Policies

Undergraduate

Purpose

The purpose of this policy is to outline the Accommodation and Access Policy specific to applicants and students of the College of Nursing and is in alignment with The Saskatchewan Human Rights Code and the University of Saskatchewan Policy: Students with Disabilities: Academic Accommodation and Access  This policy informs the procedures to be followed by College of Nursing faculty*, staff and students.

*Faculty includes Associate/Assistant Deans, faculty Resource persons, course coordinators, clinical associates, clinical instructors and lecturers

Policy

The College of Nursing admits students who are academically qualified and have the potential to be successful in their program of study. The student population should reflect the diversity of Canadian society, including students with disabilities.

The Saskatchewan Human Rights Code requires the University of Saskatchewan to make   reasonable efforts to accommodate a student with a disability, as recognized by Access and Equity Services (AES). For the purposes of this policy, the term disability is defined as such by the code.

The College of Nursing recognizes that students with disabilities may require accommodations. These accommodations provide students with disabilities the opportunity to participate in our programs. All students are required to meet program intents. Additionally, the professional regulatory body, the Saskatchewan Registered Nurses Association (SRNA) outlines entry level competencies that must be met by graduates of the Bachelor of Science in Nursing (BSN): Standards and Foundational Competencies for the Practice of Registered Nurses (2013), and entry level competencies for graduates of the Master of Nursing - Primary Health Care Nurse Practitioner RN (NP) program (MN-NP) and Post-Graduate Nurse Practitioner Special Certificate (PGDSPC-NP) program: Registered Nurse (Nurse Practitioner) Practice Standards (2016)

Purpose

To identify the process for the admission of students who have previously been required to discontinue (RTD) from the U of S or other post-secondary institutions.

Policy

  1. Applicants must disclose all previous occurrences, including dates and length of RTD at time of application.
  2. Students are not considered for application if they are currently in their RTD period.
  3. Students who have completed the RTD period must provide a document that explains the reasons for the RTD and demonstrates a plan for future success.
  4. Students who have been RTD twice may be considered in exceptional circumstances.
  5. Students who are admitted to the College of Nursing after completing their RTD period must repeat all BSN courses that they received below 60%.

Purpose

The purpose of this policy is to establish the expectation of student attendance for all orientations, classes, seminars, labs and clinical experiences throughout their program of study.

Policy

  1. Regular and punctual attendance is expected of all students for all orientations, classes, seminars, labs and clinical experiences. A student who is consistently late and/or absent from classes, seminars and/or labs may be unable to meet the course requirements and may not be able to receive credit for the course.
  2. If a student misses more than 10% of clinical/lab experiences in a course, he/she may be unable to meet the course requirements, and thus may not receive credit for the course.
  3. If a student is unable to attend or will be late for a lab or clinical experience, he/she must notify the instructor prior to the start of the learning experience.
  4. Attendance at classes, labs and/or seminars for the particular course may be designated as mandatory. Students must attend these learning experiences in order to receive a pass in the course.
  5. If an instructor deems a student unsafe or unprepared for a learning experience, the student may be excluded from the experience; thus, the student may not be able to meet the course requirements.

Purpose

To set expectations and guidelines for the use of cellular phones in classroom and lab.

Policy

The use of cellular phones in classroom, lab and clinical settings must be respectful and must not interfere with the learning experience of the owner or those around them. In clinical settings students are expected to follow the mobile device usage policy.

  1. Many courses in nursing will require the use of a smart phone for academic, research and point of care purposes. Students are expected to bring these devices to class with them when required.
  2. Audible feedback from the device (including ringtones, vibrations and keystroke chimes) should be silent to minimize disruption to others.
  3. Personal use of cell phones and texting should be kept to a minimum in classroom and labs.
  4. In clinical setting, students and instructors are expected to follow agency policy and are expected to follow the mobile device usage policy.  

Purpose

To delineate the process for completion of course requirements.

Policy

  1. Students are required to complete all course components to receive credit for a course.
  2. Unless prior arrangements have been made with the course instructor, 5% from the earned grade for that assignment will be deducted for each calendar day that course work is late. A grade of zero will be applied to all assignments not submitted 5 working days after the due date, without prior written permission of the course instructor.
  3. Unless other arrangements have been made with the course facilitator, the last day for acceptance of assignment will be the final day of class in that course.
  4. It should be noted that even if assignments receive a grade of 0% because of late penalties (see above), they must still be completed in order to fulfill course requirements.

Purpose

To provide students in the College of Nursing with guidelines for maintaining patient confidentiality.

Policy

  1. Because students, by virtue of being such, have access to and are allowed to collect confidential information about persons or institutions or their representatives for the purposes of doing studies and writing papers, it is necessary to have some limitation on the distribution of material. This material should be restricted to the teacher and those preparing the paper.
  2. If material is suitable for publication, permission to publish must be obtained from the teacher concerned, as well as the Dean of the College.
  3. In order to maintain confidentiality, persons are not to be identified in any required written work of a course or on any permanent verbal record unless written permission of the person(s) involved is first obtained. Please refer to Student Confidentiality Agreement.
  4. Policies of any agency or institution concerning confidentiality are to be respected in a similar manner.

Purpose

To ensure CPR requirements are clear and consistent for all undergraduate students.

Policy

  1. All students must maintain current CPR certification throughout the program. Re-certification is required every two years. The certification must be equivalent to, at minimum, CPR-C and AED.
  2. Students must provide evidence of current CPR-C and AED certification prior to the start of the first clinical experience.
  3. Students failing to provide evidence of current CPR-C and AED certification may be excluded from clinical practice.

Purpose

Health care workers are in a position of public trust and as such, are required to have a criminal record check for employment in health care settings. This policy is to ensure nursing students meet that same requirement, and are therefore eligible for all clinical placement opportunities during the program.

Policy

  1. Nursing students accepted for admission into the College of Nursing programs are required to provide the results of a criminal record check, including a vulnerable sector search, after admission, and as required for clinical experience through the program.
  2. Students failing to provide the results of a criminal record check will not be allowed to participate in any clinical experience requiring client care.
  3. Additional criminal record checks may be required by specific clinical agencies as a condition of placement. Failure to provide such information will result in the agency excluding the students from clinical experience.
  4. Any costs associated with the criminal record check will be the responsibility of the student.
  5. Students are required to report criminal convictions and/or outstanding charges that occur after the date of the original criminal record check to the Associate Dean of their site/program. Failure to report any criminal convictions and/or outstanding charges will be grounds for immediate dismissal from the program.
    • Each reported criminal conviction and/or outstanding charge will be assessed to determine what, if any, impact the criminal conviction and/or outstanding charge will have on the student's status in the program.
  6. Current and potential students with criminal records may be counseled to seek a pardon.
  7. A copy of the criminal record check will be kept on file by the program and the original returned to the students.
  8. Criminal record check information will not be released to a third party without student consent.

Purpose

A limited number of Education Enhancement Bursaries are available to assist students in the College of Nursing to participate in worthwhile educational experiences. Activities may include, but are not limited to, professional conference registration or travel and clinical placements (rural or international).

Policy

Fund Source:
Bursaries are made possible because of generous donors who recognize the importance of investing in nursing students.

Criteria:
Requests for funding need to adhere to the following guidelines:

  • Applicants must be full-time students in the College of Nursing;
  • Applicants must have an academic record in good standing;
  • Only one application from an individual student will be accepted each academic year;
  • Preference will be given to students who have demonstrated leadership; and
  • Preference will be given to requests that are applicable or congruent with the College of Nursing’s integrated plan.

It is recognized there may be valuable and unique opportunities that will fall outside the guidelines and that such applications will be considered based on the benefit of the experience to the individual student and/or the College of Nursing.

Awards Available*:

  • Professional conference expenses - up to $300/year
  • International conference expenses - up to $500/year
  • Clinical placement support - rural SK - $ varies
  • Clinical placement support - international - $ varies

* The College reserves the right to vary bursary amounts based on the number of requests.

How to Apply:
The following information is required:

  • Name, contact information, including email address;
  • Description of the activity, date(s) and location, title of event if applicable (brochure of the event if available);
  • Detailed budget (including other sources of funding applied for or approved);
  • Include information about any additional accommodations or travel costs needed for clinical placements outside of home community; and
  • Benefits of the activity to the student including leadership opportunities. (max. 300 words)

Note: Successful applicants will be asked to forward their social insurance number to the College of Nursing for bursary processing.

Applications will be accepted at any time of the year and will be awarded based on funds available. Email applications to the Assistant to the College Relations Officer.

Purpose

To define the process for the exemption of final examinations at the College of Nursing.

Policy

  1. The Undergraduate Education Committee will approve all courses exempt from the University of Saskatchewan final examinations schedule.
  2. Applications for approval of exemption can be submitted to the chair of the Undergraduate Education Committee.
  3. The Associate Dean will provide the Registrar with a list of all courses that are exempt from the University of Saskatchewan final examination schedule.

Purpose

To delineate the process for grade assignment in the BSN/PDBSN.

Policy

  1. A student will be assigned the grade earned unless otherwise specified.
  2. Some nursing courses have an essential component that must be passed in order to pass the course. A student that has failed an essential component of a course, as defined in a course syllabus, will not be eligible to write the final exam and will not receive credit for the course. In the event that the essential component is failed, but the computed final grade results in a passing mark, an N (No credit) grade will be added to the computed percentile grade. A course with an N Grade assigned must be successfully repeated for the student to progress in the BSN program.
  3. A student that has not completed an essential component of a course, as defined in a course syllabus, will not be eligible to write the final exam and will not receive credit for the course. In the event that the essential component is not completed, but the computed final grade results in a passing mark, a final grade of 49% will be submitted along with a grade comment of an INF (Incomplete Failure).
  4. If a student has completed a course that is required but is given an N or an INF grade it will count towards the weighted average until it is successfully completed.
  5. Some clinical courses have an essential component, as specified in the course syllabus that must be successfully completed to continue in the clinical experience. When such an essential component is failed the student will not be allowed to continue in the clinical experience. The student can withdraw at this time.  In the event that the withdraw deadline date has passed, the student will be given the grade earned.
  6. Students who withdraw from a class will not be eligible to submit an academic appeal.
  7. In courses that have multiple clinical components, a student must pass each clinical component in order to pass the course.
  8. A minimal pass grade of 50 - 59, as per the Literal Descriptors, in clinical is only allowed once throughout the program. If a student obtains a minimal pass a second time, the student will receive an N (No credit) grade and will be required to repeat the course and receive a minimum of a satisfactory grade of 60 - 69, as per the Literal Descriptors, in that clinical course and in all subsequent clinical courses.

Purpose

This policy is to ensure that students' hand hygiene during practice education placements in the RHAs/SCA meet infection control standards.

Hand Hygiene means any method that removes or destroys microorganisms on hands.

Policy

  1. Students will consistently perform proper hand washing techniques during clinical placements as defined by the current best standards and practices used in the clinical placement.
  2. Proper hand hygiene will be taught by the College of Nursing in the appropriate lab course/setting utilizing current best standards as defined by Infection Prevention and Control Canada.
  3. Students will follow the current hand hygiene policy and procedure of the agency during each of their clinical placements.
  4. Students deemed to be in violation of this policy will be required to review this policy and proper hand hygiene techniques with their instructor. Students found to be in repeated violation of this policy may be asked to leave their placement. It will be up to the RHA/SCA to determine if the student can return to the facility. In this case, the time away will be considered under the Attendance Policy.

Purpose

To establish consistent recommendations for student immunization. Immunizations help protect the health and safety of patients /clients, as well as nursing students participating in clinical placements.

Policy

  1. All nursing students are required to complete the recommended immunizations for health care workers as outlined in the most current Saskatchewan Immunization Manual (SIM) (Chapter 7, Section 6.5 Publicly Funded Vaccines - Healthcare - RHA/SCA/CC/FNJ and Students) prior to any contact between students and patients/clients.
  2. Students are required to submit to the College of Nursing proof of immunizations prior to participation in clinical experience.
  3. Students who do not complete recommended immunizations or required titre testing will be excluded from certain clinical areas as determined by the RHA/SCA. Therefore failure to maintain recommended immunizations may delay a student's progress in his/her studies.
  4. Students who do not complete recommended immunization(s) must sign a waiver and may be excluded from some clinical areas. The student may be at risk of not being able to complete required components of their program.
  5. Additional immunizations may be required for certain clinical placements and in specific circumstances, such as disease outbreaks. Students who refuse or are unable to comply with this requirement may be at risk of not being able to complete required components of their program.
  6. Students are to follow the RHA/SCA policy regarding influenza vaccination.
  7. In the event of influenza or other outbreak, any unvaccinated or non-immune student will be excluded from the outbreak area and will not be allowed to return until the RHA/SCA has determined it is safe to do so (i.e. infection, prevention and control; occupational health and safety). In this case, the time away will be considered under the Attendance Policy.
  8. Students who are applying for international clinical experiences will be required to meet the immunization requirements for the destination country.
  9. Any applicable costs of immunization are the responsibility of the student.
  10. Students must inform their on-site faculty and/or site supervisor of immunization status in relevant clinical situations.
  11. Students will inform their on-site faculty and/or site supervisor of onset of symptoms of a vaccine preventable communicable disease or contagious infection and exclude themselves from clinical placement as appropriate.

Purpose

To address the fulfillment of clinical experiences in the event of union job action in clinical setting.

Policy

In the event of a strike by union members, students should not report to the clinical setting. Students are not permitted to work in a clinical setting without the supervision of a preceptor and/or clinical instructor. As a result, clinical experiences may be interrupted.

It is impossible for the College of Nursing to predict what disruptions will occur, where, and when. The College urges students to remain in close contact with their clinical faculty members. Missed clinical time will be dealt with on an individual basis after assessing the amount of clinical time missed, the intents of the course(s) and the potential for making up time. It may be possible for the program to arrange alternate learning experiences. In the event of a strike or rotating strike, alternate experiences may be arranged for students. These may include classroom teaching and/or labs.

Some students may be placed in agencies in which its members are not participating in the job action. In those cases, students should contact their course professors for direction on attending clinical. If there are any concerns, final decisions regarding students remaining in the clinical agency will be made by the course coordinators in consultation with the Associate Deans.

The College of Nursing will monitor and assess the situation on an ongoing basis and will inform students of any adjustment(s) in this approach.

Purpose

To outline guidelines regarding the completion of midterm examinations in the College of Nursing.

Policy

  1. A student who is absent from a midterm examination through no fault of his or her own, for medical, compassionate, or other valid reasons, may contact the faculty member for the course in which they are registered for a deferred exam. Such application must be made within three business days of the missed examination and be accompanied by supporting documentary evidence.
  2. Faculty and/or the College of Nursing will not accommodate a request to reschedule a midterm exam because of personal reasons. Midterm examinations can be scheduled at any time during the academic term. Students should avoid making prior travel arrangements or other commitments that may conflict with scheduled exams.
  3. Missing a midterm examination due to personal or travel related conflicts may result in a midterm exam grade of 0% being assigned.
  4. In some exceptional circumstances, faculty may consider combining the weight of the missed midterm exam with the final exam. Students need to speak with the specific course faculty member prior to the missed midterm examination for this consideration.
  5. If the midterm and final exam are combined and the resulting weight of these components exceeds 50% of the final grade, approval must be sought from the Chair of the Undergraduate Education Committee.

Purpose

The purpose of this policy is to balance the learning needs of College of Nursing students with the risks of allowing them to access PHI (Personal Health Information) and health authority information using mobile devices and computers. The policy will establish standards, responsibilities and restrictions for College of Nursing students when using mobile devices in clinical environments.

Policy

  1. Students will not use personal devices to access PHI in RHA/SCA data systems unless pre-authorized by their education programs and the Information Technology (IT) department within the RHA/SCA in which they will be accessing information and data systems.
  2. Students can use personal or RHA/SCA provided mobile devices in clinical areas to research health information on the internet or connect to course required apps for purposes of providing health services to patients or for learning needs or course requirements specific to their placement learning objectives. Use of mobile devices for personal reasons should be conducted away from clinical areas and should be limited to break times except in emergencies. Use of mobile devices in clinical areas should never interfere with patient care or negatively impact the perception of services being offered to the patient. Whenever possible students should have their personal phones set to silent or vibrate unless they are required to be available to a supervisor.
  3. Students are never permitted to use non-RHA/SCA email accounts for communicating PHI. Communication via email of PHI may only be done between two email accounts from the same organization; inter-RHA/SCA emailing of PHI is not permitted.
  4. Mobile devices provided by the health authority to a student will be subject to all policies of the RHA/SCA related to mobile devices including password protection, internet acceptable use and privacy and confidentiality.
  5. Students that are granted remote access to RHA/SCA information systems from a personal device for patient care or course requirements must abide by the RHA/SCA policies and procedures regarding access to information systems including policies and procedures on remote access to information systems and password protection. Personal devices used in this manner must also employ any security measures deemed necessary by the RHA's/SCA's IT department. RHAs/SCA may require students to complete an application form to be granted remote access on personal devices.
  6. Students shall never make modifications, disable or tamper with RHA/SCA owned and installed hardware or software configurations. This includes, but is not limited to: data encryption, screen-saver passwords and anti-virus software.
  7. Students shall never install any software on RHA/SCA mobile devices without prior authorization.
  8. Students shall never permanently store information from a RHA/SCA information system or PHI (including photos, video or audio recordings, or text messages) on a mobile device or removable media. This information must be saved as appropriate to the RHA/SCA network or information system (or otherwise added to the patient's chart or record of care) and permanently removed from the mobile device or media as soon as possible. Saved images must follow the consent policies and procedures of the RHA/SCA.
  9. Students will not take photos, videos or audio recordings of patients, including close up pictures of wound, rashes, etc. except in exceptional circumstances when required by their supervisor for the immediate care of a patient. Photographs and PHI cannot be shared through an unsecure network (e.g. texting).
  10. PHI (e.g. text, photos, videos, or audio recordings) may only be communicated between mobile devices via texting if students utilize a secure, RHA/SCA-hosted messaging service (i.e. messages in transit are encrypted; photos taken are taken within an app and not inadvertently accessible, shared, or synced with the phone's default photo library or cloud; and the RHA/SCA hosts/controls the messaging server). If in doubt, students shall consult their RHA/SCA IT department and Privacy Officer.
  11. An insecure medium (e.g. texting, emails other than between two email addresses from the same RHA/SCA) may only be used to communicate PHI (text, photos, videos, or audio recordings) in the following circumstances:
    • The patient or legal guardian has provided informed written or verbal consent (he/she must have had the risks explained to them), or
    • It is an emergency situation where the benefit to patient outweighs the risks.
    Always consider if there is another more secure, reliable, or timely mechanism that can be used (e.g. referring others to existing PHI as stored within a RHA/SCA clinical application); when in doubt, students shall revert to safer modes of communication. When information, in the student's best judgment, must be sent insecurely, students shall document this decision and their rationale, shall only include the minimum amount of PHI necessary to meet the recipient's needs, and must ensure that the information reached the intended recipient, is being handled with appropriate care and is deleted by the recipient immediately afterwards.
  12. Students will not take pictures of other students or staff in the clinical setting or pictures of the clinical setting itself unless permission has been obtained from the clinical supervisor and from those in the picture. Photographs taken must not include any patients (including in the background).
  13. All touch surfaces of IT devices used at, or near, point of care must be cleaned and disinfected (per manufacturer's instructions) with a hospital-grade disinfectant if used or touched during the encounter with the patient.
  14. Students using their own device or assigned a device from the RHA/SCA are responsible for routine cleaning and disinfection of the device.
  15. Devices that cannot be adequately cleaned and disinfected should not be used during placements.
  16. Students will employ expected physical security measures for any mobile device or removable media used for RHA/SCA business, especially when they contain RHA/SCA data. This applies whether or not the devices are actually in use and/or being carried. This includes, but is not limited to passwords, encryption, and physical control of such devices (e.g. securing laptops at workstations or in offices with a cable lock).
  17. Immediately report lost or stolen mobile devices or removable media to their Manager and/or as required by their respective RHA/SCA policy and procedures.
  18. Return RHA/SCA mobile devices to a manager/director/supervisor or designate when no longer needed or when the clinical placement is complete. Non-RHA/SCA devices that no longer require access to a RHA's/SCA's network, applications or data must be wiped clean of all information related to the clinical experience including information regarding RHA/SCA information systems and PHI and/or reset to factory settings. If uncertain on how to do this, contact the RHA's/SCA's IT department for assistance.
  19. Non-compliance with this policy will result in a review of the incident by the RHA/SCA and the educational institution. A review of non-compliance may result in:
    • Temporary or permanent loss of privileges for access to some or all computing and networking resources and facilities.
    • Disciplinary action by the manager, up to and including termination of the placement by the RHA/SCA or educational institution.
    • Legal action according to applicable federal and provincial laws and contractual agreements.

Definitions:

App means an application that is typically a small specialized program downloaded to a mobile device.

Mobile Device means a laptop computer or a pocket-sized computing device (a device typically having a display screen with touch input or a miniature keyboard that can store electronic data files and software). A mobile device includes but is not limited to: laptop computer, tablet computer, personal digital assistant (PDA), cellular phone, smart phone, smartwatch, and ultra-mobile PC (UMPC). This includes home PCs and personal mobile devices used to access RHA/SCA's network, data, or applications.

Patients are the recipient of health care services or consultations provided by the RHA/SCA. This term includes clients and long-term care residents.

Personal Health Information (PHI) means, with respect to an individual, whether living or deceased:

i. information with respect to the physical or mental health of an individual;

ii. information with respect to any health service provided to an individual;

iii. information with respect to the donation by the individual of any body part or any bodily substance of the individual or information derived from the testing or examination of a body part or bodily substance of the individual;

iv. information that is collected: (A) in the course of providing health services to the individual; or (B) incidentally to the provision of health services to the individual; or

v. registration information;

vi. images including photographs

Regional Health Authorities (RHAs), as defined by The Regional Health Services Act, provide most health services in Saskatchewan, either directly or through affiliated health care organizations.

Remote Access means communication with a health authority information system or network using a mobile device from a remote location or facility through a public-accessible data link (e.g. Internet or modem). Some of the more common methods of providing this type of remote access are: remote dial-in through a modem, virtual desktop, login through the Internet (with programs or apps such as Citrix), Outlook Web access and remote email/calendar synchronization via the cellular network.

Removable Media means storage media that can store electronic data files or software and be removed from its device reader. Removable media includes, but is not limited to: memory cards, USB flash drives, pens that digitally record data, CDROMs, DVDs, or data backup or storage tapes.

RHA/SCA information system refers to any system that captures, stores, manages or transmits information related to the health of individuals or the activities of organizations that work within the health sector.

Saskatchewan Cancer Agency (SCA) is responsible for the planning, organization, delivery and evaluation of cancer care and related health services throughout the province.

Unsecure Network means a wireless network that you can access without entering a password. Wireless connections available in cafes or from creating a local "hotspot" with a personal phone are examples of unsecure networks.

Purpose

This policy provides guidance in the preparation, administration and recording of narcotics by undergraduate nursing students.

Policy

  1. Access to narcotics through automated dispensing systems will be defined by the individual agency.
  2. 2nd & 3rd year students: Preparation and administration of a narcotic must be directly supervised and co-signed by the clinical instructor.
  3. 4th year students: Removal and preparation of all narcotics must be directly supervised by the preceptor/designee.
  4. In the event that there is narcotic wastage students are not allowed to be the witness for wastage. They may however be a third signatory if they are directly involved in the administration of the narcotic.
  5. If the student signs for the count, it must be co-signed by two other registered staff. The student may not carry the narcotic keys. Students working with an RN are required to ensure ongoing accuracy of narcotics counts. Discrepancies in the narcotic count must be resolved upon discovery.
  6. Students may not pick up or accept narcotics from the Pharmacy.
  7. Students may monitor, record, and discontinue a PCA pump under the direct supervision of the clinical instructor/preceptor, and may care for a client with this equipment. Students may not start or adjust the PCA Pump.
  8. Students must follow the medication administration policies of the agency at all times.

* We wish to specifically acknowledge and thank the University of Windsor for the work they have done and shared with the College of Nursing, University of Saskatchewan.

Purpose

Considering the role of the College of Nursing in mentoring professional nursing students in a direct patient care role, the purpose of the policy is to assist with the identification and management of Patient Safety Incidents (formerly referred to as adverse events, sentinel event, near miss, close call, no harm incident and critical incidents), and to minimize risks and potential injuries to patients/clients/residents and students. College of Nursing Incident Management includes actions and processes required at the College level to conduct the immediate and ongoing activities following an incident. Part of incident management, Incident Analysis is a structured process that aims to identify what happened, how and why it happened, what can be done to reduce the risk of recurrence and make care safer, and what was learned (CIACP, 2012). This policy details actions to be taken by College of Nursing students and faculty upon recognition of a Patient Safety Incident.

Policy

  1. Patient Safety Report. Patient Safety Incidents are to be reported in a timely manner as soon after the event as possible. The College of Nursing Patient Safety Report Form should be completed by either faculty members and/or students and submitted to the course coordinator. Local health region incident report forms should be completed and submitted as required by health region policy. The Patient Safety Report Form shall be revised as needed to support College processes according to this policy.
  1. Immediate Action. In the event of a Patient Safety Incident, the student is to follow the Health Region Policy and Procedures. Upon receipt of a Patient Safety Report Form, the clinical instructor and course coordinator shall ensure that immediate action is taken to care for and support patient/ family/ providers/ others, secure items and reduce risk of imminent recurrence.
  1. Discipline and fear of reprisal. The success of the Patient Safety Incident policy relies on the creation of a confidential environment where participants can safely report incidents and express their opinions about underlying contributing factors without fear of reprisal. The clinical instructor and course coordinator, in consultation with the Associate Dean as needed, shall determine whether the Patient Safety Incident is a result of actions of intention, recklessness or of unforeseen circumstance or complications of care, and such determination shall guide disciplinary action or impact on student grades or progress in the program. In general, faculty response to Patient Safety Incidents should facilitate student learning and be aligned with the educational mission of the College.
  1. Preliminary Investigation. The course coordinator shall report and forward a copy of the Patient Safety Report Form to the site’s Associate Dean. A College of Nursing Patient Safety Committee shall be responsible for reviewing incidents. Upon receipt of the Patient Safety Report Form, a preliminary investigation of the incident shall ensue to understand what happened, how and why it happened and to develop and manage recommended actions. Patient Safety Incident analysis involves systems thinking using a non-linear approach that includes consideration of categories of contributing factors (task, equipment, work environment, patient, healthcare team and organization factors) and use of multiple sources of information.
  1. Report. Recommendations shall be developed after each Patient Safety Incident addressing how to reduce risk of recurrence and make care safer, how student/faculty learning can be facilitated to prevent such an incident in future and to determine what was learned and how learning should be shared. A formal report of the committee shall include recommended actions, implementation plan and monitor and assess the effectiveness of actions.
  1. Disclosure. The course coordinator shall collaborate with the local health region to begin disclosure process, which should explain to patient/residents/family the unexpected event or change; offer an apology that it happened; assist patients/residents/families to understand how and why it happened; explain what will happen next and commit to next steps; and include patients/residents/family in the fact gathering process, enabling them to contribute what is known from their perspective (CIACP, 2012). The College Patient Safety Committee shall share what was learned internally (at minimum with the course coordinator and year committee) and externally (at minimum with the agency where the incident occurred). Sharing with external agencies shall occur in face to face meetings or in writing, and is the responsibility of the leadership team or designate. Sharing activities shall maintain patient/client/resident and student confidentiality.
  1. Aggregate Review. College Patient Safety Committee shall review annually all Patient Safety Incidents submitted to the College of Nursing from all sites. The goal of aggregate review is to ensure that patterns of incidents can be assessed, if present, and identify needed changes to College processes and curriculum to minimize risks and potential injuries to patients/clients/residents, students and faculty.

References

(CIACP) Canadian Incident Analysis Collaborating Parties: Canadian Patient Safety Institute (CPSI), Institute for Safe Medication Practices Canada, Saskatchewan Health, Patients for Patient Safety Canada (a patient-led program of CPSI), Paula Beard, Carolyn E. Hoffman and Micheline Ste-Marie. (2012). Canadian Incident Analysis Framework. Edmonton, AB: Canadian Patient Safety Institute. See Incident Analysis

Purpose

To define how grades are released to students in the College of Nursing.

Policy

  1. Student grades achieved throughout a course (with the exception of the final grade in a course) will be posted on Blackboard, as per course guidelines. Such grades will only be accessible by individual students once they have signed into their blackboard course, thereby protecting student confidentiality.
  2. Final grades assigned to students upon completion of a course will not be posted on Blackboard courses. Students will only be able to access their final grades through PAWS.

Purpose

The purpose of this policy is to outline the processes to be used by instructors and students when students demonstrate unsafe or potentially unsafe performance in the clinical or lab setting.

Underlying principle:

The student and the program have a joint responsibility for facilitating student success in providing safe and competent nursing care.

These processes are predicated by the following standards of evaluation:
Clear direction of performance expectations, course intents, policies and evaluation processes, which have been provided to the student during orientation; provision of the opportunity for growth; timely feedback (verbal and/or written).

In a situation where a student's performance places the client, instructor/preceptor, or staff at a foreseeable risk, the student may be dismissed immediately from the clinical site. Dismissal from the clinical site is not indicative of clinical failure.

Definition of Unsafe Practice

From the literature: "Unsafe clinical practice is behaviour that places the client or staff in either physical or emotional jeopardy. Physical jeopardy is the risk of causing physical harm. Emotional jeopardy means that the student creates an environment of anxiety or distress which puts the client or family at risk for emotional or psychological harm. Unsafe clinical practice is an occurrence or pattern of behaviour involving unacceptable risk" (Scanlan, Care & Gessler, 2001). Dealing with the unsafe student in clinical practice. Nurse Educator, 26[1], 23-27). According to Killam, Luhanga, & Bakker (2011) unsafe practice includes any action, attitude or behaviour related to:

  • ineffective interpersonal interactions, including communication and relational difficulties
  • knowledge and skill incompetence, including deficits or failures of appropriate application
  • projections or reflections of an unprofessional nursing image.

From University of Saskatchewan College of Nursing faculty and student focus groups: Unsafe practice is any practice that poses an actual or potential threat to the health of a client, including physical, psychosocial, or cultural safety. Unsafe practice includes harm not only to client, but also to colleagues or oneself.

The recent literature on patient safety identifies that a number of factors can come together to create an error. Therefore, an individual may be involved, but may not be solely responsible. When examining a situation(s) deemed as involving unsafe practice, it may be useful to examine it in terms of "what happened?", "why did it happen?" and "what could be done to prevent it from happening again?”.

A strong emphasis on patient safety is essential in nursing education to inform future nurses and increase patient safety (CASN & CPSI, 2018). As a profession, nursing faces significant challenges in terms of creating and maintaining a safe practice environment. The Canadian Nursing Association in their Nurses and Patient Safety discussion paper (CNA, 2004) identified that additional challenges to safe nursing care include: Nursing practice environment and workforce issues, team work and communication, nursing perspective on patient safety, and the patient perspective on patient safety, technology and culture of blame. Students who are learning to be nurses are learning to adapt to working within the present health care system, and therefore may also be affected by some of the additional systemic factors that impact patient safety. In the interest of creating and maintaining safe practice environments for patients and nurses, students must meet the standards of safe practice.

The following themes and behaviors were synthesized from the focus group feedback.

Behaviors that may be indicators of unsafe practice:

It should be noted that students and faculty identified the importance of context and patterns in relation to unsafe clinical performance. These behaviours are examples and are not meant to be inclusive of all behaviours.

  1. Lack of accountability, unprofessional practice:
    • does not accept responsibility for own actions, does not admit mistakes, covers up errors is dishonest
    • does not recognize potential for doing harm, lack of insight is reluctant to assume a professional role
    • does not make the effort to learn, is not interested breaks confidentiality
    • does not ask for help when unsure
    • demonstrates inappropriate boundaries.

  2. Patterns of behavior:
    • demonstrates a pattern of problems in clinical areas disregards policy
    • does not know policies
    • is frequently late or absent
    • does not change behaviour in response to feedback; repeats mistakes even after feedback.

  3. Unmet competencies:
    • has a poor knowledge base
    • is unable to apply concepts and theory in practice
    • poor and/or inconsistent skills in assessment and client care
    • unable to set priorities; unable to care for clients at level of complexity expected for the course.

  4. Inconsistent communication and lack of respect:
    • lack of respect for clients, aggressive with clients
    • ineffective communications with client and staff.

  5. Lack of judgment:
    • poor clinical judgment
    • goes beyond own scope of practice
    • evidence of impaired judgment due to drugs, alcohol, or lack of sleep
    • demonstrates extreme anxiety that is disproportionate to the situation.

Sources of information when identifying students who may be practicing unsafely:

  1. For instructors/faculty:
    • direct observation and supervision
    • information from patients, families, staff members, other students, intuition - unable to trust student
    • student care plans, charting and journals poor performance in previous rotations student avoids instructor
    • critical incidents such as medication errors, client injury.

  2. Feedback from students regarding what they think they should do if another student is practicing unsafely:
    • a student who is practicing unsafely is responsible to admit his/her own mistakes
    • it is important, as a peer, to provide feedback when one sees another student practicing unsafely. Ask the student if he/she needs help
    • if reporting the behaviours to the instructor, do so privately and not in front of the rest of the group
    • do not help the student cover up by doing his/her work or always checking to see if he/she has done what needs to be done.

Suggestions for risk management in relation to students who may be practicing unsafely:

  1. Clinical instructors or the Faculty Resource Person (FRP), in consultation with preceptors, should keep anecdotal notes on all students and encourage students to keep their own notes about clinical situations.
  2. Where possible, equally distribute students requiring additional support among clinical groups.
  3. Where possible, the instructor should adjust assignments so client safety is not compromised, while still maintaining student ability to meet course intents.
  4. During orientation to the course outline the policy and processes for students who demonstrate unsafe practice. Clinical instructors/FRP should discuss during orientation and/or post conference explicit expectations for the clinical area with respect to safe practice (e.g. highlight areas where mistakes are commonly made and discuss strategies for prevention).
  5. Have another instructor help with assessment/evaluation of student performance.
  6. Associate/Assistant Dean may be asked to review patterns of performance from other clinical courses.

Suggestions for fairness to the student in the process of helping him/her practice safely:

  1. Discuss with student in private, try to identify cause of the problem, level of insight and self-awareness. Give the student a chance to explain.
  2. Acknowledge level of student and clinical expectations at that level. Don't compare one student with another.
  3. Provide timely feedback.
  4. Set out an action plan with student and identify specific criteria that must be met. Validate information that comes from another student and/or staff.

Section A: Processes to be used when there is unsafe practice in the clinical/lab setting.

1. Unsafe performance issue identified:

The clinical instructor or FRP, in consultation with the preceptor, will document all aspects of performance (may include anecdotal notes, descriptive narrative, discussions with health personnel, examples of student charting, and/or written plan of care). A summary of the unsafe practice issues will be included in the course clinical evaluation. Instructor will discuss performance issues with the student and follow up with written documentation of the discussion sent to the student’s PAWS email account and cc course coordinator. The student must reply stating they have read and received feedback regarding the performance issues prior to returning to the clinical setting (if eligible).

Performance issues may be resolved at this juncture or may move to Process #2 or directly to Section B.

2. Severity of issues, additional issues, and/or continued pattern of issues previously identified that put the student at risk of failing or student receives minimal pass grade:

The student will be placed on a Student Performance Contract (SPC) prior to continuing in the clinical setting. The SPC will outline performance issues and identify the standards and competencies at risk of not being met. The SPC will clearly outline the skills, behaviours and attitudes to be demonstrated by the student within a specified time frame, including the consequences of not meeting the terms of the SPC.

The SPC will be reviewed with the student in a meeting with the Clinical Instructor/FRP and/or Course Coordinator. An Academic Advisor and student support persons may be present. The student will be encouraged to meet with an Academic Advisor. A copy of the SPC will be sent to the student’s PAWS email account (cc clinical instructor/FRP and Course Coordinator; cc advisor if indicated) and the student must reply stating they have read and understood the SPC prior to returning to the clinical setting (if applicable).

The SPC must remain in place until the student has had an opportunity to demonstrate a satisfactory performance in the at risk competencies. If the clinical rotation does not provide the opportunity to evaluate student’s performance relative to the at risk competencies (e.g. management and organization of care for multiple patients cannot be evaluated in settings with a 1:1 RN patient ratio; giving multiple medications by various routes cannot be evaluated in settings with limited medication administration opportunities, lack of time in rotation after initiation of contract) the contract must be carried forward to the next clinical rotation.

At the end of each clinical rotation with a SPC, a formal review of the SPC must be completed and discussed with the student. This includes:

  • Reassessing/adding competencies at risk, identifying competencies successfully completed, and those competencies that the student had limited opportunity to demonstrate. (SPC Part B: Competencies at Risk)
  • Document a review of contract (SPC Part A: Review of Contract). Please add brief comments on the students’ progress and any further actions required in the table. Supporting documentation should be included in the student’s final clinical evaluation.
  • Meet with the student to discuss the review of contract. A copy of the current SPC will be sent to the student’s PAWS email account (cc clinical instructor/FRP, Course Coordinator and Advisor). The student must reply stating they have read and understood the SPC prior to returning to the clinical setting (if applicable). By replying the student acknowledges they have received a copy of the SPC and have had an opportunity to discuss it with their instructor/course coordinator.

When a student is on a SPC that will be carried forward to the next clinical rotation the Academic Advisor will email the student the SPC, and copy the Course Coordinator who will notify the clinical instructor/FRP. The student is ultimately responsible for informing and sharing their SPC with the next Clinical Instructor or FRP. This is necessary to enhance student learning opportunities and success, and to ensure patient safety.

Performance issues may be resolved at this juncture or may move to Process #3 or directly to Section B.

3. Student remains at minimal pass with persistent performance issues while on SPC:

A formal meeting with the student, Course Coordinator and/or Clinical Instructor/FRP will be held to discuss performance issue and the student’s ability to meet the course objectives in the remaining clinical time. Academic Advisors, student support persons and the Associate/Assistant Dean may be present at this meeting. Issues and additional success strategies will be reviewed with the student and included in the SPC. A follow up email with written documentation of the discussion will be sent to the student’s PAWS email account. The student must reply stating they have read and understood the performance issues prior to returning to the clinical setting (if eligible).

4. Student receives minimal pass on final evaluation:

In the event a student receives a minimal pass on the final evaluation, a SPC must be carried forward to the next clinical course. The minimal pass will be tracked by the Academic Advisor as per the College of Nursing Grade Assignment Policy:

A minimal pass grade of 50 - 59, as per the Literal Descriptors, in clinical is only allowed once throughout the program. If a student obtains a minimal pass a second time, the student will receive an N (No credit) grade and will be required to repeat the course and receive a minimum of a satisfactory grade of 60 - 69, as per the Literal Descriptors, in that clinical course and in all subsequent clinical courses.

When a student is on a SPC that will be carried forward to the next clinical rotation the Academic Advisor will email the student the SPC, and copy the Course Coordinator who will notify the clinical instructor/FRP. The student is ultimately responsible for informing and sharing their SPC with the next Clinical Instructor or FRP. This is necessary to enhance student learning opportunities and success, and to ensure patient safety.

Section B: Processes to be used when there is unsafe or potentially unsafe performance in the clinical/lab setting resulting in failure in, or withdrawal in lieu of failure from a clinical/lab course.

1. Failure in a clinical course:

Documentation should include clear rationale for the failure or withdrawal in lieu of failure. Including:

      • Description of performance concerns or any untoward incidents during the clinical experience
      • Documentation of any meetings that were held with the student that outline the clinical difficulties being experienced, the possible consequences of no improvement in performance, plans for improving and evidence the student has been informed and has identified a plan for improvement
      • Student performance should be discussed in relation to the literal descriptors and the clinical evaluation tool.
      • Student will receive a clinical evaluation

At the time of the assignment of a failing grade or withdrawal in lieu of failure:

      • Associate/Assistant Dean and Academic Advisor will be notified
      • Clinical Instructor/FRP and/or Course Coordinator will meet with the student to discuss the failure or withdrawal in lieu of failure. Academic Advisors, student support persons and the Associate/Assistant Dean may be present at this meeting. The following will be discussed:
        • evidence leading to the assignment of a failing grade or decision to withdraw in lieu of failure
        • exploration of possible reasons
        • strategies the program may initiate in order to support the student if s/he repeats the course
      • Document the meeting and provide copies to all parties by email. Inform the student of the right to appeal a failing grade and the appeal process
      • If not already in place, a SPC will be initiated, in consultation with the course coordinator, per Process A #3 above
      • Student will be advised to meet with an Academic Advisor:
        • a change in program will be created if the student is eligible
        • strategies to assist the student to be successful will be discussed and documented on the change in program.
        • student will sign and receive a copy of the change in program which will be placed in the student's file and a copy will be sent to the Clinical Coordinators.
        • change in programs will be reviewed by the Associate/Assistant Dean as necessary

Download Student Performance Contract
SPC Process PDF

SPC Flow Chart 2019

SPC Flowchart PDF

References

Canadian Association of Schools of Nursing and Canadian Patient Safety Institute (2018).  Learning Outcomes for Patient Safety in Undergraduate Schools of Nursing Curricula.  Ottawa, ON: Author.  Retrieved from https://www.casn.ca/2018/08/learning-outcomes-for-patient-safety-in-undergraduate-nursing-curricula/

Canadian Nurses Association (2004).  Nurses and Patient Safety: A discussion paper.  Ottawa, ON: Author.  Retrieved from https://www.cna-aiic.ca/~/media/cna/files/en/patient_safety_discussion_paper_e.pdf

Killam, L. A., Luhanga, F., & Bakker, D. (2011). Characteristics of unsafe undergraduate nursing students in clinical practice: An integrative literature review. Journal of Nursing Education, 50(8), 437-446. doi:http://dx.doi.org/10.3928/01484834-20110517-05

Scanlan, J., Care, W., & Gessler, S. (2001). Dealing with the unsafe student in clinical practice. Nurse Educator, 26 (1), 23-7.

Purpose

This policy provides guidance in presenting a professional image in the clinical practice setting.

Policy

Students who are not displaying a professional image may be asked to leave the clinical setting. In this case, the time away will be considered under the Attendance Policy.  Considerations may be made for individual dress that is specific to cultural or religious beliefs.  This policy is based on principles of professionalism, infection control, personal safety and role identification.

Professionalism

Principle: To enhance professionalism by presenting a professional image

Appearance is a form of non-verbal communication and is essential in projecting a professional image. Therefore in the clinical settings students are required to:

  • Wear a College of Nursing standard uniform for all clinical settings unless otherwise specified. Garments worn under the uniform top must not be coloured or long sleeved. Uniforms must be clean, in good repair and appropriate in fit. Pants should be hemmed above the heel line. Uniform skirts should be at knee level or below.  Uniforms should fully cover undergarments.  
  •  Uniforms are not to be worn to and from the clinical setting. Uniforms should be changed/cleaned daily.  If a student’s uniform is contaminated with blood or bodily fluid during a shift the student must change.  The RHA/SCA will provide decontamination services if appropriate and provide the student with an alternative uniform for the remainder of the shift. 
  • The College of Nursing uniform consists of a white top/jacket and a green pant/skirt with the College of Nursing logo embroidered directly on the front upper left of the top/jacket.
  • In clinical settings where the standard College of Nursing uniform is not required, it is expected that the students would continue to display a professional image while following the specific dress requirements of the agency.
  • Where appropriate and necessary, students will follow the protocols of individual departments, units or services that have specific dress code requirements.    
  • In settings where the standard uniform is not worn, students should demonstrate good judgment in selecting appropriate size of clothing. Clothing should not be low cut at the neck or tight across the chest and hips. Ensure that there is no exposure of the chest, midriff, lower back, or shoulders. Undergarments should not be visible at any time. Avoid casual clothing such as sweat shirts as over garments, yoga pants, jeans.
  • Wear a College of Nursing photo ID badge at all times. ID badge is to be worn at chest level.
  • Tattoos shall be covered if deemed inappropriate by the clinical instructor, unit or service manager (if doing so does not interfere with proper infection control techniques).  Tattoos that are unhealed or infected will be covered and contained before commencing patient care.
  • Use good judgment in wearing appropriate quantity of makeup.
  • Scented products cannot be worn in clinical settings.
  • Students should practice good personal hygiene, including control of body odor and cleanliness, in order to promote a positive work environment and infection control.

Infection Control

Principle: To prevent the spread of infection

  • Hair
    • Must be conservative, clean and well groomed. Long hair must be tied up and away from the face.
    • Beards and mustaches must be clean, trimmed, well-groomed and short.
  • Fingernails
    • Short and clean
    • No nail polish
    • No artificial/gel nails/nail extensions
  • Jewelry
    • Minimal jewelry to allow for good hand washing technique
    • Can include plain, flat, smooth rings such as wedding bands.
    • Cannot wear rings with exposed stones
    • Will not include bracelets unless a medical ID bracelet(must be taken off during hand washing)
    • Will only include watches if required by the education program, cleaned after each shift, and worn high on the arm or taken off during hand washing.
  • Piercings
    • May include a facial piercing if the jewelry is small and stud-like and is securely fastened.
    • Shall not include piercings on the hand or wrist for infection control reasons.
    • That are unhealed or infected will be covered and contained before commencing duty.
  • Clothing
    • In agencies where uniform is required the standard College of Nursing uniform is worn.
    • Footwear used in the clinical setting is not to be worn outside of the clinical setting.
    • Gowns/ protective wear provided on a unit shall not be worn off the unit or for any other purpose than it was intended.

Personal Safety

Principle: To maintain personal safety while in the clinical setting.

  • Shoes
    • In accordance to the Occupational Health and Safety standards, shoes must be closed toes and closed heel with a non-slip sole and low heel.
    • Must be clean and in good repair
    • Must be made of an impermeable (water-proof) material
  • Jewelry
    • No necklace or bracelets unless a medical ID bracelet
    • Cannot present a safety hazard to patients and cannot interfere with job duties.
    • Can include plain, flat, smooth rings such as wedding bands.
    • Cannot include rings with exposed stones
    • Can include chains if worn inside of clothing.
    • Will only include watches if required by the education program, cleaned after each shift, and worn high on the arm or taken off during hand washing.
  • Piercings
    • May include a facial piercing if the jewelry is small and stud-like and is securely fastened.
    • Shall not include piercings on the hand or wrist for infection control reasons.
  • Stethoscope
    • When not being used, stethoscopes must be kept in your pocket

Role Identification

Principle: To promote communication of students or faculty role by clearly identifying name and position.

  • Wear a College of Nursing photo ID badge at all times. ID badge is to be worn at chest level.
  • Photo ID is also necessary for liability purposes.

* We wish to specifically acknowledge and thank the University of British Columbia for the work they have done and shared with the College of Nursing, University of Saskatchewan.

Purpose

To clarify the expectations surrounding students attending professional conferences.

Policy

  • Active participation in professional student conferences is important to advancing the nursing profession, strengthening collaboration and communication and building leadership skills. Nursing students should be encourage to attend local, provincial and national student conferences. Conference attendance should be prioritized with course and clinical workload expectations. It is the student’s responsibility to ensure that they can continue to meet course and program objectives and requirements.
  • Students interested in attending conferences must have a cumulative weighted nursing average of 70% in the academic year prior to requesting approval for conference attendance
  • Students interested in attending conferences must submit the signed Application for Student Conference Attendance Request form to their academic advisor no later than 1 month prior to the start date of the conference.
  • Students who attend a conference without submitting the Application for Student Conference Attendance Request form and notifying the instructor and/or academic advisor on time, will be considered absent from clinical/lab and this will count towards the 10% missed clinical time.
  • Students attending a conference must sign the Application for Student Conference Attendance Request formacknowledging that they understand the attendance policy and that if the student misses more than 10% of clinical/lab experiences in a course, he/she may be unable to meet the course requirements, and thus may not receive credit for the course. This completed form is to be returned to the student’s academic advisor.
  • It is up to the course lead to determine if the conference can be used in lieu of clinical time. Students may only attend one conference in lieu of clinical time per academic year. Subsequent missed time due to conference attendance will be considered missed clinical time.
  • Student are responsible for notifying all instructors of their planned absence.

Purpose

To define the maximum timeframe for program completion.

Policy

  1. For students admitted to the BSN program - all required courses must be completed within six years of admission to nursing.
  2. For students admitted to the Post-Degree BSN option - all required courses must be completed within three years of admission.
  3. Extensions may be granted under certain circumstances for those individuals who are making steady progress towards successful completion of the program. Such cases are reviewed upon receiving a written request from the student.

Purpose

To outline the promotion and graduation process throughout the BSN program.

Policy

  1. Students are required to maintain an annual weighted average of 60% in each of years two, three, and four. The annual weighted average includes both nursing and non-nursing courses.
  2. Students who do not achieve an annual weighted average of 60% may be required to discontinue.
  3. Decisions regarding continuation in the program are:
    • Annual weighted average 58% or below - student is required to discontinue
    • Annual weighted average above 58% and below 60% - student is put on probation and required to repeat any courses with marks below 55% and any course with a mark between 55 - 59% are recommended to be repeated.
  4. Students with an annual weighted average below 65% will be sent a warning letter stating they are required to maintain an average of 60%. If the annual weighted average is over 75%, a congratulatory letter will be sent.
  5. Students may be required to discontinue their studies at any point in their nursing program for reasons other than academic, if it is considered in the best interest of the profession or if continuation in the program is deemed to be unsafe to themselves or others.
  6. To graduate, students must have passed all required courses in the program with a minimum cumulative weighted average of 60%.
  7. The top 20% of students will receive distinction and/or great distinction; of that 20% the top 5% will be awarded great distinction and the remaining 15% awarded distinction.

Purpose:

To delineate the process of repeating a course.

Policy:

    1. If a student achieves a grade of 60% or higher, a course can be repeated only with permission of the Associate/Assistant Dean at the appropriate site.
    2. If a course is repeated, the repeated course must be passed, and the grade of the repeated course will be used in calculating the weighted average.
    3. Undergraduate students in the College of Nursing may attempt a nursing course twice. Withdrawals from a nursing course will be considered an attempt.
    4. A student who fails or withdraws from a course for a second time will be required to discontinue study in the College of Nursing and will be advised of this in writing.
    5. In exceptional circumstances, permission may be granted by the college for a third and final attempt. Students wishing to attempt a course for the third time must submit a written request to the site specific Associate/Assistant Dean within 30 days of their failure or withdrawal from the course.  Clinical courses being attempted for a third time may require mandatory remedial course work.
      • Students who are granted a third attempt at a clinical nursing course may not progress into other clinical courses until they have successfully passed their third attempt.
      • A student who fails or withdraws from a course for a third time will be required to discontinue study in the College of Nursing and will be advised of this in writing.
    1. Students repeating any courses must meet with an academic advisor to complete a change of planned progression in the program.

Purpose

To establish guidelines for respiratory mask fit testing of students consistent with the most current Occupational Health and Safety Regulations and the Canadian Standards Act prior to and during clinical placements. Proper respiratory mask fitting helps to protect students from respiratory infection when providing care or service to clients with acute respiratory infections.

Policy

All nursing students will be fitted with an N95 respiratory mask and educated on its use when required during the program.

  1. Arrangements will be made by the College of Nursing for each student to attend a session to be fitted for the most appropriate type and size of respiratory mask.
  2. Students who fail to attend their scheduled session must make their own arrangements for fit testing.
  3. Students who are unable to comply with this requirement may be at risk of not being able to complete required components of the program.
  4. Students are required to have information regarding their respiratory mask type and size with them while in the clinical setting. Students must carry proof of fit testing results on their person at all times during the placement experience.
  5. If a student cannot be fitted for a respirator then they cannot enter any clinical placement area requiring a respirator.
  6. Notify the appropriate person in the RHA/SCA and their education program if they are exempt from fit testing.
  7. In accordance with the Canadian Standards Act, students are required to be refitted at least every two years while in the program or earlier if they have changes to face shape, size or features.

Purpose

To delineate the process for the writing of supplemental examinations.

Policy

  1. To be eligible to apply for a supplemental final examination, where the final exam is NOT an essential component, a student must have obtained a final mark of 40-49% in the course and have failed the final exam. In addition, the student must have a weighted overall average and weighted nursing average of at least 60% for the academic term.
  2. To be eligible to apply for a supplemental final examination, where the final exam IS an essential component, a student must have obtained a final mark of at least 40% in the course and have failed the final exam. In addition, the student must have a weighted overall average and weighted nursing average of at least 60% for the academic term.
  3. Supplemental examinations must be applied for within three (3) weeks of the end of the examination period.*
  4. No supplemental examination will be granted for courses that do not have a final examination.
  5. University level policies related to supplemental examinations are outlined in the University Council Regulations on Examinations
  6. Supplemental examinations will not be granted for clinical experience.
*NOTE: Applications for the supplemental examination for the Post Degree BSN courses have a shorter timeframe. Please contact an Academic Advisor at the College of Nursing.

Purpose

Define the process for ensuring the availability of text and materials for courses.

Policy

Faculty are responsible for ordering textbooks for assigned courses.

The U of S bookstore is the primary supplier of textbooks for nursing students in Saskatoon, Regina, Prince Albert, Northlands College and Parkland College.

Faculty must submit a requisition for all courses whether or not textbooks are required for the course.

Requisition forms are available from the bookstore.

Purpose

To ensure transferring, lifting and repositioning (TLR) requirements are clear and consistent for all undergraduate students.

To ensure the safety of students, practitioners and patients during transferring, lifting and repositioning activities during student clinical placements.

Policy

  1. All students must receive and maintain current TLR certification prior to the first clinical placement and throughout the program. Re-certification is required every three years.

  2. Students must provide evidence of current TLR certification prior to the start of the first clinical experience.

  3. Students failing to provide evidence of current TLR certification will be excluded from clinical practice.

Purpose

To outline the guidelines for allocating the relevant weight for final examinations and the clinical component in courses.

Policy

  1. Final examinations shall be no more than 50% and no less than 30% of the final grade, unless approved by the Undergraduate Education Committee. No supplemental examination will be granted in a course that has not had a final examination.
  2. In nursing courses that have a clinical component, the portion allocated to the practice component shall be not less than 30% and no more than 50%, unless otherwise approved by the Undergraduate Education Committee.

Purpose

To establish consistent recommendations for WHMIS (Workplace Hazardous Materials Information System) training for College of Nursing students.

Policy

Students participating in a clinical placement must successfully complete the most current WHMIS training within the year previous to their first clinical placement, and provide proof of completion to the College of Nursing prior to clinical placement.

  • Students are required to complete the necessary online training through Workplace Safety and Environmental Protection, University of Saskatchewan. No other WHMIS certificate will be accepted.

  • Students must retake the online WHMIS training through Workplace Safety and Environmental Protection, University of Saskatchewan every three years as per University of Saskatchewan safety training requirements.

During clinical placements and in consultation with the on-site faculty and/or site supervisor students must:

  • Select and use appropriate personal protective equipment when working with controlled produc Follow all safe work place practices when working with controlled products/hazardous materials.
  • Understand how to read and interpret supplier labels and hazard symbols.
  • Know where the MSDS information (binder or on-line) is located and how to interpret/understand them.

Report to on-site faculty and site supervisor any unusual or unsafe situations within the placement department.

Purpose

To ensure that all nursing students are eligible for Workers' Compensation Board (WCB) benefits if they sustain an injury during the course of a work-based learning assignment (practicum).

Policy

All nursing students will complete the 'Consents and Agreement' section of Schedule "B"- Work-Based Learning Consent and Agreement form for each placement during the course of their program.

  1. WCB forms will need to be completed at the beginning of the program for Health Regions and their affiliate organizations and the Saskatchewan Cancer Agency. WCB forms must be signed by the student and returned to the College of Nursing.
  2. WCB forms will be completed for any other clinical placements that are considered non health. For instance schools, community agencies, etc. WCB forms must be signed by the student and returned to the College of Nursing prior to the start of each of these types of placements.
  3. Original signed copies of WCB forms will be retained by the College of Nursing for a minimum of two years from the completion of the placement to correspond with provincial statutes.
  4. In the event of an injury sustained during a placement, procedures and related consent and claim forms are available from the course coordinator.

BACKGROUND:

The Worker’s Compensation Board (the Board) has signed a memorandum with Saskatchewan Learning and has passed a policy under authority of The Worker’s Compensation Act, 1979 (the Act) with a view to ensure that a student participating in Saskatchewan in a program and for whom consents and agreements are completed, is eligible for worker’s compensation and is subject to legal rights, benefits, obligations and restrictions while placed with a local employer, as if the student was a worker in the course of employment.

Note: Coverage is not applicable to any placement or portion of a placement that takes place outside of Saskatchewan.

Graduate

PURPOSE:

To clarify a condition under which a deferral could be granted for students who accept admission to the graduate program in the College.       

POLICY:

That no deferrals for the Master of Nursing Primary Health Care Nurse Practitioner and Post Graduate Diploma Special Certificate Primary Health Care Nurse Practitioner students be allowed, and the standard College of Graduate and Postdoctoral Studies (CGPS) deferral policy is used for all other programs in our graduate nursing program.

Purpose

To provide guidelines for Nurse Practitioner (NP) student participation in clinical activities, including advanced health assessment, therapeutic management, and documentation. 

Policy

  1. NP students are learners, but also Registered Nurses (RNs). As RNs, NP students are accountable to the standards and scope of RN practice in the jurisdiction in which they are doing their clinical placement.
  2. NP students will be familiar with and practice in accordance with relevant practice setting policies and guidelines (i.e. agency policies & procedures).
  3. When NP students are involved in client care, they practice under the supervision of a licensed preceptor (NP or physician). Every effort must be made to respect and protect the license of the preceptor while in clinical placement.  The preceptor maintains the responsibility and authority for the overall patient care. 
  4. During clinical placements, NP students have opportunity to develop and apply advanced clinical competencies beyond the scope of practice of an RN. These competencies include: performing advanced health assessment (i.e. pelvic examination); ordering and interpreting diagnostic investigations; formulating and communicating diagnosis and management plans to clients; performing minor procedures; writing prescriptions; and consultation and referral to other health care providers. NP students do not have authority to perform these extended scope activities independently and are required to practice under the supervision of a qualified preceptor.
  5. NP students are responsible for functioning within their level of competence, recognizing their limitations and seeking consultation/direction from their preceptor and clinical faculty as needed. All orders, prescriptions, referrals and consultations must be reviewed and signed by a preceptor.
  6. NP students will document the care they provide in accordance with agency and regulatory policy. Each patient record in which NP students document will be signed with their name, followed by RN(SNP), which indicates Registered Nurse (Student Nurse Practitioner).  All patient charts will be signed off by the preceptor.

Purpose

To delineate the process for completion of course requirements in all graduate program courses.

Policy

  1. Assignments will be graded according to the College of Graduate & Postdoctoral Studies Grading Scale and Literal Descriptors. Students must submit all required assignments before or on the specified dates. Late submission without the professor’s prior consent (extension granted) will result in a deduction of 5% of the assignment grade per calendar day and a grade of 0% for all unexcused assignments submitted five business days after the assignment deadline.
  2. Students are required to complete all course components to receive credit for a course.
  3. Unless other arrangements have been made with the course facilitator, the last day for acceptance of assignment will be communicated in each course syllabus.

Purpose

A limited number of Education Enhancement Bursaries are available to assist undergraduate students, graduate students, and post-doctoral fellows in the College of Nursing to participate in educational experiences such as:

  • Conferences (i.e. CNSA National Conference)
  • International clinical placements
  • Clinical placements outside of their registered College site

Applications for experiences not on the above list will be considered based on financial need and the benefit of the experience to the individual student and/or the College of Nursing.

Fund Source:

Bursaries are made possible by donations from generous donors who recognize the importance of investing in nursing students.

Policy

Guidelines:

  • Applicants must be registered as full-time students in the U of S College of Nursing
  • Applicants must have an academic record in good standing
  • Preference will be given to students who have demonstrated leadership

Awards Available:

Note:  Students may be awarded a maximum of $1,000 in EEB funds for the duration of their nursing program. The College reserves the right to vary bursary amounts based on the number of requests and funds available.  Applications will NOT be accepted for events or placements that have already started or been completed.

  • Local/National Conference Expenses (up to $300/year)
  • International Conference Expenses (up to $500/year)
  • Clinical Placement Support Outside College Site/Rural ($ varies)
  • International Clinical Placement Support ($ varies)

How to Apply:

Email the completed EEB Application to nursing.awards@usask.ca

Please ensure the following information is provided on the application:

  • Name, student year and program, College site registered in, contact information including NSID email address (i.e. aba123@mail.usask.ca)
  • Employment status (full-time, part-time, casual, not employed)
  • Description of the activity, date(s) and location, title of event and/or Conference name (website link)
  • Detailed budget (including other sources of funding for which student has applied for and/or received approval)
  • Benefits of the activity to the student including leadership opportunities

Purpose

Retention of all formative evaluative components

To ensure all evaluative components are consistently retained in the Nurse Practitioner (NP) program for an appropriate amount of time to meet the business needs of the College.

Policy

Retention of all formative evaluative components

  1. Instructors responsible for the evaluative components within a course will retain any submissions from students for a period of three (3) months after the final grades for the course have been released to students.
  2. Evaluative components to be retained by instructors include but are not limited to midterm exams, midterm and final clinical evaluations, term papers, reflective writing, online course work, etc.

Procedure

  • Faculty will keep hardcopy student work in their own office for the defined duration (3 months). 
  • Part Time instructors will have access to electronic file storage in order to retain evaluative components for courses/labs they are responsible for.
  • Electronic evaluative components in Blackboard and Examsoft will automatically be retained by the system and central I.C.T.   Instructors are not required to download/print and file these components separately from the Learning Management System.
  • Electronic clinical evaluative components in Typhon will be downloaded and stored in Sharepoint in secure student files.
  • After three months have passed, evaluative components can be shredded, deleted or destroyed. 

Retention of all summative evaluative components

  1. Final exams will be stored by the college for a period of one (1) year after the final grades for that course were released to students.
  2. Final evaluations for clinical courses will be stored for the duration of the time the student is in the program

Procedure

Retention of Final Exams

  • A copy of the exam questions, the exam answer key, the student submissions, and final scoring summaries are retained in Examsoft.

Retention of Final Clinical Evaluations

  • Final clinical evaluations are submitted in electronic format and will be stored on the respective student file record in SharePoint for the duration of a student’s time in the program.

Purpose

To delineate the process for grade assignment when graduate students are unsuccessful in either theory or clinical courses.

Policy

  1. In the calculation of final course marks and weighted averages, failing grades resulting from absence, withdrawal, or incomplete course work will be completed with a zero for grade component(s) that were not completed and the earned mark will be submitted. This mark can range from 0-59%.
  2. If the failure results in a computed passing percentage grade, a final grade of 59% will be submitted along with the appropriate comment or the failure (e.g., INF).
  3. Students are not eligible for a supplemental exam in the graduate program except for an OSCE.
  4. Withdrawal prior to the period of academic penalty is not included in the calculation of averages (see institutional calendars for dates).
  5. A student must pass each component of a theory or clinical course in the MN-NP program in order to pass the course.

Purpose

To identify the graduate student and client safety requirements necessary for clinical placements in the Saskatchewan Health Authority and across other health care agencies and provincial clinical settings.

Policy 1: CPR Certification 

PURPOSE: 

To ensure CPR requirements are clear and consistent for all graduate students engaging in clinical experiences, research, or teaching activities.

POLICY:     

  1. All graduate students must maintain current CPR certification throughout the program. Re-certification is required every two years, or following the date of expiry on the CPR certificate if annual certification is required by the Saskatchewan Health Authority (SHA) or agency. The certification must be equivalent to, at minimum, CPR-C and AED.
  2. Graduate students must provide evidence of current CPR-C and AED certification prior to the start of the first clinical experiences, or prior to research or teaching activities.
  3. Graduate students failing to provide evidence of current CPR-C and AED certification may be excluded from clinical experiences, or research or teaching activities.

Policy 2: Criminal Records Check

PURPOSE:

Health care workers are in a position of public trust and as such, are required to have a criminal record check for employment in health care settings. This policy is to ensure that graduate students meet that same requirement, and are therefore eligible for all clinical opportunities during their program.

POLICY:

  1. Students accepted for admission into the College of Nursing graduate programs are required to provide the results of a criminal record check, including a vulnerable sector search, after admission, and as required for clinical experience, research or teaching activities through the program.
  2. Graduate students failing to provide the results of a criminal records check will not be allowed to participate in any clinical experience requiring client care, research or teaching activities with vulnerable populations.
  3. Additional criminal record checks may be required by specific clinical agencies as a condition of placement. Failure to provide such information will result in the agency excluding the students from access to their facility.
  4. Any costs associated with the criminal record check are the responsibility of the graduate student.
  5. Graduate students are required to report criminal convictions and/or outstanding charges that occur after the date of the original criminal record check to the Director of the NP Program and to their provincial licensing body. Failure to report any criminal convictions and/or outstanding charges will be grounds for immediate dismissal from the program.
    • Each reported criminal conviction and/or outstanding charge will be assessed to determine what, if any, impact the criminal conviction and/or outstanding charge will have on the student’s status in their program.
  6. Current and potential graduate students with criminal records may be counseled to seek a pardon.
  7. In the event of a positive criminal record check, the Graduate Chair/Director of the NP Program is required to forward this information to the health authority/agency representative, to determine eligibility of the graduate student for clinical placement. The graduate student may be required to provide the health authority with more information regarding the conviction.
  8. Access to criminal record check information, within the College of Nursing, will be limited to the Graduate Chair/Director of the NP Program, the graduate programs coordinator, the clinical education coordinator for the NP Program, and the administrative support person for the graduate programs.
  9. A copy of and/or the original criminal record check will be kept on file in a secure location, by the program for the duration of the student’s program.
  10. Graduate students information regarding criminal record checks will be destroyed within two months after students have completed the program or permanently withdrawn,
  11. Current and potential graduate students with criminal records may be counselled to seek a pardon.

Policy 3: Immunization

PURPOSE:

To establish consistent recommendations for graduate student immunization.  Immunizations help protect the health and safety of patients /clients, as well as students participating in clinical experiences, research or teaching activities.

POLICY:        

  1. All graduate students are required to complete the recommended immunizations for health care students as laid out in the most current Saskatchewan Immunization Manual (SIM) (Chapter 5 Immunization Schedules and Chapter 7, Section 6.2 Health Care Worker – Eligible for Publically Funded Vaccines) prior to any contact between students and patients/clients.
  2. Graduate students are required to submit to the College of Nursing proof of immunizations prior to participation in clinical experiences, or clinical research or teaching activities.
  3. Graduate students who do not complete recommended immunizations or required titre testing will be excluded from certain clinical areas as determined by the SHA. Therefore failure to maintain recommended immunizations may delay a student's progress in his/her studies.
  4. Graduate students who do not complete recommended immunization(s) must sign a waiver and may be excluded from some clinical areas. The student may be at risk of not being able to complete required components of their program. 
  5. Additional immunizations may be required for specific clinical settings and in specific circumstances, such as disease outbreaks. Students who refuse or are unable to comply with this requirement may be at risk of not being able to complete required components of their program.
  6. Graduate students are to follow the SHA policy regarding influenza vaccination or the policy in the clinical setting.
  7. In the event of influenza or other outbreak, any unvaccinated or non-immune student will be excluded from the outbreak area and will not be allowed to return until the SHA or agency has determined it is safe to do so (i.e. infection, prevention and control; occupational health and safety).
  8. Graduate students who are applying for international clinical experiences, research or teaching activities will be required to meet the immunization requirements for the destination country.
  9. Any applicable costs of immunization are the responsibility of the student.
  10. Graduate students must inform their faculty and/or preceptor of immunization status in relevant clinical situations.
  11. Graduate students will inform their faculty and/or site supervisor of onset of symptoms of a vaccine preventable communicable disease or contagious infection and exclude themselves from clinical settings as appropriate.

Policy 4: Respiratory Protection

PURPOSE:      

To establish guidelines for respiratory mask fit testing of graduate students consistent with the most current Occupational Health and Safety Regulations and the Canadian Standards Act prior to and during clinical experiences, or research or teaching activities.  Proper respiratory mask fitting helps to protect students from respiratory infection when providing care or service to clients with acute respiratory infections.

POLICY:        

Graduate students will be fitted with an N95 respiratory mask and educated on its use when required during the program.

  1. Arrangements will be made by the College of Nursing for students unable to arrange for fitting in their area of residence to attend a session to be fitted for the most appropriate type and size of respiratory mask during the annual residency week in August.
  2. Graduate students who fail to attend their scheduled session must make their own arrangements for fit testing.
  3. Graduate students who are unable to comply with this requirement may be at risk of not being able to complete required components of the program.
  4. Graduate students are required to have information regarding their respiratory mask type and size with them while in the clinical setting. Students must carry proof of fit testing results on their person at all times during the clinical experiences, research or teaching activities.
  5. If a graduate student cannot be fitted for a respirator then they cannot enter any clinical setting requiring a respirator.
  6. Notify the appropriate person in the SHA or other health care agency and their education program if they are exempt from fit testing.
  7. In accordance with the Canadian Standards Act, graduate students are required to be refitted at least every two years while in the program or earlier if they have changes to face shape, size or features.

Purpose

To outline guidelines regarding the completion of midterm examinations in the College of Nursing graduate programs.

Policy

  1. A student who is absent from a midterm examination through no fault of his or her own, for medical, compassionate, or other valid reasons, may contact the faculty member for the course in which they are registered for a deferredSuch application must be made within three business days of the missed examination and be accompanied by supporting documentary evidence.
  2. Faculty and/or the College of Nursing will not accommodate a request to reschedule a midterm exam because of personal reasons. Midterm examinations can be scheduled at any time during the academic term. Students should avoid making prior travel or other commitments that may conflict with scheduled exams.
  3. Missing a midterm examination due to personal or travel related conflicts may result in a midterm exam grade of 0% being assigned.
  4. In some exceptional circumstances, faculty may consider combining the weight of the missed midterm exam with the final exam. Students need to speak with the specific course faculty member prior to the missed midterm examination for this consideration.

Purpose

The purpose of this policy is to establish the expectation of graduate student attendance for all orientations, classes, seminars, labs, and clinical experiences throughout their program of study.

Policy

  1. Regular and punctual attendance is expected of all students for all orientations, classes, seminars, labs, and clinical experiences. A student who is consistently late and/or absent from classes, seminars, and/or labs may be unable to meet the course requirements, and may not be able to receive credit for the course.
  2. Master of Nursing Primary Health Care Nurse Practitioner and Post Graduate Diploma Special Certificate Primary Health Care Nurse Practitioner students must complete all clinical hour requirements as outlined in each clinical course. If a Nurse Practitioner students miss clinical/lab experiences in a course, the student may be unable to meet the course requirements, and thus may not receive credit for the course.
  3. If a student is unable to attend or will be late for a lab or clinical experience, the student must notify the instructor prior to the start of the learning experience.
  4. Attendance at orientation, classes, labs, and/or seminars for the particular course may be designated as mandatory. Students must attend these learning experiences in order to receive a pass in the course.
  5. If an instructor deems a student unsafe or unprepared for a learning experience, the student may be excluded from the experience, thus, the student may not be able to meet the course requirements.

Purpose

To ensure all NP students maintain current Registered Nurse registration.

Policy

Students accepted into the Nurse Practitioner (MN-NP) and PGDSC NP programs are required to provide confirmation of current registration as a registered nurse in a Canadian province or territory for the duration of their program.

Purpose

This policy provides guidance for advanced practice nurses in a graduate program in presenting a professional image in the clinical practice setting. 

Policy

Students who are not displaying a professional image may be asked to leave the clinical setting. In this case, the time away will be considered under missed clinical practice.  Considerations may be made for individual dress that is specific to cultural or religious beliefs.  This policy is based on principles of professionalism, infection control, personal safety and role identification.

Professionalism

Principle: To enhance professionalism by presenting a professional image

Appearance is a form of non-verbal communication and is essential in projecting a professional image. Therefore in the clinical settings students are required to:

  • Wear a College of Nursing standard uniform for all clinical settings unless otherwise specified. Uniforms must be clean and neat and pants should be hemmed above the heel line. Uniforms are not to be worn to and from the clinical setting. The College of Nursing uniform consists of a white jacket with the College of Nursing logo embroidered directly on the front upper left of the top/jacket.
  • In clinical settings where the standard College of Nursing uniform is not required, it is expected that the students would continue to display a professional image while following the specific dress requirements of the agency.
  • In settings where the standard uniform is not worn, students should demonstrate good judgment in selecting appropriate size of clothing. Clothing should not be low cut at the neck or tight across the chest and hips. Ensure that there is no exposure of the chest, midriff, lower back, or shoulders. Undergarments should not be visible at any time. Avoid casual clothing such as sweat shirts as over garments, yoga pants, jeans.
  • Wear a College of Nursing photo ID badge at all times. ID badge is to be worn at chest level
  • Tattoos shall be covered if deemed inappropriate by the unit or service manager
  • Tattoos shall be covered that are unhealed or infected will be covered and contained before commencing duty
  • Use good judgment in wearing appropriate quantity of make up
  • Scented products cannot be worn in clinical settings

Infection Control

Principle: To prevent the spread of infection

Hair

  • Must be conservative, clean and well groomed. Long hair must be tied up and away from the face.
  • Beards and mustaches must be clean, trimmed, well groomed and short.

Fingernails

  • Short and clean
  • No nail polish
  • No artificial nails

Jewelry

  • Minimal jewelry to allow for good hand washing technique (e.g. gold band only)

Clothing

  • In agencies where uniform is required the standard College of Nursing jacket over personal nursing uniform or scrubs is worn
  • Footwear used in the clinical setting is not to be worn outside of the clinical setting

Personal Safety

Principle:  To maintain personal safety while in the clinical setting.

Shoes

  • In accordance to the Occupational Health and Safety standards, shoes must be closed toes and closed heel with a non-slip sole and low heel.
  • Must be clean and in good repair
  • Must be made of an impermeable (water-proof) material

Jewelry

  • No lanyards
  • Earrings must be small studs in any visible piercing, no dangling earrings or hoops.
  • No necklace or bracelets

Stethoscope

  • When not being used, stethoscopes must be kept in your pocket

Role Identification

Principle: To promote communication of students or faculty role by clearly identifying name and position.

  • Wear a College of Nursing photo ID badge at all times. ID badge is to be worn at chest level.
  • Photo ID is also necessary for liability purposes.

* We wish to specifically acknowledge and thank the University of British Columbia for the work they have done and shared with the College of Nursing, University of Saskatchewan.

Purpose

To provide NP students with guidelines for the processes involved in acquiring and securing clinical practicum placements in Saskatchewan and other Canadian provinces.

Policy

Students residing within the province of Saskatchewan are expected to:

  • Understand that clinical placements in Saskatchewan are primarily located in rural communities. Therefore, clinical preceptorship commonly involve travel within the province.
  • Ensure that they work with the program’s clinical education coordinator to identify potential Nurse Practitioners or Physicians to act as preceptors for each clinical course.
  • Avoid directly contacting potential preceptors as request for Saskatchewan clinical placements must be made through HSPnet.
  • Contact with preceptors can occur only after receiving confirmation of a clinical placement by the clinical education coordinator.
  • Be responsible for securing and paying for their own accommodations and travel costs associated with clinical placements.

Students residing outside of Saskatchewan are expected to:

  • Work closely with the clinical education coordinator and the program director in determining acceptable preceptors and clinical agencies for their practicum placements.
  • Begin contacting potential preceptors at least 8 months prior to the start of the clinical placements.
  • Understand that the clinical education coordinator requires adequate time to ensure that clinical placement agreements are confirmed and signed by the participating clinical agency and the University of Saskatchewan.
  • Finalize clinical placement arrangements at least one month prior to the start of each clinical course.
  • Acknowledge that withdrawal from a clinical course may be required if preceptors and clinical placement agreements are not secured one month in advance of the clinical course start date.
  • Be responsible for securing and paying for their own accommodations and travel costs associated with clinical placements.

Important Information for students residing outside of Saskatchewan:

  • In some jurisdictions, clinical placement opportunities may be limited. Therefore, students are encouraged to begin the process of identifying potential clinical sites at the start of their program.
  • In Manitoba, Alberta, British Columbia, and parts of Nova Scotia, a centralized preceptor request system is used to request student practicum placements. In those jurisdictions, students should not directly contact potential preceptors employed by provincial health authorities.
  • Working closely with the clinical education coordinator to explore potential clinical placements is required to avoid potential complications and unforeseen delays in obtaining clinical experiences.

Purpose

To provide equity seats for Indigenous students within the Master of Nursing – Nurse Practitioner program.

Policy

  1. The NP program will aim to maintain 16.67% of the seats in the NP program for Indigenous students.
  2. On application to the NP program, Indigenous nurses will be able to indicate whether they would like to be considered for an equity seat.
  3. If applicants indicate that they are Indigenous and want to be considered for an equity seat, their application will be placed in the pool of applicants applying for equity seats.
  4. Decisions regarding admitting Indigenous students applying for equity seats will be addressed first in the admission process, prior to making decisions for the remainder of applicants to the MN-NP program.   

Purpose

To establish the progression and remediation practices for clinical courses within the College of Nursing Nurse Practitioner program.   

PRINCIPLES:  Sequential progression of students through clinical courses, as outlined in this policy, helps ensure safe care of clients and successful development of entry-level nurse practitioner competencies (ELC’s) and nurse practitioner standards.   Any student at risk for not meeting program/course outcomes or not showing progress to meeting ELC’s and standards may require a remediation plan to support successful progression.  This includes:

  1. Students who take an extended leave from clinical (i.e. due to illness or personal reasons)
  2. Those demonstrating unsatisfactory performance in expected course outcomes
  3. Failing to show progress in learning
  4. Exhibiting difficulties with ELCs and requiring continual support
  5. Showing unprofessional conduct and/or showing other aspects of unsafe practice.
  6. Unsafe clinical practice involves any behavior that is harmful or potentially harmful to a client, self or other health personnel. It is an occurrence or pattern of behavior involving unacceptable risk.  

Policy

Progression

  1. To progress in clinical practicum courses, a student will successfully complete all course components within the clinical dates for each course, complete a minimum of 240 clinical practicum hours, achieve a minimum clinical grade of 70% and achieve a minimum combined grade on all clinical course elements of 70%.

Remediation

  1. A student with unsatisfactory performance on any component of a clinical course will meet with their course coordinator and/or faculty resource person to discuss areas of deficiency. If it is determined that formal remediation is required, a remediation plan will be developed in collaboration between the student, course coordinator, faculty resource person and/or Director of the NP program.  Remediation plans will be individualized to each students’ learning needs, identify specific behaviors and outcomes which must be met in order for the student to successfully progress and be documented on the NP Program Remediation Plan template (attached).
  2. Types of remediation may include additional clinical hours, learning activities and assessments as outlined below. The Director of the NP program retains the right to determine the specific type of remediation.
    1. Additional Clinical Hours: If it is deemed additional clinical hours may assist the student in achieving satisfactory performance, 40 to 80 clinical hours may be added to the students’ primary care placement.  In this instance, the clinical agency must be available and agreeable to continue with supervision of the student.
    2. Learning activities: Learning activities will be individualized to each students learning needs and may be composed of various modalities including, but not limited to: readings, assignments, meetings with assigned mentors, course audit and supervised laboratory experiences.
    3. Assessments: After completion of remediation, a remedial assessment may be offered to assess student performance.  Types of assessment may include, but are not limited to evaluation of clinical performance using clinical evaluation tool, OSCE examination, essay, assignment, critical reflections and oral examinations. Successful completion of remediation assessment will result in a maximum grade of 70% for those elements covered by the remediation or the minimal passing grade for that component.
  3. Unsatisfactory achievement of terms outlined in a remediation plan will result in failure of the course. No further remediation will be offered.
  4. Where failure is on the basis of unprofessionalism, remediation may be offered, but if the conduct is deemed critical, it may result in direct failure of the course.
  5. Where there have been multiple failures in other courses or the same course, remediation may not be offered.

Unsafe Practice

  1. Instructors (preceptors/faculty resource person) of a student demonstrating unsafe practice will objectively document observations, including specific examples when possible (i.e. narrative, charting, prescriptions, SOAP note) and discuss these with the student, course coordinator, faculty resource person and/or Director of the NP program in a timely manner.
  2. The course coordinator will determine if a formal remediation plan is appropriate and if so, a remediation plan as outlined in policy point #2 will be implemented.
  3. In a situation where a student’s behaviour places the client, facilitator or staff at foreseeable risk, the student may be dismissed immediately from the clinical site.
  4. Where an unsafe incident is deemed critical, it may result in direct failure of the course.

Extended Leaves from Clinical

  1. A student with an extended leave from clinical (> 2 months) will meet with their courses coordinator and/or Director of the NP program prior to returning to clinical to develop a learning plan addressing expectations for baseline course knowledge. Learning plans will be individualized to each students learning needs and may include learning activities (i.e. readings, labs) as well as assessments (i.e. quizzes, OSCE, oral examination). 

NP Program Remediation Plan

Student Name:

Date:

Clinical Course:

Faculty Resource Person:

Clinical Placement:

Course Coordinator:

This remediation plan is being initiated to facilitate attainment of course/program requirements, entry-level nurse practitioner competencies and nurse practitioner standards.  Failure to meet the requirements of this remediation plan will result in failure of this course.  It is the students’ responsibility to share the remediation plan with preceptors and faculty involved in the course.

PART I

  1. Reason for Remediation: Describe areas of unsatisfactory performance requiring remediation.
  2. Learning Needs: Specify learning needs, ELC’s and/or standards which must be met in order for student to successfully progress in clinical.
  3. Plans for Addressing Learning Needs: Describe detailed plan for addressing identified learning need, including timelines for completion.  Plans will be individualized to specific student learning needs and may include, but are not limited to, additional clinical hours, readings, assignments, supervised clinical labs, and meetings with an assigned mentor.
  4. Evaluation: Describe how success in remediation will be evaluated.  Types of assessment may include, but are not limited to, evaluation of clinical performance using clinical evaluation tool, assignments, critical reflections and oral examinations.

The student signature is required to acknowledge that the contract has been discussed with you.  It does not mean that you agree with it.

Student Signature:

Faculty Signature

Date:

Date:

Scheduled review date:

Scheduled completion date:

 

PART II – Outcomes of Remediation Plan:  Have the expectations of the remediation plan been met?  Include specific examples and results of assessment as applicable. If the student has not met expectations of the remediation plan, explain consequences (i.e. course failure, further remediation).

 

            Faculty response:

 

 

 

            Student response:

 

 

 

The student signature is required to acknowledge that the remediation outcome has been discussed with you.  It does not mean that you agree with it.

Student Signature:

Faculty Signature

Date:

Date:

Purpose

To outline the promotion and graduation process throughout the NP program.

Policy

  1. NP students are required to maintain an annual weighted average of 70% in courses taken in their program of study.
  2. NP students who do not achieve an annual weighted average of 70% may be required to discontinue.
  3. Decisions regarding continuation in the program are:
    • Annual weighted average 69% or below – student is required to discontinue
    • Annual weighted average above 69% and below 75% - student will receive a warning letter and required to repeat any courses with marks below 65% and any course with a mark between 65 – 69% are recommended to be repeated.
  4. NP students with an annual weighted average below 75% will be sent a warning letter stating they are required to maintain an average of 70%. If the annual weighted average is over 85%, a congratulatory letter will be sent.
  5. NP students may be required to discontinue their studies at any point in their nursing program for reasons other than academic, if it is considered in the best interest of the profession or if continuation in the program is deemed to be unsafe to themselves or others.
  6. To graduate, NP students must have passed all required courses in the program with a minimum cumulative weighted average of 70%.

Purpose

Students admitted to the College of Nursing PhD Program will satisfy the qualifying exam requirement as part of the admission process.  Students admitted to the direct entry PhD program, or transfer to the PhD from the Masters of Nursing program, will be required to complete a qualifying exam prior to the first term of their PhD program.

Policy

Students who are currently in our MN program, completed at least 15 credit units, have a minimum GPA of 80% with no grade below 70%, and are showing exceptional promise in research, writing, and scholarly work may be considered for a transfer to the PhD program prior to the end of their second year. The MN student's advisory committee must initiate this request by submitting a letter, the student's CV, and a sample of independent academic writing to the Graduate Chair.

Students admitted to the Direct Entry PhD program will be required to complete a qualifying exam prior to the first term of their PhD program.

At least three faculty members of the College of Nursing Graduate Education and Postdoctoral Committee, or alternates if there is a conflict of interest, will form a sub-committee and meet to determine if the student demonstrates significant potential in both academic accomplishments and potential for research prior to the student completing a qualifying exam. The College of Nursing will ensure that there is a member on the sub-committee with expertise in the phenomena of interest. If the student meets these requirements, the exam is to take place prior to the start of their first term in the PhD program.

The qualifying exam will take the form of a research proposal and oral presentation of the proposal. The research proposal document will include: a statement of research objectives; theoretical and empirical rationale; and a description of methodology, including research design, sample, measures (if applicable), and plan for analysis. The document will be 10-12 pages long (excluding references), double-spaced, and referenced with relevant appendixes.

The purpose of this proposal is to demonstrate that the student is developing a realistic research project that will contribute to their chosen field of study. A secondary purpose could be to apply for Doctoral Fellowship funding, in which case the student would use the guidelines for a relevant funding agency in developing the research proposal.

The qualifying exam will be evaluated by the examining committee with the understanding that this short proposal will not be as detailed as a comprehensive research protocol.  The proposal and oral presentation will be evaluated on a “Pass/Fail” basis using the College of Graduate and Postdoctoral Studies literal descriptors (appended) with a passing grade of at least 80%.  The qualifying exam rubric (appended) will be used in determining if the candidate meets or exceeds expectations in all elements of the rubric.

Research experience that is evaluated as acceptable may be considered in lieu of a research proposal.  Examples of this would include work as a research assistant, publications, and presentations as evidenced in the student’s CV and reference letter(s), which would be submitted to the Graduate Chair and evaluated by the examining committee.

PROCEDURE:

The Qualifying Exam is a requirement of the CGPS for admission to the PhD program for a student who has not completed an oral defence as part of their master’s program. Students admitted to the College of Nursing PhD program will meet the requirement of the qualifying exam as part of the admission process:

  • The applicant will develop a 4 page (double spaced) proposal about their area of interest.
  • The proposal will be submitted electronically with their application for admission.
  • Members of the PhD admissions sub-committee will evaluate the proposal using the qualifying exam rubric (appended) to direct the grading of the student's proposal.
  • The CGPS literal descriptors will inform the rubric for grading the qualifying exam.
  • Passing grade for the proposal is 80%.
  • If an applicant has met the passing grade of 80% on their proposal they will be asked to participate in an admission interview.
  • The admission interview will consist of questions asked of the applicant by the examining committee.
  • Members of the examining committee will evaluate the interview using the qualifying exam rubric.
  • Applicants must achieve a passing grade of 80% on the admission interview in order to be considered for admission, and therefore passing the qualifying exam.

The Qualifying Exam is a requirement for students admitted to the direct entry PhD program and for students transferring from MN to PhD:

  • The student will develop a 10 —12 page research proposal independent of their supervisor.
  • The proposal will be submitted electronically to the Graduate Chair and submitted to members of the Graduate Education and Postdoctoral PhD admissions sub-committee at least 2 weeks prior to the exam date. The Graduate Chair will circulate the proposal to the examining committee.
  • The student will provide a 15-minute oral presentation of their proposal followed by 2 rounds of questions from each member. The presentation should include statements from the student about knowledge yet to be explored and work to be done to further develop their proposal through exposure to theory, substantive area, and methodology in PhD course work
  • Assessment of proposal should focus more on the critical appraisal of research methodology and the quality of writing versus scientific rigor in view of student's stage in program.
  • The Qualifying Exam should be perceived as an endorsement of admission into the direct entry PhD program.
  • The rubric (appended) for the Qualifying Exam will direct the grading of the student's proposal and presentation.
  • The CGPS literal descriptors will inform the rubric for grading the qualifying exam.
  • Passing grade for the qualifying exam is 80%.
  • This examination for the purposes of transfer to PhD can only be taken once. A student failing the Qualifying Exam, or any part thereof, cannot be recommended for transfer.

Relationship between Literal Descriptor and Percentage Score for Courses in the College of Graduate and Postdoctoral Studies (see below for some important program requirements):

Percentage

 

Literal

Descriptor

Description

90-100

 

Exceptional

A superior performance with consistent strong evidence of:

  • a comprehensive, incisive grasp of subject matter;
  • an ability to make insightful critical evaluation of information;
  • an exceptional capacity for original, creative and/or logical thinking;
  • an exceptional ability to organize, to analyze, to synthesize, to integrate ideas, and to express thoughts fluently;
  • an exceptional ability to analyze and solve difficult problems related to subject matter.

80-89

 

Very Good to Excellent

A very good to excellent performance with strong evidence of:

  • a comprehensive grasp of subject matter;
  • an ability to make sound critical evaluation of information;
  • a very good to excellent capacity for original, creative and/or logical thinking;
  • a very good to excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express thoughts fluently;
  •  a very good to excellent ability to analyze and solve difficult problems related to subject matter.

70-79

 

Satisfactory to Good

A satisfactory to good performance with evidence of:

  • a substantial knowledge of subject matter;
  • a satisfactory to good understanding to the relevant issues and satisfactory to good familiarity with the relevant literature and technology;
  • some capacity for original and creative thinking;
  • a satisfactory to good ability to organize, to analyze, and to examine the subject matter in a critical and constructive manner;
  • a satisfactory to good ability to analyze and solve moderately difficult problems related to the subject matter

60-69

 

POOR

A generally weak performance, but with some evidence of:

  • a basic grasp of the subject matter;
  • some understanding of the basic issues;
  • some familiarity with the relevant literature & techniques;
  • some ability to develop solutions to moderately difficult problems related to the subject matter;
  • some ability to examiner the material in a critical & analytical matter

< 60

 

FAILURE

An unacceptable performance

*SOME IMPORTANT PROGRAM REQUIREMENTS

  1. Percentage Scores of at least 70% are required for a minimal pass performance in undergraduate courses taken by graduate students.
  2. Percentage Scores of at least 70% are required for a minimal pass performance for each course which is included in a Ph.D. program.
  3. Graduate courses for which students receive grades of 60-69% are minimally acceptable in a Master's program, provided the GPA is at least 70%.
  4. Graduate courses for which students receive grades of 60-64% are minimally acceptable in a Postgraduate Diploma program, provided the GPA is at least 65%.
  5. Students should seek information on other program requirements in the Calendar and in academic unit publications. (June 1996)

CGPS Policy:

4.4.5. TRANSFER FROM MASTER'S PROGRAM TO PHD PROGRAM

Transfer from a Master’s program to a Ph.D. program shall take place after the end of the first year and no later than the end of the second year in the program.

Recommendation for the transfer must be initiated through a formal meeting of the student's Advisory Committee, which shall forward its recommendation through the academic unit to the CGPS. The following conditions must be met:

  1. The student shows great promise both in terms of academic accomplishments and in potential for research.
  2. The student has completed at least 9 credit units at the 800-level, and has achieved a minimum average of 80% and no grade below 70%. 
  3. There is evidence of good writing and oral communication ability.
  4. There is evidence the student has requisite research skills and knowledge to be able to successfully complete a Ph.D. dissertation.
  5. The student has successfully completed the Ph.D. Qualifying Examination prior to being recommended for transfer. This examination for the purposes of transfer can only be taken once. A student failing the Qualifying Examination or any part thereof cannot be recommended for transfer.

Qualifying Exam Rubric

Proposal Elements

< 79% Does not meet expectations

80%-89% Meets

expectations

>90% Exceeds expectations

Statement of purpose and research objectives

 

 

 

Potential research question

 

 

 

Theoretical and empirical rationale

 

 

 

Description of methodology

 

 

 

Research design

 

 

 

Measures (if applicable)

 

 

 

Plan for analysis

 

 

 

Quality of the writing

 

 

 

Application of APA

 

 

 

References

 

 

 

Presentation (tone, pace, power point slides)

 

 

 

Plan to acquire knowledge in substantive area

 

 

 

Plan for knowledge development in research methodology

 

 

 

 

Comments:

 

Research Experience:

 

Publication/Presentations:

 

Quality of Academic Writing

Purpose

To define how grades are released to graduate students in the College of Nursing

Policy

  1. Graduate student grades achieved throughout a course (with the exception of the final grade in a course) will be posted on Blackboard, as per course guidelines. Such grades will only be accessible by individual students once they have signed into their blackboard course, thereby protecting student confidentiality.
  2. Final grades assigned to graduate students upon completion of a course will not be posted on Blackboard courses. Students will only be able to access their final grades through PAWS.   

Purpose

To clarify the expectations surrounding graduate students attending professional conferences

Policy

  1. Active participation in professional nursing conferences is very important to advancing the nursing profession, strengthening collaboration and communication, and building leadership skills.
  2. Graduate nursing students in any year of their program should be encouraged and facilitated to attend local, provincial, and national nursing conferences as well as interprofessional conferences as appropriate to their academic and career development.
  3. Depending on the courses involved, academic and clinical equivalence of conference time should be considered, based on student’s progress in course work and a minimum 80% grade attained through all course work prior to the conference. NP students may elect to replace 8 hours of clinical time to attend a conference during one of the clinical courses.
  4. The following procedures must be followed:
    1. Submit a request to the Director of the Nurse Practitioner Programs
    2. Notify all teachers affected of your absence

Policy

A minimum of 60% must be obtained in any course taken by a student enrolled in a master’s program for the student to be granted a pass standing.

Purpose

Where a grade of less than 60% is obtained in a course and on the recommendation of the College of Nursing graduate program and the approval of the Dean of the College of Graduate and Postdoctoral Studies (CGPS), the student may repeat a course once for higher standing or take an alternate course if approved by the Graduate Chair in the College of Nursing.

Purpose

Students receiving a grade less than 60% in any two required courses within a graduate program in the College of Nursing will be recommended to discontinue by the College of Graduate and Postdoctoral Studies (CGPS).

Policy

Upon recommendation of the Advisory Committee or staff within CGPS, a student may be recommended to be required to discontinue at any time for failure to achieve satisfactory progress in any aspect of the degree program. Such students must be invited to meet with the chair of the graduate program as soon as evidence of unsatisfactory performance is available. If applicable, a student's advisory committee must be invited to attend the meeting. (CGPS Policy Section 15)

If the graduate program does not make such a recommendation, or if the recommendation is not approved by the Dean of the College of Graduate and Postdoctoral Studies, the student will be required to withdraw. The student will be informed of unsatisfactory academic progress in writing before any action regarding withdrawal is taken.

Students who have been required to withdraw from a graduate program may make a formal application to be readmitted to the same program after at least one year has passed from the effective date of withdrawal.

Purpose

To outline residency requirements for graduate programs at the College of Nursing.

Policy

The residency requirements for College of Nursing Graduate Programs are:

Master's Thesis and Course Based Programs — Students are required to attend a half day orientation at the end of May and 1 full day orientation in late August prior to the beginning of their program.  The orientation may be attended in person in Saskatoon, Regina or Prince Albert, or they may attend via Webex.

Nurse Practitioner (MN-NP) Program - Students in the Nurse Practitioner programs are required to attend:

  • A half-day online orientation in May prior to the start of their program, the orientation may be attended in –person in Saskatoon, Regina, Prince Albert or by WebEx.
  • 2 Saskatoon based residency weeks:  a one week health assessment laboratory in Saskatoon in August if registered in NURS 884, and one week in April for the combination of the NURS 879 OSCE and the NURS 880 practicum course orientation and clinical skills laboratory.

Doctor of Philosophy in Nursing (PhD) Program – PhD students are required to attend 2 onsite Saskatoon based PhD residency weeks in the first year of their program.  These weeks will be offered in late August and early April.

Purpose

To delineate the process for the writing of supplemental and deferred examinations in the graduate program.

Policy

Deferred Exams

Deferred final examinations may be granted provided the following conditions are met:

The student who is absent from a final examination through no fault of his/her own for medical or other valid reasons may apply to the College of Nursing for a deferred examination. Such application must be made within five (5) days of the missed examination along with documentary evidence. Deferred examinations will be written during the February midterm break for term 1 courses and in early June for term 2 courses. The College may, under extenuating circumstances, request a special deferred examination for a student who submits satisfactory evidence of inability to be present at the regular deferred examination sitting. A student should apply for a special deferred exam if the course in which the exam was missed is a pre-requisite to a course that would be taken before the scheduled deferred exam period.

During a final examination, the student who becomes ill must notify the invigilator (proctor) immediately of the inability to complete the examination. To apply for a deferred examination, the student must submit satisfactory documentary evidence of the illness to the Graduate Chair of the College of Nursing within three days of the interrupted examination.

The student who has sat for a given final examination and handed the paper in for marking will not be granted a deferred final examination.

A deferred final examination shall be accorded the same weight as the regular final examination in the computation of the student’s final grade.

Applications for deferred or special deferred exams are available from the Graduate Program Coordinator. The student completes the top portion and then takes it to their instructor to complete the middle portion. It is then forwarded to the Chair of the Graduate Program who either grants or denies the request. If the Graduate Chair grants the deferred examination, he/she notifies the College of Graduate and Postdoctoral Studies who administers the examination fee and schedules the exam.

Supplemental Final Exams

There are no supplemental final examinations in the College of Nursing Graduate Program courses.

Objective Structure Clinical Examination (OSCE) Re-Examination (OSCE-R)

Students who fail the OSCE in NURS 884.3 - Advanced Health Assessment or NURS 879.3 - Advanced Diagnostic Reasoning and receive a grade between 65-69%, and a minimum 70% in other course work, may be eligible to complete an OSCE re­examination (OSCE-R). The Course Instructor, in consultation with the Director of the Nurse Practitioner Program, will determine student eligibility for an OSCE-R based on the reasonable expectation of the student passing the course with an OSCE-R (i.e. passing grades in other course evaluation components).

Student who are successful in completing the OSCE-R will receive the grade attained on the first OSCE in the calculation of their final grade.

The OSCE-R will be scheduled within 5 calendar days of the initial OSCE. No special application is required for students to complete an OCE-R

Purpose

To define how transfer credits will be approved from another institution to be used toward a student’s graduate program of studies.

Policy

  • When a student has been admitted to a College of Nursing master’s program they are eligible to transfer coursework from another institution:
    • After the student has established a satisfactory registration record at the U of S for at least one term in a regular academic year.
    • On recommendation from the graduate chair, NP director or student supervisor.
    • Within the five-year time limit
    • When at least 60% of the program requirements are completed at the University of Saskatchewan.
    • To a maximum of:
      • 9cu for students in the professional practice
      • 6cu for students in the thesis
      • 6cu for student in the nurse practitioner

 

  • When a student has been admitted to a College of Nursing PhD program they are eligible to transfer coursework from another institution:
    • After the student has established a satisfactory registration record at the U of S for at least three terms in a regular academic year.
    • Within the six-year time limit
    • When at least 6 cu at the graduate level are completed at the University of Saskatchewan.
    • To a maximum of 9cu.

Purpose

To ensure that all graduate nursing students are eligible for Workers’ Compensation Board (WCB) benefits if they sustain an injury during the course of a work-based learning assignment.

Policy

All graduate students residing in Saskatchewan will complete the ‘Consents and Agreement’ section of Schedule “B”- Work-Based Learning Consent and Agreement form when they register in the program.

  1. WCB forms will need to be completed at the beginning of the program for Saskatchewan Health Authority agencies, their affiliate organizations and the Saskatchewan Cancer Agency. WCB forms must be signed by the graduate student and returned to the College of Nursing.
  2. WCB forms will be completed for any other clinical placements that are considered non-health. For instance community agencies, etc.  WCB forms must be signed by the student and returned to the College of Nursing prior to the start of each of these types of placements.
  3. Original signed copies of WCB forms will be retained by the College of Nursing for a minimum of two years from the completion of the student’s program of studies to correspond with provincial statutes.
  4. In the event of an injury sustained in a clinical setting, procedures and related consent and claim forms are available through the course instructor and on this website:
http://www.wcbsask.com/workers/if-youre-injured/

BACKGROUND:   

In April 2007, the Saskatchewan Workers’ Compensation Board (WCB) and the Ministry of Advanced Education and Employment signed a Memorandum of Understanding (MOU) to extend workers’ compensation coverage to students undertaking unpaid work-based learning. The Ministry of Advanced Education supports claims associated with post-secondary institutions that have coverage pursuant to the MOU.

In order to ensure students undertaking unpaid work-based learning have continued workers’ compensation coverage, the MOU has been extended to December 31, 2019 on its original Terms and Conditions. There are no changes to the claims process. 

Prior to placing a student/participant with an employer, the post-secondary institution/community-based organization must ensure that the student/participant has completed a Work-Based Learning Consent and Agreement Form

Note: Coverage is not applicable to any placement or portion of a placement that takes place outside of Saskatchewan.

Purpose

To outline the guidelines for allocating the relevant weight for final examinations and the clinical component in courses in Nurse Practitioner program courses.

Policy

  1. Final examinations shall be no more than 70% and no less than 40% of the final grade.
  2. In the Master of Nursing - Nurse Practitioner program, nursing courses that have a clinical component, the portion allocated to the practice component shall be graded as Pass/Fail. To receive a passing grade for a clinical component, student evaluation in the clinical setting must meet a minimum of 70% on the clinical evaluation tool.