ Hospital. She was responsible for the Hospital’s Cen- The Stella M. Shiber Scholarship tral Supply before her retirement in This scholarship was established in 1977. This fund was established in 1971 recognition of Dr. Stella M. Shiber, by a longtime friend, Mrs. William associate dean for professional educa- Proctor Bell. tion programs and practice, who retired from the School of Nursing in 2002. Dr. Edna Schoen Scholarship Shiber dedicated her professional life to This scholarship was given to the nursing education for more than 40 School of Nursing by Mrs. Helen War- years. From initiating the school’s mod- hoftig in honor of her sister, Edna el Peace Corps Fellows Program to put- Schoen. Although Miss Schoen never ting the school on the map in the field attended the Johns Hopkins Nurses of community health nursing, Dr. Shi- Training School, she nevertheless con- ber’s creative work has strengthened tributed years of her life to volunteer and enhanced nursing education at nursing service, much of this at the Hopkins. She is remembered for her Johns Hopkins Hospital. Miss Schoen emphasis on quality higher education performed a total of 7,435 hours of vol- for nurses. Dr. Shiber’s friends and col- unteer service for the American Red leagues established and endowed a Cross. Miss Schoen also did volunteer scholarship in her name to be awarded work in the Cleft Palate Division of the to an undergraduate student. Plastic Surgery Clinic at The Johns Hopkins Hospital. Such giving of one- Melvin F. and Jane Simons Silva self is as rare as it is generous. A memo- Scholarship Fund rial scholarship is certainly a most fit- Jane Simons ’39 stayed on to serve as a ting way to honor the self-sacrifice head nurse in general surgery. Later she demonstrated by this exceptional wom- completed her bachelor’s degree at the an. University of Dayton and then joined Alexander Wilson Schweizer Scholarship the Army. She met her husband, Mel- Fund vin, while serving as a flight nurse in Guam. After raising five children, she This scholarship was established in worked as a school nurse until 1979. 1999 by Barbara Schweizer ’86 and her The scholarship fund honors the husband, Thomas Schweizer Jr. in memory of her husband and her parents, memory of their youngest son, Alec, who made many sacrifices during their who died in April 1998, just weeks be- lives so that their children could attend fore his high school graduation. The college.

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Martin L. Singewald, M.D. Masek Sutton ’63 established this Scholarship Fund scholarship fund in her memory. Ms. A 1938 graduate of Johns Hopkins Sutton was a devoted Hopkins alumna University School of Medicine, Dr. who dedicated her career to improving Singewald served with the 118th the care and quality of life of those General Hospital Unit. Returning to suffering from rheumatoid arthritis. Baltimore, he served until his retirement This fund, which provides scholarship as a member of the hospital staff and as support, memorializes the leadership an instructor at the School of Medicine. she gave to nursing and to Hopkins. This fund was established in his honor Joseph J. and Mary Richeson Takacs in 1984 by his longtime friends and Scholarship Fund patients, Mr. and Mrs. Malcolm Hecht, to provide scholarship support in the This trust was established in 1997 fol- School of Nursing. lowing the death of Judge Joseph Takacs of Jamesburgh, New Jersey, in Frances L. and Edward S. Stafford memory of his wife, Mary R. Takacs Scholarship ’22. The trust, managed by colleagues This scholarship was established in 2000 of Judge Takacs in Ohio, allocates funds by Marion R. Stafford Lorr in memory of each year for scholarships for outstand- her parents, Frances and Edward Staf- ing nursing or medicine students from ford. Both Dr. and Mrs. Stafford enjoyed Ohio or New Jersey. careers at Johns Hopkins Hospital. Juanita Bartlett Thayer Scholarship Fund Frances Stafford ’32 was an operating room nurse. Dr. Stafford, Med ’31, This fund was established by a gift taught surgery, performed research, and made by Mrs. Thayer in her will. A authored a textbook on surgical nursing. native of West Virginia, she graduated He also served as the assistant dean of from Johns Hopkins Hospital School of the Medical School. The scholarship will Nursing in 1923. She was active pass on the Staffords’ love of medical throughout her life in public health learning, research, and practice to stu- nursing. dents at Johns Hopkins University Drs. I. Ridgeway and Frances H. Trimble School of Nursing. Scholarship Fund Struve Scholarship Fund This fund was established in 1996 by an Mildred ’26, Virginia ’35, and Berna- anonymous donor to recognize the dine Struve together established this important role the Trimbles have played scholarship for nursing students. In in the history of Johns Hopkins Nursing. making this gift, the sisters linked their Dr. Frances Trimble was born and loyalty to Hopkins with their concern educated in Australia. She served as for the health care status of Native medical director for Planned Parenthood Americans. This fund provides scholar- of Maryland from 1957 through 1983. ship support to nursing students, with Dr. I. Ridgeway Trimble was educated priority given to Native American stu- and trained at Hopkins and became a dents or those committed to working nationally recognized surgeon, with Native American populations. distinguished educator, author, and active civic leader. During World War Joan Masek Sutton Scholarship Fund II, he served with Hopkins’ 118th In 1992, family and friends of Joan General Hospital in the South Pacific. Impressed by the nurses with whom he

47 – August 1, 2014 worked, he became the leading fund through a major bequest to honor her proponent in the medical community for mother, Ida E. Webber, and her friend and establishing nursing education as a business partner, Bertha Reifsnider. Miss degree-granting division of the Webber, who died in 1985, was a 1925 university. graduate of The Johns Hopkins School of Nursing. Marion Vannier Fund A 1905 graduate of Johns Hopkins Hos- Earl and Josephine S. Wickerham pital School of Nursing, Miss Vannier Scholarship Fund practiced in Pennsylvania and Califor- Josephine Sheets ’39 entered Hopkins nia before teaching at the University of with a degree in biology and a yearning Minnesota School of Nursing. During to teach. After graduating, she taught World War I, she developed a program surgical nursing at Western Pennsylva- for the U.S. Navy to train hospital nia Hospital in Pittsburgh for several corpsmen. Returning to the University years and then taught pharmacology for of Minnesota after the war, Miss Vanni- another year during the war. In 1943, er became director of the School of she married Earl Wickerham, a general Nursing and a leader in national nursing practitioner who helped establish a hos- organizations. Upon her death in 1967, pital in Monroeville, Pennsylvania. In her brother, W. Webster Vannier, estab- 1994, Mrs. Wickerham created this lished a scholarship fund in her scholarship fund to honor the memory memory. of her husband.

The Marian Bard Vinczeller Scholarship The Anna D. Wolf Scholarship Fund This scholarship was named for a 1933 This scholarship was established in graduate of the School of Nursing. She 1985 by the Johns Hopkins School of and her husband, Joseph Vinczeller, Nursing class of 1945 and others in were concerned about students who honor of their 40th reunion and in wanted to pursue nursing but could not recognition of Anna D. Wolf’s extraor- afford the cost of a nursing education. dinary leadership and commitment to They established the scholarship as a the advancement of nursing education. way to assist undergraduate nursing In 1940 Miss Wolf became the Superin- students at Hopkins. Mrs. Vinczeller tendent of Nursing at Hopkins. She re- passed away in 2000. tired in 1955, but never abandoned the hope that a university-based, degree- The Don and Jan Wagner Fellowship granting School of Nursing would be This scholarship was established in established at Johns Hopkins. Her 2005 by Jan Wagner ’52 and her hus- dream became a reality in 1984 when band to assist undergraduate and gradu- the new School of Nursing was dedicat- ate students with funding to pursue ed. Nine months later, Miss Wolf died. study within the exchange program be- tween Johns Hopkins University and Carol Sue Yoder Graduate Scholarship Peking Union Medical College (PUMC) This scholarship was created in 1999 by or other studies within the China Pro- Carol Sue Yoder ’73 to honor her par- gram. ents, Paul and Betty Yoder, who valued education highly and struggled to make Ida E. Webber/Bertha Reifsnider sure their four children could attend Scholarship Fund college. As a graduate student, Ms. Miss Florence Webber established this Yoder had to work full time; it is her

48 – August 1, 2014 hope that this scholarship will allow honored to be instrumental in bringing future graduate students to focus their future leaders to doctoral nursing full energy on their studies. Ms. Yoder education. The high caliber of expertise is pleased to be able to support Hopkins Zamoiski Fellows will bring to the field Nursing by assisting deserving students will honor Mrs. Zamoiski in her lifetime and, in so doing, honoring the sacrifices and ultimately will create an impressive her parents made to uphold their strong cadre of the best of Hopkins Nursing. belief in the importance of education. Term Scholarships Zinder Anesthesia Associates In addition to endowed scholarships, the Scholarship Fund following scholarships are awarded The JHUSON will identify a student in each year: true financial need, defined as a student Marion Jackson Givens Trust Scholarship who will be able to attend or to continue to attend Johns Hopkins University The Women’s Board of Johns Hopkins School of Nursing because of this Hospital Scholarship scholarship. In recognition of the important role the Doctoral Fellowship Funds school plays in contributing to excellent patient care at Johns Hopkins Hospital, Blaustein Fellowship in Mental Health and the Women’s Board has generously Psychiatric Nursing Endowed supported the School of Nursing since 1984. Currently, the board provides Established by the Morton K. and Jane annual scholarship support for students Blaustein Foundation, this post-doctoral enrolled in the accelerated program. fellowship supports a student with a spe- cial interest in the field of mental health Student Assistance and Loan Funds and psychiatric nursing for one year, with a possibility of a second year. The The Johns Hopkins University School of Blaustein Fellow is mentored by the Nursing Assistance Fund Leonard and Helen R. Stulman Professor This fund, established by university in Mental Health and Psychiatric Nursing trustee emeritus Anne M. Pinkard, is Jonas Nursing Scholarships intended to provide financial help for Awarded by Barbara and Donald Jonas, students, faculty, and staff of the School and the Jonas Center for Nursing Excel- of Nursing in time of need. Upon rec- lence, these scholarships support four ommendation by the dean and associate PhD students as part of the 2010–2011 deans, funds may be disbursed to any Jonas Nurse Leaders Program. student, faculty, or staff member who experiences extreme hardships that make it virtually impossible for them to The Ellen Levi Zamoiski Endowed Doctoral continue with either their education or Fellowship Fund employment at the School of Nursing. Established in 2005 by Clair Zamoiski An Assistance Fund grant is intended to Segal and Thomas “Tommy” H. Segal be a temporary bridge to other forms of in honor of Mrs. Segal’s mother, Ellen help and may be used only once by an Levi Zamoiski, this fellowship is the individual. first of its kind in doctoral education at The Marian and Jim Hutt Emergency Fund the School of Nursing. The Segals are Established in 2007 by School of Nurs-

49 – August 1, 2014 ing faculty member, Julie Stanik-Hutt, kins Hospital Training School for Nurses. PhD, in memory of her parents, Marian This chair honors the superintendent of and Jim Hutt. The fund makes available nurses and principal of the Training no-interest loans to students with sud- School from 1910 to 1940. Miss Lawler den unexpected and short-term financial was noted for her determination to ensure needs. that patients received the best possible care, instilling the ideal of “true thought Dr. and Mrs. Harry R. Slack Jr. Nursing for others” in her students. Student Loan Fund The M. Adelaide Nutting Chair Dr. and Mrs. Harry R. Slack Jr. both This chair, named after the distin- enjoyed a close association with Johns guished director of nurses at Hopkins Hopkins Hospital and University for Hospital from 1895 to 1907, was pre- over half a century. This association sented to the school in 1984, the result continued a family tradition, begun by of 70 years of effort by Hopkins nursing Dr. Slack’s parents, of support, hospital- alumni to fulfill Miss Nutting’s dream. ity, and even housing offered to Hop- In 1914, M. Adelaide Nutting first pro- kins nursing students since the earliest posed that the alumni undertake the days of the school. The fund was estab- tremendous task of raising an endow- lished by Mr. and Mrs. W. Cameron ment fund for the School of Nursing, a Slack in memory of his parents, Dr. and revolutionary idea at a time when no Mrs. Harry R. Slack Jr. to honor their school of nursing in the country was strong commitment to nursing education endowed. at Johns Hopkins. The Anna D. Wolf Professorship Endowed Chairs and Professorships This professorship honors Anna D. Three endowed chairs and two profes- Wolf ’15, superintendent of nursing sorships reflect, in name and in func- from 1940 to 1955. For many years, she tion, the long and notable history of championed the establishment of a bac- nursing education at calaureate program for nursing at Hop- Johns Hopkins. kins. Her dream was realized in 1984, just nine months before her death. Miss The Independence Foundation Chair Wolf exemplified the tradition of Hop- This chair was established in 1989 when kins Nursing leadership that the school the Independence Foundation awarded seeks to perpetuate. Prior to her tenure $1 million to each of nine private as Hopkins’ superintendent of nursing, schools of nursing. Their gift was the Miss Wolf’s illustrious career included largest single foundation gift ever made organizing the hospital and nursing to nursing education. Besides Hopkins, school at the newly founded Peking other programs to receive support in- Union Medical College in China. She cluded the nursing schools at Case also pioneered the development of an Western, Emory, New York University, all-graduate nursing service at the Uni- the University of Pennsylvania, Roches- versity of Chicago when she served as ter, Rush, Vanderbilt, and Yale. superintendent of nursing there. The Anna D. Wolf Professorship was estab- The Elsie M. Lawler Chair lished through the generosity of Miss This chair was presented to the School of Wolf’s students, colleagues, and family to Nursing in 1987 by Miss Caroline Pen- honor her memory by perpetuating excel- nington, a 1918 graduate of Johns Hop- lence in nursing.

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The Leonard and Helen R. Stulman Professorship in Mental Health and Psychiatric Nursing This professorship was established in 2003. The professorship will be used to play an essential role in improving care for the mentally ill. It will provide the leadership to respond to the critical need for psychiatric nurse scholars. This dis- tinctive professorship will allow the school to raise the profile of psychiatric nursing at Johns Hopkins and move this emerging program onto the national stage.

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Merit Scholarships, Graduate Assistantships and Fellowships

Merit Scholarship for Accelerated ment. The scholarship is awarded the Baccalaureate Students recipient remains in good academic The Johns Hopkins University School of standing at the School of Nursing. Nursing offers a limited number of Aca- Funding for PhD Program demic Merit Scholarships to qualified accepted students. The awards are made Qualified students interested in the PhD to those accepted applicants who have program may be eligible to receive tui- demonstrated academic excellence, tion and stipend support through the leadership capabilities, and extracurricu- School of Nursing. Students who wish to lar involvement. The scholarship is attend full time and work as research or awarded provided the recipient remains teaching assistants are eligible. Com- in good academic standing at the School plete information is available through of Nursing. the office of the PhD program director by telephone, 410-614-6281. Coverdell Fellows Scholarship Pre-doctoral and Postdoctoral Fellowships Returned Peace Corps Volunteers are considered for one of the $12,500 The Johns Hopkins University School Coverdell Fellows Scholarships. Prefer- of Nursing has been awarded an inter- ence is given to RPCVs who have com- disciplinary research training grant on pleted their service within the past 24 violence. This research training grant months. supports two nursing pre-doctoral fel- For more information on the Merit lowships and one nursing postdoctoral Scholarship or the Returned Peace Corps fellowship. In addition, postdoctoral Fellows Scholarship contact: Office of learning opportunities can be arranged Admissions, Johns Hopkins University for qualified nurse investigators in all School of Nursing, 525 North Wolfe areas of faculty research. Street, Baltimore, MD 21205-2110; tel- For further information, visit the fol- ephone 410-955-7548; or email jhu- lowing websites: Research Training in [email protected]. Health Disparities for Underserved Pop- ulations, www.nursing.jhu.edu/research/ activities/fellowships/ninr; and Interdis- Merit Scholarships for Master’s Students ciplinary Fellowship in Violence Re- The Johns Hopkins University School of search, www.nursing.jhu/research/ Nursing offers a limited number of Aca- activities/fellowships/violence. demic Merit Scholarships to qualified accepted students. The awards are made available to those accepted applicants who, in the judgment of the faculty of the School of Nursing, have demonstrat- ed academic excellence, leadership ca- pabilities, and extracurricular involve-

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Accelerated Bachelor's Program

The Johns Hopkins University School of quality of nursing care, collaborate Nursing offers a 13-month Summer-Entry with other health care providers, and Accelerated Program for students who encourage other professionals and already possess a bachelor's degree in the public to promote the health and another discipline and are interested in a well-being of society. Bachelor of Science degree with a major 6. Use the research process and evidence in nursing. The 17-month Fall-Entry based findings to advance professional Accelerated option is for students with a nursing and enhance the delivery of non-bachelor's degree who are eager to health care. begin their nursing career but want the 7. Demonstrate professional commit- flexibility of a longer course of study. ment to nursing by being responsible During an extended break from mid- and accountable for practice deci- December through January, students can sions, interventions and outcomes, explore career paths while seeking maintaining standards of practice, experiential learning and investigating adhering to professional values, and research opportunities. An Accelerated assuming responsibility for contin- BS to MSN with Paid Clinical Residency ued personal and professional is also available. growth. 8. Demonstrate the ability to effectively Program Outcomes communicate and skillfully use the 1. Synthesize knowledge drawn from interpersonal process in nursing ac- the natural and behavioral sciences, tivities involving individuals, fami- the humanities, and nursing in mak- lies, groups, communities, popula- ing professional practice decisions. tions, and other health care team 2. Use the nursing process independent- members. ly and/or collaboratively in assisting 9. Provide care based on principles of clients from diverse and multicultural fairness and nondiscrimination to in- populations in varying states of dividuals, families, groups, communi- health to manage health related prob- ties, and populations. lems. 10. Use a systematic approach to identify 3. Facilitate attainment of an optimal and manipulate environmental forces level of wellness on the health con- that affect the health of individuals, tinuum. families, groups, communities and 4. Function as a contributory member populations. of an interdisciplinary health care 11. Articulate a global perspective re- team recognizing the scope of nurs- garding the responsibility the nurse ing practice and inter-related roles assumes for affecting the health of assumed by members of other disci- individuals, families, groups, com- plines for the improvement of health munities, and populations. care. 12. Use leadership skills and knowledge 5. Use leadership skills to enhance the of health care to influence politi-

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cal/policy-making systems to ad- course of study. vance health policy and advocate for the health and well-being of society. Birth Companions 13. Apply the sciences of quality and This course focuses on developing initial safety to improve health and the competence in the Birth Companion role health care system. based on the Doula model. The Doula model emphasizes physical, emotional, Enhancement Options Community and informational support to the mother Outreach before, during, and after childbirth. Ma- The Johns Hopkins University School of ternal and child health nursing and Nursing has an innovative educational community health nursing theories and curriculum for community-based public practices are introduced. Group pro- health nursing practice. The goals of the cessing of client and birth companion project are to increase education in interactions and care management will public health nursing practice and to be held biweekly. Seminars with experts provide a community-based learning in the field including lactation consult- experience for students while improving ants, social workers, community health both the delivery of health services to educators, and child birth educators will and the health status of the urban Balti- be included. more community. The ultimate objective Coverdell Fellows Program is to improve health in similar urban communities by increasing the number The School of Nursing is proud to offer of nursing graduates who are proactive the Paul D. Coverdell Fellows Program. in urban public health. The School of The program offers individuals who Nursing operates clinics that are staffed have successfully completed Peace by faculty and students in a transitional Corps service the opportunity to partici- housing program, a low-income housing pate in community nursing practice project, a domestic violence shelter, and under the supervision of senior commu- an inner-city school. nity health nursing faculty. This service Opportunities for special study credits is outside that required by the nursing with selected faculty are available. courses. Students will be paid a stipend These offerings provide structured learn- for this service. In addition, an effort ing experiences while working directly will be made to individualize the prac- in the community. Whenever feasible, tice site of the student based on their students will be assigned to multidisci- previous experiences and future career plinary teams to enrich the learning ex- goals. perience. Stipends are available for se- Coverdell Fellows Scholarships in the lected students who engage in special amount of $12,500 are available to a community service projects. limited number of RPCVs. Preference is Nursing students interested in given to RPCVs who have completed expanding upon or developing their their service within the past 24 months. interest in community-based public If you would like more information, health may identify themselves upon contact the Office of Admissions at 410- matriculation or at any time during their 955-7548.

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Procedures for Applying for Admission • $75 nonrefundable application fee. Students may apply for full- or part-time Make check or money order payable study except for the Accelerated Options to Johns Hopkins University (Please and the Accelerated BS to MSN with do not send cash.) Paid Clinical Residency. • Application essays The School seeks individuals who will • Three letters of recommendation, at bring to the student body the qualities of least two from an academic source scholarship, motivation, and commit- and the third may be from an individ- ment to the nursing profession. The ual under whose supervision you have Admissions Committee is interested in been employed/volunteered. The rec- each applicant as an individual and will ommendations should be enclosed in consider both academic potential and sealed envelopes with the recom- personal qualities. Therefore, academic mender’s signature across the enve- records, test scores, letters of recom- lope flap. The recommendations may mendation, essays about goals, and in- be sent under separate cover. terests are important. • Official academic transcripts from all Intellectual interests and accomplish- colleges and universities attended (in- ments are of primary importance in the cluding the Johns Hopkins University) admissions decision, and the Admissions • Current résumé Committee carefully examines each appli- cant’s complete scholastic record and test International Applicants Only results. Recommendations about a stu- • If any academic credit was granted dent’s character, intellectual curiosity, from an academic institution outside of seriousness of purpose, and range of ex- the United States, credits must be eval- tracurricular activities are considered. uated by WES (World Education Ser- The Office of Admissions provides in- vices, www.wes.org) or AACRAO formation sessions for potential appli- (American Association of Collegiate cants. To find out more information, Registrars and Admissions Officers) contact the Office of Admissions at 410- with a course-by-course evaluation. 955-7548 or [email protected]. Results should be forwarded to the Of- The Johns Hopkins University School fice of Admissions and Student Ser- of Nursing application forms are availa- vices. ble on the School of Nursing website at • Official TOEFL (Test of English as a www.nursing.jhu.edu. Foreign Language, www.toefl.org) Applicants must submit the following scores for international students whose documents in order to be reviewed by native language is not English. the Admissions Committee: • All non-permanent citizens are re- quired to submit official documents in All Applicants English showing proof of funding. For • Completed and signed application more information, visit (www.hopkins form medicine.org/intlsvcs). • Signed statement acknowledging the Johns Hopkins University School of To accept the offer of admission, the Nursing Ethics Policy candidate must submit a $500 deposit by

55 – August 1, 2014 the deadline indicated in his/her ac- Admissions Committee has reviewed the ceptance letter to hold a space in the record. class. This deposit is nonrefundable and will be applied toward the student’s ac- Physical Examination/Immunizations count. All matriculated students in the School of Nursing must present appropriate docu- Please note: Nursing students are re- mentation of medical history, physical quired to undergo a criminal background examination, immunization status and check prior to matriculation. The School tuberculosis screening before they will be of Nursing will provide information permitted to register for classes. Specific about this process to accepted students. information and necessary forms regarding Deadlines this requirement will be sent to the student prior to the first semester. Early Decision The University is interested in students Additional Requirements who are exceptionally well qualified for All matriculated students will be re- admission and who have selected Johns quired to undergo a criminal background Hopkins as their first choice. These stu- check prior to enrollment. Some stu- dents may ask for formal acceptance dents, depending on clinical site re- early by applying to the School of Nurs- quirements will be required to have a ing under the early decision plan. Mid- urine drug screen prior to the onset of semester grade reports are recommended clinical experiences. Baccalaureate stu- for those students who have accumulated dents are required to have CPR certifica- 30 credits or less prior to submitting the tion prior to enrollment. Please contact application. the office of Admissions and Student Early decision applications are due by Services regarding the specific nature of November 1. The Committee on Admis- these requirements at 410-955-7548 or sions will review applications and notify [email protected]. students of its decision by December 15 if all application documents are received Summer-Entry Accelerated Option by November 1. The 13-month Summer-Entry Accelerated Program is for students who already have Regular Decision a bachelor's degree in another discipline The regular decision deadline for the 17 and are interested in a Bachelor of Science month option is January 15, and the reg- degree with a major in Nursing. The pro- ular decision deadline for the 13 month gram begins in May of each year and pro- option is November 15. Applications ceeds at an accelerated pace until gradua- must be completed by these dates. Stu- tion in July of the following year. Upon dents are strongly encouraged to com- successful completion, the student re- plete the application process as early as ceives a BS degree and is qualified to take possible in order to ensure consideration the National Council Licensure Examina- of the program of their choice. Candi- tion (NCLEX) to obtain licensure as a dates for admission will be notified of a registered nurse. decision in writing after all the applica- tion documents are received and the

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Fall-Entry Accelerated Option medicine.org/intlsvcs. The 17-month Fall-Entry Accelerated How does Hopkins define international Program is for students with a non-nursing applicant? bachelor's degree who are eager to begin their nursing career but want the flexibil- Hopkins considers you an international ity of a longer course of study. The four- applicant if you are not a U.S. citizen or semester program, which begins each fall a Permanent Resident (Green Card hold- and concludes in December of the follow- er) of the United States. If you are a ing year, features a four-week intersession citizen of another country (and not a that can meet the interests of Returned U.S. Permanent Resident) and in the Peace Corps Volunteers and former U.S., you are considered an international Americorps and Teach for America volun- applicant. teers. During an extended break from mid- Do I need to have my transcripts evaluated? December through January, students can All international transcripts must be explore career paths while seeking experi- evaluated (course by course) by the ential learning and investigating research WES, World Education Services; or opportunities in the following areas of AACRAO, American Association of nursing study. College Registrars and Admissions Accelerated BS to MSN with Paid Clinical Officers; the evaluation should be sent Residency to the Office of Admissions and Student The BS to MSN with Paid Clinical Resi- Services. For more information, contact: dency offers students a uniquely stream- World Education Services lined course of study to prepare as a Bowling Green Station Clinical Nurse Specialist. For those who P.O. Box 5087 have received a bachelor's degree in a New York, NY non-nursing field, this intense, four-year 10274-5087 USA program provides a fast track to a BS Phone: 212-966-6311 degree and RN license, followed by a www.wes.org year-long paid clinical residency at one What are the standardized test require- of the School's partner hospitals. After ments? the year concludes, the residency be- comes full-time employment at the same TOEFL, Test of English as a Foreign hospital, while students continue their Language, is required of applicants MSN advanced practice nursing studies whose native language is not English. If part-time. you attend an English language col- lege/university but do not speak English International Students at home, you should take TOEFL. If your native language is not English and Admissions Requirements and Frequently you have not completed a minimum of a Asked Questions bachelor’s in the USA, you must take For more information, please visit the TOEFL. If you have been here for fewer Office of International Student, Faculty than five years, you must take TOEFL. and Staff Services: www.hopkins

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You must have a minimum score of 213 Are financial aid and scholarships availa- on the computer-based exam or 550 on ble to international students? the written exam or 79 on the internet- based exam. GRE, Graduate Record Because of the heavy demands placed Examination, is required for all appli- upon our limited University resources, cants to the BS/MSN with the following we are unable to extend financial assis- foci: MSN/MPH, and MSN/MBA. All tance to citizens of other countries. All test results (GRE and TOEFL) must be nonpermanent citizens are required to sent to us directly from the testing agen- submit official documents in English cy. We do not accept photocopies of test showing proof of funding. scores. Are there employment opportunities in the TOEFL/TSE Services U.S. for international students who have PO Box 6151 completed a BS in Nursing in the U.S.? Princeton, NJ 08541-6151 There are no guarantees of employment 877-863-3546 (toll free inside the US) for any graduates regardless of citizen- 609-771-7100 (outside the US) ship. Current immigration laws do im- www.toefl.org pact hiring practices. GRE P.O. Box 6000 Princeton, NJ 08541-6000 866-473-4373 www.gre.org

Prerequisites for Students with Previous Bachelor’s Degree The prerequisite course work will provide a necessary foundation for professional education in nursing. The prerequisites may be taken at Johns Hopkins University or any university or college (must be accredited by the Association of Colleges and Schools) offering the courses necessary for entry into the upper-division nursing curriculum. All prerequi- site courses must be completed with a B or better. Applicants may submit an application for admission prior to the completion of all of the prerequisite courses. All prerequisite courses must be completed prior to en- rollment.

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Course Credits Notes and Recommendations

Human or Animal 6–8 Courses must cover all major human or animal Anatomy and Physiology body systems. Lab recommended. Must be completed within the last five years.

Microbiology 3–4 Lab recommended.

Nutrition 2–3

Human Growth and Devel- 3 opment Across the Life Span

Statistics* 3 The statistics course should include topics of correlation and linear regression; and experi- mental design such as t-tests, analysis of vari- ance, and chi-square. The best departments in which to find this type of statistics we’re look- ing for are psychology, sociology, education, biology, and mathematics. The departments whose statistics courses are more theory-based and lack the experimental design component are business, management, and economics.

*Prerequisites for applicants to the Accelerated BS to MSN with Clinical Residency pro- gram are the same as above for applicants with a previous bachelor’s degree except for the Statistics. The Statistics requirement should be fulfilled with a graduate level Biostatistics course.

Hopkins University School of Nursing College Level Equivalency Program (CLEP) does not directly grant credit for CLEP Departmental Challenge Credit scores. Departmental challenge exami- Applicants may use CLEP credit if cred- nations will be accepted by the School it has been granted by other divisions of of Nursing, provided the course name, Johns Hopkins University or other ac- number and grade, and the credits credited colleges or universities. Johns earned, are on the transcript.

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Course of Study

The upper-division courses in the accel- and judgment in providing high-quality erated baccalaureate nursing program nursing care to patients. In addition to are planned to meet the nursing needs of preparation for entry level practice in all people in a complex and rapidly chang- areas, students may elect various courses ing health care system. The curriculum and enrichment experiences. is planned to provide a balance of tech- nologies, the theoretical basis of nursing, Upper-Division Credit Requirements for and the caring functions of the nurse. Accelerated Bachelor Students A high priority is placed on educating Candidates for the accelerated bache- the nurse to practice in a variety of lor’s degree will complete the upper- health care settings in the system as they division nursing major while a student in exist today and in the future. The student the School of Nursing. The ratio of clin- will develop a sound understanding of ical hours to credit hours is 4 to 1 and basic practice theories and skills that theory hours to credit hours is 1 to 1. will allow for professional flexibility

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______Fall -Entry Accelerated Curriculum Course number Course name Credits First Semester NR 110.303 Health Assessment 3 NR 110.304 Principles and Applications of Nursing Technology 3 NR 110.306 Professional Role Development in Nursing 3 NR 110.307P Patient Centered Care 2 NR 110.313 Principles of Pathophysiology 3 Second Semester NR 110.305 Nursing Care for Older Adults Across the Continuum 2 NR 110.312* Psychiatric/Mental Health Nursing 2 NR 110.312P* Psychiatric/Mental Health Nursing Practicum 2 NR 110.314 Principles of Pharmacology 3 NR 110.315* Adult Health I 2 NR 110.315P* Adult Health I Practicum 2 NR 110.403 The Research Process in Nursing 3 Third Semester NR 110.401 Adult Health II 2 NR 110.401P Adult Health II Practicum 2 NR 110.402* Nursing for Child Health 2 NR 110.402P* Nursing for Child Health Practicum 2 NR 110.404 Information Technology in Nursing 2 NR 110.411* Nursing and Childbearing Family 2 NR 110.411P* Nursing and Childbearing Family Practicum 2 Fourth Semester NR 110.405* Public Health Nursing 3 NR 110.405P* Public Health Nursing Practicum 2 NR 110.407* Transitions into Professional Practice 2 NR 110.408* Transitions Practicum 3 NR 110.410* Seminars in Nursing 2 Total 56

*seven-week courses taken sequentially ______

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______Summer -Entry Accelerated Curriculum Course number Course name Credits Summer NR 110.303 Health Assessment 3 NR 110.304 Principles and Applications of Nursing Technology 3 NR 110.306 Professional Role Development in Nursing 3 NR 110.307P Patient Centered Care 2 NR 110.313 Principles of Pathophysiology 3 Fall NR 110.305 Nursing Care for Older Adults Across the Continuum 2 NR 110.312* Psychiatric/Mental Health Nursing 2 NR 110.312P* Psychiatric/Mental Health Nursing Practicum 2 NR 110.314 Principles of Pharmacology 3 NR 110.315* Adult Health I 2 NR 110.315P* Adult Health I Practicum 2 NR 110.403 The Research Process in Nursing 3 Spring NR 110.401 Adult Health II 2 NR 110.401P Adult Health II Practicum 2 NR 110.402* Nursing for Child Health 2 NR 110.402P* Nursing for Child Health Practicum 2 NR 110.404 Information Technology in Nursing 2 NR 110.405* Public Health Nursing 3 NR 110.405P* Public Health Nursing Practicum 2 NR 110.411* Nursing the Childbearing Family 2 NR 110.411P* Nursing the Childbearing Family Practicum 2 Summer NR 110.407* Transitions into Professional Practice 2 NR 110.408* Transitions Practicum 3 NR 110.410* Seminars in Nursing 2 Total 56

*seven-week courses taken sequentially ______

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______Bachelor of Science, Major in Nursing Course number Course name Credits Term 1 NR 110.303 Health Assessment 2+1 NR 110.304 Principles and Applications of Nursing Technology 2+1 NR 110.306 Professional Concepts and Issues 3 NR 110.307 Patient Center Care 2 NR 110.502* Graduate Pathophysiology 3 NR 110.508 Graduate Pharmacology 3 Term II Continue Graduate Pathophysiology Continue Graduate Pharmacology NR 110.312 & 312P Psychiatric/Mental Health Nursing and Practicum 2+2 NR 110.315 & 315P Adult Health I and Practicum 2+2 Term III NR 110.401 & 401P Adult Health II and Practicum 2+2 NR 110.402 & 402P Nursing for Child Health and Practicum 2+2 NR 110.404* Information Technology in Nursing 2 NR 110.411 & 411P Nursing the Childbearing Family and Practicum 2+2 Term IV NR 110.405 & 405P Public Health Nursing and Practicum 3+2 NR 110.407 Transitions into Professional Practice 2 NR 110.408 Transitions Practicum 3 NR 110.410 Seminars in Nursing 2 NR 110.503 Graduate Research 3 NR.110.507* Statistical Literacy & Reasoning in 3 Nursing Research (if needed)

*Course is available online ______

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______Master of Science in Nursing, Clinical Nurse Specialist Course number Course name Credits Spring 1 NR 110.504* Context of Healthcare for Advanced Practice Nursing 3 Summer I Education Requirement 3 Fall I NR 110.520* Clinical Nurse Specialist Role I Practicum 3 NR 110.500* Philosophical, Theoretical and Ethical Basis of Advanced Practice Nursing 3 Spring II NR 110.549 Advanced Health Assessment and Measurement 2 NR 110.537 or NR 110.536 Pediatric or Adult/Geriatric Variations 1 NR 110.546 Health Promotion and Disease Prevention 1-2 Summer II NR 110.521* Clinical Nurse Specialist Role II Practicum 3 NR 110.560* Program Development and Evaluation 3 Fall I NR 110.522* Clinical Nurse Specialist III Outcomes Specialty Practicum 3 NR 110.589* Human Development Across the Lifespan 3

*Course is available online ______

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Master’s Program

The goal of the master’s program is to pre- ed area of study. The MSN program pare nurse experts in advanced practice requires 36 to 67 credits (includes joint and/or management for leadership in pro- degrees). The ratio of clinical hours to fessional nursing practice and patient cen- credit hours is 4 to 1 and theory hours to tered health care delivery. Graduate study credit hours is 1 to 1. Graduates will and research opportunities are available in have completed the educational re- selected clinical areas, health policy and quirements for appropriate certification. management of nursing, and health care Both full-time and part-time study are services. The program broadens the per- available. spective of students by requiring them to take innovative interdisciplinary approach- Admissions Process es to the resolution of health care problems. The school seeks individuals who bring Graduates are prepared to work throughout with them a spirit of inquiry, commit- the health care system including the public ment and motivation toward scholarship and private sectors. and leadership in the profession. Since the Committee on Admissions is Program Outcomes: interested in each individual, academic • Apply knowledge from the sciences records, test scores, nursing and commu- and humanities to the advanced prac- nity experience, interview and expression tice of nursing. of goals and interests are important. • Demonstrate advanced skills and ex- Intellectual interests and accomplish- pertise in nursing practice. ments are of primary importance in the • Apply management skills to improve admissions decision, and scholastic rec- services in a variety of health care ords and test scores are carefully exam- systems. ined. Clarity of goals, character, and • Analyze the influences of social and achievement are considered. health policy on health care delivery For questions regarding the application and clinical practice. process and requirements contact the Of- • Utilize the research process to address fice of Admissions at 410-955-7548 or problems within areas of advanced [email protected]. clinical nursing practice and nursing Procedure for Applying for Admission systems. Students may apply for full- or part-time • Demonstrate ethical decision making study. in advanced practice nursing. • Demonstrate cultural competence in The school seeks individuals who will advanced practice nursing. bring to the student body the qualities of scholarship, motivation and commit- • Contribute to the advancement of the ment. The Admissions Committee is nursing profession. interested in each applicant as an indi- Students pursuing a Master of Science vidual and will consider both academic in Nursing (MSN) may elect from sever- potential and personal qualities. There- al specialty tracks, which include core, fore, school records, test scores, recom- cognate and focused theoretical and clin- mendations, and essays about goals and ical/management courses in their select- interests are important. Recommenda-

65 – August 1, 2014 tions about a student’s character, intel- • Official GRE (Graduate Record Exam- lectual curiosity, seriousness of purpose, ination, www.gre.org) scores sent di- and range of extracurricular activities rectly from the ETS (Educational Test- are considered. ing Service, www.ets.org) for students applying to the Johns Hopkins University School of MSN/MPH, and the MSN/MBA. For Nursing application forms are available all other programs, GREs are optional. on the School of Nursing website at Please note: Date of exam must be www.son.jhmi.edu. within the past five years. Applicants must submit the following • Official TOEFL (Test of English as a documents in order to be reviewed by Foreign Language, www.toefl.org) the Admissions Committee: scores for international students whose • Completed and signed application native language is not English form • All non-permanent citizens are required • Signed statement acknowledging the to submit official documents in English Johns Hopkins University School of showing proof of funding. For more in- Nursing Ethics Policy formation, visit www.hopkinsmedicine. • A $75 nonrefundable application fee. org/intlsvcs. Make check or money order payable to • Verification of current RN license. All the Johns Hopkins University (Please students must obtain a Maryland RN do not send cash). license by the time of matriculation. • Application essay Please note: Due to changing clinical • Three letters of recommendation, at site regulations, Johns Hopkins Univer- least one from an academic source and sity School of Nursing students are re- one from an individual under whose supervision you have been employed. quired to undergo a criminal background The recommendations should be en- check prior to matriculation. The School closed in sealed envelopes with the of Nursing will provide information recommender’s signature across the about this process to accepted students. envelope flap. • Official transcripts from all colleges Deadlines and universities attended (including December 1 (must be completed by this the Johns Hopkins University) date)—for MSN/MPH (July entry only), • If any academic credit was granted for Adult/Gerontological NP, Pediatric from an academic institution outside NP, Family NP, Public Health Nurs- the United States, credits must be ing/Nurse-Midwifery (Fall entry only) evaluated by WES (World Education March 15—for Fall entry for Services, www.wes.org) or AACRAO Adult/Gerontological Acute Care NP, (American Association of Collegiate Clinical Nurse Specialist, Health Sys- Registrars and Admissions Officers) tems Management, MSN/MBA, Public with a course-by-course evaluation. Results should be forwarded to the Of- Health Nursing fice of Admissions and Student Ser- September 1—for Spring entry for vices. You may also have your interna- Adult/Gerontological Acute Care NP, tional transcripts evaluated in a full Clinical Nurse Specialist, Health Sys- education course-by-course report by tems Management, MSN/MBA, Public the CGFNS (Commission on Gradu- Health Nursing ates of Foreign Nursing Schools, www.cgfns.org). The application and all supporting doc- • Current résumé umentation must be received by the

66 – August 1, 2014 deadlines listed above. However to be on average it takes the Admissions given consideration for a Merit Scholar- Committee approximately one month to ship Award, you must be accepted for reach a decision upon receipt of a com- admission by March 1. Please note that pleted application.

native language is not English and you International Students have not completed a minimum of a bach- Admissions Requirements and Frequently elor’s in the USA, you must take TOEFL. Asked Questions If you have been here for fewer than five For more information please visit the years, you must take TOEFL. You must Office of International Student, Faculty have a minimum score of 213 on the and Staff Services: www.hopkins medi- computer-based exam, 550 on the written cine.org/intlsvcs. exam or 79 on the internet-based exam. GRE, Graduate Record Examination, is How does Hopkins define an international required for students applying to the applicant? MSN/MPH, and the MSN/MBA. For all Hopkins considers you an international other programs, GREs are optional. All applicant if you are not a U.S. citizen or test results (GRE & TOEFL) must be sent a Permanent Resident (Green Card hold- to us directly from the testing agency. We er) of the United States. If you are a do not accept photocopies of test scores. citizen of another country (and not a I am already a nurse, how do I become U.S. Permanent Resident) and in the licensed in Maryland? U.S., you are considered an international applicant. Current registered nurses must success- fully complete the NCLEX, National Do I need to have my transcripts evaluated? Council Licensure Examination for All international transcripts must be Registered Nurses, in order to practice evaluated (course-by-course) by the clinical nursing within the United States. WES, World Education Services; or Because our students have clinical expe- AACRAO, American Association of riences they must take the NCLEX in Collegiate Registrars and Admissions Maryland prior to entering the program. Officers; the evaluation should be sent The Maryland Board of Nursing to the Office of Admissions and Student 4140 Patterson Avenue Services. Registered nurses may also Baltimore, MD 21215-2234 have their international transcripts eval- Phone: 410-585-1900 uated (course-by-course) by CGFNS, Or: 1-888-202-9861 Commission on Graduates of Foreign Nursing Schools. Are financial aid and scholarships available to international students? What are the standardized test Because of the heavy demands placed requirements? upon our limited University resources, TOEFL, Test of English as a Foreign we are unable to extend financial assis- Language, is required of applicants tance to citizens of other countries. All whose native language is not English. If non-permanent citizens are required to you attend an English language col- submit official documents in English lege/university but do not speak English at showing proof of funding. home, you should take TOEFL. If your

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Options and Tracks

Adult/Gerontological Primary Care Nurse time and part-time study are available. Practitioner The curriculum for the Clinical experiences occur in diverse Adult/Gerontological Primary Care settings with patients throughout the Nurse Practitioner track is guided by the adult lifespan: young adults, adults, and Criteria for Evaluation of Nurse Practi- older adults. The curriculum emphasizes tioner Programs (2012), and the Ameri- evidence based practice and the man- can Association of Colleges of Nursing agement of common episodic and chron- Adult-Gerontology Primary Care Nurse ic health conditions as well as health Practitioner Competencies (2010). The promotion and disease prevention that is Adult/Gerontological Primary Care based on age, gender, culture, and eth- Nurse Practitioner track is comprised of nicity. An integrated, patient centered 40 credit hours and 650 clinical hours. approach to health, the unique perspec- Graduates are eligible to take the Adult- tive of the nurse practitioner, and the Gerontology Nurse Practitioner creden- importance of interprofessional collabo- tialing examination through the Ameri- ration and team work are important and can Nurses Credentialing Center or the provide a curricular foundation. Individ- American Academy of Nurse Practition- ualized, preceptored clinical placements ers. enhance the student’s expertise. Full-

HIV Primary Care Option The HIV Primary Care Certificate Program is designed to enhance the Adult- Gerontological Primary Care Nurse Practitioner curriculum with specialty content in HIV and associated comorbidities. The program will prepare students to provide clin- ically and culturally competent care to persons living with or at risk for HIV infec- tion. In addition to standard primary care clinical placements, HIV primary care stu- dents will be placed in a one year HIV primary care rotation that facilitates an under- standing of this population’s primary care needs throughout adolescence (16 and old- er) into older adulthood. The student will also be expected to obtain clinical hours in specialty clinical settings for conditions impacting this population (e.g. viral hepatitis, substance abuse, PrEP, HIV testing services, harm reduction clinics, etc.). Upon completion of this program, students will sit for the Adult-Geriatric NP examination and will also be able to sit for the Advanced AIDS Certified Registered Nurse (AACRN) certification examination.

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______Adult/Gerontological Primary Care Nurse Practitioner Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3

NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR.110.507 Statistical Literacy and Reasoning in Nursing 3 Research Advanced Practice Core Courses NR 110.502 Physiology/Pathophysiology I 3 NR 110.508 Clinical Pharmacology 3 NR 110.536 Advanced Health Assessment and Measurement —Adult/Geriatric Variation 1 NR 110.549* Advanced Health Assessment and Measurement 2 Specialty Courses NR 110.546 Health Promotion and Disease Prevention 2 NR 110.551* Advanced Practice in Primary Care I—Adult/Gero 4 NR 110.553* Advanced Practice in Primary Care II—Adult/Gero 3 NR 110.547 Diagnosis, Symptom and Illness Management I —Adult 2 NR 110.557 Diagnosis, Symptom and Illness Management II —Adult 2 NR 110.565* Advanced Practice Nursing: Clinical Topics And Professional Issues 4 NR 110.589 Human Development Across the Lifespan 2 Total Credits 40 *Course has a clinical component ______

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______HIV Primary Care Certificate Curriculum Course number Course name Credits NR 110.612 Diagnosis, Care and Management of Persons 3 with HIV/AIDS (Local to Global) NR 110.613* HIV and Comorbidities Health Assessment 1 Clinical NR 110.614* Complex Continuity Care of HIV and Associated 3 Comorbidities NR 110.615 Health Disparities in Nursing Practice 3 NR 110.546 Health Promotion/Disease Prevention 2 Total Credits 12 *Course has a clinical component ______Total Credits 12

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Adult/Gerontological Acute Care Nurse Practitioner Programs (2012), the National Practitioner Task Force on Quality Nurse Practitioner This option prepares experienced Regis- Education and other national advanced tered Nurses for service in acute and practice, specialty focused standards and complex care practices such as critical guidelines [AACN Scope and Standards care units, hospitals or specialty ser- Acute Care Nurse Practitioner (2012), vices, and in other settings where pa- American Association of Critical Care tients are physiologically unstable, tech- Nurses and the Adult-Gerontology Acute nologically dependent, and highly vul- Care Nurse Practitioner Competencies nerable for complications. More than (2012)]. Graduates of the 700 hours of precepted clinical experi- Adult/Gerontological Acute Care Nurse ences in a variety of settings allow stu- Practitioner track are eligible to apply for dents to acquire experience managing certification as an adult/geriatric Acute the health care needs of adults, older Care Nurse Practitioner from the Ameri- adults and frail elders across the contin- can Association of Critical care Nurses or uum of acute, chronic and critical care. the American Nurses Credentialing Cen- The curriculum for this track is guided ter. by the Criteria for Evaluation of Nurse

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Adult/Gerontological Acute Care Nurse Practitioner Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3 Advanced Practice Core Courses NR 110.502 Physiology/Pathophysiology I 3 NR 110.508 Clinical Pharmacology 3 NR 110.536 Advanced Health Assessment and Measurement — Adult/Geriatric Variation 1 NR 110.549* Advanced Health Assessment and Measurement 2 Specialty Courses NR 110.546 Health Promotion and Disease Prevention 1 NR 110.547 Diagnosis, Symptom and Illness Management I —Adult 2 NR 110.562* Advanced Practice in Acute Care I 4 NR 110.563* Advanced Practice in Acute Care II 3 NR 110.567* Advanced Practice Nursing: Clinical Topics and Professional Issues—Acute/Critical Care 4 NR 110.572* Advanced Diagnosis and Therapeutics 2 Total Credits 37 *Course has a clinical component ______Family Primary Care Nurse Practitioner minorities). Individualized, faculty- Graduates of the Family Primary Care selected, preceptored clinical placements Nurse Practitioner track are eligible to enhance the student’s expertise. Full- apply for certification through the Amer- time and part-time study are available. ican Nurses Credentialing Center or the The curriculum is guided by the Crite- American Academy of Nurse Practition- ria for Evaluation of Nurse Practitioner ers National Certification Program as a Programs (2012) from the National Task Family Nurse Practitioner in Primary Force on Quality Nurse Practitioner Ed- Care. ucation and the Population-Focused Clinical experiences include a variety Nurse Practitioner Competencies (2013) of settings and patient populations from by the National Organization of Nurse infancy through geriatrics. The curricu- Practitioner Faculties (NONPF). Gradu- lum includes content on the care of at- ates will complete 820 clinical hours risk underserved populations (i.e. the which enables them to sit for either na- homeless and inner city, low-income tional certification exam.

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______Family Primary Care Nurse Practitioner Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3

Advanced Practice Core Courses NR 110.502 Physiology/Pathophysiology I 3 NR 110.508 Clinical Pharmacology 3 NR 110.536 Advanced Health Assessment and Measurement —Adult/Geriatric Variation 1 NR 110.537 Advanced Health Assessment and Measurement —Pediatric Variation 1 NR 110.549* Advanced Health Assessment and Measurement 2 Specialty Courses NR 110.546 Health Promotion and Disease Prevention 2 NR 110.547 Diagnosis, Symptom and Illness Management I —Adult 2 NR 110.548 Diagnosis, Symptom and Illness Management I —Pediatric 2 NR 110.551* Advanced Practice in Primary Care I—Adult/Gero 4 NR 110.552* Advanced Practice in Primary Care I—Pediatric 4 NR 110.557 Diagnosis, Symptom and Illness Management II —Adult 2 NR 110.558 Diagnosis, Symptom and Illness Management II —Pediatric 2 NR 110.569* Advanced Practice in Women’s Health 4 NR 110.583* Family as a Unit—Clinical Integration 4 NR 110.589 Human Development Across the Lifespan 3 Total Credits 51 *Course has a clinical component ______

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Pediatric Primary Care Nurse Practitioner ria for Evaluation of Nurse Practitioner Graduates of the Pediatric Primary Care Programs (2012), from the National Nurse Practitioner track are eligible to Task Force on Quality Nurse Practition- apply for certification by the American er Education and the Core Competencies Nurses Credentialing Center or The Na- of Nurse Practitioner Practice (2012), by tional Certification Board as a Pediatric the National Organization of Nurse Nurse Practitioner in Primary Care. Practitioner Faculties (NONPF) and Clinical experiences include a variety other national advanced practice, spe- of settings and patient populations from cialty focused standards and guidelines infancy to adolescence. The curriculum [Population-Focused Nurse Practitioner includes content on the care of at-risk Competencies, Pediatric Primary Care underserved populations (i.e., the home- (2013) [NONPF] and the National Asso- less and inner city, low-income minori- ciation of Pediatric Nurse Practitioners ties). Individualized, preceptored clinical (NAPNP) Scope and Standards of Prac- placements enhance the student’s exper- tice for the Pediatric Nurse Practitioner tise. Full-time and part-time study are (2008)]. More than 500 clinical hours available. enables graduates to sit for available The curriculum is guided by the Crite- national certification exams.

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______Pediatric Primary Care Nurse Practitioner Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3

Advanced Practice Core Courses NR 110.502 Physiology/Pathophysiology I 3 NR 110.508 Clinical Pharmacology 3 NR 110.537 Advanced Health Assessment and Measurement —Pediatric Variation 1 NR 110.549* Advanced Health Assessment and Measurement 2 Specialty Courses NR 110.546 Health Promotion and Disease Prevention 2 NR 110.548 Diagnosis, Symptom and Illness Management I —Pediatric 2 NR 110.552* Advanced Practice in Primary Care I—Pediatric 4 NR 110.554* Advanced Practice in Primary Care II—Pediatric 3 NR 110.558 Diagnosis, Symptom and Illness Management II —Pediatric 2 NR 110.566* Advanced Practice Nursing: Clinical Topics & Professional Issues—Pediatrics 4 NR 110.589 Human Development Across the Lifespan 2 Total Credits 40 *Course has a clinical component ______

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Clinical Nurse Specialist* Educational Programs (2011), the Na- This track prepares Registered Nurses tional Association of Clinical Nurse who have a highly developed level of Specialists and other national advanced clinical expertise, for advanced nursing practice, specialty focused standards and roles that allow them to translate that guidelines [e.g., Clinical Nurse Special- expertise to improve the care of patient ist Core Competencies (2010), National populations. Clinical Nurse Specialists CNS Competency Task Force; Adult- achieve this goal indirectly through their Gerontology Clinical Nurse Specialist influence on nurses and health systems Competencies (2010), American Associ- (NACNS, 2003). Students select their ation of Colleges of Nursing; Pediatric population focus from one of four pa- Acute Care Clinical Nurse Specialist: tient populations (Adult/Geriatric Study of Practice (2011), American As- Health, Adult/Geriatric Acute Care, Pe- sociation of Critical Care Nurses, etc.]. diatric Health, Pediatric Critical Care). Graduates of the track are eligible to More than 500 hours of individualized, apply for certification as a clinical nurse preceptored clinical experiences enhance specialist (in their chosen population the student’s development of advanced foci) from the American Association of practice role expertise. Critical Care Nurses or the American The curriculum for this track is guided Nurses Credentialing Center. by the Criteria for Evaluation of Clinical Nurse Specialist Masters, Practice Doc- torate, and Post-graduate Certificate *Online option is available.

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______Clinical Nurse Specialist Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3 Advanced Practice Core Courses NR 110.502 Physiology/Pathophysiology I 3 NR 110.508 Clinical Pharmacology 3 NR 110.536 Advanced Health Assessment and Measurement —Adult/Geriatric Variation OR NR 110.537 Advanced Health Assessment and Measurement —Pediatric Variation 1 NR 110.549* Advanced Health Assessment and Measurement 2 Specialty Courses NR 110.520* CNS Role Specialty Practicum I 3 NR 110.521* CNS Expert Practicum II 3 NR 110.522* CNS Outcomes Practicum III 3 NR 110.523*** Clinical Judgment in Acute and Critical Care I 1 NR 110.524*** Clinical Judgment in Acute and Critical Care II 1 NR 110.546 Health Promotion and Disease Prevention 1 NR 110.560 Program Development & Evaluation in Health Care 2 Education Requirement 3 NR 110.589** Human Development Across the Lifespan 2 Total Credits 36-38 *Course has a clinical component ** For Pediatric CNS focus only *** Students preparing for practice in critical care must register for these courses ______

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Health Systems Management* The curriculum for this track is guided Today’s nurses—perhaps more than by the American Nurses Association other health care professionals —occupy Scope and Standards for Nurse Adminis- a unique and pivotal leadership position trators, 2nd edition (American Nurses in the constantly evolving health care Association, 2004) and the American delivery system. Administrators, manag- Organization of Nurse Executives Com- ers, policy makers, and consultants work petencies (AONE Nurse Executive in a variety of settings such as hospitals, Competencies, Nurse Leader, February nursing homes, primary care health cen- 2005). If the student currently holds an ters, ambulatory centers, rehabilitation administrative position at the nurse facilities, integrated health systems, and manager or nurse executive level for a networks of managed care. minimum of 24 months of full-time This health systems management track practice within the last five years, they may be combined with the joint Master will be prepared and eligible for the na- of Business Administration tional certification exam. (MSN/MBA) in conjunction with the Johns Hopkins Carey Business School. *Online option available ______Health Systems Management Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3 Specialty Courses NR 110.560 Program Development & Evaluation in Health Care 2 NR 110.605 Leadership and Management in Health Care 3 NR 110.607** Health Systems Management I 3 NR 110.608 Business Plan 1 Education Requirement 3 Management Elective 4 Organization Management Theory Requirement 2 NR 110.609** Health Systems Management II—Specialty Practice 3 NR 110.611** Health Systems Management III—Outcomes Management 3 Total Credits 36 **Course has a clinical component. ______

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Health Systems Management/ More than 500 clinical hours in the clini- Clinical Nurse Specialist Dual Track cal specialty enables graduates to sit for This dual option track leads to multiple available national CNS certification ex- career paths and prepares the graduate ams. As administrators, managers and nurse to manage the entire spectrum of consultants, the students will work in a patient care: design, change management, variety of settings such as hospitals, nurs- implementation and evaluation. The Clin- ing homes, primary care health centers, ical Nurse Specialist focus prepares the ambulatory centers, rehabilitation facili- student as a clinical nursing specialist in ties, integrated health systems and net- diagnosis and treatment to prevent, reme- works of managed care, and will take diate, or alleviate illness and promote courses in conjunction with the Johns health in a defined specialty population. Hopkins Carey Business School. If the Expertise is manifested in the care of cli- student currently holds an administrative ents—individuals, families, groups, and position at the nurse manager or nurse communities. CNS practice is the transla- executive level for a minimum of 24 tion of clinical expertise into nursing care months of full-time practice within the last provided either directly or by influencing five years, they will be prepared and eligi- nurses and nursing personnel through ble for the national nurse administrator evidence-based nursing care standards and certification exam. programs of care. CNS practice influences The curriculum for this dual option systems—health care agencies, political track is guided by the NACNS State- systems, and public and professional or- ment on Clinical Nurse Specialist Prac- ganizations—to mobilize, change, or tice and Education (NACNS & ANA, transform these systems to facilitate ex- 2004); the American Nurses Association pertly designed nursing interventions. Scope and Standards for Nurse Adminis- CNS practice is consistently targeted to- trators, 2nd edition (American Nurses ward achieving quality, cost-effective Association, 2004); and the American patient-focused outcomes (NACNS, Organization of Nurse Executives Com- 2003). petencies (AONE Nurse Executive Competencies, Nurse Leader, February 2005).

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______Health Systems Management/Clinical Nurse Specialist Dual Track Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3 Advanced Practice Core Courses NR 110.502 Physiology/Pathophysiology I 3 NR 110.508 Clinical Pharmacology 3 NR 110.549* Advanced Health Assessment and Measurement 2 NR 110.536 Advanced Health Assessment and Measurement OR 537 —Adult/Geriatric Variation or Pediatric 1 Specialty Courses NR 110.520* CNS Role Specialty Practicum I 3 NR 110.521* CNS Specialty Practicum II 3 NR 110.522* CNS Outcomes Specialty Practicum III 3 NR 110.546 Health Promotion and Disease Prevention 1 NR 110.560 Program Development & Evaluation in Health Care 2 NR 110.605 Leadership and Management in Health Care 1 NR 110.608 Business Plan 1 Financial Management Theory Requirement 2 Education Requirement 3 Organization Management Theory Requirement 2 Total Credits 42-44a *Course has a clinical component. a Pediatric HSM/CNS focus must take NR 110.589 Human Development Across the Lifespan (2 credits). ______

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Master of Science in Nursing / Master of The curriculum is guided by the Business Administration (MSN/MBA) American Nurses Association Scope and The MSN/MBA track is designed to Standards for Nurse Administrators, 2nd address the professional challenges fac- edition (American Nurses Association, ing nurses in expanding leadership roles 2004) and the American Organization of within the complex world of integrated Nurse Executives Competencies (AONE health services. This track, jointly ad- Nurse Executive Competencies, Nurse ministered by the School of Nursing and Leader, February 2005). Students who Johns Hopkins Carey Business School, currently hold an administrative position combines the theory and practice of at the nurse manager or nurse executive business and nursing. Business courses level for a minimum of 24 months of may be taken at any Johns Hopkins Car- full-time practice within the last five ey Business School campus located years will be prepared and eligible for throughout the metropolitan Balti- the national certification exam. more/Washington area; nursing courses Graduates of this joint degree program are held at the East Baltimore campus. will receive one diploma bearing both degrees.

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______Master of Science in Nursing / Master of Business Administration (MSN/MBA) Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3 Specialty Courses NR 110.560 Program Development & Evaluation in Health Care 2 NR 110.607** Health Systems Management I 3 NR 110.609 Health Systems Management II—Specialty Practice 3 NR 110.611** Health Systems Management III—Outcome Management 3 BU 790.609** Financial Management I 3 NR 110.605 Leadership and Management in Health Care 3 BU 753.701 Managerial Economics 3 BU 120.601 Business Communication 2 BU 210.620 Accounting & Financial Reporting 2 BU 231.620 Finance & Capital Markets OR 2 BU 410.620 Customer Focused Marketing 2 BU 121.610 Negotiation 2 BU 220.610 The Firm & the Macroeconomy 2 BU 220.620 Economics for Decision Making 2 BU 142.620 Leadership in Organizations 2 BU 131.601 Ethics & Humanity 2 BU 320.701 Health Care Information Systems 2 Business Electives (choose 3) BU 151.790 Strategic Management (16 weeks) 4

** Practicum ______

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MSN in Public Health Nursing brochure for more information. This track incorporates concepts from The curriculum for this track is guided nursing and public health to study the by the Graduate Education for Advanced design, delivery and evaluation of nurs- Practice Public Health Nursing (2007) ing services to populations and aggre- specialty focused standards and guide- gates including families, schools, and lines [Scope and Standards of Practice communities. Practicum experiences are Public Health Nursing (In press, 2013); individualized and designed to challenge Public Health Nursing Competencies students to be innovative and work with from the Quad Council of Public Health multidisciplinary teams. An interdivi- Nursing Organizations (2011)]. More sional MSN/MPH in conjunction with than 500 clinical hours enables gradu- the Johns Hopkins Bloomberg School of ates to obtain practical skills in caring Public Health is available; see specific for populations.

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______MSN in Public Health Nursing Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3 Cognates PH 340.601* Epidemiology (5 units/3 credits) 3 PH 180.601 Environmental Health 3 Major NR 500.601** Public Health Nursing Theory and Practice 3 NR 500.604*** Population-Based Public Health Nursing Interventions Practicum 2-3 NR 500.602** Public Health Nursing Theory and Practice Practicum 3 NR 500.605 Public Health Nursing and Management in Nursing and Health Care 3 NR 500.606** Public Health Nursing Leadership and Management Practicum 3 NR 110.560 Program Development and Evaluation in Health Care 2 Elective 1 Total Credits 35-36 *School of Public Health courses are offered on the quarter system. **Clinical courses (1 credit= 4 clinical hours) at completion of program clinical hours must equal 500. ***Students may elect to take this practicum for 2 credits provided they complete another clinical credit as an independent study or within another elective course. ______

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MSN in Public Health Nursing and Nurse- Competencies from the Quad Council of Midwifery Public Health Nursing Organizations The MSN in Public Health Nursing with (2003)]. The CNM curriculum for this Nurse-Midwifery is offered by the Johns track are guided by the Knowledge, Hopkins University School of Nursing Skills, and Behaviors Prerequisite to in collaboration with the Shenandoah Midwifery Clinical Coursework (ACNM, University Division of Nursing. Gradu- 2005), Core Competencies for Basic ates of this program of study complete Midwifery Practice (2002) and Standards preparation in Public Health Nursing at for the Practice of Midwifery (2003). JHUSON and then complete the didactic The essential elements for program im- and clinical requirements for certifica- plementation is defined in the Criteria for tion in nurse midwifery, including the Accreditation documents and other na- management of women’s health in the tional advanced practice, specialty fo- antepartal, intrapartal, postpartal periods cused standards and guidelines (ACNM and care of the newborn during the neo- Division of Accreditation). natal period. Full-time or part-time study Graduates receive a Master of Science is available. The portion of the program in Nursing (MSN) from Johns Hopkins offered at Shenandoah University is via University School of Nursing and a cer- a distance learning format. tificate of endorsement in nurse- Students matriculating in the MSN midwifery from the Shenandoah Univer- immediately after graduation from the sity Division of Nursing. The Nurse- JHUSON Baccalaureate program are Midwifery Track at Shenandoah Univer- expected to have completed NR.110.460, sity Division of Nursing is fully accredit- Community Perspectives on the ed by the Accreditation Commission for Childbearing Process, NR.110.410 Sem- Midwifery Education inars in Nursing (maternal child health (www.midwife.org/accreditation). focus), and NR.110.408 Transitions Graduates are eligible to sit for national Practicum in a maternal child care set- certification examinations in advanced ting. NR.110.422 Breastfeeding Practice public health nursing offered by the and Research is strongly recommended. American Nurses Credentialing Center The PHN Curriculum for this track is and for the national certification exam guided by the Essentials for 2003 Mas- given by the American Midwifery Certi- ters Level Nursing Education from the fication Board (AMCB) Association for Community Health Nurs- (www.amcbmidwife.org). ing Educators (ACHNE) and other na- tional advanced practice, specialty fo- cused standards and guidelines [Scope and Standards of Practice Public Health Nursing (2007); Public Health Nursing

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______MSN in Public Health Nursing/Nurse-Midwifery Course number Course name Credits Core Courses NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.507 Statistical Literacy and Reasoning in Nursing Research 3 Cognates PH 340.601* Epidemiology (5 units/3 credits) 3 PH 180.601 Environmental Health 3 Major NR 500.601** Public Health Nursing Theory and Practice 3 NR 500.604** Population-Based Public Health Nursing Interventions Practicum 2-3 NR 500.602** Public Health Nursing Theory and Practice Practicum 3 NR 500.605 Public Health Nursing and Management in Nursing and Health Care 3 NR 500.606** Public Health Nursing Leadership and Management Practicum 3 NR 110.560 Program Development and Evaluation in Health Care 2 NR.110.508 Clincal Pharmacology 3 NR.110.502 Physiology/Pathophysiology 3 NR.110.536 Advanced Health Assessment: Adult/Geriatric 1 NR.110.549 Advanced Health Assessment & Measurement 2 Shenandoah Courses NM 610 Primary Care of Women (Online) 3 NM 620 Comprehensive Antepartal Care (Online) 3 NM 630 Midwifery Practicum (Online) 3 NM 640 Comprehensive Perinatal Care (Online) 3 NM 650 Integrated Midwifery Practicum (Online) 3 NM 660 Advanced Midwifery Practicum (Online) 1 Total Credits 59-60 *School of Public Health courses are offered on the quarter system. **Clinical courses (1 credit= 4 clinical hours)

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degrees. MSN/MPH Program MSN/MPH—Public Health Nursing The Johns Hopkins University School of Option combines the one-year Master of Nursing and the Johns Hopkins Bloom- Science in Nursing with a focus in Pub- berg School of Public Health offer a lic Health Nursing and the 11-month joint Master of Science in Nursing and Master of Public Health offered by the Master of Public Health (MSN/MPH). respective schools into 18 months of This academic option offers more inten- full-time study designed for nurses seek- sive preparation for nurses practicing in ing to integrate advanced nursing prac- community and public health. The Mas- tice with population-based public health ter of Science in Nursing offers two are- perspectives. The MSN/MPH is de- as for the MSN: Public Health Nursing signed specifically for nurses seeking to and Nurse Practitioner with a Public link their clinical and managerial inter- Health Nursing Focus. Students have ests with public health to improve deliv- two curriculum options for the Nurse ery of nursing services in various set- Practitioner role: (1) MSN-Public Health tings. With the joint degree, students Nursing/MPH followed by a Post- acquire complementary skills, Master’s with a focus in Adult/Geriatric, knowledge, and perspective of both Pediatric or Family Primary Care or (2) nursing and public health. Graduate MSN-Nurse Practitioner with a Public work in public health nursing equips Health Nursing focus/MPH. The students with advanced mastery of nurs- MSN/MPH begins in July of each year. ing theory and practice for populations, Part-time study is available. while public health training provides an Students will work closely with facul- enhanced population-based, multidisci- ty academic advisors in the School of plinary team perspective. Two-thirds of Nursing and the School of Public Health the program includes core courses from to plan individual academic curriculum. each master’s program; the remaining Students have five years to complete the elective courses allow students to pursue program from the date of matriculation. curricula customized to their specific Graduates of this joint degree program interest. Students must complete a total will receive one diploma bearing both of 36 credits in the School of Nursing courses and 60 didactic units in the School of Public Health.

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______MSN/MPH Program Public Health Nursing Option Course number Course name Credits/Units SON Requirements NR 110.500 Philosophical, Theoretical and Ethical Basis for Nursing 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care for Advanced Practice Nursing 3 NR 110.560 Program Development and Evaluation in Health Care 2 NR 500.604* Population Based Public Health Nursing Interventions Practicum 2-3 Joint SON & SPH Requirements NR 500.601 PHN: Theory and Practice 3/5 NR 500.602* PHN: Theory and Practice Practicum 3/5 NR 500.605 PHN: Leadership and Management 3/5 NR 500.606* PHN: Leadership, Management, and Evaluation Capstone Practicum 3/5 Quantitative Sciences Option 1 PH 140.611-612 Statistical Reasoning in Public Health 4/6 Option 2 PH 140.621-623 Statistical Methods in Public Health 5/12 Option 3 PH 140.651-654 Methods in Biostatistics I-IV 5/16 SPH Requirements PH 180.601 Environmental Health 5u PH 300.645 Making Changes Through Policy 4u PH 340.601 Principles of Epidemiology 5u PH 550.867 Introduction to MPH Studies-MPH Individualized Goals and Analysis 1u PH 380.753 Population Dynamics and Public Health 2u Quantitative Sciences Requirement—3 options 6/16 Biological Sciences Requirement—17 options 2-6u Management Sciences Requirement—8 options 3-5u Social and Behavioral Sciences Requirement— 10 options 3-4u *Course has a clinical component. Credits for joint courses are applied to both the MSN and the MPH requirements. ______

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MSN-NP/MPH Program nurses seeking to link their clinical in- terests with public health practice. This Nurse Practitioner with Public Health combined program prepares nurse prac- Nursing Focus titioners with a focus in community The Johns Hopkins University School of health, and knowledge of population- Nursing and the Bloomberg School of based public health science and practice. Public Health offer a joint Master of Nurses in advanced practice often return Science in Nursing and Master of Public to school at a later time for a degree in Health (MSN/MPH). This academic public health to make their approach to option offers more intensive preparation individual health problems more com- for nurses practicing in community and prehensive. Obtaining the joint degree at public health. The Master of Science in the outset, students acquire the comple- Nursing offers two areas for the MSN: mentary skills, knowledge and perspec- Public Health Nursing and Nurse Practi- tive of both disciplines. Graduate educa- tioner with a Public Health Nursing Fo- tion in nursing equips students with ad- cus. Students have two curriculum op- vanced mastery of nursing theory and tions for the Nurse Practitioner role: (1) practice, while public health training MSN-Public Health Nursing/MPH fol- provides a population-based, multidisci- lowed by a Post-Master’s with a focus in plinary team approach. The programs Adult/Geriatric, Pediatric or Family include core courses from each school’s Primary Care Nurse Practitioner or (2) master’s program. The remaining cours- MSN-Nurse Practitioner with a Public es fulfill each program’s requirements. Health Nursing focus/MPH. The Students choose a patient population MSN/MPH begins in July of each year. (pediatrics, adult/geriatric, or family) Part-time study is available. focus in the nurse practitioner program. Students will work closely with facul- Graduates are eligible to apply for ty academic advisers in the School of American Nurses Credentialing Center, Nursing and the School of Public Health National Association of Pediatric Nurse to plan individual academic curriculum. Practitioners (NAPNP) or American Students have five years to complete the Academy of Nurse Practitioners certifi- program from the date of matriculation. cation. Students must complete a total of Graduates of this joint degree program 51 credits for Adult/Gerontological NP will receive one diploma bearing both and Pediatric Primary Care NP, and 62 degrees. credits for Family Primary Care NP at MSN/MPH–Nurse Practitioner with a the School of Nursing as well as 60 di- Public Health Nursing Focus combines the dactic units at the School of Public 16–21-month Master of Science in Nurs- Health. ing–Nurse Practitioner in Primary Care option and the 11-month Master of Pub- SON Requirements—MSN Nurse lic Health offered by the respective Practitioner Option schools in 26 months of full-time study. Adult/Gerontological, Pediatric and The program is designed for nurses Family tracks are similar in design. Stu- seeking to integrate nurse practitioner dents take track appropriate content. clinical practice with a population-based public health perspective. The MSN- NP/MPH is designed specifically for 89 – August 1, 2014

______MSN-NP/MPH Course number Course name Credits/Units NR 110.500 Philosophical, Theoretical and Ethical Basis of Advanced Practice Nursing 3 NR 110.502 Physiology/Pathophysiology 3 NR 110.503 Application of Research to Practice 3 NR 110.504 Context of Health Care 3 NR 110.508 Clinical Pharmacology 3 NR 110.549* Advanced Health Assessment and Measurement 2 NR 110.536 Advanced Health Assessment and Measurement —Adult/Geriatric Variation 1 NR 110.537 Advanced Health Assessment and Measurement —Pediatric Variation 1 NR 110.589 Human Development Across the Lifespan 2-3 NR 110.547 Diagnosis, Symptom and Illness Management I —Adult 2 NR 110.548 Diagnosis, Symptom and Illness Management I —Pediatric 2 NR 110.557 Diagnosis, Symptom and Illness Management II —Adult 2 NR 110.558 Diagnosis, Symptom and Illness Management II —Pediatric 2 NR 110.551* Advanced Practice in Primary Care I—Adults 4 NR 110.552* Advanced Practice in Primary Care I—Pediatrics 4 NR 110.553* Advanced Practice in Primary Care II—Adults 4 NR 110.554* Advanced Practice in Primary Care II—Pediatrics 4 NR 110.569* Advanced Practice in Women’s Health 4 NR 110.583 Family as a Unit—Clinical Integration 4 NR 110.560 Program Development and Evaluation 2 Joint SON & SPH Requirements NR 500.601 PHN: Theory and Practice 3/5u NR 500.602* PHN: Theory and Practice Practicum 3/5u NR 500.605 PHN: Leadership and Management 3/5u NR 500.606* PHN: NP/Capstone 0.5 Quantitative Sciences Option 1 PH 140.611-612 Statistical Reasoning in Public Health 4/6 Option 2 PH 140.621-623 Statistical Methods in Public Health 5/12 Option 3 PH 140.651-654 Methods in Biostatistics I-IV 5/16 SPH Requirements PH 180.601 Environmental Health 5u PH 300.645 Making Changes Through Policy 4u PH 340.601 Principles of Epidemiology 5u PH 550.867 Introduction to MPH Studies-MPH Individualized 90 – August 1, 2014

Goals and Analysis 1u PH 380.755 Population Dynamics and Public Health 2u Quantitative Sciences Requirement—3 options 6-16u Biological Sciences Requirement—15 options 2-6u Management Sciences Requirement—6 options 3-5u Social and Behavioral Sciences Requirement— 3-4u

*Course has a clinical component. Credits for joint courses are applied to both the MSN and the MPH requirements. ______

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Post-Master’s Options

Post-Master’s Nurse Practitioner NR 110.589 Human 3 Nurses with a clinically focused Development master’s degree in nursing taken within Across the the last five years, or direct patient care Lifespan 3 experience in two of the last five years, * Not required if comparable course has may enroll in a post-master’s option lead- been completed within the past 5 years ing to eligibility for certification as an adult/gerontological (AGNP), family Adult/Gerontological or Pediatric (FNP) or pediatric (PNP) primary care Primary Care Nurse Practitioner Post- nurse practitioner or as an adult/geriatric Master’s Option acute care nurse practitioner. An acceler- Registered nurses with master’s degrees ated adult acute/critical care nurse practi- in a clinical nursing major or other nurs- tioner option is also available. The post- ing major with two years of recent clini- master’s includes extensive clinical expe- cal nursing experience are eligible to rience. The ratio of clinical hours to credit apply to this option preparing them to hours is 4 to 1 and theory hours to credit take the American Nurses Credentialing hours is 1 to 1. Center or National Certification Board of Pediatric Nurse Practitioners/Nurses Prerequisites certification examinations as an Course Number Course Adult/Gerontological Primary Care Name Credits Nurse Practitioner or Pediatric Primary NR 110.502* Physiology/ 3 Care Nurse Practitioner. This option Pathophysiology may be completed in 15 months (four NR 110.508* Clinical 2 semesters). Pharmacology

______Curriculum Course number Course name Credits/Units NR 110.549 Advanced Health Assessment and Measurement 2

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NR 110.536* Health Assessment and Measurement OR 537* —Adult/Geriatric or Pediatric Variations 1 NR 110.547 Diagnosis, Symptom and Illness Management I OR 548 —Adult or Pediatric 2 NR 110.557 Diagnosis, Symptom and Illness Management II OR 558 —Adult or Pediatric 2 NR 110.551* Advanced Practice in Primary Care I OR 552 —Adult or Pediatric 4 NR 110.553* Advanced Practice in Primary Care II OR 554 —Adult or Pediatric 3 NR 110.565* Advanced Practice Nursing: Clinical Topics and OR 566* Professional Issues—Adult/Gero or Pediatric 4 Total Credits 18 *Course has a clinical component. ______

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Family Primary Care Nurse Practitioner option, preparing them to take either the Post-Master’s Option American Nurses Credentialing Center Registered nurses who are certified or the American Academy of Nurse adult/gerontological/pediatric nurse Practitioners National Certification ex- practitioners and have a master’s degree amination as a Family Nurse Practitioner in nursing are eligible to apply to this in Primary Care. ______Curriculum Course number Course name Credits/Units NR 110.549 Advanced Health Assessment and Measurement 2 NR 110.547 Diagnosis, Symptom and Illness Management I —Adult 2 NR 110.548 Diagnosis, Symptom and Illness Management I —Pediatric 2 NR 110.551* Advanced Practice in Primary Care I—Adult 4 NR 110.536* Health Assessment and Measurement —Adult/Geriatric Variation 1 NR 110.537* Advanced Health Assessment and Measurement —Pediatric Variation 1 NR 110.569* Advanced Practice in Women’s Health 4 NR 110.557 Diagnosis, Symptom and Illness Management II —Adult 2 NR 110.558 Diagnosis, Symptom and Illness Management II —Pediatric 2 NR 110.552* Advanced Practice in Primary Care—Pediatric 4 NR 110.583* Family as a Unit: Clinical Integration 4 Total Credits 28 *Course has a clinical component. ______

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Adult/Gerontological Acute Care Nurse managing the health care needs of Practitioner Post-Master’s Option adults, older adults and frail elders This option prepares Registered Nurses across the continuum of acute, chronic who have a minimum of one year recent and critical care. full-time acute/critical care experience The curriculum for this track is guided and who already have earned an ad- by the Criteria for Evaluation of Nurse vanced master’s degree in nursing (clin- Practitioner Programs (2012), the National ical nurse specialist, nurse educator, Task Force on Quality Nurse Practitioner nursing management, etc.) for service in Education and other advanced practice, acute and complex care practices such as specialty focused standards and guidelines critical care units, hospital or specialty [AACN Scope and Standards Acute Care services, and in other settings where Nurse Practitioner (2012), American As- patients are physiologically unstable, sociation of Critical Care Nurses, and the technologically dependent, and highly Adult/Gerontology Acute Care Nurse vulnerable for complications. After a Practitioner Competencies (2012), Ameri- careful review of an applicant’s master’s can Association of Colleges of Nursing]. transcript, an individualized plan of Graduates of the Adult/Gerontological study is created which emphasizes ad- Acute Care Nurse Practitioner track are vanced practice core requirements and eligible to apply for certification as an population competency requirements. adult/geriatric Acute Care Nurse Practi- More than 700 hours of precepted clini- tioner from the American Association of cal experiences in a variety of settings Critical Care Nurses or the American allow students to acquire experience Nurses Credentialing Center. ______Curriculum Course number Course name Credits/Units NR 110.549 Advanced Health Assessment and Measurement 2 NR 110.536* Health Assessment and Measurement —Adult/Geriatric Variation 1 NR 110.572* Advanced Diagnostics and Therapeutics 2 NR 110.547 Diagnosis, Symptom and Illness Management I —Adult 2 NR 110.562* Advanced Practice in Acute Care I—Adult/Gero 4 NR 110.563* Advanced Practice in Acute Care II—Adult/Gero 3 NR 110.567* Advanced Practice Nursing: Clinical Topics and Professional Issues—Acute/Critical Care 4 Total Credits 18 *Course has a clinical component ______

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Accelerated Acute Care Nurse Practitioner credit plan of study is created which Post-Master’s Option emphasizes the adult/geriatric acute care This option allows experienced adult, NP population competency require- family, or geriatric primary care nurse ments. More than 500 hours of precepted practitioners who have previous acute clinical experiences in a variety of set- care experience to meet the educational tings allow students to acquire experi- requirements and competencies for certi- ence managing the health care needs of fication as an adult/geriatric acute care adults, older adults and frail elders nurse practitioner. across the continuum of acute, chronic After a careful review of an applicant’s and critical care. master’s transcript, a streamlined 8-13

______Curriculum Course number Course name Credits/Units NR 110.572* Advanced Diagnostics and Therapeutics 2 NR 110.662* Advanced Practice Nursing: Acute Care of Adult Patients 3-5 NR 110.663* Advanced Practice Nursing: Case Studies in Acute Care Nursing 3-5 Total Credits 8-12 *Course has a clinical component. ______

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Psychiatric Mental Health Nurse community-based settings. Clinical Practitioner Option sites will be developed based upon student needs and preferences. The Johns Hopkins University School of Nursing offers an accelerated online Those who earn a post-graduate cer- post-graduate psychiatric mental tificate for the psychiatric mental health nurse practitioner (PMHNP) health nurse practitioner: program option for primary care nurse practitioners. This is an excit- Assist patients in maintaining and ing time to be at the forefront of a na- promoting their mental health tional endeavor to integrate mental health care into primary care as im- Apply an evidence-based, person- plementation of federal health care centered approach to diagnosing and reform in 2014 is expected to increase managing common acute and chronic access to mental and substance abuse mental health problems of individuals services for 6-10 million Americans. across the lifespan Approximately one third of people with mental health needs seek care Work in diverse practice settings, such from their primary care providers. as health clinics and maintenance or- ganizations, student health services, In the online learning environment, private medical offices, correctional students will be able to continue to facilities, and emergency rooms live and work in their communities. This option couples the theoretical Are prepared to take the American neurobiological and environmental Nurses Credentialing Center's Family contributions to mental disorders and Psychiatric Mental Health Nurse Prac- the rationale for pharmacological and titioner certification exam. non-pharmacological treatments with the direct clinical application of skills in a wide variety of hospital and ______Curriculum

Course Number Course Name Credits NR.110.573 Neurobiology of Mental Disorders 1 NR.110.574 Clinical Psychopharmacology 1 NR.110.575 Differential Diagnosis of Mental 1 Disorders NR.110.576 Psychotherapeutic Frameworks and 2 Modalities NR.110.577* Psychiatric Mental Health Nurse 4 Practitioner Practicum: Adult/Gero NR.110.578* Psychiatric Mental Health Nurse 4 Practitioner Practicum: Peds/Family Total Credits 13 *Course has a clinical component

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Nurse Educator Certificate Option (NECO)* nursing curricula This is a 12-credit graduate certificate • Consult with others within and outside program that prepares its graduates with of the discipline to enhance the devel- the following competencies: opment of interdisciplinary education- • Incorporate technology into curricula al teams and educational programs • Demonstrate cultural competence in • Develop curricula based on the mis- classroom and clinical settings sion, goals, framework and program The program is comprised of four 3- outcomes of the program and institu- credit courses which can be completed tion in any sequence. In addition, the student • Define course objectives and content can enroll during any of the four aca- consistent with program outcomes demic sessions in a 1-3 credit teaching • Organize content and learning experi- practicum. ences according to accepted principles The graduates of the NECO will be el- of learning igible to sit for the NLN Certified Nurse • Plan appropriate learning experiences Educator examination once they have • Design instructional strategies, teach- met the eligibility requirements, which ing materials, and educational tech- are: (Option A) licensure as an active nology to help achieve course objec- registered nurse in the US or its territo- tives ries; a master’s or doctoral degree with a • Use appropriate evaluation instru- major emphasis in nursing education; ments to assess learning and achieve- nine or more credit hours of graduate- ment of course objectives and pro- level education courses; two years or gram outcomes more of full-time employment in the • Use information from program evalu- academic faculty role within the past ations in planning instruction and im- five years; or (Option B): licensure as a proving the process active registered nurse in the US or its • Enact best practices in nursing educa- territories, a master’s or doctoral degree tion in nursing (with a major emphasis in a • Assess own knowledge and skills and role other than nursing education); and implement plans for lifelong learn- four years or more of full-time employ- ing/professional development ment in the academic faculty role within the past five years (www.nln.org). • Use current research findings and scholarly works in nursing education • Use knowledge gained through clini- *Online option available cal practice to maintain and improve

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______Curriculum Course number Course name Credits/Units NR 110.540 Teaching Strategies in Nursing 3 NR 110.830 The Evolving Roles of the Nurse Educator 3 NR 110.730 Educational Evaluation: From Individual to Program 3 NR 110.638 Curriculum Theory and Design 3 NR 110.543 Teaching Practicum 1-3 Total Credits 13-15 ______

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PhD Program

PhD (Doctor of Philosophy in Nursing) Program Outcomes The goal of the PhD program at the Upon graduation from the PhD program Johns Hopkins University School of students will have accomplished the Nursing is to prepare the leaders in nurs- following: ing science development. Graduates will • Possess knowledge and skills in theo- be prepared for careers as nurse scholars retical, methodological, and analytic to conduct research that advances the approaches that will enable them to conduct research to discover and apply discipline of nursing and health care knowledge in nursing science and quality. The school offers an individual- health care. ized program in selected areas of re- • Assume a leadership role in nursing search congruent with student’s area of and in the broader arena of health care interest and the expertise of the research both nationally and internationally. faculty. A key feature of the program is an intensive mentored research experi- Funding for PhD Program ence with an active investigator with an Qualified students interested in the PhD established program of funded research. program may be eligible to receive tui- In addition to the diverse research inter- tion and stipend support through the ests of the School of Nursing faculty, School of Nursing. Complete infor- students have access to the entire Johns mation is available by contacting the Hopkins University that fosters interdis- Graduate Program Administrator at 410- ciplinary and international research pro- 955-4280. jects. Quality is the defining characteristic Predoctoral and Postdoctoral Programs of academic life at Hopkins and the Johns Hopkins University School of Nurs- School of Nursing. Each student com- ing has been awarded an interdisciplinary pletes a core curriculum and works research training grant on health disparities closely with their faculty advisor to sponsored by the National Institutes of complete an individualized course of Health (NIH). This training grant offers a study that fulfills the student’s goals and fellowship for pre-doctoral students. For develops the basis for a program of re- further information, go to the following search. The length of the program is website: www.nursing.jhu.edu/academics/ expected to be the equivalent of four to academic_programs/doctoral/phd/ five years of full-time study. scholarships.aspx. In addition, information on other opportunities for pre-doctoral funding can be obtained by contacting the Graduate Program Administrator at 410- 955-4280.

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______PhD Program Curriculum Course number Course name Credits/Units Nursing Core † NR 110.800 Philosophical Perspectives in Health 3 NR 110.814 Scientific Perspectives in Nursing 3 NR 110.809 Advanced Research Design I 3 NR 110.826 Advanced Research Design II 3 NR 110.827 Grant Writing Seminar 1 NR 110.891 Responsibilities and Activities of the Nurse Scientist 2 Statistics PH 140.621 Statistical Methods in Public Health I 3 PH 140.622 Statistical Methods in Public Health II 3 PH 140.623 Statistical Methods in Public Health III 3 Total Required: 24 Electives* NR 110.810 Theory and Concepts of Health Behavior 3 NR 110.811 Symptom Evaluation and Management 3 NR 110.818 Special Topics in Violence Research 1 NR 110.821 Advanced Nursing Health Policy 3 NR 110.824 Stress and Stress Response 3 NR 110.828 Measurement in Health Care Research 3 NR 110.830 The Evolving Roles of the Nurse Educator 3 NR 110.832 Writing for Publication 1 NR 110.833 Advanced Seminar in Translational Research 3 NR 110.834 International health Systems and Research 3 NR 110.835 Current Issues and Trends in Cardiovascular Health Promotion Research 3 NR 110.836 Critical Applications of Advanced Statistical Models 3 PH 140.624 Statistical Methods in Public Health IV 3 Total Required: 22 Dissertation NR 110.890 Dissertation Seminar 1 NR 110.899 Dissertation 2 Required: 3 credits per semester until completion of dissertation † A grade of “B” or better is required in each course for progression in the PhD Program. * Some SON elective courses are offered every other year. Please check with the Senior Academic Program Coordinator regarding course offerings. Independent study credits do not count toward the 22 credits of electives required. Students may apply up to 6 credits of a 500 level course offering (in or outside the SON)

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toward their doctoral program requirements. The PhD Curriculum Committee has as- signed 9 credits for the completion of the NIH Summer Genetics Institute which may be applied to the PhD Program elective requirement. ______$100 application fee Admission Requirements—PhD Program • Recommendations from three persons, Each student will be selected by the at least one from a previous instructor Admissions Committee. Selection will and one from a -current or previous be based on: employer • Written statement of goals, reason for • Official transcripts from all -previous interest in PhD program at Hopkins colleges/universities attended and research interests • Official records of the results of the • Research interests that match faculty Graduate Record Examinations (GRE). expertise and School resources Date of exam should be within the past • Graduate of accredited Baccalaureate five years. or Master in Nursing -Program or • Current résumé or curriculum vitae equivalent • Goal statement

• Graduate Record Examination (GRE) • Photocopy of a current Maryland State scores within the past five years Registered Nurse license • Minimum scholastic GPA of 3.0 on a For information, regarding Registered 4.0 scale Nurse licensure in the state of Maryland, • Three letters of reference please contact Maryland Board of Nurs- • Interview with faculty ing, 4140 Patterson Ave., Baltimore, • Example of publication or graded MD 21215-2254, or by telephone at 410- paper 585-1900 or toll-free at 1-888-202-9861. • All students entering the School of

Nursing are required to complete a criminal background check prior to matriculation. The School of Nursing will provide information about this process to accepted students.

Procedure for Applying for Admission Students may obtain application forms from the School of Nursing website, www.son.jhmi.edu, or the Office of Admissions, Johns Hopkins University School of Nursing, 525 North Wolfe Street, Baltimore, MD 21205-2110. Completed applications should be filed by January 15 to ensure scholarship eli- gibility. The application final deadline is March 1, and the program is Fall entry only. An application is complete when all of the following have been submitted: • Application form and non-refundable

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DNP Program

Approved by the Maryland Higher Education Commission Program Outcomes Building on current master’s nursing pro- The DNP (Doctor of Nursing Practice) gram curricula, students in this post- program is a practice-focused doctoral master’s DNP program are prepared at the program. The mission of the Post- most advanced level of nursing practice. Master’s DNP program is to prepare Graduates are educated to effectively ad- expert nurse clinicians, administrators, vance the management of individuals, and executive leaders to improve health families, and populations; improve the and health care outcomes through evi- safety and quality of patient care; apply dence-based practice in diverse clinical, informatics to practice and health care health care, and academic settings. The problems; administer health care programs goal for this program is to provide edu- and organizations; and develop and im- cational experiences in a transdiscipli- plement health policy. nary collaborative learning environment, At the completion of the DNP pro- with an intense capstone experience that gram, the graduate emphasizes evidence-based approaches 1. practices at the highest level of nursing for quality and safety improvement in by integrating nursing science with eth- various roles and practice settings and ics and the biophysical, psychosocial, provides students with interactive men- analytical, organizational, and public torship by clinical experts. The focus is health sciences; on innovative and evidence-based nurs- 2. demonstrates organizational and sys- ing practice, applying research processes tems leadership for quality and safety to decision making, and translating cred- in health care systems; ible research findings to increase the 3. utilizes clinical scholarship and analyt- effectiveness of both direct and indirect ical methods for evidence-based prac- nursing practice. tice; The 40-credit DNP program is a post- 4. applies information systems and tech- nology for the provision and/or trans- master’s option, offered in a convenient formation of health care; executive-style format designed for the 5. leverages transdisciplinary collabora- busy working professional. The program tion for the improvement of individual can be completed in four semesters of and population health outcomes; full-time study, integrating approximate- 6. utilizes strategies of risk reduc- ly two weeks of on-site classes each tion/illness prevention, health promo- semester with online and virtual learning tion, and health maintenance for indi- experiences. Part-time study will be viduals and populations; offered on a space-available basis. 7. develops, evaluates, advocates, and pro- The DNP is designed for nurses in- vides leadership for health care policy volved in any advanced practice role that shapes health care financing, regula- including but not limited to: clinical tion, access, and delivery. nurse specialist, nurse practitioner, nurse midwife, nurse anesthetist, public health practitioner, nurse executive, nurse in- formatician, and health policy analyst.

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DNP Program Curriculum of elective in the student’s focus special- The 40-credit DNP program includes 24 ty area, and 12 credits for the required credits of required DNP core, 4 credits capstone project.

______DNP Program Curriculum Course number Course name Credits/Units Year I (19 credits) Summer NR.210.800 Foundation for Scholarship 2 NR 210.896 Capstone I: Mentored Scholarship 3 Fall NR.210.801 Analytical Approaches to Outcomes Management 3 NR.210.803 Nursing Inquiry for Evidence-Based Practice 3

Spring NR 210.805 Translating Evidence to Practice 3 NR 210.897 Capstone II: Project Management 3 Elective 2

Year II (21 credits) Summer NR.210.804 Organizational and Systems Leadership for Quality 3 Care NR.210.806 Health Economics and Finance 3

Fall NR.210.802 Advanced Nursing Health Policy 3 NR.210.807 Clinical Data Management I 2 NR 210.898 Capstone III: Implementation 3 Elective 2 Spring NR.210.808 Clinical Data Management II 2 NR 210.899 Capstone IV: Evaluation 3

______and skills in clinical practice and sys- The Capstone Project tems level experiences. During the cap- The DNP program includes a Capstone stone, the students must demonstrate the project which provides an opportunity ability to employ effective communica- for the student to apply advanced theo- tion and collaboration skills to influence retical, policy and specialty knowledge health care quality and safety, and nego-

104 – August 1, 2014 tiate successful change in care delivery 6. an interview with faculty processes for individuals, groups, or Procedure for Applying for Admission populations across a broad spectrum of healthcare delivery systems. Upon com- Students may obtain application forms pletion of the capstone, the student will from the School of Nursing website, demonstrate: www.son.jhmi.edu, or the Office of Admissions, Johns Hopkins University 1. advanced clinical judgment, expertise School of Nursing, 525 North Wolfe and specialization in a defined content Street, Baltimore, MD 21205-2110. The area. application deadline is January 1, and 2. advanced levels of systems thinking the program is summer entry only. An and accountability in designing, deliv- application is complete when all of the ering, and evaluating evidence-based following have been submitted: care to improve health care quality, 1. Application form and non-refundable safety, and outcomes. $100 application fee 3. leadership in the development and 2. Recommendations from three persons implementation of patient-driven, in- 3. Official transcripts from all previous stitutional, local, state, federal, and/or colleges/universities attended international health policy in a select 4. Current résumé or curriculum vitae content/specialty area. 5. Goal statement/Project proposal Each applicant has the responsibility to 6. Verification of APRN certification or propose a mentored capstone project that license appropriate to the state where meets their individual needs and career the capstone courses will be completed goals during the application process. It is must be submitted. expected that students will focus on clin- 7. If any academic credit was granted ical problems and/or organizational sys- from an academic institution outside the tems to promote effective, efficient and United States, credits must be evaluated by WES (World Education Services accessible care for individuals, groups, www.wes.org) with a course-by-course or populations. evaluation. Results should be forwarded Admissions Requirements—DNP Program to the Office of Admissions. Registered nurses may have their international To be eligible for admission to the DNP transcripts evaluated in a full education program, applicants must have: course-by-course report by WES or 1. a baccalaureate degree from an accred- CGFNS. ited nursing program or equivalency 8. Official TOEFL (Test of English as a 2. a master’s degree from an accredited Foreign Language www.toefl.org) nursing program (master’s degree in a scores for international students whose related field may be considered and will native language is not English require additional coursework prior to 9. All non-permanent citizens are required enrollment) to submit official documents in English 3. a scholastic GPA of at least 3.0 in showing proof of funding. For more in- master’s of nursing program formation, visit 4. demonstrated commitment to nursing www.hopkinsmedicine.org/intlsvcs. practice and scholarly pursuit 5. RN licensure and APRN certification or licensure appropriate to the state where the capstone courses will be completed

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International Students You must have a minimum score of 213 for computer-based exam or 550 for Admissions Requirements and Frequently written exam. The TOEFL must be sent Asked Questions for Both Doctoral to us directly from the testing agency. Programs We do not accept photocopies of test For more information please visit the scores. Office of International Student, Faculty and Staff Services: www.hopkins TOEFL/TSE Services medicine.org/intlsvcs. PO Box 6151 Princeton, NJ 08541-6151 How does Hopkins define a international Phone: 877-863-3546 (toll free inside applicant? the US) Hopkins considers you an international 609-771-7100 (outside the US) applicant if you are not a US citizen or a www.toefl.org Permanent Resident (Green Card holder) of the United States. If you are a citizen GRE of another country (and not a US Perma- P.O. Box 6000 nent Resident) and in the US, you are Princeton, NJ 08541-6000 considered an international applicant. Phone: 866-473-4373 Do I need to have my transcripts evaluated? www.gre.org All international transcripts must be I am already a nurse, how do I become evaluated (course-by-course) by the licensed in the State of Maryland? WES, World Education Services; or Current Registered Nurses must success- AACRAO, American Association of fully complete the NCLEX, National Collegiate Registrars and Admissions Council Licensure Examination, for Officers; the evaluation should be sent Registered Nurses, in order to practice to the Office of Admissions and Student clinical nursing within the United States. Services. Registered nurses may also Because our students have clinical expe- have their international transcripts eval- riences, they must take the NCLEX in uated (course-by-course) by CGFNS, Maryland prior to entering the program. Commission on Graduates of Foreign Nursing Schools. The Maryland Board of Nursing 4140 Patterson Avenue What are the standardized test Baltimore, MD 21215-2234 requirements? Phone: 410-585-1900 TOEFL, Test of English as a Foreign Or: 1-888-202-9861 Language is required of applicants whose native language is not English. If Are financial aid and scholarships available you attend an English language col- to international students? lege/university but do not speak English Because of the heavy demands placed at home, you should take TOEFL. If upon our limited University resources, your native language is not English and we are unable to extend financial assis- you have not completed a minimum of a tance to citizens of other countries. All bachelor’s in the USA, you must take nonpermanent citizens are required to TOEFL. If you have been here for fewer submit official documents in English than five years you must take TOEFL. showing proof of funding.

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Academic Policies—Programs Students should consult the appropriate Baccalaureate, Master’s and Doctoral Aca- demic Manual published each fall for a complete explanation of academic policies

Policy on Students Missing assistance, if deemed appropriate. Clinical Time • documents the situation and copies the course coordinator. A. Introduction • follows up with the student to ensure Clinical practice is an essential compo- safe return to the clinical area. nent of a nursing education. During clini- • uses the Associate Dean for Student cal practice, nursing students apply the Affairs as a resource to the clinical in- knowledge and skills obtained from the structor/course coordinator as needed. didactic portion of courses to actual pa- C. Lateness tient care. Successful completion of the If a student is late for an assigned clini- clinical component of the curriculum is a cal practicum, the student: mandatory requirement for graduation. • notifies the clinical instructor as soon Failure to complete the required clinical as possible by phone prior to the start hours may seriously hamper the student’s of clinical practice, ability to meet course objectives and may • explains the reason for lateness to the result in failure of the course. Therefore, clinical instructor upon arrival at the absences from clinical practice are close- clinical site ly monitored by faculty and should occur • completes any assignments deemed only in rare circumstances. necessary by the clinical instructor or To ensure that students successfully course coordinator to ensure that complete this requirement, clinical fac- course objectives are fulfilled. ulty supervises and evaluates students D. Clinical Absence during clinical practice. Faculty reserve the right to impose penalties for missed If a student misses a clinical day due to clinical time, including, but not limited illness or emergency, the student: to clinical warning, clinical failure or • notifies the clinical instructor as soon as possible by phone prior to the start need to make up clinical time. In some of clinical practice. instances, clinical makeup fees may be • submits a letter of explanation for the charged to the student. absence to the clinical instructor and B. Inability to Provide Care the course coordinator before the next clinical day or within 24 hours of re- If a clinical instructor determines that a turn to the School. The letter may be student is unable to provide appropriate accompanied by documentation (e.g., care for any reason (e.g., lack of prepara- letter from Student Health Services or tion, a physical illness, emotional distress, a physician), if applicable, including etc.) during clinical practice, the clinical any restrictions on returning to clinical instructor, in consultation with the course practice. coordinator, • completes any assignments deemed • may remove the student from the clini- necessary by the course coordinator to cal area if deemed appropriate. ensure that course objectives are ful- • may refer the student for treatment or filled.

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E. Return to Clinical Practice Honor Pledge A student may return to clinical practice The following honor pledge will be in- after an absence when, in the judgment cluded and signed on each examination of the clinical instructor or course coor- and assignment: dinator, the student is able to provide On my honor, I pledge that I have appropriate care without jeopardizing neither given nor received any un- anyone’s safety. authorized assistance on this (ex- Academic Advising am), (assignment), (care plan), (pa- per), (project). Each entering student will be assigned an advisor to assist in obtaining infor- The complete Academic Ethics Policy can mation and help in making decisions be found on the School of Nursing web- related to progress through their pro- site:http://nursing.jhu.edu/academics/ gram. Faculty advisors are assigned by documents/ethics-policy.pdf. The poli- program directors. cy will be distributed to each student upon entry into an academic program. Academic Ethics and Honor Code In the 2004–2005 academic year, the Grading Johns Hopkins University School of The following grading system is used by Nursing faculty endorsed a new Aca- all faculty in submitting grades: demic Ethics Policy. The introduction to A+ 4.0 C 2.0 this policy states that the hallmarks of a A 4.0 C- 1.7 Johns Hopkins University School of A- 3.7 D+ 1.3 Nursing education include acquisition of B+ 3.3 D 1.0 skills and knowledge while building B 3.0 D- 0.7 character and independence. Essential B- 2.7 F 0.0 components of this education are inno- C+ 2.3 vation, truthfulness, insight and respect. I: Incomplete The School of Nursing Academic Eth- P: Pass (for pass/fail grading only) ics policy is based on the shared core WP: Withdraw passing values stated in the School’s Values WF: Withdraw failing statement. Each member of the School of Nursing community, whether student, Grade reports are available via the stu- faculty or staff holds himself or herself dent registration website after the end of and others to the highest standards based each term for all students. The ratio of on the values of excellence, respect, clinical hours to credit is 4 to 1; theory diversity, integrity and accountability. hours to credit hours is 1 to 1. Students enrolled in the Johns Hopkins Elective graduate courses may be taken University School of Nursing are expected on a pass/fail basis. to conduct themselves in a manner that upholds the values of this institution of Attendance higher education. Each student is obligat- Students are fully responsible for all ma- ed to refrain from violating academic and terials presented in class sessions. Stu- professional nursing ethics principles and dents are also expected to attend all clini- non-academic standards of conduct. cal practice sessions and clinical confer- ences and are fully responsible for all

108 – August 1, 2014 content presented. When illness or other dents in interdivisional programs who special circumstances prevent attendance do not meet progression requirements in at clinical practice sessions, the student is both schools. responsible for contacting the instructor as soon as possible to plan for meeting Clinical Grading System— the session requirements. Clinical experi- Baccalaureate Program ences are carefully planned in advance of Courses in the nursing major are sequen- the course and substitutions and makeup tial and build on previously acquired experiences may not be possible. knowledge and skills. Baccalaureate stu- Students may not attend class and/or dents must pass both clinical and theory clinical unless they are officially enrolled components of each nursing course in for the term. order to proceed in the program. Students who do not earn a passing grade cannot Auditing a Course progress to the next nursing course. Stu- To audit a course, the instructor’s per- dents who achieve less than a 70 percent mission is necessary. Students must reg- in the theory component or a fail in the ister for the course as an audit with the clinical component of a nursing course Registrar’s Office. The course will be will be reviewed by the Academic Pro- shown on the academic record as an AU gressions Committee to determine their and will not be used in determining the status in the school. grade point average. Approval by the faculty advisor is required. Students in Academic Difficulty Students placed on probation must re- Independent Study gain the status of good standing within Opportunities for independent study are the next academic semester in which available in the School of Nursing for they are enrolled. Failure to do so may elective credit. Any student interested result in dismissal from the School. this option should seek the advice and The University reserves the right to approval of his/her academic advisor. dismiss any students who do not main- The student may then approach faculty tain the required standards of scholar- in the appropriate area for guidance in ship, or whose continuance in the School designing and receiving approval for of Nursing would be detrimental to their such a course. A member of the nursing health or to the health of others, or faculty will work to monitor and assign whose conduct or clinical performance coursework for his/her student. demonstrates a lack of fitness for a health profession. Scholastic Requirements Master’s and Doctoral Program Physical Examination Graduate students must achieve a B(3.0) All matriculated students must present grade point average for the entire pro- appropriate documentation of medical gram. A graduate student must receive a history, physical examination, immun- grade of B or better in all clinical cours- ization status and tuberculosis screening es and the clinical component of com- before they will be permitted to register bined courses. One C in any course, a for classes. Specific information and failure in any course or a GPA of less necessary forms regarding this require- than 3.0 will be referred to the Progres- ment will be sent to the student prior to sion Committee for action, as will stu- the student’s first semester.

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Withdrawal uate Admissions Committee along with A student who wishes to withdraw from the complete course syllabus, bibliog- all courses must file a formal written raphy, faculty name, and student’s return request to the Associate Dean for En- address. The material is then reviewed by rollment Management and Student Af- the faculty member responsible for the fairs and follow the procedures speci- course for which substitution is requested. fied. Before doing so, the student should The faculty instructor returns the material consult his/her academic advisor and the to the Admissions Committee with a rec- program director. ommendation regarding its acceptability A partial refund of payments will be for substitution. Final decision is made by made to students withdrawing of their the Admissions Committee which notifies own accord as follows: the student, faculty advisor, Registrar, and • Three weeks after classes course instructor. begin 50% Degree Requirements • Four to six weeks after Baccalaureate Program classes begin 25% To be approved for graduation, the stu- • After six weeks no refund dent must: These percentages will be calculated • Complete the requirements for the from the date the student submits a writ- nursing major . (56 credits). ten statement of withdrawal to the pro- • Achieve at least a 70% in all the gram director. No refund will be granted courses of the major. to students suspended or dismissed for disciplinary reasons. • Pay all fees and charges, including any campus traffic and parking fines. Transfer of Credits/Advanced Standing • Complete and submit an Application For the master’s program, advanced for Graduation to the Office of the standing is granted on an individual ba- Registrar. The deadline is February 1. sis after acceptance and is based on Graduation Rates equivalent content (for required cours- es), credit allotment, and satisfactory In compliance with the federal Student completion of courses. Up to 6 credits of Right-to-Know Act of 1990 (Public Law graduate course work taken at the Johns 101-542, Sec 668.46), Johns Hopkins Hopkins University or elsewhere will be University provides the following in- accepted for advanced standing. Gradu- formation to prospective and currently ate work to be accepted must have been enrolled students in the School of Nurs- completed within the last five years. ing: % Graduated Course work at the undergraduate level will not be considered for advanced on time standing credit. • Students entering accelerated program Procedure in June 2012 98.5% Graduate students who wish to petition for • Students entering permission to substitute a course from traditional program in another college or university for a re- September 2011 96.6% quired School of Nursing course must submit the request in writing to the Grad-

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NCLEX Passage Rates Master’s Program • Have been consistently Students may enroll either full-time or greater than 90% part-time in any semester. The School reserves the right to limit the number of Master’s Program matriculating students. To qualify for the Master of Science in It is possible to complete a single de- Nursing degree (MSN), candidates must gree in three semesters of full-time complete the credits prescribed for the study. Joint degrees may be completed particular program in which they are in five semesters of full-time study. enrolled. Study must be completed within five Graduation Rates years from the date of matriculation. • Master’s students entering in PhD Program 2008 and completing Full-time PhD study is highly recom- program within 5 years 87.9% mended. All students must complete the Graduate Certification Examination Rate Johns Hopkins University residency • Average for first-time test requirement of two consecutive semes- takers > 90% ters, fall and spring, full-time study (9 credits per semester). The program must PhD Program be completed within seven years from • Completion of 51 credits in core and date of matriculation. specialty courses. Add/Drop • Minimum of two consecutive semes- ters of registration as a full-time resi- A student wishing to add or drop a dent graduate student. course must do so by the end of the sec- • At least 9 credit hours of course work ond week of classes. taken outside the School of Nursing. Leave of Absence • Completion of dissertation. A leave of absence for personal reasons PhD Examinations may be offered for a specified period of Two examinations are required. A com- time not to exceed one year. A student prehensive examination will be taken to should complete and submit the leave of determine readiness to undertake re- absence form to the Associate Dean for search following completion of course Enrollment Management and Student work. The preliminary oral examination Affairs. There is no fee for an approved is based on the dissertation proposal and leave of absence; the period is simply an is designated as the Graduate Board Oral approved interruption of the degree - Examination. The final oral examination program. Students granted a leave of ab- is the dissertation defense. sence are not eligible to participate in school-sponsored activities, such as vol- Full- or Part-time Study unteering at community clinics, etc. Baccalaureate Program Military Leave Policy Admission to the accelerated program, including the BS-to-MSN Clinical In the event a student is called to active military duty, the student must inform Residency Program, is based on full- her/his academic advisor and the pro- time study only. gram director/associate dean. In addi-

111 – August 1, 2014 tion, the student must complete a notice erans and the widows and children of of leave of absence obtained from the deceased veterans under the provisions Registrar’s Office. of the various federal laws pertaining to Upon returning to the School of Nurs- veterans’ benefits. Information about ing, the student will resume her/his edu- veterans’ benefits and enrollment proce- cation without penalty of additional tui- dures may be obtained at the Registrar’s tion charges or repeating completed Office at 410-614-3096. course work for courses interrupted by Students eligible for veterans’ benefits active duty. register and pay their University bills in the same manner as nonveteran students. Re- Registration Policies imbursement is made by the Department of All students must complete registration Veterans Affairs on a monthly basis. The by the beginning of each term in accord- amount of reimbursement is governed by ance with instructions issued by the Reg- the student’s program and number of de- istrar before they can attend classes. pendents and is based on the following Detailed instructions about registration table. will be provided to all students via e- 12 credits per term: full time mail before the registration period each 9-11 credits per term: three-quarter time term. If the student has not received this 6-8 credits per term: one-half time information prior to the registration pe- 1-5 credits per term: one-quarter time riod, perhaps because of a change of status in the School, the Registrar’s Of- In all the above cases, payments cover fice should be contacted immediately. only a portion of assigned fees. Students who for any reason do not The student should contact the Regis- complete their registration until after the trar’s Office for information on how to prescribed registration period will be re- apply for benefits if using benefits for the quired to pay a late registration fee before first time, or how to continue receiving that registration will be finalized by the benefits if previously used at another edu- Registrar. cational institution. Standards of Progress All students must have the approval of Continuation of VA payments depends on their assigned academic advisor before the student’s meeting the University’s enrolling for any term. Students will not academic standards for all students. The be allowed to register if there are unpaid student must also meet any standards of bills from a previous term such as tui- progress which may be established by VA tion. The student is required to pay tui- regulations. tion or make financial arrangements with the Student Accounts Office before Transcripts registering for a given term. Students who want transcripts of their Registration will also be blocked if a academic records at the School of Nurs- student is not in compliance with health ing or who want them forwarded else- insurance and student health require- where should submit an online request ments. via Transcripts on Demand (http://iwantmytranscript.com) two Veterans business days before the transcript is The Johns Hopkins University is ap- needed. proved by the Maryland Higher Educa- Transcripts are issued only at the writ- tion Commission for the training of vet-

112 – August 1, 2014 ten request or consent of the student. The only exception to this policy is the issuance of transcripts to other offices or departments within the University. Official transcripts of work at other in- stitutions that the student has presented for admission or evaluation of credit become the property of the University and cannot be copied or reissued. If a transcript of this work is needed, the student must get it directly from the institution concerned.

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Course Descriptions

Dates and times of specific course ples of safe medication administration offerings are published by the and monitoring are included to allow for Registrar’s Office in advance of students to administer medications in the registration periods. clinical course Patient Centered Care. NR 110.303 Knowledge, skills, and attitudes based Health Assessment on QSEN competencies, including pa- (3 credits/2 theory/1 clinical) tient-centered care, use of evidence- This course provides the nursing student based guidelines, quality improvement, an introduction to the skills of history safety, and informatics, will be incorpo- taking, physical assessment, and docu- rated into lab practice. mentation required for beginning nurs- NR 110.305 ing practice. The student will acquire Issues in Aging: Nursing Care for Older needed skills to conduct a comprehen- Adults across the Continuum sive health assessment including the (2 credits/theory) physical, psychological, social, func- This course is designed to promote un- tional and environmental aspects of derstanding of the aging process, the role health. Integrated in this is the collection of the nurse and implications for promot- and analysis of data which are essential ing health in the least restrictive envi- in planning safe and effective care. Ef- ronment. It will include discussions of fective communication, assessment, and geriatric syndromes, complexity of co- documentation will be practiced in the morbidities while managing health out- laboratory setting. The student will be- comes, implications of transitions of care come familiar with the techniques of in promoting health, settings of care and physical assessment consisting of in- economic and policy implications as well spection, palpation, percussion, and aus- as national/international models of care. cultation. Emphasis is placed on health Course activities are designed to enhance assessment as a systematic and orga- the student’s critical thinking as it relates nized examination that will provide ac- to holistic approaches to promoting curate data in which to form valid nurs- health and independence in older adults. ing diagnoses and plans of care. Prerequisites: NR 110.303, 304, 306, NR 110.304 307P, and 313 Principles & Applications of Nursing Corequisites: NR 110.312, 314, 315, 403 Technology NR 110.306 (3 credits/2 theory, 1 clinical) Professional Role Development in Nurs- This course addresses the knowledge ing and skills needed to provide safe and effective care to patients in the first se- (3 credits/theory) mester. Students will explore scientific This course introduces the beginning nurs- principles related to nursing interven- ing student to principles of Quality and tions and will practice psychomotor Safety Education in Nursing (QSEN) for skills needed to safely and effectively application in the clinical setting: patient- implement those interventions. Princi- centered care, evidence-based practice, informatics, quality improvement, inter-

114 – August 1, 2014 disciplinary collaboration and teamwork, festations, and approaches to treatment. and patient safety. Further, the focus of Psychiatric nursing as a specialty area of discussion will include the nursing pro- practice and the application of psychiat- cess, scope of professional practice in ric principles across clinical populations nursing and medicine, professional and will be emphasized. Health promotion, leadership behaviors, ethical decision crisis intervention, and family and com- making, health care delivery, and intro- munity concepts related to mental illness duction to health care policy and financing will be addressed. Contemporary con- as it relates to patient care. Patient Cen- cerns will be presented related to the tered Care will provide opportunities to impact of mental illness on family stress apply this content. and burden, substance abuse, and family Pre/corequisites: NR 110.303, 110.304, violence. Personal, family, societal, polit- 110.307P, and 110.313 ical, legal, and ethical considerations pertaining to mental illness will be ex- NR 110.307P plored. Patient Centered Care Prerequisites: NR 110.303, 304, 306, (2 credits/clinical) 307P, and 313 This combined clinical and laboratory Corequisites: NR 110.314, 403 course integrates the knowledge, skills and attitudes from all of the first semes- NR 110.312P ter courses. Students practice competen- Psychiatric Mental Health Nursing Prac- cies in assessment, communication, nurs- ticum ing interventions, documentation, and (2 credits/clinical) medication administration in a variety of In this course, student clinical experienc- clinical settings. By the end of the semes- es will be in acute care and/or communi- ter, students will apply the nursing pro- ty settings. Students will have an oppor- cess and selected QSEN competencies to tunity to conduct comprehensive patient patients from diverse backgrounds. assessments, plan and implement care, Pre/corequisites: NR 110.303, 110.304, and develop skills in therapeutic com- 110.306, and 110.313 munication with patients and their fami- lies. NR 110.312 Prerequisites: NR 110.303, 304, 306, Psychiatric Mental Health Nursing 307P, and 313 (2 credits/theory) Corequisites: NR 110.314, 403 This course focuses on the basic psycho- pathology of mental disorders and the NR 110.313 theories and principles underlying nurs- Principles of Pathophysiology ing care of patients with alterations in (3 credits/theory) mental health status. An historical per- This course presents basic knowledge of spective on the diagnosis and treatment pathophysiology as applied in current of mental disorders, including a discus- nursing practice. Selected major health sion of the predominant theoretical problems are explored, including clinical frameworks for treatment will be pre- manifestations, the pathophysiology, and sented. The major psychiatric diagnoses treatments. will be defined, described, and discussed in terms of their etiology, clinical mani-

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NR 110.314 of patient situations. Principles of Pharmacology Prerequisites: NR 110.303, 304, 306, (3 credits/theory) 307P, and 313 This course highlights the major drug Corequisites: NR 110. 314, 312 classifications and the nursing manage- ment required for drug therapy. Infor- NR 110.315P mation regarding the core drug Nursing for Adult Health I Practicum knowledge (pharmacotherapeutics, (2 credits/clinical) pharmacokinetics, pharmacodynamics, Student clinical experiences will be pri- contraindications and precautions, ad- marily in acute care settings. Students verse effects, and drug interactions) is will have an opportunity to conduct presented. Information on the core pa- comprehensive patient assessments, plan tient variables (health status, life-span and implement care and develop skills to and gender, lifestyle, diet, and habits, assess, plan and implement nursing care environment, and culture) and their use of adult patients with a variety of medi- in accurate patient assessment in drug cal and/or surgical clinical situations. therapy is also presented. Emphasis is Comprehensive nursing care for patients given to the importance of nursing man- with a wide range of disorders will be agement in drug therapy (maximizing addressed as well as the need for patient therapeutic effect, minimizing adverse teaching and continuity of care as the effects, and patient and family educa- patient returns to the community. tion). The course content provides the Prerequisites: NR 110.303, 304, 306, foundation of basic pharmacology neces- 307P, and 313 sary for a nurse in general practice. Corequisites: NR 110.314 and 312 Pre/Corequisite: NR 110.304 and NR 110.313 NR 110.401 Nursing for Adult Health II NR 110.315 (2 credits/theory) Nursing for Adult Health I This course concentrates on the theories (2 credits/theory) underlying the principles involved in the This course concentrates on the theoreti- planning and implementation of nursing cal and clinical application of the interventions appropriate for adults with healthcare principles involved in the as- various complex health problems. The sessment, planning and implementation health status of the American populations of the nursing process appropriate for will be addressed with emphasis on the adults with various health problems in the impact of major diseases of the individu- acute care setting. The health status of the al, the family, and the community. The American population will be addressed course will focus on developing skills in with emphasis on the impact of major problem solving and clinical judgment so diseases as identified in Healthy People that students may function successfully 2020. The course will focus on develop- in a variety of patient situations, includ- ing skills in problem-solving, clinical ing those where (a) rapidly changing judgment, critical thinking so that stu- situations predominate and (b) the aging dents may function as a beginning mem- process and the health problems of ad- ber of the healthcare team in the provi- vancing age predominate. In an acute sion of interdisciplinary care for a variety inpatient setting, students will assess,

116 – August 1, 2014 analyze, plan, implement, and evaluate sized. Integration and application of child the nursing care of adult patients under development knowledge is a requirement direct supervision. Comprehensive nurs- of this course. Clinical practice consists ing care for patients with a wide range of of seven weeks of instructor-supervised disorders will be addressed as well as the patient care of children and their fami- need for patient teaching and continuity lies. Clinical practice in ambulatory set- of care as the patient returns to the com- tings and simulation experiences are munity. offered. Prerequisites: NR 110.303 through NR Prerequisites: NR 110.303 through NR 110.315 110.315

NR 110.401P NR 110.402P Adult Health II Practicum Nursing for Child Health Practicum (2 credits/clinical) (2 credits/clinical) Student clinical experiences will be in In this course, the student will study the primarily in acute care settings. Students unique health and developmental needs will have an opportunity to conduct of infants, children and adolescents. The comprehensive patient assessments, plan course is designed to develop perspec- and implement care and develop skills to tives on wellness and illness in children, assess, plan and implement nursing care emphasizing family-centered care that of adult patients with a variety of medi- incorporates screening, teaching, and cal and or surgical clinical situations. health counseling with major illnesses Comprehensive nursing care for patients and injuries. There is a strong develop- with a wide range of disorders will be mental and health promotion focus addressed as well as the need for patient across settings. The student provide care teaching and continuity of care as the to children in diverse settings across the patient returns to the community. care continuum, taking on the nursing roles of direct care provider, teacher, NR 110.402 counselor, advocate, and care manager. Nursing for Child Health Health issues specific to children and (2 credits/ theory) health issues expressed in unique ways in In this course, the student will study the children will be emphasized. Patient unique health and developmental needs safety issues that put children at greater of neonates, infants, children and adoles- risk will be emphasized. Integration of cents. This course is designed to develop clinical experience, laboratory, simula- perspectives on wellness and illness in tion, and theoretical knowledge is a re- children, emphasizing family-centered quirement of this course. care that incorporates screening, teach- ing, and health counseling. There is a NR 110.403 strong health promotion focus across The Research Process in Nursing settings. The student will use the nursing (3 credits/theory) process to provide comprehensive care to The purpose of this course is to introduce children in diverse settings across the students to the scientific process with care continuum. Health issues specific to emphasis on its application in nursing. children and health issues expressed in The steps of the research process will be unique ways in children will be empha- presented as well as the major research

117 – August 1, 2014 designs, including experimental and qua- and apply new knowledge and skills to- si-experimental studies, surveys, descrip- wards a community and population per- tive and qualitative designs. Students will spective. The course emphasizes health review and critique selected nursing re- promotion and disease prevention, using search studies. Emphasis is placed on the public health sciences of epidemiolo- developing an understanding of the logi- gy, environmental health and health poli- cal process of research, on the scientific cy. Students will learn the necessary rigor necessary for carrying out studies steps for conducting a community as- of nursing interest, and on critically read- sessment and developing and implement- ing and using nursing research in nursing ing community interventions in partner- practice. ship with communities. The three core public health functions assurance, as- NR 110.404 sessment, and policy development are Information Technology in Nursing used as a framework. Important current (2 credits/theory) topics are presented to illustrate public Students will be formally introduced to health nursing concepts. The Public information technology in nursing, Health Nursing Interventions Wheel is health, and healthcare. They will develop the model used to describe comprehen- an understanding of the foundations of sive interventions that will guide prac- applied informatics and the basic con- tice. Students will learn to apply public cepts of informatics science. Focused health nursing to all areas of nursing upon gaining foundational informatics practice incorporating a global health literacy, this course is not designed to perspective and vision. teach how to use information technology. Instead, this course is designed to pre- Prerequisites: NR 110.303 through NR pare students to critically analyze and 110.315 and NR 110.411. synthesize the application of healthcare information technology in professional NR 110.405P nursing practice. Nursing 404 builds on Public Health Nursing Practicum the previous clinical experience of the (2 credits/clinical) student. This clinical course provides students Prerequisites: NR 110.303 through with direct public health nursing practice 110.315 experiences. Students synthesize prior Pre/corequisite: NR 110.403 nursing education into this practicum where they work under the direction of a NR 110.405 clinical instructor, in more independent Public Health Nursing practice roles. They will use public (3 credits/theory) health nursing skills integrating evi- This course provides students with an dence-based nursing care with the sci- overview of public health nursing and ence of public health and the behavioral highlights key public health areas of in- and social sciences. Students generally terest. The focus of care is on popula- work with vulnerable and at risk individ- tions, and the provision of care includes uals, families, communities, systems, and individuals, families, communities, ag- populations. Students complete clinical gregates, systems and populations. Stu- experiences in a variety of community dents synthesize their nursing education based settings and may conduct home

118 – August 1, 2014 visits and /or work in public or private NR 110.408 community agencies. Students conduct Transitions Practicum community assessments and community (3 credits/clinical) interventions, in collaboration with Students complete 168 clinical hours community organizations. They apply a with a preceptor from the assigned fa- multitude of critical thinking skills and cility and under faculty guidance. Em- conduct comprehensive public health phasis is placed on the synthesis of pre- nursing interventions, using the Public vious coursework and knowledge as Health Nursing Interventions Wheel to students perform the role of an entry- guide interventions aimed to improve the level professional nurse. Clinical goals health of populations. Students ultimate- include development of independence in ly apply this course’s practicum skills to nursing practice, skill in clinical decision any nursing role, and develop their role making, and application of nursing lead- as nurses with a global health perspective ership and management theory and and vision. skills. NR 110.407 Prerequisites: NR 110.303 through 110.405 and 110.411 Transitions into Professional Practice (2 credits/theory) Pre/corequisites: NR 110.407 and This course will assist students in the 110.410 integration of theory and practice as they NR 110.410 approach the completion of the nursing Seminars in Nursing major and transition into the role of pro- (2 credits/theory) fessional nurse. The theory section of the These courses are designed to expand the course focuses on personal leadership student’s learning in a specified topic and the associated skills and knowledge related to nursing practice. Advanced to practice as a contemporary profession- theories and principles related to the de- al nurse. Specific areas for knowledge livery of nursing care in selected settings and skill building for clinical leadership and/or with selected populations are pre- include: health care organizations and sent. These courses build on the previous organizational structures, organizational coursework throughout the curriculum. “fit”, communication and teamwork, Special Topics offerings vary from year to legal and ethical responsibilities, delega- year, and they will be published in the tion, conflict identification and resolu- course schedule on the school website. tion, change agent, health care costs and Some examples of Special Topics courses unit-based financial management, change include: Critical Care Nursing, Global and quality improvement, consumer rela- Nursing, Acute Care of Children, and tionships, the culture of safety, work- Oncology/Palliative Care. Each baccalau- place issues, and role transition from reate student is required to take one Semi- graduate to professional nurse. nars course to fulfill graduation require- Prerequisites: NR 110.303 through NR ments. 110.404 and NR 110.411. Prerequisites: NR 110.303 through NR Pre/corequisites: NR 110.405. 110.404 and NR 110.411. Corequisites: NR 110.407.

NR 110.411

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Nursing the Childbearing Family culture, the evidence base for practice, (2 credits/theory) the clinical techniques used to support The course introduces the student to con- successful breastfeeding, and the role of temporary perspectives of health care of the nurse in the breastfeeding process. women during normal pregnancy, the Strategies to encourage the initiation and intrapartal and postpartal periods. Course duration of breastfeeding will be content will incorporate the growth and presented along with a critique of extant development of the fetus and the needs practices. Limited enrollment. of the mother for health teaching and nutritional care during the entire NR.110.425 childbearing experience. Emphasis is placed on the nursing aspects of care for Politics and Policy for the Health Care the mother and her infant within the fam- Professional ily context. Health problems, ethical and contemporary issues related to pregnancy (2 credits, elective) and selected high-risk situations will be This course is an overview and an addressed. Maternal-infant interaction and family bonding will be emphasized. introduction to the political process Continuity of care is stressed as the relevant to health care and for health care mother and child return to the home and professionals. It is intended to prepare the community. health professionals to take active roles Prerequisites: NR 110.303-315 in policy development and patient, community, systems, and organizational NR 110.411P advocacy. The course will review the Nursing the Childbearing Family Practi- steps involved with the political process, cum and provide students with the basic tools (2 credits/clinical) for becoming involved in politics. There The course introduces the student to fun- damentals of childbearing processes and will be an emphasis on how to navigate evidence-based care for women and their and negotiate political systems. families during the antepartum, intrapar- Additionally, there will be opportunities tum, and postpartum periods. Emphasis for practical experiences in advocacy. is placed on recognizing and practicing Limited enrollment. nursing care that supports the physiolog- ic processes associated with childbear- NR 110.426 ing. Students will also have the oppor- Community Outreach to Underserved tunity to practice skills for caring for Populations in Urban Baltimore clients with childbearing-related pathol- (1 credit, elective) ogies and managing ethical and practice Students will gain a broad perspective on debates. factors affecting the health of NR 110.422 underserved and vulnerable communities Breastfeeding: Practice and Research in urban Baltimore. Students will (2–3 credits, elective) develop cultural competency skills to The focus of this course will be on the work effectively in partnership with practice of breastfeeding in relation to Baltimore communities. The course

120 – August 1, 2014 includes a broad definition of health Limited enrollment. focusing on issues such as, disparities in Prerequisite: NR 110.426 health and health care, social justice, vulnerable populations, housing, NR 110.428 employment, safety, and the Fundamentals of Forensic Nursing environment. In addition, specific (3 credits, elective) Baltimore community health This course presents an overview of the development of forensic nursing as a interventions for selected aggregates are specialty formally recognized by the presented with emphasis on health American Nurses Association. Forensic promotion. Students will learn about nursing, simply defined, explores where local community agencies and resources. nursing practice has a high likelihood of Limited enrollment. overlapping with the legal system (i.e., child and family abuse, sexual assault, NR 110.427 and death investigation). Students will be Community Outreach Seminar: Action, introduced to the most common types of Reflection, Transformation forensic nursing and the expanding ca- (1 credit, elective) reer opportunities in this field. Principles This course follows NR 110.426, of thorough evidence collection and Community Outreach, focusing on the preservation will be highlighted. Stu- dents will also learn appropriate written continued development of students in and photographic documentation in the their roles as community outreach health record, an overview of the judicial nursing students. Weekly seminars will system, and an introduction to forensic provide students with a forum to discuss wound identification. current issues that they confront while they synthesize previous experiences, NR 110.429 current service learning, and career Intermediate Spanish for Health Profes- development in nursing. Through sionals classroom discussions, weekly logs, and (2 credits, elective) required readings, students will have the This course is designed to provide stu- dents with the specific medical vocabu- opportunity to reflect on their actions lary and terminology necessary to com- working with underserved Baltimore municate with and help treat Latino pa- communities. They will integrate tients with limited English proficiency. knowledge from curricular course work The course will include specific vocabu- and community service into an analysis lary groups related to assessment and about how to develop their current and care of patients, vocabulary to establish future nursing careers. Selected rapport, and discussions leading to cul- community members will lead tural competencies. The course will use discussions and present such concepts as pre-designed dialogues to review and development of community programs, learn vocabulary and grammar structures, as well as a workshop setting designed to community resources, ethical challenges, put students into scenarios where they and leadership development. This course can use both their speaking and listening is aimed to facilitate the development of skills. Most of the course will be taught future nurse leaders in health care.

121 – August 1, 2014 in Spanish and because this is an inter- about adolescent depression. Limited mediate course, students will be expected enrollment. to have taken Spanish and retained basic conversational abilities. Limited enroll- NR 110.438 ment. The Science and Practice of Nursing the Neonate NR 110.430 (2 credits) Beginning Spanish for Health Profes- This course will provide students with sionals the opportunity to develop a comprehen- (2 credits, elective) sive understanding of the science and the Students enrolled in this class will begin theory which are the basis for safe, effec- by learning basic Spanish language struc- tive, evidence-based care for the neonate ture and vocabulary, and building appro- and the developing family. Students will priate phrasing and vocabulary to facilitate learn about fetal development, common intake of basic information. Focus will be teratogens and their influence, neonatal placed on broad vocabulary acquisition, as physiology, the process of adaptation to well as specific medical terminology. As a extrauterine life, and the most critical result, extensive memorization will be problems that interfere with successful required for successful participation. Cul- adaptation. Students will have the oppor- tural competency concerns will also be tunity to learn about the many diverse discussed. Limited enrollment. technologies used in the care of the neo- nate, and will participate in laboratory NR 110.431 activities designed to prepare clinicians A Multidisciplinary Approach to for neonatal care during this critical time Adolescent Depression of transition. This course will introduce (2 credits, elective) students to theory and its application to This course prepares the nursing student practice, research and innovation. Stu- to assume the role of health educator in dents will be introduced to a set of social the high school community setting. Spe- conditions which can lead to a broad cifically, the course focuses on depres- range of neonatal complications. They sion education for adolescents. The will be introduced to key developmental course has three main components: un- and family systems theories. Course derstanding depression as a treatable work will enable students to develop medical illness, understanding the role of knowledge essential to expanding under- the nurse as a community health educa- standing of neonatal adaptation and mal- tor, and providing education to high adaptation in support entry to advanced school students about adolescent depres- practice roles. Limited enrollment. sion. By reviewing the educational prin- Prerequisite: NR 110.411 ciples and best practices for education, the student will begin to develop skills as NR 110.439 a nurse educator. Pathophysiology, diag- Advanced Beginner Spanish for Health nosis, and treatment of adolescent de- Professionals pression will be reviewed, as will con- (2 credits, elective) cepts related to normal adolescent This course is designed to reawaken pre- growth and development. Nursing stu- vious language study and provide a fo- dents will go into local high school class- rum for development of both basic lan- rooms to educate 9th grade students

122 – August 1, 2014 guage skills and specific medical termi- of various belief systems and consider nology. The course will include acquisi- the role of the nurse in addressing faith tion of frequently used vocabulary basic as it relates to health care needs. Students grammar concepts, elementary conversa- will learn about Christianity, Judaism, tional vocabulary, and colloquialisms. It Islam, Hinduism, Buddhism, Confucian- will include specific vocabulary groups ism, Agnosticism, and Atheism. They relating to the basic assessment and care will be exposed to scholars and religious of patients. Students will be provided leaders from our community who will with opportunities to experience the five explain their belief systems and engage major areas of language learning: speak- in dialogues which make connections ing, listening, reading, writing, and cul- between faith and health. Course work ture. The major focus will be on speaking will enable students to develop and listening, with reading and writing knowledge and skills essential to becom- providing concrete practice outside of the ing effective, understanding, compas- classroom. Limited enrollment. sionate professionals. Students will acknowledge their personal faith system NR 110.440 while developing an understanding of the Advanced Spanish Topics for Health great diversity of faiths held by the indi- Personnel viduals in our community. Limited en- (1 credit, elective) rollment. This class will give students already flu- ent in Spanish the opportunity to practice NR 110.442 their general as well as medical Spanish Collaborating for Interprofessional abilities in an atmosphere of Socratic Care: Nursing, Medical, and Pharmacy discussion and active exchange of ideas Students Learning to Work Together and based on weekly reading assignments. Care for Older Adults I Topics discussed include but are not lim- (2 credits, elective) ited to: linguistic, cultural, and ethical This course is designed to promote un- concerns of interpreters in a medical derstanding about the importance for setting; legal and social responsibilities nursing and medical students to work of interpreters in a medical setting; and together in providing patient care. Semi- review of current standards for interpret- nar topics include a comparison of the ing (California and Massachusetts). similarities and differences in nursing Limited enrollment. and medical education, as well as the Prerequisite: NR 110.429 Intermediate importance of interprofessional collabo- Spanish (B or better) or permission of ration for providing safe, high quality instructor. patient care. Students will learn about the distinct roles of doctors, nurses and other NR 110.441 professional members of the health care Faith and Health team, and will appreciate how these roles (2 credits, elective) contribute to safe care delivery through a This course will provide students with variety of learning modalities, including the opportunity to develop an under- discussions, role play, case studies and standing of the major faith systems and home visits. Integrated learning of nurs- their interrelation with health and health ing and medical students will include care. Students will learn the basic tenets strategies focusing on developing skills

123 – August 1, 2014 needed to enhance interprofessional sional collaboration for providing safe, teamwork, communication, decision- high quality patient care. Integrated col- making, conflict resolution and collabo- laborative learning of nursing, medical ration in providing care. The Worth and and pharmacy students will include three Jane Daniels Initiative supports this clinical simulation experiences across a course well as a course at the advanced variety of settings and clinical issues practice level for nurse practitioner stu- designed to emphasize the unique contri- dents and resident physicians to learn the butions of each discipline and the added skills of inter-professional collaboration strength of interprofessional collabora- while caring for complex community- tion. The Worth and Jane Daniels Initia- based older patients. Permission of the tive supports this course which is de- instructor required. Limited enrollment. signed for pre-licensure learners, as well Prerequisites: NR.110.303, 304, 306, as a course at the advanced practice level 307P, and 311 for nurse practitioner students, resident physicians, pharmacy students, and pas- NR.110.443 toral care residents to learn the skills of Collaborating for Interprofessional interprofessional collaboration while Care: Nursing, Medical, and Pharmacy caring for complex community-based Students Learning to Work Together and older patients. Permission of the instruc- Care for Older Adults II tor required. Limited enrollment. (2 credits, elective) Prerequisite: NR.110.442 This course bulids on learning outcomes of NR.110.442, Collaborating for Inter- NR 110.460 professional Care: Nursing, Medical, and Community Perspectives on the Pharmacy Students Learning to Work Childbearing Process Together and Care for Older Adults I, (2 credits, elective) and is designed to teach students the This course focuses on developing initial interprofessional collaborative compe- competence in the birth companion role, tencies not learned in Course #1, along based on the Doula model. The Doula with strategies for applying those compe- model emphasizes physical, emotional tencies in health care professions (nurs- and informational support to the mother ing, medical and pharmacy) in order to before, during and after childbirth. Ma- work together in providing patient care. ternal and child health nursing, and Seminar topics include discussion of the community health nursing theories and importance of team building, communi- practices are introduced. Group pro- cation and conflict resolution within and cessing of client and birth companion across the disciplines of nursing, medi- interactions and care management will cal, and pharmacy education. Students be held biweekly. Seminars will be led will practice these skills by working in by experts in the field, including lacta- small groups and when planning and tion consultants, social workers, com- making interprofessional home visits to munity health educators, and child birth community living older adults who serve educators. Requirements for course may as "health care provider consultants", as span more than one term. Limited en- well as when participating in service rollment. learning projects. Emphasis will be placed on the importance of interprofes-

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NR 110.491 professionals with four of the five cate- Dying and Death: Personal and Profes- gories of complementary/alternative sional Perspectives health care identified by the National (1 credit, elective) Institutes of Health, National Center for Complementary and Alternative Medi- This elective course will present an over- cine (NCCAM). Within these categories view of concepts and issues related to students will explore leading non- dying and death. Through presentations, traditional therapeutic alternatives that small group discussions and personal consumers and health providers are using reflection, students will be encouraged to today. These modalities/therapies are explore the personal and professional examined through latest research, guest meanings of loss, grief and bereavement, practitioner presentations, films, student the dying process, individual behavioral, presentations, group discussion, and ex- psychosocial and spiritual responses, periential sessions. The course will also family concerns, and religious and cul- focus on facilitating the development of tural influences. Ethical issues, such as students to become holistic health nurses. dying with dignity, quality of life, and Limited enrollment. euthanasia, will also be addressed. Lim- ited enrollment. NR 110.498 Nursing Research Seminar NR 110.493 (1 credit, elective) Family Violence This course will provide an exploration (1–3 credits, elective/1 theory, 1–2 clini- of the design and conduct of research in cal) the health sciences. Students will be in- An elective focusing on the causes and troduced to common research designs extent of violence in the family, the hu- through the discussion of ongoing re- man responses to violence, the influence search of faculty. Students will examine of culture and community on violence in current topics and issues in nursing re- the family and nursing interventions for search. Discussions will cover the ways the problem on the primary, secondary in which the nursing perspective shapes and tertiary prevention levels. Areas of the conduct and results of research. Top- violence in the family to be examined ical seminars also will incorporate an will include child abuse, spouse abuse, interdisciplinary perspective. The goal is sexual abuse, violence involving adoles- to engage students in the ongoing re- cent family members, abuse of elderly search of faculty and promote intellectual family members, and homicide. Students growth among highly motivated under- will also have an opportunity to experi- graduate students who aspire to learn ence a field placement in a community more about nursing research. Topics will agency providing services to violent or span two years and the course may be potentially-violent -families. Limited taken up to three times. enrollment. Prerequisite: Admission to the Under- NR 110.495 graduate Research Honors Program Complementary and Alternative Medi- NR 110.499 cine in Health Care Independent Study (2–3 credits, elective) (1–3 credits) This course will familiarize health care

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Scholarly activity under guidance of fac- tems. ulty serves to help students achieve profes- Prerequisites: Undergraduate Anatomy, sional goals. This course may be taken as Physiology, and Pathophysiology. elective credit. NR 110.503 NR 110.500 Applications of Research to Practice Philosophical, Theoretical and Ethical (3 credits/theory) Basis for Nursing This course prepares students for clinical, (3 credits/theory) management, or education leadership This course will explore the conceptual, roles in health care through translation of theoretical, and ethical bases of nursing. the best available evidence into practice Selected conceptual models and frame- within organizations and application of works of nursing and ethics will be ana- research for nursing practice. Students lyzed with emphasis on implications for will develop skills and knowledge needed nursing practice. This course is designed to review and synthesize the strength of to provide students with frameworks, evidence available, and recommend prac- concepts, and personal and professional tice changes if indicated. Topics covered exercises for approaching nursing prac- include: a review of the research process tice issues and to enhance the student’s (including theoretical framework, design, understanding of theoretical, conceptual and analysis, research design hierarchy), and ethical issues in nursing and in research critique, rating and synthesizing health care and to respond to them spe- the strength of evidence, decision making cifically. for practice, research and research trans- lation opportunities (outcomes, evaluation NR 110.502 research, quality improvement, cost- Physiology/Pathophysiology I effectiveness analysis), risk adjustment, (3 credits/theory) measurement, research ethics, and organ- This course focuses on the interrelation- izational change. ship between normal physiology and Pre/Corequisite: NR 110.501 pathophysiology across the lifespan. It is designed to expand the student’s under- NR 110.504 standing of the pathophysiology underly- Context of Health Care ing dysfunction in selected diseases that (3 credits/theory) advanced practice nurses may commonly This three-credit course examines the encounter in their patient populations. scope and status of professional roles Using an integrative approach, representa- and responsibilities of nurses prepared tive alternations in physiologic function for advanced clinical and managerial common throughout the lifespan are ad- placements in diverse health care set- dressed. Completion of this course will tings. Course content and activities will enable the student to analyze and address focus on understanding forces driving physiologic challenges of practice. In contemporary health care and enhancing addition, it will provide foundational skills in outcomes evaluation, as well as knowledge for use in research involving efficient and effective function in a con- issues that impact clinical practice. Week- tinuous change health care environment. ly lectures/discussions are organized based on systems and cover topics from NR.110.507 the cellular level, up to major organ sys- Statistical Literacy and Reasoning In

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Nursing Research NR 110.520 A-K (3 credits/theory) CNS Role Specialty Practicum I This course develops statistical literacy (3 credits/clinical) and statistical reasoning knowledge and Based on a student’s past experience, this skills, enabling students to critically read practicum will be individualized to pro- and evaluate healthcare and nursing liter- vide the student with opportunities to ature. The emphasis is on understanding develop the diverse roles and skills of a the relevance and use of statistics in clinical nurse specialist. Relevant role nursing research. Published nursing re- foci include: educator, clinical expert, search articles in peer reviewed nursing consultant, researcher, and change agent. and healthcare journals will be used to Essential skills include leadership, inter- motivate each topic covered in class. disciplinary collaboration and communi- cation. Students are expected to integrate NR 110.508 knowledge of disease, evidence-based Clinical Pharmacology practice, advanced care coordination, and (3 credits/theory) principles of patient/staff education as This course focuses on the clinical uses components of advanced nursing practice and mechanisms of action in the care of patients and families with of drug groups used in altered states of complex needs across the continuum of physiological function. Pharmacological health care. Students begin to integrate mechanisms, drug interactions, side and apply their understanding of their effects and contraindications will be roles across three spheres of influence: presented as bases for clinical judgment patient and family, staff, and systems. and management of patients. Prerequisites: NR 110.536, NR 110.537, NR 110.518 and NR 110.549 Occupational Health and Vulnerable Pre/Corequisites: NR 110.500, NR Worker Populations 110.504, and NR 110.508 (2 credits) Corequisite: NR 110.546 preferred Discusses occupational health program considerations (including all levels of NR 110.521 A-K prevention) for vulnerable populations, CNS Specialty Practicum II using examples such as the health needs (3 credits/clinical) of women workers, shift workers, aging This course builds on previous CNS clin- workers, families of workers, and work- ical and didactic coursework and pro- ers with chronic diseases and impair- vides opportunities to enhance, integrate ments. Focuses on strategies for identify- and apply knowledge and skills in the ing and removing barriers that affect roles of the CNS. Clinical experiences health and work performance; program are individualized to provide students development and management responsi- with opportunities to build practical and bilities; and cost issues related to imple- theoretical depth with a specific popula- menting selected preventative and reha- tion focus across the health care continu- bilitative programs. Presents relevant um from wellness through acute and/or research findings on the ability of vul- critical care. Students are expected to nerable populations to benefit from safe integrate knowledge of disease, advanced and healthy working lives. physiology and assessment, medical, nursing, and symptom management, in

127 – August 1, 2014 order to lead care coordination across the care continuum; and suggest appropriate population age span. Students will apply referrals and consultations. CNS roles in the care of patients and families. Clinical experiences in a spe- NR.110.524 cialty area enhance depth of knowledge Clinical Judgment in Advanced Acute in role and population foci. Care Nursing II Prerequisites: NR 110.520, NR 110.536 (1 credit) or 537, and NR 110.549 This course provides the clinical nurse specialist student with opportunities to NR 110.522 A-K demonstrate advanced clinical judgment CNS Outcomes Specialty Practicum III and to increase their depth of acute and (3 credits/clinical) critical care knowledge. This course This capstone course focuses on the ap- builds on NR.110.523 and extends the plication of case management methods in diversity and complexity of cases. Stu- a selected population. Biopsychosocial dents will synthesize knowledge of com- and ethical concepts, advanced health plex diseases, multisystem pathophysiol- assessment skills, and systems theory ogy, and advanced physical assessment. presented in previous course work will Students identify and evaluate evidence be integrated and applied to the advanced based medical, nursing and symptom specialty health care needs of patients. management plans of care. Students Proficiency in the entry, validation, anal- propose strategies for measuring out- ysis and presentation of patient outcomes comes driven care; recommend strategies data will be developed in the computer for professional and patient education in lab and applied in the clinical setting. the care of adult patients and families Prerequisites: NR 110.521 and NR with critical care needs across the health 110.501 care continuum; and suggest appropriate Pre/Corequisite: NR 110.500 referrals and consultations. Pre/corequisites: NR.110.520, NR 110.523 NR.110.521, NR.110.523 Clinical Judgment in Advanced Acute Care Nursing I NR.110.525 (1 credit) Linking Primary Care to Public Health This course provides the clinical nurse Principles through Service Learning specialist student with opportunities to (2 credits, elective) increase the depth of their acute and crit- Service-learning differs from a tradition- ical care knowledge. Students will syn- al clinical course or participating in vol- thesize knowledge of complex disease, unteer services. In addition to the under- multisystem pathophysiology, and ad- lying theme of social justice, there is vanced physical assessment; identify and equal emphasis on achieving the partner- evaluate evidence based medical, nursing ing organization goals as well as student and symptom management plans of care; learning. The goal of this elective course propose strategies for measuring out- is to provide an experience exploring comes driven care; recommend strategies approaches to integrating primary care for professional and patient education in and public health through project-based the care of adult patients and families experiential learning. Students will work with critical care needs across the health in small groups to implement one or

128 – August 1, 2014 more of the recommendations from the symptom management plans of care. Institute of Medicine (IOM) report, Propose strategies for measuring out- “Primary Care and Public Health: Ex- comes driven care. Recommend strat- ploring Integration to Improve Popula- egies for professional and patient edu- tion Health.” Students will complete a cation in the care of pediatric patients project in a real-world setting to be spec- and families with critical care needs ified by a partnering community-based across the health care continuum. Sug- organization (CBO). Limited enrollment. gest appropriate referrals and consul- tations. NR 110.526 Clinical Judgment in Pediatric Critical NR 110.531 Care I Occupational and Environmental Health (1 credit) Nursing This course provides the pediatric crit- (1 credit/theory) ical care clinical nurse specialist stu- This elective course focuses on occupa- dent with opportunities for clinical tional and environmental health and the judgment to increase their depth of role of the nurse in these settings. Stu- pediatric critical care knowledge. Stu- dents will participate in seminars and dents will synthesize knowledge of directed reading focusing on approaches complex diseases, multisystem patho- to recognizing and preventing occupa- physiology, and advanced physical tional and environmental disease, an assessment. Identify and evaluate evi- overview of selected hazardous expo- dence based medical, nursing and sures and their health effects, and the symptom management plans of care. components of an occupational health Propose strategies for measuring nurs- program. Special emphasis will be placed ing outcomes driven care. Recommend on the interaction of the worker with the strategies for professional and patient workplace and the maintenance of health education in the care of pediatric pa- and prevention of disease and disability. tients and families with critical care A field trip to a local industry will pro- needs across the health care continu- vide an opportunity to participate in a um. Suggest appropriate referrals and plant walkthrough and complete a writ- consultations. ten workplace assessment that incorpo- rates the nursing process. NR 110.527 Clinical Judgment in Pediatric Critical NR 110.536 Care II Health Assessment and Measurement: (1 credit) Adult/Geriatric Variations This course provides the clinical nurse (1 credit/clinical) specialist with opportunities for clini- This course provides an intensive and cal judgment to increase their depth of comprehensive introduction to the skills pediatric critical care knowledge. This of history taking and advanced physical course builds upon NR.110.526. Stu- assessment for the adult/geriatric patient. dents will synthesize knowledge of Lectures are designed to help the family complex diseases, multisystem patho- or adult (primary care or acute care) physiology, and advanced physical nurse practitioner student or clinical assessment. Identify and evaluate evi- nurse specialist student apply their dence based medical, nursing and knowledge of physical assessment of

129 – August 1, 2014 adult/geriatric clients to the primary care struction/evaluation are addressed. or acute care setting. Emphasis is placed on the differentiation between normal NR.110.543 and abnormal findings, recognition of Teaching Practicum common health problems, and the pro- (1-3 credits) cess of critically thinking through prob- This course is designed to meet the needs lems related to adult/geriatric health. of the individual learner with regard to Corequisite: NR 110.549 clinical and/or classroom experiences. The faculty mentor works with the learn- NR 110.537 er to develop goals and learning experi- Health Assessment and Measurement: ences relevant to the educational setting. Pediatric Variations The clinical experience may be with stu- (1 credit/clinical) dents enrolled in didactic courses, in This course provides an intensive and laboratory settings, or in patient care comprehensive introduction to the skills settings; the content or setting will be of history taking and advanced physical one that matches the student's area of assessment for the pediatric patient, from advanced practice specialization, for newborns through adolescence. Lectures example, adult health nursing, pediatric are designed to help the nurse practition- nursing, psychiatric nursing. Whenever er (NP) or Clinical Nurse Specialist possible the patient care setting will be in (CNS) student apply their knowledge of an agency which serves the medically general physical assessment to pediatric underserved. Course preceptors will be and adolescent clients in the primary care full-time faculty with expertise in the setting. Emphasis is placed on interview- student's area of advanced practice spe- ing and physical exam techniques for cialization. different developmental levels, documen- NR 110.546 tation of data, the differentiation between Health Promotion and Disease Preven- normal and abnormal findings, recogni- tion tion of common health problems, and the process of critically thinking through (1–2 credits) problems related to child health. This course introduces the student to current issues, theories and research in Pre/Corequisites: NR 110.502, 110.508, health promotion and disease prevention 110.548, and 110.549 related to individuals, families, aggre- NR 110.540 gates, and communities. The role of the Teaching Strategies in Nursing advanced practice nurse in risk assess- (3 credits/theory) ment, counseling, education and screen- The principles underlying the teaching of ing will be emphasized, as well as think- adult learners will be examined and ap- ing broadly about health promotion plied to classroom and clinical settings, needs from an ecological perspective. in both academic and practice settings. The first hour of each class will focus on Emphasis is on application of practical the theoretical issues of health promotion strategies to plan, conduct, and evaluate and disease prevention. Practicum stu- educational experiences in nursing. In- dents in the second hour will examine the novative teaching techniques, use of me- clinical issues relevant to health promo- dia, evaluation techniques, and test con- tion throughout the lifespan. A case study approach will be emphasized.

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tory tests, and follow-up care for patients with both acute and chronic conditions. NR 110.547 The course has a strong focus on health Diagnosis, Symptom and Illness Man- promotion, disease prevention, the care agement I—Adult of underserved populations, and cultural- (2 credits/theory) ly competent care. This course provides didactic content to Pre/Corequisities: NR 110.549, NR prepare the advanced practice nurse to 110.537, NR 110.502, and NR 110.508 provide primary and/or acute care to adults, including older persons, experi- NR 110.549 encing health problems in one or more Health Assessment and Measurement body systems. Nurse practitioner students (2 credits/theory) focus on health care for all populations, This course provides an intensive and with particular emphasis on underserved comprehensive introduction to the skills and those from other cultures. Students of history taking and advanced physical also emphasize health promotion and assessment. Lectures are designed to help disease prevention, screening of adult and the students apply their knowledge of older populations, and providing cultural- physical assessment to both primary and ly competent care. Didactic content ad- acute care settings. Emphasis is placed dresses comprehensive diagnosis and on differentiation between normal and management of common health problems, abnormal findings, recognition of com- including appropriate diagnostic proce- mon health problems, and the process of dures, laboratory tests, and follow-up care critically thinking through problems. for patients with both acute and chronic conditions. Professional, ethical, and le- Pre/Corequisites: NR 110.502, NR gal issues are also addressed. 110.508, and NR 110.536 or NR 110.537 Pre/Corequisites: NR 110.549, NR and NR 110.547 or NR 110.548 110.536, and NR 110.502 NR 110.551 NR 110.548 Advanced Practice in Primary Care I — Diagnosis, Symptom and Illness Adult Management I—Pediatrics (4 credits/clinical) (2 credits/theory) This course provides clinical experience This course provides didactic infor- in adult health care settings (adolescent mation to prepare the pediatric or family ages 16 through geriatric). It emphasizes nurse practitioner student to provide pri- the integration of theory, anticipatory mary care for the pediatric population, guidance, health promotion and disease from birth through adolescence. Empha- prevention, and clinical decision making sis is placed on integration of nursing throughout the entire spectrum of the process and theory with techniques of adult lifespan. Students will perform clinical health assessment and manage- comprehensive and episodic clinical as- ment of infants, children, and adoles- sessments, including appropriate diag- cents. Didactic content addresses com- nostic testing and therapeutic interven- prehensive diagnosis and management of tions. Management of both stable, chron- common health problems, including ap- ic illness and treatment of acute, episodic propriate diagnostic procedures, labora- health problems will be accomplished with the direction of clinical preceptors.

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Students will work with faculty, nurse ble, chronic illness and treatment of practitioner, physician assistant, and phy- acute, episodic health problems will be sician preceptors in a variety of primary accomplished with the direction of clini- care and specialty clinical practicum sites cal preceptors. Clinical placements are including college health services, health arranged by faculty with individual pre- maintenance organizations, community ceptors. A minimum of 14 clinical hours based clinics, long-term care, assisted per week are required. A two hour week- living, continuing care, retirement com- ly clinical seminar will review diagnostic munities, occupational health settings, and treatment regimens in a case study urgentcare/fast track, and private prac- format. Information presented will focus tice. Clinical placements are arranged by on the collection of subjective and objec- faculty with individual preceptors. Pre- tive data, pertinent laboratory findings, ceptors and students arrange mutually diagnostic tests, differential diagnoses convenient clinical hours. A minimum of and a plan for therapeutic intervention. 224(AGNP)/196(FNP) clinical hours are Student participation in clinical practice required this semester; this works out to during University holidays, such as around 14 hours per week for FNP stu- Spring Break, requires the availability of dents and 16 hours per week for AGNP University clinical faculty for back-up students. A two hour weekly clinical and must be pre-approved by both the seminar will review diagnostic and clinical faculty member and the course treatment regimens in a case study for- coordinator. mat. Information presented will focus on Prerequisites: NR 110.502, 110.508, the collection of subjective and objective 110.549, 110.537, 110.548 data, pertinent laboratory findings, diag- Corequisites: NR 110.558, 110.589 nostic tests, differential diagnoses and a plan for therapeutic intervention. Cases NR 110.553 will focus on underserved, vulnerable, Advanced Practice in Primary Care II— and elder patient populations. Adult Prerequisites: NR 110.502, 110.508, (3 credits/clinical) 110.549, 110.536, 110.547 This course prepares students to diagnose, Corequisites: 110.557, 110.589 treat and follow up common episodic and chronic illnesses throughout the adult NR 110.552 lifespan including young adults, adults Advanced Practice in Primary Care I — and older adults. It integrates biomedical, Pediatrics psychological, social, and nursing aspects (4 credits/clinical) of care that is based on age, gender, cul- This course provides clinical experience ture, and ethnicity. Emphasis is on (1) in pediatric health care settings (infant defining a model of advanced nursing through adolescent). It emphasizes the practice in various clinical settings; and integration of theory, development, (2) longitudinal experience in the primary health promotion and disease prevention, care management of selected clients, in- and clinical decision making. Students cluding underserved populations, in col- will perform comprehensive and episodic laboration with other health care profes- clinical assessments, including appropri- sionals, and 3) the application and utiliza- ate diagnostic testing and therapeutic tion of evidence based practice. Clinical interventions. Management of both sta- seminars will emphasize critical diagnos-

132 – August 1, 2014 tic and management information. ness care that is based on age, gender, culture, ethnicity, and psycho-social Prerequisites: NR 110.551 and NR issues. The unique perspective the nurse 110.557 practitioner brings to the patient en- NR 110.554 counter, as well as interprofessional collaboration with colleagues, and Advanced Practice in Primary Care II— knowledge of specialty referrals are Pediatrics important elements of the course. (3 credits/clinical) Prerequisites: NR 110.549 and NR This course is the second precepted clini- 110.547 cal course for the students, and a contin- uation of the pediatric nurse practitioner Corequisite: NR 110.551 clinical course sequence. NR 110.558 This course further prepares students to Diagnosis, Symptom and Illness Man- diagnose, treat and follow up common agement in Pediatrics II illnesses of increasing complexity in (2 credits/theory)This course provides children and adolescents. It integrates didactic information to prepare the Ad- biomedical, psychological, social, and vanced Practice Nurse to provide prima- nursing aspects of care. Emphasis is on ry care to the pediatric population, from (1) refining a model of advanced practice birth through adolescence. Emphasis is nursing in various clinical settings; and placed on integration of nursing process (2) longitudinal experience in the prima- and theory with techniques of clinical ry care management of selected clients, health assessment and management of including underserved populations, in infants, children and adolescents. Di- collaboration with other health care pro- dactic content addresses comprehensive fessionals. Clinical seminars will empha- diagnosis and management of common size critical diagnostic and management health problems, including appropriate information. diagnostic procedures, laboratory tests, Prerequisites: NR 110.552 and NR and follow-up care for patients with both 110.558 acute and chronic conditions. The course NR 110.557 has a strong focus on health promotion, Diagnosis, Symptom and Illness - disease prevention, the care of under- Management in Adults II served populations, and culturally com- petent care. (2 credits/theory) This course expands on knowledge ob- Prerequisites: NR 110.548 and NR tained in Diagnosis, Symptom, Illness I 110.549 and continues to provide a foundation Corequisite: NR 110.552 for the student to think critically about NR 110.560 symptoms, differential diagnoses, diag- nostic evaluation, and the management Program Development and Evaluation in of common episodic and chronic health Health Care conditions throughout the adult lifespan (2 credits/theory) including young adults, adults, and old- This course is an introduction to the er adults. The course emphasizes evi- basic methods of program evaluation. dence based practice, health promotion Emphasis is given to designs that are and disease prevention, as well as ill- popular and feasible in health care set-

133 – August 1, 2014 tings, and to programs for vulnerable NR 110.563 populations. Consultant and group facili- Advanced Practice in Acute Care II tation skills are described and assessed. (3 credits/clinical) Prerequisites: NR 110.501 This clinical course prepares students to Pre/Corequisite: NR 110.503 diagnose, treat, and follow patients with acute/critical health problems. Emphasis NR 110.562 is placed on the highest acuity of the dis- Advanced Practice in Acute Care I ease entities encountered in acute/critical (4 credits/clinical) care areas. This course fosters clinical competency Prerequisite: NR 110.562 and emphasizes evidence-based practice in adult acute/critical health care set- NR 110.565 tings. It emphasizes the integration of Advanced Practice Nursing: Clinical Top- theory, assessment and advanced thera- ics and Professional Issues— peutics in high acuity patient settings. Adult/Geriatric Primary Care NP Students will perform comprehensive (4 credits/clinical) clinical assessment including appropri- This course integrates the biomedical, ate diagnostic and therapeutic testing. psychological, and social elements of Management of acute health problems nurse practitioner practice. Under the will be accomplished with the direction supervision of faculty and an experi- of clinical preceptors. Clinical place- enced preceptor, students will provide ments are arranged by faculty and will in-depth, advanced practice nursing care include placement in one of a variety of to patients with complex health prob- acute/critical care areas including, but lems. Patients will include those from not limited to: CCU, MICU, SICU, ED, underserved populations and there is an intermediate care, and specialty services emphasis on integrating current nursing such as transplant and oncology. Geron- and biomedical research evidence into tology experiences in complex long-term the clinical decision-making process. care, rehabilitation and/or inpatient units Professional issues relevant to nurse specializing in the Acute Care of Elders practitioners will be explored. will also be provided. At weekly semi- Prerequisite: NR 110.553 nars, currently recommended diagnostic and treatment regimens will be dis- NR 110.566 cussed in a lecture and case study for- Advanced Practice Nursing: Clinical mat. Information presented will focus on Topics and Professional Issues— pathophysiology, subjective and objec- Pediatric Primary Care NP tive clinical data including physical ex- (4 credits/clinical) amination, laboratory and diagnostic test This course integrates the biomedical, results, differential diagnosis and devel- psychological, and social elements of opment of a management plan within the nurse practitioner practice. Under the scope of ACNP practice. supervision of an experienced preceptor, Prerequisites: NR 110.549 and NR students will provide in-depth, advanced 110.572 practice nursing care to children and Pre/Corequisite: NR 110.508 adolescents with complex health prob- Corequisite: NR 110.557 lems. Patients will include those from underserved populations, and there is an

134 – August 1, 2014 emphasis on integrating current nursing an interactive lecture and/or a case study and biomedical research evidence into format to review and analyze the diagnos- the clinical decision-making process. tic (process) and treatment regimens. Professional issues relevant to nurse While cases will focus on diverse popula- practitioners will be explored. tions of women, there will be an emphasis Prerequisite: NR 110.554 on women from underserved populations. Prerequisites: NR 110.533 or NR NR 110.567 110.554 Advanced Practice Nursing: Clinical Topics and Professional Issues— NR 110.572 Adult/Geriatric Acute Care NP Advanced Diagnostics and Therapeutics (4 credits/clinical) (2 credits/clinical) This course integrates the biomedical, This clinical course introduces students psychological, and social elements of to the role and scope of practice for nurse practitioner practice. Under the Adult Gerontology – Acute Care Nurse supervision of an experienced precep- Practitioners. Methods of advanced as- tor, students will provide in-depth, sessment and treatment modalities uti- advanced practice nursing care to pa- lized with acutely and critically ill adults tients with acute, critical, chronic and and elders are discussed. Content in- complex health problems across the cludes nutritional support, fluid and elec- adult age span. Integration of current trolyte replacement, transfusion medi- nursing and biomedical research evi- cine, hemodynamic monitoring and me- dence into the clinical decision-making chanical ventilation. Analysis of relevant process will be emphasized. Profes- laboratory and advanced cardiopulmo- sional issues relevant to nurse practi- nary assessment data is included. Labora- tioners will be explored. tory practice is provided for procedures such as suturing, intubation and line in- NR 110.569 sertion, as well as application of other Advanced Practice in Women’s Health invasive therapeutic and diagnostic de- (4 credits/theory, clinical) vices. This course provides clinical experience Pre/Corequisites: NR 110.508 and in ambulatory obstetric and gynecologic NR 110.549 health care settings. (Note: Students in this course may only see females ages 12 and NR.110.573 older for OB/GYN issues, and males ages Neurobiology of Mental Disorders (1 credit, theory) 12 and older for STD diagnosis and treat- Building on fundamental knowledge of ment).It emphasizes the integration and anatomy, physiology, and pathophysiol- application of theory, health promotion, ogy, this course focuses on major mental disease prevention, the diagnostic process, disorders across the lifespan. Various and clinical decision making to women’s factors underlying causality of these dis- health issues. Students will perform com- orders including developmental, genetic, prehensive clinical assessments, including injury, trauma, infection, and degenera- appropriate diagnostic testing and thera- tion are explored. Complex networks peutic interventions. Management of rou- necessary for maintaining homeostasis tine prenatal, postnatal, and gynecologic within the brain and between the brain and body will be examined in relation to care and health problems will be accom- these disorders. This course lays the plished under the direction of clinical groundwork for advanced practice nurses preceptors. Seminar classes utilize both

135 – August 1, 2014 caring for individuals with mental disor- therapeutic case formulation, interven- ders including substance use disorders. tion and evaluation; and the application Corequisites: NR.110.574, NR.110.575, of brief psychotherapies. Evidence-based and NR.110.576 applications of brief Cognitive Behavior- al Therapy and Motivational Interview- NR.110.574 ing will be examined in detail. Clinical Psychopharmacology Corequisites: NR.110.573, NR.110.574, (1 credit, theory) and NR.110.575 This course provides an overview of the principles and best practices for using NR.110.577 psychopharmacology to treat mental Psychiatric Mental Health Nurse Practi- disorders across the lifespan. A case- tioner Practicum: Adult/Gero based approach is used to examine the (4 credits, 1 theory, 3 clinical) clinical uses, neuropharmacological This course provides clinical training in mechanisms, risks, benefits, and out- the full role of the psychiatric mental comes of commonly used psychotropic health nurse practitioner. Emphasis is drugs in the context of a comprehensive placed on the integration of three content treatment plan. areas: screening, diagnosis, case formula- Corequisites: NR.110.573, NR.110.575, tion, intervention and evaluation; ad- and NR.110.576 vanced practice role in combining brief psychotherapies with psychopharmaco- NR.110.575 logic treatments; and the specific needs Differential Diagnosis of Mental Disor- of adults. Clinical experiences allow ders students the opportunity to develop spe- (1 credit, theory) cialized skills in adult and geriatric men- This course uses a case-based approach tal health care. to learning differential psychiatric diag- Prerequisites: NR.110.573, NR.110.574, nosis. Students develop advanced skills NR.110.575, and NR.110.576 for the differential diagnosis of mental Corequisite: NR.110.536 (if needed), disorders, including observational and and NR.110.537 (if needed) interviewing skills, and the use and in- terpretation of screening tools, laboratory NR.110.578 tests, and behavioral assessments. Case Psychiatric Mental Health Nurse Practi- studies will be based on the most current tioner Practicum: Peds/Family edition of the Diagnostic and Statistical (4 credits, 1 theory, 3 clinical) Manual for Mental Disorders (DSM 5) This course provides clinical training in and other appropriate nosological meth- the full role of the psychiatric mental odologies for diagnosis. health nurse practitioner. Emphasis is Corequisites: NR.110.573, NR.110.574, placed on the integration of three content and NR.110.576 areas: screening, diagnosis, case formula- tion, intervention and evaluation; ad- NR.110.576 vanced practice role in combining brief Psychotherapeutic Frameworks and Mo- psychotherapies with psychopharmaco- dalities logic treatments; and the specific needs (2 credits, theory) of children and families. Clinical experi- This course provides an overview of ences allow students the opportunity to major concepts, theories, and research develop specialized skills in related to psychotherapeutic treatments child/adolescent and family mental for mental disorders across the lifespan. health care. Emphasis is placed on the integration of Prerequisites: NR.110.573, NR.110.574, two content areas: techniques of psycho- NR.110.575, and NR.110.576

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NR 110.583 This will introduce students to the issues Family as a Unit Clinical Investigation of homelessness and its relationship to (4 credits) health. The format will be a combination This course integrates theory and re- of lectures, panel discussions and com- search in clinical application of the care munity site visit. Topics to be covered of families by nurse practitioners. Stu- will include factors leading to homeless- dents will provide care to adults and/or ness, myths about homelessness, barriers children within their family context in to accessing services, health problems one clinical setting under the guidance of that arise from homelessness, multidisci- a clinical preceptor. Emphasis is on ap- plinary approaches to health care for plying theory and research to families homeless persons, and advocacy strate- with members experiencing complex gies. Method of student evaluation will health problems. Related professional be based upon completion of the two-day issues will be explored in the clinical weekend course and one community site seminar. observational session, as well as a project Prerequisites: NR 110.551 or NR and written report. 110.552 and NR 110.569 NR 110.591 NR 110.589 Dying and Death: Personal and Profes- Human and Family Development Across sional Perspectives the Lifespan (1 credits, elective) (2-3 credits/theory) See NR 110.491 for description. This course provides an overview of NR 110.593 major concepts, theories, and research Family Violence related to human development across the (1–3 credits, elective) lifespan from the prenatal period to See NR 110.493 for description. death. Simultaneously, major theories and research related to family develop- NR 110.595 ment across the lifespan are also exam- Complementary and Alternative ined. Significant factors that influence Medicine in Health Care individual and family development func- (2–3 credits, elective) tioning are explored. A variety of as- See NR 110.495 for description. sessment tools for assessing development and functioning of individuals and fami- NR 110.599 lies as well as strategies for intervening Independent Study with individuals and family are exam- (1–3 credits) ined. The role of the APN in assessment, Scholarly activity under guidance of facul- implementing intervention, and evaluat- ty serves to help students achieve profes- ing outcomes aimed at promoting human sional goals. This course may be taken as development and family functioning are elective credit. critically examined and discussed. NR 110.601 NR 110.590/PH 303.609 Advanced Clinical Care Practicum Health and Homelessness Interdivisional (2 credits/clinical) Course Offering Students with three or less years (2 credits, elective/theory) of clinical experience in the selected

137 – August 1, 2014 specialty area will be required to choose student with an opportunity to explore a clinical area for advanced practice the role of nurse manager or nurse ad- under preceptor guidance. Emphasis ministrator (multiple settings) within the will be placed on the development of context of an administrative issue. confidence, competence, and independ- ence in nursing practice with the select- ed specialty population. NR 110.608 NR 110.602 Business Plan Advanced Practicum in Nursing Health (1 credit/theory) Systems This course is designed to integrate pre- (1–4 credits/clinical) vious learning involving the important Based on the student’s past nursing man- tools for business planning, strategic agement experiences, this practicum will management techniques, and decision be individualized to provide the student making as it relates to a specific case with an opportunity to develop the role study. of nurse manager or nurse administrator Prerequisites: NR 110.605, NR 110.512, in selected health care settings. and Financial Management Theory re- Students will be expected to integrate quirement. knowledge of nursing management strat- NR 110.609 egies, nursing leadership, and the man- Health Systems Management II – agement and organization sciences as Specialty Practice they apply to nursing management prac- tice. (3 credits) The focus of this practicum and didactic NR 110.605 course is on specific strategies of man- Leadership and Management in agement related to the administrative Health Care role of nurses within the contemporary (3 credits/theory) health care environment. Managerial This didactic course is focused on the functions of planning, organizing, lead- analysis, integration, and application of ing and evaluation will be applied and principles of leadership and management analyzed across the health care system to health care organizations and to popu- and opportunities to develop manage- lation-based efforts across the health care ment skills will be offered. Other topics delivery system. Special emphasis is such as resource allocation, labor rela- placed on the practical skills needed for tions, team building, business communi- nurses to succeed as leaders and manag- cation, performance management and ers in today’s local, state, national, and career development are included. international health care environment. Prerequisite: NR 110.500. Recommend- Prerequisite: NR 110.512 recommended. ed corequisite: NR 110.605

NR 110.607 NR 110.611 Health Systems Management I Health Systems Management III – (3 credits) Outcomes Management Based on the student’s past nursing (3 credits) management experience, this individual- This capstone course focuses on the ized planned practicum will provide the application of case management meth-

138 – August 1, 2014 ods in a selected population. Biopsycho- explore HIV/AIDS programmatic issues, social and ethical concepts, advanced care and treatment responses, and to health assessment skills, and systems develop a focused plan to address a spe- theory presented in previous course cific need. work will be integrated and applied to Prerequisite: Completion of an under- the advanced specialty health care needs graduate level pharmacology course. of patients. Proficiency in the entry, validation, analysis and presentation of NR 110.613 patient outcomes data will be developed in the computer lab and applied in the Health Assessment: HIV and Associated clinical setting. Comorbidities Prerequisite: NR 110.501 (1 credit, clinical) This clinical course provides the student NR 110.612 with an experiential clinical evaluation Diagnosis, Care, and Management of opportunity for persons with HIV and Persons with HIV/AIDS (Local to Glob- HIV/AIDS including associated comor- al) bidity. The course will apply didactic (2-3 credits) instruction from NR.110.612 in the di- This course provides the student with agnosis, assessment and initial clinical evidence-based clinical management management strategies for opportunistic strategies for HIV and HIV/AIDS focus- infections, common co-morbid condi- ing initially on management of persons tions in persons wiht HIV/AIDS, as well locally, then shifting focus at the end of as chronic health conditions resulting the course to global HIV/AIDS issues. from HIV therapy. Clinical case studies The course will examine diagnostic test- and exemplar patients will be utilized ing and clinical management strategies from inpatient and outpatient clinics to for opportunistic infections, common co- integrate clinical decision making skills morbid conditions in persons with to real world HIV/AIDS case examples. HIV/AIDS, as well as chronic health Pre/Corequisites: NR.110.502, 110.508, conditions resulting from HIV therapy. 110.547, 110.536, and 110.612 Prevention techniques including vac- cination schedules, antimicrobial NR.110.614 prophylaxis, and risk-reduction interven- Complex Continuity of Care of HIV and tions will be discussed. Case studies Associated Comorbidities from inpatient, outpatient, community- (3 credits, 2 theory, 1 clinical) based organizations and correctional This seminar and clinical course is de- populations will be used to integrate signed for students in the last semester of clinical decision-making skills to real their program as a means of synthesis world HIV/AIDS case examples. During and preparation for transition into inde- pendent practice including all three of the the last two days of the course, the focus National HIV/AIDS Strategic goals. Be- will turn from HIV management in the ginning in the prior spring semester (start U.S. to care and management in under- of HIV-PCC Program), students will served populations and under-resourced have been assigned 1 day per week in an settings both in the U.S. and abroad. HIV primary care setting. In this course, This section of the course will allow students have the opportunity to critically students to identify a focus country to evaluate the care they have provided over

139 – August 1, 2014 the last 12 months. Students will be re- include an assessment of the social de- quired to conduct panel management terminants of health. Students will spend reviews of primary care guideline adher- a substantial amount of time engaging in ence, discussion of integration of inter- online scholarly discourse and in devel- professional team approaches, review of oping their own specific practice based challenging cases and all hospitalizations as well as ethical decisions in care such clinical and research interests in this field as palliative care decision making. Stu- culminating in an empirical paper and a dents will be required to directly address conference ready presentation of their ways to reduce health disparities across findings. their patient panel. Comorbidity man- Prerequisites: NR.110.502, NR.110.508, agement in collaboration with other spe- NR.110.536, NR.110.547, NR.110.549, cialists will also be emphasized by re- and NR.110.612. quiring a specialty clinical rotation. This course has a central focus on high quality NR 110.618 primary care for the PLWHA and associ- Leadership for the Complex Learning ated comorbidity. The student will com- plete a minimum of 56 clinical hours in Organization HIV specialty care settings. Placement (2 credits) will be prioritized based on clinical expe- riences to date. For example, if a student This advanced organizational behavior has already had substantial experience leadership course focuses on theory and with Hepatitis/HIV co-infection, we will practical application of leadership and prioritize students for such placement management and organizational behav- who have not had a similar experience. ioral theories within a complex Prerequisites: NR.110.612, NR.110.613, healthcare environment. Students will NR.110.615, NR.110.546 explore transformational leadership theo-

ries and perform self-assessments. The NR.110.615 student will explore leadership concepts Health Disparities in Nursing Practice at the personal, organizational, and staff (3 credits, theory) levels. Throughout the course, students This course provides the student with a will explore contemporary hot topics that study of health disparities and promotion influence and are influenced by organiza- of health equity across a variety of dis- tion behavior. The student will identify ease processes. Advanced analysis and emerging issues and the use of innova- evaluation of theories, concepts, and tion and interprofessional relationships to methods related to health equity and dis- meet ongoing challenges in the parity, will be examined. Students will healthcare organizational environment. have the opportunity to critically exam- NR 110.622 ine the links between health outcomes Breastfeeding: Practice and Research and economics, class, gender, sex, sexu- (2–3 credits, elective) ality, race, and ethnicity. Emphasis is on See NR 110.422 for description. Limited advanced discourse and analysis of enrollment. health equity and disparity theory and research. The focus of this course will be NR 110.623 on multiple levels of analysis from the Schools and Health practitioner-patient interactions to the (2 credits/theory) health care system as a whole. This will This course examines research and inter-

140 – August 1, 2014 ventions to promote health and disease NR 110.629 prevention for grades K-12 in education- Intermediate Spanish for Health Profes- al institutions. Topics include history and sionals development of school health, school (2 credits, elective) health activities organized by the eight See NR 110.429 for description. Limited components of the CDC coordinated enrollment. school health program model, relation- ship of in-school interventions to stu- NR 110.630 dents’ health, health care access and aca- Beginning Spanish for Health Profes- demic outcomes, school health policy sionals and politics, and impact of school con- (2 credits, elective) text on research methodology and find- See NR 110.430 for description. Lim- ings. Student evaluation based on class ited enrollment. participation, a paper and a field inter- view report. NR 110.631 Health Emergencies in Large Popula- Note: This course is offered in the tions School of Public Health PH 380.721. (3 credits, elective) NR 110.626 This intensive course will create an un- Community Perspectives on the derstanding of the public health needs of Childbearing Process populations caught up in disaster and (2 credits, elective) conflict. This includes the background, underlying causes, and the dynamics This course focuses on developing initial which cause populations to be vulnerable competence in the birth companion role, in emergencies. Conceptually, students based on the Doula model. The Doula will understand the link between disaster model emphasizes physical, emotional, and development, and how development and informational support to the mother programs reduce risks for vulnerable before, during, and after childbirth. Ma- populations. Students will be equipped ternal and child health nursing and com- with basic skills to allow them to respond munity health nursing theories and prac- to the public health needs of populations tices are reinforced. In addition to class in emergency situations. These include time, biweekly meetings are held to dis- areas of planning, epidemiological as- cuss birth experiences and case manage- sessment, control of communicable dis- ment issues, and to hear presentations ease, information and surveillance sys- from experts in the field, including lacta- tems, environmental sanitation methods, tion consultants, social workers, commu- and meeting nutrition requirements in nity health educators and child birth edu- refugee situations. The course will pro- cators. Requirements for course may vide an understanding of some other span more than one term. Limited en- major refugee issues including protection rollment. of populations at risk, building human security and meeting mental health needs NR 110.628 of affected populations. Through course Fundamentals of Forensic Nursing work and course materials the important (3 credits, elective) link between human rights, human secu- See NR 110.428 for description. rity, and the more technical aspects of

141 – August 1, 2014 responses will be emphasized. (3 credits) This course focuses on the underlying NR.110.634 philosophic and theoretical foundations Concepts in Disaster Preparedness, that inform academic curriculum design Management and Response and practice. The underlying competing (2 credits, elective) philosophical and practical perspectives This course will provide students with of curriculum design are full of contra- the basic knowledge, skills and a dictions, challenges, uncertainties and heightened awareness of the major directions. Course participants will criti- components of disaster preparedness cally analyze these frameworks and per- and response. Course content and ac- spectives as background for critiquing tivities focus on understanding the and designing academic nursing curricula core concepts in critical event mass and courses. This course is about what casualty and disaster management. we teach, why we teach, who we teach, Course content is designed to assist how we teach, and the ever-changing students in developing initial compe- context in which we teach. Attempts to tence in disaster and mass casualty revolutionize nursing curricula in the nursing based upon the International 1990s did not happen. Course partici- Council of Nurses (ICN) competencies pants will be challenged to think critical- for Disaster Nursing and the Centers ly about ways to transform and revitalize for Disease Control and Prevention nursing curricula. (CDC) competencies for Public Health Emergency Preparedness. NR 110.639 Advanced Beginner Spanish for Health NR 110.637 Professionals Clinical Simulations and Other Technol- (2 credits, elective) ogies in Nursing Education See NR 110.439 for description. Limited (3 credits, elective) enrollment. The purpose of this course will be to provide the learner with knowledge on NR 110.640 how to develop clinical simulations as Advanced Spanish Topics for Health well as to using the simulation pedagogy Personnel in the classroom, laboratory, or for clini- (1 credit, elective) cal practica. Clinical scenarios will be See NR 110.440 for description. Limited designed using a theoretical framework. enrollment. Teaching strategies when using clinical simulations will be discussed and NR 110.641 knowledge on development of an evalua- Online Teaching and Learning: Devel- tion plan to ensure attainment of learning opment and Instruction outcomes will be reviewed. In addition (3 credits, elective) the use of other technologies that can be The purpose of this course is to provide incorporated in nursing education will be the learner with necessary knowledge explored with exemplars provided for and tools to develop and teach in an educators to consider. online course platform. Key design fea- tures when developing an online course NR 110.638 will be examined in addition to the best Curriculum Theory and Design practices and evidence-based bench-

142 – August 1, 2014 marks for online teaching and learning. ing infection and the impact on societal Teaching strategies and guidelines for and economic trends will be discussed. the educator to use in his/her own in- structional setting will be reviewed. NR 110.730 Evaluation: From Individual to Program NR 110.662 (3 credits) Advanced Practice Nursing: Acute Care The principles guiding evaluation in of Adult Patients nursing academia will be examined. Em- (3-5 credits/clinical) phasis will be placed on the role of ad- See NR 110.563 for description. This ministrators, faculty, students, and com- course is available to Accelerated Post- munities of interest in the evaluation master’s ACNP students only. process. Methods, techniques, and strate- gies used to conduct assessment of the NR 110.663 individual student performance in a vari- Advanced Practice Nursing: Case Stud- ety of settings and evaluation of overall ies in Acute Care Nursing program effectiveness will be analyzed. (3-5 credits/clinical) Aspects of faculty evaluation will also be See NR 110.562 for description. explored, as they relate to appointment, promotion, and tenure. Accreditation NR 110.710 standards from the Commission on Col- Diagnosis and Management of Infectious legiate Education in Nursing, the Nation- Diseases al League for Nursing Accreditation (2 credits, elective) Commission, and selected nursing spe- The advanced practice nurse is called cialty organizations will be discussed. upon to evaluate a myriad of patient is- sues resulting from infectious agents. NR 110.800 This course provides the student with Philosophical Perspectives in Health evidence-based clinical management (3 credits/theory) strategies for emerging and other preva- This course draws from and integrates lent infectious diseases. The course fo- the literatures of nursing theory and cuses on infectious diseases impacting science studies (specifically philosophy individuals within U.S. inpatient and of science, sociology of science and outpatient settings. It relies and builds history of nursing science) to provide a upon previous academic coursework and comprehensive understanding of the clinical nursing experience. The course nature of nursing science and the will examine diagnostic testing and clini- knowledge it provides. The course ex- cal management strategies for viral, bac- plores several central topics in the phi- terial, rickettsial, zoonotic, and parasitic losophy of science: (1) the nature of infections. Prevention techniques includ- scientific method, (2) scientific explana- ing vaccination schedules, antimicrobial tions, and (3) probability and the related prophylaxis, and risk-reduction interven- concept of evidence. Contrasting theo- tions will be discussed. Case studies will retical and methodological viewpoints be used to integrate clinical decision- will be discussed and applications made making skills to real world infectious to nursing science theory, research, and disease examples. The improper use of practice. antibiotics and resulting multi-drug re- NR 110.809 sistant agents that contribute to increas-

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Advanced Research Design I This course focuses on the theoretical and (3 credits/theory) empirical foundations of common This course will provide an in-depth ex- symptoms as a basis for nursing practice. ploration of the design and conduct of Each symptom is approached from bio- research in the health sciences. Students behavioral and socio-cultural theoretical will evaluate common research designs, perspectives emphasizing the state of the sources of bias and how to minimize bias science with regard to definitions, in all steps of the research process across theoretical models, designs, and assess major concepts and assessment/measurement, and clinical principles relevant to research design and management strategies. Symptoms such analytical approaches. Students will learn the strengths and weaknesses as well as as pain, fatigue, anxiety, and cognitive when and how to use these designs and changes will be examined as responses to methods by studying and critiquing rele- illness or disability and/or treatment vant examples from the literature and across the lifespan. ongoing research by faculty. Special is- sues in the analysis and interpretation of NR 110.814 data from various research designs will be Scientific Perspectives in Nursing addressed. Discussions also will cover the (3 credits/theory) ways in which the nursing perspective This seminar is a synthesis of concepts of shapes the conduct and results of research. philosophy, theory, and research used in Corequisite: PH 110.621 and PH 110.622 the development and testing of nursing or special permission of instructor. knowledge. Concept analysis and con- struction, theory development, and the NR 110.810 relationships among conceptual frame- Theories and Concepts of Health Behav- works, theories and empirical referents ior and Health Promotion are critically analyzed. The course con- (3 credits/theory) siders nursing and related sciences with This course focuses on the theoretical regard to the theories and research meth- foundations of health behavior and health ods which characterize them. It examines promotion as a basis for nursing re- the evolution of nursing theories and search. The theory and principles of how research and teaches critical evaluation health behavior patterns of individuals, from the perspective of contemporary families, and communities are acquired, philosophy of science and research maintained and changed are emphasized. methodology. Students are guided to The influence of social and psychologi- consider the philosophic assumptions cal factors such as ethnicity, socioeco- upon which specific theories are based nomic status, gender, and social support and how the nature of the research prob- is included. Selected research applica- lem and theory guides the choice of re- tions of theories and models of health search method. They are also guided in promotion are analyzed and relevant the process of a critical review and syn- research methodologies discussed. thesis of nursing and other knowledge in their own area of concentration and in the NR 110.811 identification of key concepts and rela- Symptom Evaluation and Management tionships for their own planned research. (3 credits/theory) Prerequisite: NR 110.800

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NR 110.818 This seminar examines current topics and Seminar in Violence Research issues on violence prevention, interven- (1 credit, elective) tion, and policy research using an inter- disciplinary perspective. It will include faculty from the schools of Nursing, Medicine and Public Health at Johns Hopkins University and other leading experts on violence research. Topics will include the physical and psycho-social factors in the perpetration of violence, physical and mental health effects of family and stranger violence, complex interrelationships of substance abuse and violence, and the efficacy of individual and system health care interventions. Community-level violence policy, pre- vention, interventions, and health care access for violence-related health effects will also be examined. Research design, cultural factors, interdisciplinary collabo- ration, and bioethical issues specific to violence research will be examined. Top- ics will span two years, and the course may be taken up to four times.

NR 110.821 Advanced Nursing Health Policy (3 credit/theory) This course uses a framework of policy analysis to examine the processes by which national health and nursing poli- cies are determined. The influence of economics on health and nursing care delivery are factors that influence the acquisition and use of nursing resources and the regulation of professional prac- tice. Specific policy areas relevant to nursing that reflect the contemporary health care environments are selected for discussion. Secondary sources of data for the study of nursing policy are identified.

NR 110.824 Stress and Stress Responses (3 credits, elective) This seminar is a synthesis of concepts of philosophy, theory, and design used in

145 – August 1, 2014 the development and testing of tinuum are the articulation of the back- knowledge regarding the phenomenon of ground and significance, methods, plans stress, responses to stress and interven- for analysis, and discussion regarding tions to ameliorate stress. Multiple di- human subjects and vertebrate animals. mensions of these phenomena are to be In applicable cases, the National Re- considered, including spiritual, psycho- search Service Award (NRSA) mecha- logical, biological, behavioral, social, nism is to be the focus. and environmental. Factors and units of analysis encompass the individual, fami- ly and community. NR 110.828 NR 110.826 Measurement in Health Care Research Advanced Research Design II (3 credits/theory) (3 credits/theory) This course presents both qualitative This course will provide an in-depth ex- and quantitative approaches to analyze ploration of advanced research design in reliability, validity, and sensitivity of the health sciences. Students will evalu- measurements in the health research ate the theory and application of meta- field. Selected measurement theories analysis techniques for quantitative anal- and models of health research will be ysis. Students will learn methods of eco- discussed. Classic measurement theories nomic analysis using the major methods and principles of psychometrics, includ- of cost evaluation. Attention will be giv- ing reliability and validity, and latent en to issues related to the conduct of variable-based measurement models, secondary analysis of data including the including exploratory factor analysis reliability and validity of and access to will be discussed and employed in eval- organizational, state, and national data uating data for instrument reliability, sets. Qualitative research approaches will validity and sensitivity. This course is be critically analyzed for their theoretical designed for doctoral students in Nurs- underpinnings, assumptions and methods ing, Public Health and Medicine. of analysis. Issues such as the rigor of NR 110.830 qualitative design, secondary data analy- The Evolving Roles of the Nurse Educator sis, meta- (3 credits/theory) synthesis and funding opportunities will The purpose of this course is to provide be discussed. the learner with an overview of the Prerequisite: NR 110.800, PH 140.621 evolving roles of the nurse educator and PH 140.622 within the context of an ever-changing NR 110.827 health care system and educational envi- ronment. The focus is on the educator as Grant Writing a teacher, collaborator, research- (1 credit/theory) er/scholar, and practitioner/scholar. It is This seminar course provides a founda- anticipated that, at the end of the course, tion upon which to build skills for writ- the learner will have formulated a per- ing grant applications from seeking ap- sonal working philosophy of nursing propriate mechanisms for accomplishing education. the dissertation through the completion of the application. Included in this con- NR 110.832

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Writing for Publication University School of Nursing and other (1 credit/theory) Hopkins faculty and doctoral students This course is designed to introduce stu- when relevant. dents to issues relevant to scholarly sci- Pre/Corequisite: Matriculation in PhD entific writing, and the publication pro- program or permission of instructor. cess. Seminar topics will include factors to be considered in selecting a journal, NR 110.834 authorship guidelines, challenges to suc- International Health Systems and Re- cessful writing (writer’s block, procrasti- search nation, time management), scientific (1-3 credits/variable) impact factor, reference-managing soft- This course involves the guided study of ware, literature searches and scientific how cultural, political, and economic documentation, and steps in critiquing forces influence the health care and nurs- one’s own and others’ writing. This ing needs of one country or region. Par- course provides opportunities to students ticular attention will be given to ethical to revise and prepare a paper to the point principles or norms that guide the re- of submitting it for publication to an sponsible conduct of research and how to appropriate professional journal. apply them to research in the coun- Permission of the instructor is required for try/region under study. Students will students not enrolled in a doctoral program explore concepts related to the responsi- at the Johns Hopkins University School of ble conduct of research or research mis- Nursing. conduct including informed consent for research participation, scientific freedom, NR 110.833 collaboration, and authorship. The status Advanced Seminar in Translational Re- of nursing education, licensure, and prac- search tice and how these factors influence nurs- (3 credits) ing research in the country/region under This seminar will focus on effective study will be reviewed. A major empha- strategies for the design, implementation, sis is on learning through cultural in- analysis and translation of significant formants from the area under study in clinical and community-based interven- addition to reviewing the literature on tions aimed at prevention or amelioration nursing and health care research of the of health and social threats to individual, area. Implications for future international family and community well-being. Effec- research collaborations in nursing and tive intervention research in nursing and health care are emphasized. other fields will be reviewed with an emphasis on the aspects of those studies NR 110.835 that led to effective intervention and suc- Current Issues and Trends in Cardiovas- cess in addressing important research cular Health Promotion Research questions. The seminar will address in- (3 credits, elective) tervention design, implementation, This course is offered to PhD, DNP, and measurement, analysis, and translation of MSN students. In this course students research into clinical or community- examine current issues and trends in car- based practices. Seminar material will be diovascular health promotion research. discussed in the context of ongoing in- Topics reflect the current state of the tervention research by Johns Hopkins science. Research concepts regarding

147 – August 1, 2014 risk factors, screening approaches, and the informatics research field highlight- risk reduction, with impact on specific ing conceptual and methodological chal- health parameters, are explored. Implica- lenges to conduct, facilitate, implement tions for primordial, primary and second- and manage research using various tech- ary prevention strategies for cardiovascu- nologies and strategies to address these lar risk management delivered at the challenges. Sampling issues such as public health, community, and provider sources of selection bias and strategies to level are examined. Implications for clin- engage underserved and international ical practice, with particular focus on populations will be examined. The effect vulnerable populations, will be are dis- of mixed mode (online and mailed or cussed from theoretical and evidenced- telephone) survey administration on re- based practice perspectives. Selected sponse rate and psychometric properties research applications of cardiovascular of instruments will be analyzed. Data health promotion interventions will be management tools that allow online stor- analyzed and research methodologies age and back-up to ensure data security will be critiqued. and provide formatting options to import and export data to allow for ease of anal- NR 110.836 ysis, will be examined. Key concepts in Critical Applications of Advanced Statis- the course include research standards, tical Models ethical considerations, and safety across (3 credits) various platforms. Evidence-based find- This course provides a conceptual ings will be explored to support the use framework and practical approach for the of the various technologies and tools that design, analysis, and interpretation of are discussed to support, facilitate, con- studies with longitudinal, hierarchical, or duct data collection, manage, or to dis- multilevel data using generalized linear seminate research findings. mixed models (GLMM). Case-studies in the literature are used to motivate each NR.110.838 topic. Topics include model specifica- Salivary Bioscience Laboratory tion, estimation, selection, and inference (1 credit) for GLMM, with a focus on applications The goals of this course are to provide to nursing research. Understanding will students with an in-depth review of theo- be emphasized with computer applica- ry and research on the integration of tions (SAS/Stata/PASW) and examples stress-related salivary analytes into de- drawn from the nursing research litera- velopmental, social, behavioral, and ture and clinical and administrative data- health sciences. There is a lecture and a bases. laboratory component. The lecture com- Prerequisite: Completion of PH ponent covers theoretical perspectives; 140.621-140.623 (B or better) or permis- oral fluid as biological specimens; prac- sion of instructor tical aspects of sample handing, collec- tion, and study design; basics of immu- NR.110.837 noassay used for assaying saliva; and Technology and eTools to Conduct, Fa- hints for writing papers, presentations, cilitate, Implement and Manage Re- and proposals. The laboratory component search includes hands-on supervised training on (3 credits) sample processing, salivary immunoas- This course presents a broad overview of

148 – August 1, 2014 say, and kinetic reaction assays. Samples health professions, including ethical is- will be collected, assayed, and data gen- sues, scientific freedom and social re- erated for discussion and analysis. The sponsibility, collaboration and negotia- course is intended for students who have tion, interdisciplinary research peer re- no prior laboratory experience. The view, development of a research plan, course will cover theory and research on program of research and research career, the psychological, biological, and social research funding, presentations, and pub- aspects of stress, and reactions to stress, lications. and will highlight themes related to bio- Prerequisites: NR 110.814 or permission logical sensitivity to context, social ecol- of instructor. ogy, individual differences, and biobe- havioral and public health. The course NR.110.898 emphasizes collaborative problem-based Independent Study learning, and learning by doing rather (1-3 credits) than by listening and reading. This NR 110.899 course will take advantage of resources Dissertation at the Center for Interdisciplinary Sali- vary Bioscience Research to create op- (2 credits) portunity for hands-on activities that complement what is discussed in the NR.210.800 seminar. This is a 2 day (16 hours of Foundation for Scholarship instruction) course designed for faculty, (3 credits) post-docs, and advanced graduate stu- This on-line seminar facilitates return to dents that will be offered 4-6 times per academic work. Students learn the es- year. The course meets 8:30-5:30 on two sentials of effective scholarly writing consecutive days. and logical presentation of ideas. Stu- Pre/corequisite: Permission of instructor dents learn about writing well, evaluate required the writing of others, and apply lessons NR 110.890 learned to their own original scholarly Dissertation Seminar writing. Course objectives are accom- (1 credit) plished by reading and critiquing profes- This seminar provides a means by which sional writing, creating original docu- progressing PhD students can gather to ments, and integrating feedback to im- present and critique each other regarding prove work. progress through their dissertation, have a NR 210.801 forum for problem solving and solution Analytical Approaches for Outcomes sharing, and remain up to date regarding Management regulations in health care and research, (3 credits) and career development. This course prepares the student to ana- NR 110.891 lyze epidemiological, biostatistical, Responsibilities and Activities of the managerial, and other healthcare related Nurse Scientist data concerning individuals, aggregates, (3 credits/theory) populations, and organizational systems. This seminar addresses the responsibili- Students learn business and economic ties and activities of a scientist in the procedures to analyze cost effectiveness

149 – August 1, 2014 of initiatives to improve quality and evidence-based practice are evaluated, safety of health care outcomes. Organi- and related research described. System- zation of relevant variables for incorpo- atic reviews are critiqued, as a part of ration in databases, identification of the search for and evaluation of evidence appropriate analyses for health care- on a selected clinical topic of concern. related questions, and synthesis of di- This course provides the background for verse approaches to understanding the second evidence-based practice health problems in the literature will be course on translation of evidence. integrated into coursework. Pre/Corequisites: NR 210.801 and NR Corequisites: NR 210.803 and NR 210.896 210.896 NR 210.804 NR 210.802 Organizational and Systems Leadership Advanced Nursing Health Policy for Quality Care (3 credits) (3 credits) This course examines the public and This course facilitates leading, advocat- private sector function of creating and ing, and managing the application of implementing nursing and health policy. innovative responses to organizational The role of political, legal, ethical and challenges. Emphasis is placed on de- social philosophy in defining nursing velopment and evaluation of care deliv- and health services is examined. There is ery approaches that meet the needs of continued development of student com- targeted patient populations by enhanc- petence in analytic methods for the study ing accountability for effective and effi- of complex nursing and health policy cient health care, quality improvement, issues. The course considers how policy and patient safety. This course focuses made by different branches of govern- on development of strategies to imple- ment and various public and private ment change initiatives, manage conflict, organizations deeply affects nursing as a and manage the ethical dilemmas inher- profession, its ability to deliver care and ent in health care organizations. the impact on the areas of technology Prerequisites: NR 210.801, NR 210.802, development, assessment and manage- NR 210.803, and NR 210.896 ment; professional practice regulation; Corequisites: NR 210.805 and NR and patient outcomes management. 210.897 Pre/Corequisites: NR 210.801, NR 210.803, and NR 210.896 NR 210.805 Translating Evidence into Practice (3 credits) NR 210.803 This course follows Nursing Inquiry for Nursing Inquiry for Evidence-Based Prac- Evidenced-Based Nursing Practice, and tice focuses on the integration and applica- (3 credits) tion of knowledge into practice. The This blended course focuses on evi- translation of evidence into practice, dence-based practice as a form of nurs- including the theoretical and practical ing inquiry for doctoral practice. The challenges is analyzed through the use of conceptualization, definition, theoretical case studies. Theories of change, caring, foundations, rationale and methods of human needs and value systems, finan-

150 – August 1, 2014 cial, ethical and social implications are makers with the information necessary to considered in the translation of evidence make decisions about the value and con- into practice. Translation methods, in- tinuance of each evidence-based inter- cluding informatics, reorganization, work vention. Components of high caliber flow, and other approaches are discussed. data management include clearly identi- Dissemination strategies are applied to fied outcomes linked to variables and proposed improvements in practice and data sources; appropriate data collected clinical care outcomes. for the purpose of measuring these out- Prerequisites: NR 210. 801, NR 210.802, comes; adequate statistical power to de- NR 210.803, and NR 210.896 termine success of the project; proper Corequisites: NR 210.804 and NR data cleaning and manipulation tech- 210.897 niques; appropriate statistical methods for measuring the outcomes; and a mean- NR 210.806 ingful presentation of outcomes that ad- Health Economics and Finance dresses the concerns and questions of key (3 credits) stakeholders. The clinical data manage- Using economic intuition and logic, this ment course will provide students with course analyzes the diverse factors which the knowledge and skills necessary to influence the production and distribution develop and execute the data manage- of health care services. The course also ment plan for the capstone project. explores methods of financing health In clinical data management 1, the data care. Economic policy, health care regu- management plan and sample size de- lation, and the impact of both on the termination are refined. Data collection health care industry and society are ex- for the Capstone project is in the begin- plored. Budgeting and cost evaluation ning stages and data management focus- are examined. Major topics include: es on data collection techniques, cleans- health care system as a market; health ing of data, and manipulation of data. care production functions; supply and Data governance is explored in detail and demand for health care services; health students interpret data governance policy and social insurance; resource allocation; related to their project and distinguish the competition and regulation; and the fi- ways in which they are adhering to their nancial management of resources. own data governance plan. Students begin the process of exploratory data Prerequisites: NR 210.801–803 and NR analysis using data collected to-date. 210.896 Pre-requisites: NR.210.801, 210.803, Corequisites: NR 210.804 and NR 210.896, 210.897 210.805 Pre/Co-requisites: NR.210.804, 210.805 NR.210.807 Clinical Data Management I NR.210.808 (2 credits) Clinical Data Management II Clinical data management is an essential (2 credits) component of evaluating any Evidence Clinical data management is an essential Based Practice / Performance Improve- component of evaluating any Evidence ment project. A high caliber data man- Based Practice / Performance Improve- agement plan and its implementation will ment project. A high caliber data man- provide key stakeholders and decision- agement plan and its implementation will

151 – August 1, 2014 provide key stakeholders and decision- (3 credits) makers with the information necessary to The purpose of this elective in the DNP make decisions about the value and con- program is to provide a framework for tinuance of each evidence-based inter- the use and delivery of consultative ser- vention. Components of high caliber vices in health services organizations. In data management include clearly identi- the U.S., consulting services are provided fied outcomes linked to variables and to healthcare delivery organizations, data sources; appropriate data collected federal healthcare and research initiatives for the purpose of measuring these out- including veteran and military health, comes; adequate statistical power to de- health policy groups, and professional termine success of the project; proper organizations. As executives and leaders data cleaning and manipulation tech- in these organizations, nurses recom- niques; appropriate statistical methods mend, select, procure, and evaluate con- for measuring the outcomes; and a mean- sulting services. Leaders in nursing are ingful presentation of outcomes that ad- also requested to provide consultation dresses the concerns and questions of key based on their area of research, expertise, stakeholders. The clinical data manage- or organizational leadership. This elec- ment course will provide students with tive will focus on foundations of consul- the knowledge and skills necessary to tative relationships; consultant roles— develop and execute the data manage- from the individual service provider to ment plan for the capstone project. mega international firms; business basics In clinical data management 2 students including contracts and ethics; and eval- complete data collection for their cap- uation of consulting service value. Stu- stone project. Data management focuses dents will analyze current healthcare on the complete execution of the evalua- consulting strategies; interact with tion plan. Data cleansing and manipula- healthcare consultants representing vari- tion continue and are finalized. Explora- ous service and business models; and tory data analysis is executed with the develop an executive consultation plan complete data set. In the exploratory based on a healthcare information tech- phase populations are described in detail, nology case study. characteristics and distributions of key variables are explored, and any bias or NR 210.812 confounding effects are identified. Out- Writing Program Grants comes data analysis is completed as well (3 credits) as any adjustment for bias or confound- Health care leaders need to know how to ing. Students then focus on interpreta- access funds to support innovative pro- tion and dissemination of results to meet grams. This online course is designed to the needs of various stakeholders in both build students’ knowledge and skills for written and oral formats. writing proposals to a range of founda- Pre-requisites: NR.210.801, 210.802, tions and government agencies request- 210.803, 210.805, 210.807, 210.896, ing funds to support health-related pro- 210.897, 210.898 grams. Course content will focus on de- Pre/Co-requisite: NR.210.804 scribing a clear and compelling need for selected health-related programs; devel- NR 210.810 oping a concise executive summary; Consulting Services: Supporting Organi- creating a budget; finding and selecting zation and Systems Leadership

152 – August 1, 2014 appropriate funding sources; and under- and patient care technology supportive of standing grantee responsibilities after an clinical and administrative decision- award has been made. making relevant to patient care, care sys- tems, and quality improvement. NR 210.813 Complexity of Health Care Systems NR 210.895 (3 credits) Independent Study The purpose of this elective in the DNP (1–3 credits/variable) program is to provide a theoretical Scholarly activity under the guidance of framework for understanding the com- faculty serves to help students achieve plexity of the health care system, as it professional goals. This course may be pertains to organizations and to popula- taken as elective credit. tion health. This elective will focus on the theory of complex adaptive systems NR 210.896 in four strategic areas of health care prac- Capstone I: Mentored Scholarship tice: quality and safety; innovation and (3 credits) diffusion—medical devices and infor- The first course of the capstone experi- mation technologies; policy issues in ence provides students with the founda- coordination of care; and evidence-based tion upon which to develop the scholarly practice and evaluation. Two current project. Focus is on identification of a social policy issues will provide the con- significant practice problem. Students text for consideration of complex sys- state that problem in scholarly terms tems: U.S. Health Reform and Health using local, regional, national and inter- Consumerism. Nurse executives and national data and evidence as appropri- other nursing leaders in health care prac- ate. They begin a search and pro section tice in a complex systems environment. of the evidence to elucidate the problem They continually make decisions about and support the work of scholarly trans- strategic programs, initiatives, and in- lation. vestments in health care services that Corequisites: NR 210.801 and NR affect and are affected by other system 210.803 elements. Students will analyze their capstone projects in the context of com- NR 210.897 plex adaptive systems and present the Capstone II: Project Plan analysis to the class. They will also de- (3 credits) velop a strategic health care initiative of The DNP translates evidence into prac- their choosing, based on principles of tice with the goal of improving out- complex adaptive systems that demon- comes. This second course in the cap- strates health care system complexity. stone sequence provides students with the tools and direction needed to develop NR 210.819 a comprehensive project management Information Systems and Technology for plan which will guide the work of trans- the Improvement and Transformation of lation and the remainder of the capstone Health Care experience. This plan will establish clear (2 credits, elective) aims, describe activities required to achieve those aims, provide a detailed This course focuses on the evaluation and description of the planned innovation, use of information systems/technology

153 – August 1, 2014 and state methods for evaluation. Risks allows the student, with guidance from to participants will be clearly described mentor and faculty, to complete the clin- and plans to mitigate or manage risk ical project and finalize the scholarly developed. The need for IRB review will written and oral report to disseminate and be determined along with organizational integrate new knowledge. The final readiness for the proposed innovation. products will reflect the student’s ability Students present and defend the project to employ effective communication and plan in a formal justification at the end of collaboration skills, to take a leadership the semester. Approval by the faculty is role, to influence health care quality and required before implementation begins. safety, to evaluate practice, and success- Prerequisites: NR 210.801–NR 210.803, fully negotiate change in health care de- and NR 210.896 livery for individuals, families, popula- Corequisites: NR 210.804–NR 210.806 tions, or systems across a broad spectrum of healthcare. NR 210.898 Prerequisites: NR 210.801–NR 210.806, Capstone III: Implementation and NR 210.896–NR 210.898 (3 credits) preparedness and response to mass casu- This capstone experience provides op- alties. This knowledge will be applied to portunity for the student to execute the support the healthcare needs of individu- project plan in collaboration with the als and populations affected by a disaster sponsoring site in a way that assures or critical event. It will identify leader- fidelity with the findings in the evidence ship and planning roles pertaining to and the plan approved by the IRB. The forensic nurses and the clinical manage- experience reflects the interest of the ment of victims in the various health-care student and is designed to meet individu- systems. al interests and career goals. This ad- Pre/corequisite: NR 110.628 vanced practice experience allows the student to learn to manage time and re- NR 500.601 sources, assess implementation issues, Public Health Nursing: Theory and and utilize communication and collabora- Practice tion strategies while working with a clin- (3 credits/theory) ical mentor and a diverse inter- Analysis of theories relevant to nursing professional team to implement the pro- and public health will assist the student ject plan. in the identification of the unique role of Prerequisites: NR 210.801, NR 210.806, public health nursing across settings. NR 210.896, and NR 210.897 Students will explore the role and func- tion of public health nursing in primary NR 210.899 and secondary prevention in the commu- Capstone IV: Evaluation nity, state, and nation. Special emphasis (3 credits) will be placed on assessing the communi- This is the final component of the cap- ty as client and developing models of stone experience. The course content, as community-based health promotion and in the other capstone experiences, re- prevention. flects the interest of the student and is NR 500.602 designed to meet individual student Public Health Nursing: Theory and needs and career goals. This final course

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Practice Practicum to health care organizations and to popu- (3 credits/clinical) lation-based efforts across the health care Students enrolled in this course conduct a delivery system. Special emphasis is community assessment and write a pro- placed on the practical skills needed for posal to address or prevent a risk factor or nurses to succeed as leaders and manag- health problem in that population/ ers in today’s local, state, national, and community. The practicum is conducted international health care environment. in a community agency or established Prerequisites: NR 500.601 program for a total of 168 hours. Prerequisites: NR 500.601, NR 500.604, NR 500.606 NR 500.605, PH 340.606, and PH Public Health Leadership, Management, 140.611/612 or PH 140.621, PH 140.622, and Evaluation Capstone Practicum and PH 140.623 (3 credits/clinical) The course content addresses the applica- NR 500.604 tion of principles and theories of leader- Population-Based Public Health Nursing ship, management, and evaluation in a Interventions public health nursing setting. The educa- (2-3 credits/clinical) tional focus will be mentored, but stu- This course will integrate evidence- based dent-directed, leadership and evaluation practice from the public health and public skills development. Each student will be health nursing fields and is designed to be expected to complete an internship with a a practicum course to build practice skills public health-related agency (168 hours within a variety of public health settings. total). During this placement, the student The course will focus on interventions that will conduct a program evaluation and include the individual/family, community, analyze the use of management and lead- and systems levels with an emphasis on ership skills within the agency. The stu- the community and systems levels. The 17 dent’s leadership skill development will public health interventions in the Public be enhanced by working collaboratively Health Nursing Intervention Wheel will with leaders in their host agency. Early in be the basis of seminar discussions and the semester, each student will identify placement within a variety of settings. her/his specific learning and skills devel- Research in the fields of public health and opment objectives. Faculty will guide public health nursing will be used to sub- students through the process of meeting stantiate interventions. Students will com- these. Weekly seminars complement the plete either 112 or 168 clinical hours de- field experience. pending upon the number of clinical hours Prerequisites: NR 500.602 and NR (2-3 credits) in which they are enrolled. 110.560 Prerequisite: NR 500.601 NR 500.607 NR 500.605 Public Health Nursing/NP Capstone Public Health Nursing Leadership and Practicum Management (1 credit) (3 credits/theory) This course will provide MSN-NP/MPH This didactic course is focused on the students with the opportunity to integrate analysis, integration and application of their knowledge of public health prob- principles of leadership and management lems and population-based assessment,

155 – August 1, 2014 prevention and intervention, with direct Courses Offered by the Johns Hopkins care and evaluation of clinical outcomes. Bloomberg School of Public Health Applying this knowledge to the evalua- Courses from the Johns Hopkins School tion of public health policy will be an of Public Health are taken by students in integrating theme of the course. This the master’s and doctoral programs. course will fulfill the SPH Capstone and Specific courses and electives used are Integrating Experience requirement. noted in each major area of study and are to be planned with advisers. The Johns Hopkins Bloomberg School of Public Health offers quarter credits rather than semester credits. The standard conversion is: 1 quarter unit = 1 semester credit 2 quarter unit = 1.5 semester credits 3 quarter unit = 2 semester credits 4 quarter unit = 3 semester credits 5 quarter unit = 3.5 semester credits

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Trustees and Administration

Board of Trustees David P. Nolan Johns Hopkins University Ronald M. Nordmann Jeffrey H. Aronson Walter D. Pinkard Jr. Chair Joseph R. Reynolds Jr. Brian C. Rogers C. Michael Armstrong, ex officio David M. Rubenstein Richard S. Frary Marshal L. Salant Mark E. Rubenstein Charles W. Scharf Vice Chairs Rajendra Singh Raymond W. Snow, ex officio Janie E. Bailey William F. Ward Jr. Lenox D. Baker Jr. James L. Winter Alfred R. Berkeley III Shirley S. L. Yang Abhiram R. Bhashyam Paula E. Boggs Trustees Emeriti Michelle A. Brown Robert J. Abernethy Francis B. Burch Jr. Leonard Abramson Charles I. Clarvit Peter G. Angelos N. Anthony Coles C. Michael Armstrong Ronald J. Daniels, ex officio Norman R. Augustine Anthony W. Deering H. Furlong Baldwin Ina R. Drew Jeremiah A. Barondess Harvey Eisen Ernest A. Bates Maria T. Fazio David H. Bernstein Marjorie M. Fisher Aurelia G. Bolton Louis J. Forster Randolph W. Bromery Richard S. Frary George L. Bunting Jr. Taylor A. Hanex Constance R. Caplan Lee Meyerhoff Hendler William P. Carey David C. Hodgson A. James Clark R. Christopher Hoehn-Saric Victor J. Dankis Frank L. Hurley Edward K. Dunn Stuart S. Janney III Manuel Dupkin II Jeong H. Kim James A. Flick Jr. Donald A. Kruz Sanford D. Greenburg Ethan D. Leder Benjamin Howell Griswold IV Christopher H. Lee Robert D. H. Harvey Joanne Leedom-Ackerman Rafael Hernandez-Colon Alexander H. Levi David H. Koch Roger C. Lipitz Kwok-Leung Li Diana C. Liu F. Pierce Linaweaver Christopher E. Louie Raymond A. Mason Howard C. Mandel Harvey M. Meyerhoff Christina L. Mattin Naneen H. Neubohn Terri McBride, ex officio Ralph S. O’Connor Gail J. McGovern Morris W. Offit Westley W. O. Moore George G. Radcliffe

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Mark E. Rubenstein Charlene Moore Hayes John F. Ruffle Vice President for Human Resources Arthur Sarnoff Stephanie L. Reel Frank Savage Chief Information Officer and Wayne N. Schelle Vice Provost for Information Technology Herschel L. Seder Huntington Sheldon Caroline Laguerre-Brown R. Champlin Sheridan Jr. Vice Provost for Institutional Equity Wendell A. Smith Helmut Sonnenfeldt Pamela Cranston Shale D. Stiller Vice Provost for International Programs Morris Tanenbaum Scott L. Zeger Adena Wright Testa Vice Provost for Research Calman J. Zamoiski Jr. Jacqueline Lee Mok Principal Administrative Officers Vice President, Chief of Staff and and Deans Secretary of the Board of Trustees Ronald J. Daniels Gregory S. Oler President of the University Controller Jonathan A. Bagger Kathryn J. Crecelius Interim Provost and Senior Vice President Vice President, Investments and Chief for Academic Affairs; Vice Provost for Investment Officer Graduate and Postdoctoral Programs and Special Projects Katherine S. Newman Dean of the Krieger School of Glenn M. Bieler Arts and Sciences Vice President for Communications Nicholas P. Jones Daniel G. Ennis Dean of the Whiting School of Senior Vice President for Finance Engineering and Administration Michael J. Klag Paul B. Rothman Dean of the Bloomberg School of CEO of Johns Hopkins Medicine, Public Health Vice President for Medicine, and Bernard T. Ferrari Dean of the Medical Faculty Dean of the Carey Business School Frederick G. Savage Patricia M. Davidson Interim Vice President and General Dean of the School of Nursing Counsel Vali R. Nasr Helene Grady Dean of the Nitze School of Advanced Vice President for Planning and Budget International Studies

Fritz W. Schroeder David W. Andrews Vice President for Development Dean of the School of Education and Alumni Relations Jeffrey Sharkey Thomas S. Lewis Director of the Peabody Institute Vice President for Government and Community Affairs

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Ralph Semmel Jennifer Calhoun, MS Director of the Applied Physics Assistant Dean for Strategic Initiatives Laboratory Michael Vaughn, MS Winston Tabb Assistant Dean for Information and Tech- Dean of University Libraries and Muse- nology Integration ums, Vice Provost for the Arts Marie T. Nolan, PhD, RN, MPH, FAAN School of Nursing Administration Chair, Department of Acute and Patricia M. Davidson, PhD, Med, RN, Chronic Care FAAN Christine Savage, PhD, RN, CARN Dean, Professor of Nursing Chair, Department of Community

Public Health Martha N. Hill, PhD, RN, FAAN Dean Emerita, Professor of Nursing Gayle Page, DNSc, RN, FAAN Director, Center for Nursing Research Jerilyn Allen, ScD, RN, FAAN Associate Dean for Research Gayle Page, DNSc, RN, FAAN Director, PhD Program Nancy Davis Griffin Associate Dean for Enrollment Manage- Hayley Mark, PhD, MPH, RN ment and Student Affairs Director, Baccalaureate Program Kelly Welsh Benita Walton-Moss, DNS, CRNP Associate Dean for Finance and Admin- Director, Master’s Program istration Mary Terhaar, DNSc, RN Marie T. Nolan, PhD, RN, MPH, FAAN Director, DNP Program Associate Dean for Academic Affairs School of Nursing Faculty Karen Haller, PhD, RN, FAAN A list of full-time faculty can be found at Associate Dean for Clinical Affairs http://nursing.jhu.edu/faculty

James T. Kelley Associate Dean for Development and Alumni Relations

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University Policy Statements Please note that all policies affecting only School of Nursing students may be found in the Academic Manual, Student Guide and on the School of Nursing website.

Sexual Harassment Prevention and tional environment. Resolution Policy Fundamental to the University’s pur- Preamble pose is the free and open exchange of Johns Hopkins University is committed ideas. It is not, therefore, the Universi- to providing its staff, faculty and stu- ty’s purpose, in promulgating this poli- dents the opportunity to pursue excel- cy, to inhibit free speech or the free lence in their academic and professional communication of ideas by members of endeavors. This can only exist when the academic community. each member of our community is as- Policy sured an atmosphere of mutual respect, The University will not tolerate sexual one in which they are judged solely on harassment—a form of discrimination, a criteria related to academic or job per- violation of federal and state law, and a formance. The University is committed serious violation of University policy. In to providing such an environment, free accordance with its educational mission, from all forms of harassment and dis- the University works to educate its crimination. Each member of the com- community regarding sexual harassment. munity is responsible for fostering mu- The University encourages individuals tual respect, for being familiar with this to report incidents of sexual harassment policy, and for refraining from conduct and provides a variety of avenues, both that violates this policy. formal and informal, by which individu- Sexual harassment, whether between als can report complaints of sexual har- people of different sexes or the same assment. sex, is defined to include, but is not lim- The University encourages reporting ited to, unwelcome sexual advances, of all perceived incidents of sexual har- requests for sexual favors, and other assment, regardless of who the alleged behavior of a sexual nature when: offender may be. Individuals who either 1. submission to such conduct is made believe they have become the victim of implicitly or explicitly a term or con- sexual harassment or have witnessed dition of an individual’s employment sexual harassment should discuss their or participation in an educational pro- concerns with any member of the Sexual gram; Harassment Prevention and Resolution 2. submission to or rejection of such System. Complainants are assured that conduct by an individual is used as the problems of this nature will be treated in basis for personnel decisions or for a confidential manner, subject to the academic evaluation or advancement; University’s legal obligation to respond 3. such conduct has the purpose or effect appropriately to any and all allegations of unreasonably interfering with an of sexual harassment. individual’s work or academic per- The University prohibits acts of re- formance or creates an intimidating, prisal against anyone involved in lodg- hostile or offensive working or educa- ing a complaint of sexual harassment.

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Conversely, the University considers care is provided in any setting. Any filing intentionally false reports of sexu- breach of patient confidentiality could al harassment a violation of this policy. result in disciplinary action against the The University will promptly respond student, including dismissal from the to all complaints of sexual harassment. academic program. When necessary, the University will institute disciplinary proceedings against Photography and Film Rights Policy the offending individual, which may The Johns Hopkins University reserves result in a range of sanctions, up to and the right from time to time to film or including termination of University affil- take photographs of faculty, staff, and iation. students engaged in teaching, research, clinical practices, and other activities, as Statement Regarding the well as casual and portrait photography Privacy Rights of Students or film. These photographs and films Notice is hereby given that the School of will be used in such publications as cata- Nursing of Johns Hopkins University logs, posters, advertisements, recruit- complies with the provisions of the Fam- ment and development materials as well ily Educational Rights and Privacy Act as on the University's Web site, for vari- of 1974 (P.L. 93-380), as amended, and ous videos, or for distribution to local, regulations promulgated thereunder. state, or national media for promotional Eligible students, as defined in the regu- purposes. Classes will be photographed lations, have the right (1) to inspect and only with the permission of the faculty review their education records, as de- member. fined in the regulations; (2) to request Such photographs and film— the amendment of their education rec- including digital media—which will be ords if they are inaccurate, misleading or kept in the files and archive of the Johns otherwise in violation of the student’s Hopkins University, will remain availa- rights; (3) to consent to the disclosures ble for use by the University without of personally identifiable information in time limitations or restrictions. Faculty, their education records except to the students, and staff are made aware by extent permitted by law, regulation or virtue of this policy that the University University policy; (4) to file a complaint reserves the right to alter photography with the United States Department of and film for creative purposes. Faculty, Education if the University has failed to students, and staff who do not want their comply with the requirements of law or photographs used in the manner(s) de- regulation. The University’s policy on scribed in this policy statement should Family Educational Rights and Privacy contact the Office of Government, is published periodically in the Universi- Community and Public Affairs. ty Gazette, and copies of the policy are Faculty and students are advised that available from the School of Nursing persons in public places are deemed by Registrar’s Office. law to have no expectation of privacy and are subject to being photographed Confidentiality Policy by third parties. The Johns Hopkins All students are patient advocates and University has no control over the use of must maintain privacy and confidentiali- photographs or film taken by third par- ty of medical and non-medical infor- ties, including without limitation the mation for every individual for whom

161 – August 1, 2014 news media covering University activi- Upon receipt of a complaint, the Univer- ties. sity director of affirmative action pro- grams should be contacted immediately Equal Opportunity/Non-Discrimination so that an investigation into the facts and Policy Statement circumstances may begin. The Universi- The Johns Hopkins University admits ty director of affirmative action pro- students of any race, color, gender, reli- grams will coordinate the investigation gion, age, national or ethnic origin, disa- and resolution of the complaint with bility, marital status or veteran status to affected parties and department and will all of the rights, privileges, programs, prepare appropriate documentation and benefits, and activities generally accord- the measures to ascertain the facts and ed or made available to students at the circumstances pertinent to the com- University. It does not discriminate on plaint. The director of affirmative action the basis of race, color, gender, marital programs will consult with the parties status, pregnancy, ethnicity, national involved in the dispute and make rec- origin, age, disability, religion, sexual ommendations for the resolution of the orientation, gender identity or expres- complaint to the affected department and sion, veteran status, or other legally pro- the Office of the General Counsel. tected characteristic in any student pro- Inquiries regarding Title VI, Title IX gram or activity administered by the and Section 504 should be referred to university, including the administration the Office of Equal Opportunity and of its educational policies, admission Affirmative Action Programs, Garland policies, scholarship and loan programs, Hall, Suite 130, 410-516-8075. and athletic and other University- administered programs or in employ- University Alcohol and Drug Policy ment. for Students The University, in keeping with its basic Questions regarding Title VI, Title IX, mission, recognizes that its primary re- and Section 504 should be referred to sponse to issues of alcohol and drug the Office of Institutional Equity, 130 abuse must be through educational pro- Garland Hall, Telephone: 410-516-8075, grams, as well as through intervention (TTY): 410-516-6225. and treatment efforts. University Procedures on Discrimination In addition to providing appropriate Complaints of Students educational programs throughout the Following its policy of nondiscrimina- year, each division of the University will tion as to students, the University is pre- include such programs as part of its ori- pared to receive and resolve complaints entation for new students. of discriminatory treatment that are The University further recognizes that brought to the attention of any Universi- alcoholism and drug addiction are ill- ty academic or administrative officer by nesses that are not easily resolvable by students, faculty and staff. Students are personal effort and may require profes- encouraged to bring such complaints to sional assistance and/or treatment. the immediate attention of the dean of Participation in such programs may be students, the director of the department required of a student as a condition of in which the student is enrolled, or the continued enrollment. director of affirmative action programs. The University will adhere to strict

162 – August 1, 2014 policies of confidentiality for all partici- by students, faculty, staff, or visitors to the pants in drug/alcohol abuse rehabilita- University. tion programs as described in University The University urges individuals who and federal regulations covering confi- have experienced or witnessed incidents dentiality of student health records. of violence to report them to Campus Maryland and District of Columbia Security. Alternatively, students are laws prohibit the possession or con- urged to report concerns about violence sumption of alcoholic beverages by per- to the divisional office responsible for sons under the age of 21. The posses- student matters, faculty to the divisional sion, use or distribution of illegal drugs office responsible for faculty matters, as defined by federal, state and local and staff to the applicable human re- statutes is prohibited. sources offices. Students are expected to obey the law. The University will not permit retalia- Individuals who violate the law, in addi- tion against anyone who, in good faith, tion to being subject to criminal penal- brings a complaint of campus violence ties, may be subject to University disci- or serves as a witness in the investiga- plinary measures. tion of a complaint of campus violence. The University will not excuse acts of Enforcement misconduct committed by students whose judgment is impaired due to alco- Information regarding incidents of vio- hol or drug abuse. lent conduct and threats of violence will be investigated, and, if warranted, disci- Policy Addressing Campus Violence plinary action will be taken in accord- In recent years, the subject of violence ance with applicable procedures. The on college and University campuses and University will notify law enforcement in the workplace has received increasing authorities of criminal conduct. In addi- attention as violent events have been tion, the University may refer individu- widely reported in the news media. This als accused of violations of this policy policy is intended to guide members of for an assessment of the likelihood that the Johns Hopkins community both in they will carry out violent acts. If the preventing acts of violence and in re- continued presence of an individual on sponding to them when they occur on or campus threatens or disrupts the conduct in relation to the University’s campuses. of University business, the individual may be suspended from participation in Zero Tolerance University programs or activities pend- Policy ing the outcome of the assessment. The Johns Hopkins University is commit- When advised of circumstances war- ted to providing a learning and working ranting intervention, the University will environment that is safe to all members of render assistance by contacting local or the University community. The University federal law enforcement agencies as will not tolerate violent acts on its cam- appropriate. Individual members of the puses, at off-campus locations adminis- University community who receive tered by the University, or in its programs. threats of bodily harm or who are the This policy of zero tolerance extends not targets of harassing or stalking behaviors only to actual violent conduct but also to are urged to contact Campus Security verbal threats and intimidation, whether and to avail themselves of the services offered by student counseling offices

163 – August 1, 2014 and the Faculty and Staff Assistance persons acting under the supervision of Program. authorized University personnel, should Every effort will be made to respect be addressed to the appropriate chief the privacy of all individuals involved in campus security officer. the matter. However, the necessity to investigate the matter and to cooperate Policy on Sexual Violence, Sexual Assault, with law enforcement authorities may Relationship Violence, and Stalking require the disclosure of otherwise con- The Johns Hopkins University is com- fidential information. mitted to providing a safe educational Individuals accused of engaging in in- and working environment for its stu- cidents of campus violence may seek dents, trainees, faculty, staff and other legal counsel at their own expense. Indi- members of the University communi- viduals and their attorneys are reminded ty. The University prohibits sexual that attorneys do not participate in any violence and sexual assault, (which internal University hearing. along with sexual harassment, prohib- Campus vendors are reminded that ited by the University’s Policy Against their employees who conduct business Sexual Harassment, are forms of “sex- on University premises must conform ual misconduct”), domestic violence their conduct to the requirements of this and dating violence (collectively, “re- policy. The University reserves the right lationship violence”), and stalking. to remove from campus vendor employ- This conduct is disruptive of the learn- ees who engage in acts prohibited by ing and working environment of the this policy. University’s community members and will not be tolerated by the University. Policy on Possession of Firearms on The University is committed to pre- University Premises venting sexual misconduct, relation- The possession, wearing, carrying, ship violence, and stalking, as well as transporting, or use of a firearm or pellet addressing its effects on the Universi- weapon is strictly forbidden on Univer- ty community. The University has sity premises. This prohibition also ex- adopted this Policy in order to inform tends to any person who may have ac- students, trainees, faculty, and staff quired a government-issued permit or and other members of the University license. Violation of this regulation will community of their rights and respon- result in disciplinary action and sanc- sibilities in the event they are or have tions up to and including expulsion, in knowledge of someone involved in an the case of students, or termination of incident of sexual misconduct, rela- employment, in the case of employees. tionship violence or stalking and of Disciplinary action for violations of this the services available to victims of regulation will be the responsibility of sexual misconduct, relationship vio- the divisional student affairs officer, lence and stalking. dean or director, or the vice president for This Policy applies to all members of human resources, as may be appropriate, the University community, including, in accordance with applicable proce- but not limited to, students, trainees, dures. Any questions regarding this poli- faculty and staff, and it covers prohibit- cy, including the granting of exceptions ed conduct that: occurs on campus or for law enforcement officers and for other University property; occurs in

164 – August 1, 2014 connection with JHU programs or activi- petrator in accordance with the Universi- ties, including academic, educational, ty’s Procedures on Discrimination, Har- extracurricular, athletic or other pro- assment, Sexual Misconduct, Relation- grams and activities; or otherwise affects ship Violence and Stalking by bringing a the University community. In certain complaint to any responsible employee. instances, this Policy applies to third All responsible employees must prompt- parties (e.g., visitors, volunteers, ven- ly refer complaints to the Assistant Vice dors, and contractors while on Universi- Provost, Title IX Coordinator. ty property, participating in a University Victims of sexual violence, sexual as- sponsored activity, or providing services sault, relationship violence and stalking to the University, applicants for admis- will be advised by campus security sion to or employment with the Univer- and/or the Assistant Vice Provost, Title sity, and former affiliates of the Univer- IX Coordinator of their option to file sity). This Policy applies equally to all criminal charges with local police of the regardless of an individual’s sex, gender, jurisdiction where the offense occurred. sexual orientation, gender identity or Campus security and/or the Assistant gender expression. All academic and Vice Provost, Title IX Coordinator will administrative units of the University provide assistance to a victim wishing to (including all schools, divisions, cam- reach law enforcement authorities. puses, departments and centers) must Further information on filing a criminal comply with, and ensure that their poli- complaint with law enforcement authori- cies and procedures comply with, this ties is provided in the University’s Pro- Policy. cedures on Discrimination, Harassment, Members of the University communi- Sexual Misconduct, Relationship Vio- ty who are the victims of or who have lence and Stalking. knowledge of an incident of sexual mis- The University will provide counsel- conduct, relationship violence or stalk- ing to any member of the Hopkins com- ing prohibited by this Policy are urged to munity who is a victim of a sexual mis- promptly report the incident to the Uni- conduct, relationship violence or stalk- versity’s Office of Institutional Equity’s ing, and will provide information about (“OIE”) Assistant Vice Provost, Title IX other campus and community-based Coordinator or another responsible em- victim services. Counseling may be ployee identified in the University’s obtained whether or not an individual Procedures on Discrimination, Harass- elects to file a complaint. Contact in- ment, Sexual Misconduct, Relationship formation for campus-based counseling, Violence and Stalking. The University’s medical and immigration resources is responsible employees include academic available on the JHU Sexual Assault administrators, supervisors, department Response and Prevention website. heads or chairs, directors, deans, student Victims of sexual violence, sexual as- affairs staff, faculty, human resources sault and relationship violence are personnel, campus security officers, strongly encouraged to seek immediate student resident advisors, and athletic medical attention in order to treat inju- coaches. Persons who are the victims of ries, test for and treat sexually transmit- sexual misconduct, relationship violence ted diseases, test for pregnancy, and or stalking may pursue internal Univer- access emergency contraception, if de- sity disciplinary action against the per- sired. Additionally, rape treatment cen-

165 – August 1, 2014 ters can perform a rape evidence collec- additional medical centers equipped with tion procedure and test for “date-rape” forensic services in the Baltimore and drugs. A medical exam at a rape treat- Washington, DC metro areas, please ment center is an important way for a visit the JHU Sexual Assault Response health provider to properly collect and and Prevention Website. Victims in preserve evidence that may be necessary other cities should contact the closest to establish proof of criminal sexual local hospital and inquire about the violence, sexual assault, or relationship nearest hospital equipped with medical violence, or in obtaining a civil no- forensic services. In circumstances of contact order or protection or peace or- sexual violence or sexual assault, if vic- der. tims do not opt for forensic evidence If possible, a victim should not show- collection, health care providers can still er, bathe, wash, douche, brush hair, treat injuries and take steps to address drink, eat, or change clothes or bedding concerns of pregnancy and sexually before going to the hospital or seeking transmitted disease. medical attention. If the victim decides Victims of sexual violence, sexual as- to change clothes, he or she should not sault, relationship violence, and stalking wash the clothes worn during the assault are encouraged to also preserve evidence and should bring them to the hospital or by saving text messages, instant messag- medical facility. These steps are im- es, social networking pages, other com- portant to help preserve evidence for munications, and keeping pictures, logs possible use in legal actions to prove a or other copies of documents, if they crime has occurred or is occurring, or have any, which would be useful to Uni- requests for a civil no-contact order or versity investigators, hearing boards and protection or peace order. Because evi- law enforcement authorities. dence dissipates quickly, victims who Although the University strongly en- wish to preserve evidence are encour- courages all members of its community aged to seek medical attention as soon as to report violations of this Policy to law possible after the incident, usually with- enforcement authorities, it is the victim’s in 48 hours. choice whether or not to make such a At the victim’s request, campus secu- report and victims have the right to de- rity will arrange for transportation to the cline involvement with law enforcement nearest hospital. Victims of sexual vio- authorities. The University’s Title IX lence and sexual assault in Baltimore Coordinator or Campus Security will City will be taken to Baltimore City’s assist any victim with notifying local designated rape treatment center: Mercy law enforcement authorities if they so Hospital, 345 St. Paul Place Baltimore, desire. MD 21202, 410.332.9000. Mercy Hos- As time passes, evidence may dissi- pital is equipped with the State Police pate or become lost or unavailable, Sexual Assault Evidence Collection Kit thereby making investigation, discipli- and has medical staff trained to assist nary proceedings, possible prosecution, victims of sexual violence and sexual or obtaining protective or peace orders assault with physical examination, evi- related to the incident more difficult. If a dence collection, and assistance with victim chooses not to make a complaint pursuing a complaint with the Baltimore regarding an incident, he or she never- City Police, if a victim so desires. For theless should consider speaking with

166 – August 1, 2014 campus security or law enforcement lence and stalking against a person other authorities to preserve evidence in the than such individual. BIT programs event that the victim changes her or his help students identify situations of con- mind at a later date. cern, and provide knowledge and tools The University may independently dis- to encourage safe and successful inter- cipline students, trainees, staff and facul- ventions. If you would like to schedule a ty who have committed an offense of BIT program for your student group, sexual misconduct, relationship violence please contact Alyse Campbell at or stalking whether or not the victim is a 410.516.5133 or [email protected]. member of the University community For the complete text of the policy, and whether or not criminal charges are please visit the Sexual Violence, Sexual pending. The University’s Procedures Assault, Relationship Violence, and on Discrimination, Harassment, Sexual Stalking Policy website. Misconduct, Relationship Violence and Availability of Annual Security Report Stalking provide detailed information on the availability of interim accommoda- In accordance with the Crime Awareness tions, the investigation and resolution of and Campus Security Act of 1990 complaints of sexual misconduct, rela- (Pub.L. 102-26), as amended, and the tionship violence and stalking, including regulations promulgated thereunder, the the procedural rights afforded to the University issues its Annual Security victim and accused, confidentiality, noti- Report which describes the security ser- fication rights, and possible sanctions, or vices at each of the University’s divi- disciplinary or protective measures. sions and reports crime statistics for The University has education programs each of the campuses. Annually on or to promote prevention and awareness of before September 1, a personal copy of sexual harassment, sexual violence and the report is sent to every student, facul- sexual assault for students and employ- ty and staff member. Additionally, it is ees. The University has also made sub- published in the University’s Gazette stantial progress toward developing and and on the University’s Web page will be implementing enhanced orienta- (http://www.jhu.edu). Prospective stu- tion training for new students and em- dents, faculty and staff may obtain a ployees, as well as enhanced ongoing copy from the Web page or the Universi- prevention and awareness campaigns for ty’s Security Department, 14 Shriver students and employees that address Hall, 3400 North Charles Street, Balti- relationship violence and stalking in more, MD 21218-2689 Tel. 410-516- addition to sexual harassment, sexual 4600. violence and sexual assault. For infor- Notice to Students of Need to Complete mation regarding training programs, Requirements including online training, contact the Office of Institutional Equity. The University does not guarantee the The University’s education also includes award of a degree or a certificate of sat- safe and positive options for bystander isfactory completion of any course of intervention that may be carried out by study or training program to students an individual to prevent harm or inter- enrolled in any instructional or training vene when there is a risk of sexual vio- program. The award of degrees and cer- lence, sexual assault, relationship vio- tificates of satisfactory completion is conditioned upon satisfaction of all cur-

167 – August 1, 2014 rent degree and instructional require- from June 1 to the following May 31 ments at the time of such award, compli- thereafter), and any prints or copies be- ance with the University and divisional yond 1000 will be billed to the student’s regulations, as well as performance ISIS billing account at $.04 per page. meeting bona fide expectations of facul- ty. No member of the faculty is obliged Free Prints or Copies 1000 per year (no to provide students or graduates with an carryover) evaluation or letter of recommendation Cost per page (single-sided) $.04 which does not accurately reflect that faculty member’s true opinion and eval- Based on a review of past student print- uation of academic performance and ing, we do not expect that most students conduct. will exceed their quota. The SON will continue to bear most of the cost of stu- Core Performance Standards and dent printing and copying. We anticipate Capabilities for Nursing Students that implementing these limits will re- Core Performance Standards and Capa- duce wasteful printing and will help con- bilities at the School of Nursing are trol costs. available upon request from the Office Wireless printing will be made availa- of Admissions. ble on May 24, 2013, for student laptop computers (Mac or Windows). Students are encouraged to participate in recycling efforts. Special containers for paper Printing Policy products are located throughout the Statistics show that personal paper use is building. one of the major factors driving today’s If you have any questions or concerns environmentally damaging and extreme about this plan, please contact Michael paper waste. The average daily web user Vaughn, Assistant Dean for Information prints 28 pages daily. 115 billion sheets and Technology Integration, or Nancy of paper are used annually for personal Davis Griffin, Associate Dean for En- computers. rollment Management and Student Af- To reduce the amount of paper waste, fairs. control increasing costs, and provide better printing options to our students, on Policies for Student Use of Shared May 24, 2013, the Johns Hopkins Uni- Information Technology Resources versity School of Nursing will implement The Johns Hopkins University is com- a printing and photocopying control sys- mitted to providing a robust information tem. technology environment to support its All other schools with Johns Hopkins students and faculty in the pursuit of University already implement controls on their research and instructional objec- student copying and printing. Most do tives. Overall, undergraduate and gradu- not provide free printing, and the costs ate students are afforded the same access range from $.04 to $.10 per page. All to computing and networking resources SON students will be given a quota of as are faculty and staff. 1000 free black and white prints or pho- Hopkins Information Technology tocopies each academic year (May 24, Services (Hopkins ITS) makes available 2013 to May 31, 2014 in year 1, then both computing and networked infor-

168 – August 1, 2014 mation resources which may be used by or data base; falsely obtaining elec- University undergraduates, graduate tronic services or data without pay- students, faculty and staff. Understand- ment of required charges; destroying ing that it is important for the University electronically processed, stored or in- to maintain an environment of open ac- transit data; and other crimes where cess to networked computing resources, computers are used to aid the commis- those who use these facilities must com- sion of a criminal offense. ply with the written policies covering Students are expected to abide by their use as well as the “spirit and intent” these rules and policies and to consult an of those policies. These resources are official of Hopkins Information Tech- intended to be used for instruction, inde- nology Services prior to any activity that pendent study, authorized research and would appear to threaten the security or the official work of the offices, depart- performance of University computers ments, recognized student organizations and networks. Failure to do so may re- and agencies of the University. Students sult in disciplinary action. who are given access to University com- puter facilities and campus-wide com- Acceptable Use Policy munication networks assume responsi- Policy bility for their appropriate use. The University expects students to be The purpose of this policy is to define and careful, honest, responsible and civil in establish general guidelines for proper use the use of computers and networks. Those of information technology (IT) resources who use wide-area networks (such as the of the Johns Hopkins University and the Internet) to communicate with others or to Johns Hopkins Health System. IT re- connect to computers at other institutions sources include but are not limited to host are expected to abide by the rules of those computers; file, application, communica- technology systems and networks as well tion, mail, fax, internet, and print servers; as those for JHU’s shared information workstations; stand-alone computers; technology systems and resources. Any laptops; handhelds; printers; software; activity that intentionally obstructs or data files on machines and on other stor- hinders the authorized use of University age media; hubs, routers, cables; and all computing and network resources is pro- other internal and external computer and hibited. communications resources. IT resources acquired by Johns Hopkins are considered Please note: there is distinct mis- property of the institution, including re- conduct that not only violates Univer- sources designated for the use of a single sity policy but also is considered a individual. crime by state and federal law and is, This policy applies to the Johns Hop- therefore, subject to criminal penal- kins University, the Johns Hopkins Hos- ties. Such misconduct includes intru- pital, the Johns Hopkins Bayview Medi- sions of the public switched networks cal Center, the Johns Hopkins Medical (the telephone company) major com- Services Corporation, and all of the puter network intrusions; network schools, divisions, and affiliated corpo- integrity violations; privacy violations; rations. Compliance is expected from all industrial espionage; pirated computer faculty, staff, employees, students, vol- software; knowingly gaining unau- unteers, officers, trustees, other work- thorized access to a computer system force members, guests, and visitors.

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Johns Hopkins recognizes that each facilities is not acceptable. Improper use principal administrative division oper- by a member of the Johns Hopkins ates independently. Each division is community may result in loss of access encouraged to develop, maintain, and privileges and disciplinary action. publish specific procedures and practices Unacceptable Use to implement this policy according to its own academic and business needs. Inappropriate use of Johns Hopkins IT “Acceptable Use” is defined as use that resources includes but is not limited to is consistent with Johns Hopkins’ missions • unauthorized access to or unauthorized of education, research, and patient care. To use of Johns Hopkins computer and/or be acceptable, use of IT resources should network facilities be legal, ethical, and honest. It also should • use of Johns Hopkins IT resources in respect intellectual property rights and law, violation of any applicable law data ownership, and system security mech- • any activity that overloads and/or in- anisms. Acceptable Use respects individual terferes with the use of Johns Hopkins rights to privacy as well as freedom from IT resources by others intimidation, harassment, and annoyance. It • harassing others by sending annoying, also should show consideration in the con- abusive, profane, threatening, defama- sumption and utilization of IT resources. tory, offensive, unnecessarily repeated Acceptable Use should not jeopardize messages or email that appears to come Johns Hopkins’ nonprofit status. from another user Email and user accounts and their • any activity designed to hinder another contents are generally considered pri- person’s or institution’s appropriate vate, but neither policy nor technology is use of IT resources able to guarantee privacy. • privacy violations; access to Files stored on Johns Hopkins IT re- information, data, or networked re- sources are presumed to be the property sources to which you are not entitled of Johns Hopkins, and there can be no • unauthorized installation of software expectation of privacy concerning such or hardware on Johns Hopkins IT re- files stored on or transmitted across sources Johns Hopkins IT resources. For safety • any use of copyrighted materials in and/or legal purposes, or as needed to violation of copyright laws or of ven- maintain or protect its facilities, Johns dor licensing agreements Hopkins reserves the right to copy, ex- • unauthorized wired or wireless con- amine and disclose all email messages nection to a Johns Hopkins network and files stored on any institution-owned • intentional acquisition, storage and/or media or equipment, or transmitted display of sexually explicit material, across or through Johns Hopkins net- except for acknowledged, legitimate work facilities. work-related medical, scholarly, or fo- Johns Hopkins complies fully with all rensic purposes; such material is of- local, state and federal laws, including fensive to many, exposure or display the Digital Millennium Copyright Act. may constitute sexual harassment or All legal questions should be directed to create a hostile work environment and the Office of General Counsel. such material is inappropriate in the Unauthorized access to or use of workplace Johns Hopkins computer and/or network • breaches of security, intentional or

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otherwise, including improper disclo- authorization is prohibited. sure of a password and negligent • Students should not attempt to exploit, management of a server resulting in test or probe for suspected security its unauthorized use or compromise holes on JHU’s computers or networks, • commercial use of Johns Hopkins but instead should report them to Hop- computing and network facilities for kins ITS. Likewise, users should not business purposes not related to Hop- disseminate to others any information kins. that serves to circumvent or degrade system or network security or integrity. Use of Facilities • Physical theft, rearrangement or dam- • Computer and network facilities are age to any University computer or provided primarily for their educa- network equipment, facilities or prop- tional use. These facilities have tangi- erty is strictly prohibited, and will be ble value. Consequently, attempts to reported to the University police. This circumvent accounting systems or to includes all public computer labs, use the computer accounts of others network hubs, wiring and links. will be treated as forms of attempted • Students may not plug in personal theft. computers or peripheral devices in • Students may not attempt to damage public computer labs or connect to the or to degrade the performance of JHU Network without prior authoriza- JHU’s computers and networks and tion. should not disrupt the work of other • Hopkins ITS must ensure that academ- users. ic work takes precedence at all times • Students may not attempt to circum- over other computing activities in its vent security systems or to exploit or facilities. In situations of high user probe for security holes in any JHU demand that may strain available Network or system, nor may students computer resources, Hopkins ITS re- attempt any such activity against other serves the right to restrict (e.g., to spe- systems accessed through JHU’s facil- cific times of day) or prohibit comput- ities. er entertainment activities such as • Execution or compilation of programs game playing. Similarly, loud or dis- designed to breach system security is ruptive behavior which may hinder prohibited unless authorized in ad- academic work in the computer labs is vance. not permitted at any time. • Students assume personal responsibil- Privacy of Information ity for the use of their user accounts Student privacy on JHU computer sys- and may not disclose their passwords tems and networks means that each ac- or otherwise make JHU’s facilities count, and the contents of files associat- available to unauthorized persons (in- ed with that account, belongs to the des- cluding family or friends). Moreover, ignated user(s); they must not be used or the possession or collection of other intruded upon by anyone else without passwords, personal identification the explicit permission of the designated numbers or other secure identification owner. However, pursuant to the Elec- information is prohibited. tronic Communications Privacy Act of • Use of JHU’s computers and networks 1989, Title 18, United States Code, Sec- for business-related purposes without

171 – August 1, 2014 tions 2510 and following, notice is here- On shared and networked computer by given that there are no facilities pro- systems certain information about users vided by the Johns Hopkins University and their activities is visible to others. that guarantee the confidentiality of Users are cautioned that certain account- files. Acceptance of a University ac- ing and directory information (for ex- count implies specific consent to the ample, user names and electronic mail University to review, audit, intercept, addresses), certain records of file names access, and disclose all messages creat- and executed commands, and infor- ed, received, or sent over its computers mation stored in public areas are not and/or email systems for any purpose. private. Nonetheless, such unsecured Notice is hereby given that the Universi- information about other users must not ty intends to exercise these rights. A user be manipulated in ways that they might of the University’s computer systems reasonably find intrusive; for example, has no right of privacy in email messag- eavesdropping by computer and system- es or other communications that are cre- atic monitoring of the behavior of others ated, sent, received or stored on these are likely to be considered invasions of systems. Users of the University’s com- privacy that would be cause for discipli- puter systems and networks are advised nary action. The compilation or redistri- that they should not assume the confi- bution of information from University dentiality of any message. Further, a directories (printed or electronic) to third personal password does not guarantee parties, especially those outside the Uni- the confidentiality of email messages. versity, is forbidden. Even when a message is deleted or erased, it is still possible to retrieve and Intellectual Property read the message. However, it is not the Copyright exists in any original work routine policy of the University adminis- which exists or is fixed in any tangible trators or designees to view others’ files, medium of expression. Images displayable and the intention is to keep files private, on computer screens, computer software, even though such privacy cannot be music, books, magazines, scientific and guaranteed. Therefore, any attempt to other journals, photographs and articles are circumvent or to gain unauthorized ac- some examples of property subject to copy- cess to private information (including right. A copyright notice is not required. both stored computer files and messages It is a violation of copyright law to transmitted over a network) will be copy, distribute, display, exhibit or per- treated as a violation of privacy and will form copyrighted works without permis- be cause for disciplinary action. sion of the owner of the copyright. In general, information that a student For your use, the University provides would reasonably regard as private must many programs and data which have be treated as private by other users. Ex- been obtained under contracts or licens- amples include the contents of electronic es stating that they may not be copied, mail boxes, the private file storage areas cross-assembled, or reverse-compiled. of individual users and information You are responsible for determining stored in other areas that are not public. whether or not programs or data are re- That measures have not been taken to stricted in this manner before copying, protect such information does not make cross-assembling or reverse-compiling it permissible for others to inspect it. them in whole or in any part. If it is un-

172 – August 1, 2014 clear whether you have permission to do • Using a network address other than so, assume that you do not. Hopkins the one assigned by Hopkins ITS is Information Technology Services will prohibited. assist with any questions regarding • Users are not permitted to register software usage and licensing issues. external domain names (i.e., any do- The Recording Industry Association main outside of JHU.edu) that refer- of America (RIAA) has brought to the ence systems on the JHU Network. University’s attention numerous cases of • Users may not advertise routing in- JHU students putting literally hundreds formation on the JHU Network or act of copyrighted songs on sites residing on as gateways to external or private servers that are connected to the Univer- networks. sity network. We agree with RIAA’s • It is prohibited to connect any Anti-Piracy Counsel that putting such secondary physical network to the JHU songs on sites and downloading them Network without authorization. amount to serious violations of United • Providing services or running applica- States and foreign copyright law. Per- tions which consume excessive band- sons who put copyrighted music on sites width on the JHU Network without and those who download it expose them- authorization is prohibited. selves to civil, and possibly criminal, consequences. Should RIAA or individ- Electronic Communication ual copyright owners take action against JHU neither sanctions nor censors indi- students who are alleged copyright in- vidual expressions of opinion on its sys- fringers, the University will not provide tems. However, obscene or harassing such person a legal defense or an in- electronic communication is prohibited, demnity against the award of damages. as are computer messages that target Such damages can amount to $100,000 others in a threatening manner. per act of infringement. Those who make use of online forums Use of the JHU Network and other network communication utili- ties (e.g., newsgroups and the Web) do • Users with personal computers on the so voluntarily, with the understanding JHU Network are expected to take that they may encounter material they reasonable precautions to ensure the deem offensive. Students who subscribe, security of their systems. Students post messages or simply browse through may be held responsible for misuse by such utilities must abide by the rules others that occurs on their systems. governing each in addition to JHU’s • Users should not attempt to plug their rules governing computing on personal computers into any data jack campus. for which they are not personally reg- Although commercial work is prohib- istered or authorized to use. Attempts ited on JHU systems and networks, some to plug into an unauthorized data jack online forums allow the posting of job will result in its automatic deactiva- opportunities and personal items for tion. sale. Such activity is permissible within • Attempts to monitor, analyze or tam- the constraints of policies specific to per with network data packets that are each forum. Hopkins ITS takes no re- not explicitly addressed to your com- sponsibility for any fraud or misrepre- puter are prohibited. sentation users may encounter.

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Harassment you have not checked thoroughly for all Any unwanted, repeated communication errors and corrections or run grossly inef- may constitute harassment. Any com- ficient programs when efficient alterna- munication with the direct intention of tives are known to be available. You harassing, threatening, implying or oth- should be sensitive to special needs for erwise causing harm to people, or clas- software and services available in only ses of people, is a violation of University one location, and cede place to those policy. If you should receive any harass- whose work requires the special items. ing messages electronically, you may Sharing Resource Accounts and Passwords consider notifying the sender. Many times the sender may not realize that Your network login and password are their communication is unwanted or for your personal use only. If you share offensive until you tell them. However, your login and password with your if the sender continues after being noti- spouse, family members, friends or fied, and you do not wish to contact the roommates, then you are giving them sender, or if the situation becomes seri- access to services they are not author- ous, you should contact Hopkins Infor- ized to use. They may send email, post mation Technology Services at 410-516- messages or even chat with people while HELP or [email protected] (students in posing as you without your knowledge. the School of Nursing should contact Do not share your account or password Computer/Network Services Office at with anyone. If you suspect that some- 410-614-3482 or [email protected]). one may have obtained your password, If the situation requires immediate atten- change it immediately. If you suspect tion, call University Security at 410-516- that someone has illegally accessed your 6400 (students in the School of Nursing login and password, notify Hopkins In- should contact JHMI Security at 410- formation Technology Services at 410- 955-5585). Be sure to save copies of all 516-HELP immediately or send email to harassing material. integrity@ jhu.edu (students in the School of Nursing should contact Com- Interfering with a User’s Authorized puter/Network Services Office at 410- Services 614-3482 or [email protected]). Any activity which causes disruption in Conversely, using someone else’s pass- service to other users is considered inter- word to access services or data is also a ference. In some cases, using more re- violation of University policy, regardless sources than you are entitled to can also of how the password was obtained. DO be considered interference (e.g., using NOT use anyone else’s password, ac- excessive storage space on the shared count or email. systems, or flooding chat channels or Disruption of System Security or Integrity newsgroups). More important, you must not monopolize computing resources for Tampering with the operation of any serv- leisure activities such as game playing and er or network resource is prohibited. Any other trivial applications either locally or such activity constitutes a threat to the over an affiliated network. You should normal operation of that resource and can refrain from using unwarranted or exces- potentially affect thousands of users. Any sive amounts of storage printing docu- such attempt will be regarded as malicious ments or files numerous times because in intent and will be dealt with as such. Tapping phone or network lines: Run-

174 – August 1, 2014 ning a network “sniffer” program to State statute Article 27, Section 146, examine or collect data from the net- deal with the use of information tech- work is considered tapping a network nology and networking. Members of the and is forbidden. University community are expected to Unauthorized access: Legitimate use of respect any applicable local, state or the University’s computer systems does federal laws. Should further action be not extend to what one is capable of doing applicable, as in cases that violate local, on that system. In some cases, there may state or federal laws, the appropriate be security loopholes through which ac- authorities will be notified. cess can be gained to a system or to data Students will be held to the same on that system or network. This is unau- standard of conduct (in oral, written and thorized access. If a student accidentally electronic communication) with the permits access to his or her files through staff of Hopkins ITS as with other of- the network, you do not have the right to ficers and staff of the University. access those files unless you have been given explicit authorization to access the Conclusion material. The Johns Hopkins University and Hop- kins Information Technology Services recognize that our clients are extremely diverse in their needs and requirements. Consequences of Misuse Providing this large range of services for Infractions of this shared use policy may research and instruction necessarily en- result in loss of use of facilities, system and tails providing a relatively unrestricted network privileges. Pending the outcome of and flexible systems and networks or- an inquiry, when Hopkins ITS has reason ganization. To this end, we depend on to believe a user has violated the shared and request that our users practice con- system policy, it may suspend the user’s siderate and responsible computing and account, or terminate processes or connec- adhere to common sense standards. As tions that threaten systems or network secu- noted in the Student Academic Manual: rity, performance or integrity. So that all users can benefit from the If, in addition to withdrawing privi- shared systems as they are intended to be leges, Hopkins ITS believes the viola- used, you are expected to follow these tion warrants additional disciplinary rules and help others follow them as well. action, the infraction may be referred to If you know someone who is willfully the dean of students, Undergraduate performing any of the inappropriate activ- Academic Ethics Board, or associate ities listed above and/or need assistance dean responsible for graduate students in dealing with them, send an e-mail to the school in which the accused student Hopkins Information Technology Ser- is enrolled for disciplinary procedures vices at integrity@ jhu.edu or abuse@jhu. administered by them. edu (School of Nursing students should Certain violations may constitute send an email to SONComputerServies@ criminal activity that may be referred to jhu.edu). local or federal law enforcement authori- Students are expected to refrain from ties. In particular, federal statutes 18 conduct that injures persons or property. USCS 2511 (Electronic Communica- The University expects all students to tions Privacy Act), 18 USCS 1030 conduct themselves as law-abiding citi- (Computer Crime Act) and Maryland

175 – August 1, 2014 zens, to respect the rights of others and cy of the health information. The Act to refrain from behavior which may im- itself presents a balanced approach to pair the University’s purpose or its repu- these various purposes. tation within the community. When The HIPAA regulations, in contrast, problems arise, they will be dealt with to put privacy at the top of the Act’s goals. ensure the unimpaired operation of our While providing for simplification of the systems and network, transmission of electronic information, The facilities, shared systems and net- the regulations give broad-reaching pro- works are extremely important and ever- tection in the area of security and priva- changing resources for the JHU communi- cy. Although the security regulations are ty. The University reserves the right to not yet final, the proposed security regu- define what entail unauthorized student lations, together with the final privacy uses. As a member you are responsible for regulations, provide a true paradigm staying informed about the policies and shift in how health information is treat- procedures updates. This document is ed. Historically, health care providers published on the JHUNIVERSE at and insurers regarded the health infor- http://www.hopkinsmedicine.org/som/st mation that they received from patients udents/policies/. and subscribers as property of the health The dramatic increase in the use of care provider or insurer. Providers and computers and shared networks during insurers freely transferred this infor- the past few years has correspondingly mation for business purposes, and pa- increased the potential for abuse of the tients and subscribers had no realistic system. As a matter of policy and sound way of knowing how that information security practices, Hopkins Information was being used. Indeed, it was not until Technology Services routinely logs the the late seventies and early eighties that use of its shared computing systems and states passed laws affirmatively provid- monitors the traffic and performance of ing patients and subscribers with the the University network. right to view the health information held by providers and insurers. Waiver With the passage of the HIPAA priva- Users recognize that systems and net- cy regulations, the federal government works are imperfect. Hopkins ITS cannot establishes that the use and disclosure of compensate users for degradation or loss a patient’s or subscriber’s health infor- of personal data, software or hardware as mation is within the control of the pa- a result of their use of University-owned tient or subscriber, not under the control systems or networks, or as a result of as- of the provider or insurer. The regulato- sistance they may seek from Hopkins ITS ry scheme provides that, unless there is staff. express permission for use or disclosure of the information in the regulations, the Johns Hopkins HIPAA Project provider and insurance company may The Health Insurance Portability and not use or disclose the information. An Accountability Act (HIPAA) maintains all-encompassing federal law (which as one of its main purposes the simplifi- generally preempts state laws) now pro- cation and efficiency of the transmission vides that the patient and subscriber of health information. However, simpli- must permit the use or disclosure of in- fication and efficiency should not come formation, or specific exceptions must at the expense of the security and priva-

176 – August 1, 2014 apply. lenge to the health care community. Alt- Patients and subscribers will have the hough the regulations provide excep- right to an account of how their health tions for normal health care operations information is used and disclosed, they and payment obligations, within these may ask to examine their health infor- general permissions, providers and in- mation, request changes to that health surers must determine who may see the information, and they may change prior information, how much they should see, consents or authorizations if they change and keep track of these uses and disclo- their minds. All this presents a true chal- sures.

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Index

Academic Advising, 111 Discrimination Complaints of Students, Academic Calendar, 2 165 Academic Ethics, 111 DNP Program, 106 Academic Policies, 110 Drug and Alcohol Policy, 165 Academic Programs, 9 Facilities, 17 Accreditation, 1 Faculty, 162 Activities, Student, 14 Fall-Entry Accelerated Option, 66 Adult/Gerontological Acute Care Nurse Family Educational Rights and Privacy Practitioner Option, 74, 97 Act of 1974, 164 Adult/Gerontological Primary Care Nurse Family Primary Care Nurse Practitioner Practitioner Option, 68, 92 Option, 73, 74 Administration, School of Nursing, 162 Federal Work Study, 26 Administrative Officers and Deans, Uni- Fees, 21 versity, 161 Financial Aid, 24 Adult Nurse Practitioner Option, 73 Firearms Policy, 167 Army Nurse Corps (ROTC), 18 Grading, 111 Scholarships, 32, 52 Graduate Certification Examination Rate, Athletics and Recreation, 15 114 Auditing, Course, 112 Graduation Rates, 113 Baccalaureate Program, 52 Grants, 24 Billing, 21 Health Insurance, 22 Birth Companions, 54 Health Systems Management, 79 Bloomberg School of Public Health Systems Management/Clinical Health, 5 Nurse Specialist, 80, 81 Board of Trustees, Johns Hopkins Uni- HIPAA Project Policy, 177 versity, 160 Homewood Campus, 5 Book Fees, 22 Honor Code and Pledge, 111 Center for Nursing Research, 19 Housing, 13 CLEP, College Level Equivalency Pro- Independent Study, 112 gram, 59 Information Technology Resources Poli- Clinical Facilities, 20 cy, 170 Clinical Nurse Specialist, 77, 78 Institute for Johns Hopkins Nursing, 18 Clinical Nurse Specialist Dual Track, 79, International Society, 16 80 International Students, 15, 57, 69, 108 Confidentiality Policy, 164 Late Fees, 22 Core Performance Standards, 169 Leave of Absence, 114 Course Descriptions, 117 Library, William H. Welch Medical, 18 Coverdell Fellows Program, 54 Nursing Information Resource Center, Scholarships, 52 19, 20 Degree Requirements, 113 Master’s Program, 65 Deposit Fee, 21 Matriculation Fee, 24 Direct Entry to BS to MSN Option, 57 Military Leave Policy, 114 Disability Services, 17 Mission and Value Statement, 11

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MSN/MBA Joint Degree, 82, 83 Scholarships, Merit Baccalaureate, 52 MSN Public Health, Nurse-Midwifery, Master’s, 52 86 School of Arts and Sciences, 5 MSN/MPH Joint Degree, 87 School, Carey Business, 5 Public Health Option, 89 School of Education, 6 Nurse Practitioner Option, 89 School of Engineering, 5 NCLEX Passage Rates, 113 School of Medicine, 4 Non-Discrimination Policy Security Report, 168 Statement, 165 Sexual Assault Policy, 167 Office of Global Nursing, 20 Sexual Harassment Policy, 163 Outcomes, Program Sigma Theta Tau, 15 Baccalaureate, 52 SOURCE, Student Outreach Resource Master’s, 65 Center, 14 PhD, 103 Student Assistance Program, 16 DNP, 106 Student Organizations, 15 Pediatric Primary Care Nurse Practition- Student Participation in School of Nurs- er, 75 ing Governance, 14 PhD Program, 103 Summer-Entry Accelerated Option, 56 Photography and Film Rights Policy, 164 Supplies, 22 Physical Examination, 56, 112 Transcripts, 22, 115 Policy Statements, University, 163 Transfer Credit, 113 Post-Master’s Options, 92 Tuition, 21 Practice Labs, 20 Tuition Refunds, 113 Pre- and Post-Doctoral Fellowships, 52 University Health Service, 16 Privacy Rights of Students, 164 Value Statement, 11 Public Health Nursing, 121 Veterans, 115 Registration Policies, 115 Violence, Policy Campus, 166 Research Laboratory, 20 Withdrawals, 113 Scholarships, 24 Zero Tolerance Policy, 166

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