University of kansas dnp program

Applicants should be physically able to collect specimens and perform basic tests such as glucose finger stick, urine dipstick. Applicants should be able to execute motor movements reasonably required to provide general care and emergency treatment to patients. Examples of emergency treatment reasonably required of nurses are cardiopulmonary resuscitation, administration of intravenous medication, application of pressure to stop bleeding, and assist in moving and lifting patients using proper body mechanics.

Such actions require coordination of both gross and fine muscular movements, equilibrium and using tactile and visual senses. Intellectual-Conceptual, Integrative, and Quantitative: Applicants must be able to comprehend and interpret documents written in English. Applicants should have cognitive abilities including measurements, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of nurses, requires all of these intellectual abilities.

In addition, the applicant should be able to comprehend three dimensional relationships and to understand the spatial relationships of structures in order to understand normal and abnormal anatomy and physiology. Behavioral and Social Attributes: Applicants must possess the emotional health required to utilize their intellectual abilities fully, exercise good judgment, complete all responsibilities attendant to the nursing diagnosis and care of patients promptly, and the development of mature, sensitive and effective relationships with patients and their families.

Applicants must be able to tolerate physically taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, interpersonal communication skills, interest and motivation are all personal qualities that should be assessed during the admissions and education process.

As a component of nursing education, a student must demonstrate ethical behavior including adherence to the professional nursing and student honor codes. Applicants who disclose a disability are considered for admission if they are otherwise qualified so long as such accommodation does not significantly alter the essential requirements of the curriculum and the educational program, or significantly affect the safety of patient care or others. When applicants or students disclose a disability, the provision of reasonable accommodations will be considered in an attempt to assist these individuals in meeting these required technical standards.

Whether or not a requested accommodation is reasonable will be determined on a case by case basis. These orientation visits enable persons to assess their interest and ability to function in the actual clinical areas and in learning and demonstrating manual skills.

Send Page to Printer. Advanced-Practice Major The advanced-practice nursing major prepares nurses for nurse practitioner or nurse-midwife specialty areas. How Does The Program Work? Is Financial Assistance Available? How Long Will It Take? How Do I Apply? More Career Options. It was clearly evident the faculty really cared for the students and wanted me and my classmates to succeed in the DNP Program.

I found the curriculum challenging, but rewarding. I came back each summer as part of the summer intersession to reconnect with the faculty and provide updates on my scholarly project. As our healthcare landscape changes, I truly can say UMKC and its faculty remain an outstanding facility for health care academics. The UMKC graduate nursing programs are extremely flexible to fit your lifestyle.

You will graduate with confidence knowing you learned from nurse educators excelling in the field who are conducting nationally-funded research, innovative interprofessional education, and have active clinical practices. The School of Nursing has been providing graduate distance education for over 25 years. You will love learning from our highly qualified, online certified, clinically active faculty.

We also offer peer mentoring and plenty of opportunities for student-to-student interaction. Our Faculty Fellows are recognized for their achievements in the profession by the American Association of Nurse Practitioners.

The Value of Real-World Experience We understand the value of practical, real-world experience, and while many online degree programs struggle to offer this, at UMKC we pride ourselves on offering more interactive experiences to our graduate nursing students. Faculty are committed to student success and bring their real-world clinical experience to the classes they teach.

UMKC support services are available to all distance education students. Distance education students are afforded the same UMKC student support services as our on-campus students. Every student is assigned an Academic Advisor and Faculty Mentor. The DNP program is a practice-focused doctoral program that prepares experts in advanced nursing practice specialization. The curriculum provides innovative and evidence-based content which prepares nurses to lead in practice, systems, and policy arenas, while improving patient outcomes in a variety of healthcare settings.

Prerequisites: Post-BSN students: final practicum course or consent of instructor. Post-Master's students: A minimum of clinical hours in your current or previous work following graduation from an accredited Master's in Nursing program; National certification in your area of expertise e. Synthesis of Emphasis Area of Study. This course provides an opportunity for the PhD student to synthesize work in their selected emphasis area.

After completion of emphasis area coursework, students will focus on synthesizing content across these emphasis area courses. The synthesis experience culminates in a written synthesis paper in the emphasis area to assure the student's competency in the emphasis area of study. Typically, the emphasis area coursework and the emphasis area synthesis paper contribute directly to the student's dissertation.

Prerequisite: Completion of emphasis area coursework at least 9 credit hours and NRSG , or consent of instructor. This course will focus on the preparation and scope of practice of the adult-gerontology acute care nurse practitioner. Concepts of the advanced practice role, primary vs. Advanced Pharmacology for the Acute Care Setting. This course for acute care settings is complementary to any advanced pharmacology course for advanced practice nursing.

The clinical application of specific categories of drugs commonly encountered in acute care settings is discussed. Application is made through age appropriate studies. The first of two core specialty courses using a systems approach that emphasizes a multi-dimensional and interprofessional approach to assessment, differential diagnosis, and treatment formulation for the care needs of the chronically, acutely, or critically ill or those who are experiencing an acute exacerbation of a chronic health problem.

Students will develop skills in critical thinking and the use of evidence-based practice guidelines in developing the rationale for diagnosing and managing care needs across the acute, critical, and complex care continuum in order to return the individual to their optimal level of health. The second of two core specialty courses using a systems approach that emphasizes a multi-dimensional and interprofessional approach to assessment, differential diagnosis, and treatment formulation for the care needs of the chronically, acutely, or critically ill or those who are experiencing an acute exacerbation of a chronic health problem.

This is the first practicum course in a series of three practicum courses that prepares the student for entry into practice as an acute care provider.

This course is designed to prepare the adult-gerontology acute care nurse practitioner as a provider of direct health care services. The patient populations of the adult-gerontology provider includes young adults including late adolescents and emancipated minors , adults, and older adults including young-old, and old-old adults.

Within this role, the adult-gerontology acute care nurse practitioner will synthesize theoretical, scientific, and contemporary clinical knowledge for the assessment and management of both health and illness states, including care needs of the chronically, acutely, or critically ill or those who are experiencing an acute exacerbation of a chronic health problem.

The competencies of this course incorporate health promotion, disease prevention, and management focus of the adult-gerontology acute care nurse practitioner practice. This is the second practicum course in a series of three practicum courses that prepares the student for entry into practice as an acute care provider. This is the final practicum course in a series of three practicum courses that prepares the student for entry into practice as an acute care provider.

Doctor of Nursing Practice Project. As such, the DNP project requires that a practice-focused problem be identified and examined in depth. For most students the DNP project will include application of an evidence-based intervention suitable to their area of focus e. Prerequisite: NRSG and completion of 2 doctoral level specialty courses, or consent of instructor. Original and independent investigation approved by and conducted under the supervision of the student's adviser or advisory committee and in partial fulfillment of the requirements for the Ph.

Prerequisite: Consent of Advisor. Having chosen an appropriate mentor, the student selects an area of advanced study. Specific objectives and credit hours are jointly determined by the student and selected faculty member. Prerequisite: Prior graduate course work in the area of study and consent of instructor. Preparation of the dissertation based upon original research and in partial fulfillment of the requirements for the Ph. Credit is given only after the dissertation proposal has been accepted by the student's dissertation committee.

NURS Pathophysiology for the Practicing Nurse. This course is designed to provide students with a basic understanding of pathophysiological changes that occur within the internal environment of the individual.

Understanding these alterations is basic to providing quality nursing care. System variations across the lifespan are addressed. Pharmacology for the Practicing Nurse. Pharmacodynamics and pharmacokinetics of drug therapy are discussed in order to provide a basic understanding of the client's reaction to a drug, both therapeutically and adversely, and to predict potential drug interactions.

Internal and external environmental factors affecting drug therapy are assessed in order to provide a comprehensive database for therapeutic nursing interventions. Specific prototypes of selected drug classifications provide the framework for understanding the action, use, side effects and nursing implications of drugs. The nurse's role in drug administration, assessment of drug effects, and client system education are emphasized.

Legal and ethical responsibilities for administering drugs are considered. Communicating and Managing Healthcare Information. Basic theories of interpersonal communication, information technologies, and information management are explored. Use of these skills and technologies to develop therapeutic relationships with patients and the interdisciplinary healthcare team is emphasized.

Legal and ethical issues related to health information technology and health information exchanges will be examined. Professional Development I: Introduction to the Profession. Students are introduced to the evolution of the profession of nursing. Concepts of caring, professional identity and scholarship are examined. Students will have opportunities to investigate personal and professional boundaries, examine their own beliefs and values, and explore the value of scholarship on nursing practice.

Students will examine how their lived experience will impact their professional practice. Alterations in Physiological Functioning I.

Basic mechanisms underlying illness and disease are stressed as a basis for the understanding of health promotion and disease prevention in this first of two sequential courses. Pathophysiological changes that occur within the environments of individuals in the presence of dysfunction or disease of selected systems are presented as a rationale for nursing diagnoses and therapeutic interventions.

System variations across the life span fetuses, children, pregnant women, adults, and older adults are addressed. Pharmacodynamics and pharmacokinetics of drug therapy across the lifespan are discussed in order to provide a basic understanding of the patient's reaction to a drug both therapeutically and adversely, and to predict potential drug interactions.

Personal, genetic, and environmental factors affecting drug therapy are assessed in order to provide a comprehensive data base for therapeutic nursing interventions. Specific prototypes of selected drug classifications provide the framework for understanding the action, use, adverse effects and nursing implications of drugs.

The nurse's role in drug administration, assessment of drug effects, and patient education are emphasized. Basic Assessment and Clinical Skills. Skills necessary to perform basic patient assessment and clinical skills are discussed and demonstrated. Opportunities are provided in a laboratory setting for students to demonstrate cognitive and psychomotor competencies of therapeutic interventions and assessment of the individual patient across the life span.

The emphasis is on interviewing techniques, physical examination, and psychomotor skills. Developmental factors and risk factors, including genetic and environmental, that affect the patient's health will be explored. Health and Illness: Foundations of Nursing. Concepts basic to the art and science of nursing are introduced as a foundation for safe, quality patient care. Evidence-based principles of nursing and health promotion are integrated to prepare the student to meet the health-related needs of a patient.

The nurse's role as a member of the interdisciplinary team will be examined. Health and Illness: Foundations of Nursing Practicum. Evidence-based clinical reasoning is applied in the care of individual patients with acute and chronic illness to ensure safe and quality outcomes.

Tools of communication and technology are utilized in the delivery and documentation of care. The role of the nurse within the interdisciplinary team is demonstrated. Prerequisite: NURS , or consent of instructor.

Ethical principles are applied to care of persons in diverse settings. Team building and group process skills are explored to facilitate students working within teams.

The role of the nurse as a member of the interprofessional team is examined using concepts of ethics, advocacy, group process, and team building. The professional responsibilities and role of the advocate will be explored. Continuous quality improvement is introduced as a foundation for quality care and patient safety.

Data to monitor the processes and outcomes of care are discussed. Methods to design and test changes to continuously improve the quality and safety of healthcare systems are explored. Alterations in Physiological Functioning II. Building on NURS , this course expands knowledge of pathophysiological changes that occur within the environments of the individual in the presence of dysfunction or disease.

The most common alterations in selected physiological systems are presented as a framework for clinical reasoning. Relevant risk factors, epidemiology, pathophysiologic mechanisms, and clinical manifestations across the life span fetuses, children, pregnant women, adults, and older adults are discussed. In this second sequential course, students continue their study of pharmacology across the lifespan.

The nurse's role in drug administration, assessment of drugs' effects, and patient education are emphasized. Health and Illness: Nursing Across the Lifespan. A greater sophistication of clinical reasoning is developed to achieve safe and quality outcomes using multiple ways of knowing including nursing knowledge. Emphasis is placed on managing the care of patients experiencing acute and chronic illnesses and promoting health across the lifespan.

Evidenced-based therapeutic nursing interventions that meet a patient's holistic health needs will be expanded. Perspectives of other health care members will be recognized in order to collaborate and work effectively as a team to provide interdisciplinary care. Technology and communication skills are integrated as methods to support safe processes of care.

Students engage patients in active partnerships to manage acute and chronic illness and promote health across the lifespan. Multiple sources of evidence are incorporated into the planning, implementation and evaluation of nursing care including nurse sensitive quality indicators.

Coordination, integration and continuity of care for multiple patients will be applied in the healthcare microenvironment. Emphasis is placed on interdisciplinary collaboration to ensure safe and quality outcomes. Technology and information management tools are utilized to support safe processes of care.

Nursing of Children: Practicum. Evidenced based clinical reasoning is applied in the care of children with acute and chronic illness to ensure safe and quality outcomes.

Nursing of Adults: Practicum. Evidenced based clinical reasoning is applied in the care of adults with acute and chronic illness to ensure safe and quality outcomes. Introduction to Healthcare Practices in Rural Communities. This course offers a broad overview of the unique challenges that are encountered in rural healthcare. Introduction to the role of the nurse within the rural healthcare setting and community is provided. Students will explore patterns of health, illness, and resources that meet the diverse needs of rural communities.

Students will examine the influence of the rural community culture on health care practice. Client Assessment for the Practicing Nurse. Opportunities are provided, in a laboratory setting and with simulations, to demonstrate competencies in assessment of the individual client system across the life span. Historical data collection and psychological and physical assessment are reviewed. Interviewing techniques and the four basic methods of physical examination inspection, percussion, palpation, and auscultation are presented.

Critical thinking is emphasized to cluster data to select and support nursing diagnoses. Beginning theory and practical applications of various uses and results of computer technologies, including electronic health records, are explored in order to provide the basic skills and current infrastructure for information management in healthcare delivery.

These concepts and skills are essential for curriculum related activities, as well as for providing therapeutic nursing interventions and communications with faculty, client systems, and other healthcare participants.

Built-in safeguards, and legal and ethical issues related to electronic communications and health records are emphasized using 21st century tools of communication and collaboration. Knowledge and skills presented in this course will be expanded in future nursing courses related to the baccalaureate completion program. Prerequisite: Admission to the School of Nursing or consent of instructor, Satisfactory completion of a statistics course.

Introduction to the Baccalaureate Nurse Role. Contemporary issues confronting the nursing profession are discussed. Personal accountability, professional boundaries, and group process skills are explored to facilitate students working within interprofessional health care teams. Students will examine their own beliefs and values, establish personal and professional boundaries, and develop their personal philosophy of nursing.

Students will explore how their lived experience will impact their professional practice. This seminar provides the Honors nursing student the opportunity to explore topics of interest and begin reviewing the current research literature on a given topic. Emphasis is placed on interaction with active nurse researchers to enable the student to identify available research opportunities in ongoing studies. Students are introduced to the application of various methods used to address nursing questions.

Prerequisite: Admission to the Nursing Honors Program. This is an entry level Medical Spanish course for students with minimal or no Spanish language education. Students will develop working language skills, learning techniques for optimal communication, phonetics, morphology, grammar, understanding sentence structure, conjugation and cultural aspects applicable to the current health care environment. The goal is to achieve proficiency and confidence when using the Spanish language with Hispanic patients.

Prerequisite: None or Consent of Instructor. Health Care of the Older Adult. Students will explore concepts and theories to increase their knowledge base of the complex challenges that face older adults and their families. Emphasis will be on promotion, maintenance and restoration of health and wellness, and the prevention of disease.

Internal and external environmental factors will be assessed including biophysical, psychological, behavioral, sociocultural, economic and political. Students will utilize case examples and discussion to practice integrating communication and clinical skills into the role of the nurse as a client advocate and professional health team member. A clinical experience option for one-credit hour is offered for students to provide direct care to older adults in a variety of settings.

The focus of this elective is to explore the relationship between spirituality and a person's health. A non-religious approach with a focus on global spiritual traditions and needs will be explored.

Psychological, sociological, and physiological issues of health and human functioning of the female client systems across the life span are explored. Theory and research-based therapeutic management of acute, episodic, and chronic conditions that occur in community based women and their families will be planned. Professional values including standards of practice, certification, cultural, legal and ethical issues, and professional roles will be addressed.

Concepts and theories related to providing health care to complex systems and aggregates in the community, state, nation and world are explored. Emphasis is placed on the promotion, maintenance and restoration of health and wellness, and the prevention of disease. Environmental components including historical, political, social, cultural, and economic factors are presented.

The role of the health care provider in identifying, prioritizing and meeting the health and life participation needs of populations is discussed. Prerequisite: Admission to the School of Nursing.

Nursing in Healthcare Microsystems. Nursing practice in an evolving health care system is addressed with emphasis on the unique challenges in micro-environments of health care delivery.

The microsystem is the structural unit responsible for delivering care to specific patient populations or the frontline places where patients, families, and care teams meet. This environment is where the nurse participates in a broad mixture of direct and indirect care patient care delivery. Findings of current research related to nursing leadership are discussed. Professional, organizational, historical, and social factors that affect health care delivery within a clinical micro system are considered.

Ethics, Advocacy, and Collaboration in Nursing Practice. Ethical principles of patient care are applied. Team building and group process skills are explored to facilitate working within the interprofessional healthcare team. The role of the nurse as a member of the healthcare team is examined using concepts and theories of communication, group process, team building, and advocacy. Skills to continue professional growth and support excellence in nursing practice are investigated.

Organizational Influences on Nursing Practice. The impact that nursing departments and organizational decision making has on the achievement of quality patient outcomes will be explored. Nursing practice in an evolving health care system is addressed with emphasis on the unique challenges in the meso-environment of health care delivery.

The role of the nurse as leader in achieving organizational goals addressing socio-cultural, economic, legal, and political environmental factors is examined. Improving Healthcare Quality. Skills of inquiry and information literacy are developed to locate and evaluate information to improve healthcare quality.

Evidence-Based Nursing Practice. Searching, critiquing and synthesizing sources of evidence as it applies to the nurse's clinical practice will be emphasized. Fundamental principles of the research process and models for applying evidence to clinical practice will be explored. Strategies for implementation of evidence into clinical practice will be discussed. Prerequisite: Admission to the School of Nursing or consent of instructor, Satisfactory completion of a Statistics course.

Nursing practice in an evolving health care system is addressed with emphasis on the unique challenges in the macro-environment of health care delivery. The role of the nurse as a provider of direct and indirect care is expanded to include local, state, national and international regulatory, legal, and professional association's interactions that impact the ability of the nurse to deliver patient care.

Synthesis of knowledge for professional practice will guide development of a small test of change project to meet an identified need in an area of interest. The student will select an area associated with a patient safety initiative, patient education need or agency educational need for project implementation.

Evidence Based Practice in Nursing. Developing the Baccalaureate Nurse Role. Contemporary issues confronting the nursing profession are discussed and methods to advocate for patients and the profession are investigated. Communication, clinical leadership, and evidence-based practice skills that enhance the student's ability to perform in a complex organizational system are emphasized. Personal accountability, professional boundaries, team building, and group process skills are explored to facilitate students working within interprofessional health care teams.

Students will examine their own beliefs and values and develop their personal philosophy of nursing. Using Technology to Enhance Client Safety. This course is designed to enlighten students to new cultures, provide the opportunity to see how these cultures deal with health care, and assess the clients' internal and external environment that impact health care.

Various roles and responsibilities of nurses participating in international health are examined. A short term immersion experience provides an opportunity to incorporate the nursing process in clinic and community settings and to function as members of a health care team. Concepts and theories important to providing health care to aggregates, communities, and populations are explored.

Health promotion and prevention of disease and injury as essential elements of baccalaureate nursing practice are emphasized.

Determinants of health are identified to allow students to construct methodologies that address health care disparities. The role of individuals within the interprofessional healthcare team is examined to determine the contributions of each to the achievement of healthy populations.

The microsystem is the structural unit responsible for delivering care to specific patient populations or the frontline places where patients, families, and care teams meet AACN Essentials, p. Scholarly Inquiry for Quality Improvement. Nursing Practice within the Healthcare Organization. The role of the nurse as a provider of direct and indirect care is expanded to include local, state, national and international regulatory, legal, and professional association interactions that impact the ability of the nurse to deliver patient care.

Understanding and interpreting common laboratory tests and diagnostic procedures to identify potential or actual needs of individuals is the primary purpose of this course. Alterations in laboratory data and diagnostic testing procedures due to common pathological states of individuals across the life span will be explored. The focus will be on using this knowledge to identify nursing concepts, diagnoses, and appropriate interventions.

Intensive study in an area of interest with experiences selected according to the student's written purposes, conceptual framework, objectives and evaluation. Development of a Microsystem Leader. Development of a microsystem leader supports the student's understanding of nursing leadership opportunities at all levels of nursing practice.

Emphasis will be placed on building and growing teams, modeling a culture of safety and resource utilization, allocation and financial management. Students will be given the opportunity to demonstrate effective decision making and clinical judgement while exploring their role in the healthcare microsystem.

Concepts of evidence-based practice EBP and healthcare research are explored. Methods to critically appraise healthcare research will be applied. Critical appraisal of evidence will be employed to inform the delivery of safe and quality nursing care. Contemporary issues confronting the nursing profession are discussed and methods to advocate for the profession are investigated.

Professional skills, such as job interviewing, portfolio development, and examination of advanced roles in nursing will be emphasized. Health and Illness: Nursing with Diverse Populations. Comprehensive and focused evidence-based care of patients in diverse populations with complex health conditions will be examined. The nurse's role in assuring coordination, integration, and continuity of care is investigated.

Integration of the physical, behavioral, psychological, spiritual, socioeconomic and environmental factors that influence patient centered care is explored.

Collaboration with other health care team members to provide safe and quality care for diverse patients in a variety of complex settings is analyzed. Information management tools to monitor outcomes of care are evaluated. Synthesis of evidence and collaboration with other members of the health care team are used to plan, implement, and evaluate safe and quality care for patients. Technologies that support clinical decision-making, error prevention, and care coordination are emphasized.

Nursing in an Evolving Healthcare System. Nursing practice in an evolving health care system is addressed with emphasis on the unique challenges presented to the nurse.

The role of the nurse as provider of direct and indirect patient care is expanded to include the external influences of the health care organization, the regulatory environment, and the professional association.

The development of the nurse as a member of a profession is expected. Inherent is a developing knowledge and appreciation for the diversity of opinions and organizations that exist to provide assistance in the delivery of direct patient care. A preceptor model of learning professional nursing practice provides opportunities to synthesize and integrate previous learning experiences.

Emphasis is placed on the roles of the nurse as provider of indirect and direct care; designer, manager and coordinator of care; and member of the profession. The focus is on individual transition to the professional nursing role, recognizing the organizational, social, political, economic, ethical, and legal context in which interdisciplinary health care is delivered in a selected clinical setting.

Integration of Concepts and Clinical Competencies. Students integrate concepts discussed in the classroom with competencies learned in the clinical setting. Using small group guided discussion, students begin building a skill set that shows knowledge of and appreciation for the roles of direct care provider, designer, manager and coordinator of care; and member of profession.

Concepts and theories from leadership and population health are applied to the health care of: individuals, groups, communities and populations. There is a concentrated focus on leadership in health promotion that provides safe, effective, and efficient care. Leadership concepts such as systems theory, quality improvement, economics, and evidence are applied.

Students are provided opportunities for inter-professional collaboration in the planning of health care and promotion of quality outcomes for diverse populations. Concepts of evidence-based practice EBP and health care research are explored to inform the delivery of safe and quality nursing care.

This course is for Honors students only. Under the mentorship of an active nurse researcher the student designs and conducts a research project and participates as a member of a research project team. Students apply principles of research learned in NURS to design and critique their own research project while providing feedback to peers. Through seminar activities they critically analyze the issues, rewards, and challenges of conduction research. Population Health, From Local to Global.

Population based health and multi-sectoral systems influencing health, locally and globally, are explored. Students build upon clinical reasoning skills from an individual level of care to a global context of care.

Focus is on risk reduction, protective and predictive factors, and the systems influencing the health of individuals, families, and communities. Multiple determinants of health and basic data patterns are applied to assess the health and illness beliefs, assets and barriers to health and to explore historical, social, political and economic forces impacting the health of communities.

Community theories, models and frameworks are explored to guide a community health improvement project. Community engagement and collaboration, health coaching and behavior change, and chronic disease management are used to create a community health improvement plan. Quality indicators and sustainable health outcomes are explored to address local, state, and global health issues impacting communities.

Synthesis of knowledge for professional practice will guide development of a project to meet an identified need in an area of interest. The student will select one of three areas management, clinical practice, education for patients and families, staff, or agency personnel for project implementation. Kansas City, KS soninfo kumc. Send Page to Printer.

High School Preparation High school students planning to enter the baccalaureate program in nursing are encouraged to follow a general college preparatory course of study.

Graduate Programs Basic admission requirements are listed in the Graduate Studies section of the online catalog. Academic Forgiveness Academic forgiveness does not apply in the School of Nursing. Application BSN program admission is competitive and occurs each fall semester.

Grading Courses in which grades of D and F are earned do not count toward graduation. Graduation with Distinction and Highest Distinction Students who rank in the upper 10 percent of their graduating class may graduate with distinction. Honor Roll Students with grade-point averages of 3. Probation Students whose cumulative grade-point average GPA falls below 2.