Mission, Vision & Core Values

Our Jesuit values guide us to shape the future of health and health care

Our mission at the Marcella Niehoff School of Nursing is to advance the science of nursing and provide a transformative education in the Jesuit Catholic tradition that prepares compassionate, innovative, diverse nurse leaders who provide care for the whole person and partner locally and globally to promote social justice and health for all.

Our vision at the Marcella Niehoff School of Nursing is to be a preeminent leader in transforming the health of persons, families, communities and populations, while promoting social justice, health equity and quality care for all.

In keeping with the University's Ignatian heritage, the School of Nursing is committed to the five hallmark characteristics of a Jesuit education. These characteristics provide the foundation for our core values, helping guide and motivate our administrators, faculty, students, and graduates to think differently about their approach to health care.

Core Values

Commitment to Excellence

Apply well-learned lessons and skills to achieve new ideas, better solutions, and vital answers.

• Promote dialogue, critical thinking, and the discernment of meaning in the process of enhancing health of persons and communities, both locally and globally.
• Foster an academic environment that supports and guides students in their transformation toward becoming health care leaders.

Faith in God and the Religious Tradition

Promote well-formed and strongly held beliefs in one’s faith tradition to deepen others’ relationship with God.

• Acknowledge that humans are physical, psychosocial, and spiritual beings
• Recognize that spirituality affects health.
• Respect that spirituality is lived out differently through diverse faiths, beliefs, and religious traditions.
• Create a safe place to search for meaning in the process of discovery and transformation, as well as social change.
• Respect our potential for achievement while accepting our human limitations in the pursuit of good.

Service that Promotes Justice

Use learning and leadership in openhanded and generous ways to ensure freedom of inquiry, the pursuit of truth, and care for others.

• Commit to social justice by engaging individuals, families, and communities, both locally and globally, to improve and promote health.
• Recognize that health disparities exist; those with the greatest need and with the least access hold a higher priority for action.
• Engage in research and application of evidence-based practice or best practices that limit health disparities.

Values-Based Leadership

Ensure a consistent focus on personal integrity, ethical behavior in business and in all professions, and the appropriate balance between justice and fairness.

• Foster synergistic collaborations within and between professions, disciplines, programs, and partners.
• Respect the dignity and fundamental rights of all.
• Embrace the tension that exists between competing priorities (e.g., mission-driven, financially-driven, Ethical & Religious Directives for Catholic Health Care Services) when making choices.
• Accept responsibility to make choices and act through discernment, being wise stewards of resources.
• Actively seek diversity in people, programs, professions, and practice to strengthen the communities of which we are a part.
• Promote a culture of purposeful transparency.

Global Awareness

Demonstrate an understanding that the world’s people and societies are interrelated and interdependent.

• Understand that individuals are intimately connected to, live within, and operate within community.
• Recognize that communities have cultural capital with unique strengths.
• Foster relationships and engaging in partnerships in order to promote health.
• Embrace culture as a means to serve and to lead change toward better health.
• Apply the lessons we learn locally to global milieus and applying lessons learned globally to local initiatives.

Accreditation

The baccalaureate degree program in nursing at Loyola University Chicago is accredited by:

Commission on Collegiate Nursing Education
655 K Street, NW
Suite 750
Washington, DC 20001
202-887-6791.

The BSN program has approval from the Illinois Department of Financial and Professional Regulation (IDFPR), Division of Professional Regulation.

Undergraduate Programs

Academic Policies

Marcella Niehoff School of Nursing (MNSON) Mission and Vision

OUR MISSION at the Marcella Niehoff School of Nursing is to advance the science of nursing and provide a transformative education in the Jesuit Catholic tradition that prepares compassionate, innovative, diverse nurse leaders who provide care for the whole person and partner locally and globally to promote social justice and health for all.

OUR VISION at the Marcella Niehoff School of Nursing is to be a preeminent leader in transforming the health of persons, families, communities, and populations, while promoting social justice, health equity and quality care for all. 

More information can be found here.

Marcella Niehoff School of Nursing Core Values

The MNSON is committed to the five “hallmark characteristics of a Jesuit education.” These characteristics provide the foundation for our core values. The MNSON core values challenge administrators, faculty, students, communities, and partners to think differently. Graduating professionals who are technically proficient is necessary, but not sufficient. Our graduates will shape the future of health and health care. To prepare them, we implement the following values:

• “Commitment to Excellence: Applying well-learned lessons and skills to achieve new ideas, better solutions and vital answers.” This is what it means in the MNSON:
  • Promoting dialogue, critical thinking, and the discernment of meaning in the process of enhancing health of persons and communities, both locally and globally.
  • Fostering an academic environment that supports and guides students in their transformation toward becoming health care leaders.
• “Faith in God and the religious tradition: Promoting well-formed and strongly held beliefs in one’s faith tradition to deepen others’ relationship with God.” This is what it means in the MNSON:
  • Acknowledging that humans are physical, psychosocial, and spiritual beings.
  • Recognizing that spirituality affects health.
  • Respecting that spirituality is lived out differently through diverse faiths, beliefs, and religious traditions.
  • Creating a safe place to search for meaning in the process of discovery and transformation, as well as social change.
  • Respecting our potential for achievement while accepting our human limitations in the pursuit of good.
• “Service that promotes justice: Using learning and leadership in openhanded and generous ways to ensure freedom of inquiry, the pursuit of truth and care for others.” This is what it means in the MNSON:
  • Committing to social justice by engaging individuals, families, and communities, both locally and globally, to improve and promote health.
  • Recognizing that health disparities exist; those with the greatest need and with the least access hold a higher priority for action.
  • Engaging in research and application of evidence-based practice or best practices that limit health disparities.
• “Values-based leadership: Ensuring a consistent focus on personal integrity, ethical behavior in business and in all professions, and the appropriate balance between justice and fairness.” This is what it means in the MNSON:
  • Fostering synergistic collaborations within and between professions, disciplines, programs, and partners.
  • Respecting the dignity and fundamental rights of all.
  • Embracing the tension that exists between competing priorities (e.g., mission-driven, financially-driven, Ethical & Religious Directives for Catholic Health Care Services) when making choices.
  • Accepting responsibility to make choices and act through discernment, being wise stewards of resources.
  • Actively seeking diversity in people, programs, professions, and practice to strengthen the communities of which we are a part.
  • Promoting a culture of purposeful transparency.
• “Global Awareness: Demonstrating an understanding that the world’s people and societies are interrelated and interdependent.” This is what it means in the MNSON:
  • Understanding that individuals are intimately connected to, live within, and operate within community.
  • Recognizing that communities have cultural capital with unique strengths.
  • Fostering relationships and engaging in partnerships in order to promote health.
  • Embracing culture as a means to serve and to lead change toward better health.
  • Applying the lessons we learn locally to global milieus and applying lessons learned globally to local initiatives.

Standards of the Profession

Exemplary behavior, consistent with the standards of the nursing profession, is expected at all times. The student is expected to maintain integrity and abide by the standards of clinical education and of the nursing profession, as further discussed in the following sections. The student is responsible for adhering to the policies in this manual and acknowledges acceptance of this student handbook by acknowledging that they have read and received the Student Handbook.

Inclusive Excellence Statement

Working toward inclusive excellence includes building intrapersonal and interpersonal awareness, engaging in curriculum transformation, teaching with an inclusive pedagogy, and building inclusive learning environments. We recognize that our community is strengthened by the diversity of our students, faculty, and staff along the social dimensions of race, color, religion, biological sex, age, sexual orientation, gender identity or expression, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law. We are especially committed to helping our nation create a culture of health, promote health equity to reduce health disparities, and improve the health and well-being of all, especially for those who experience the health system disparately due to systemic oppressions.

Chosen Name and Pronouns Statement

Class rosters and university data systems are provided to instructors with only students’ legal names presented. Knowing that not all students use their legal names or identify with a gender that aligns with their sex assigned at birth, faculty members will use the name and/or personal pronouns you use. If you choose, you may email the faculty member directly to share your information. Additionally, if these change at any point during the semester, please let the faculty member know. For more information on how to change your name in LOCUS, please visit the Preferred Name Policy. https://www.luc.edu/dos/services/preferrednamepolicy/

History and Overview of the Marcella Niehoff School of Nursing (MNSON)

The MNSON was founded in 1935. It is the oldest baccalaureate nursing program in the state of Illinois. The MNSON was the first school in the university in which women attended classes. At its inception, education focused on preparing nurses to assume leadership roles in meeting the health care needs of Chicago residents. The following programs are housed in the MNSON.

Bachelor of Science in Nursing (BSN)

The BSN program educates and graduates competent and caring nursing professionals to meet the health care needs of patients in a variety of national and international settings. The program is science-based and focuses on the knowledge and skills necessary to provide safe and competent nursing care to individuals, families and communities. Students are prepared to analyze complex health care situations using critical thinking to optimize health outcomes.

There are two program tracks in the BSN program. The 4-year BSN program track is a direct entry academic degree program. The Accelerated BSN (ABSN) program track offers a fast-track to professional nursing for those who have already earned a baccalaureate degree or higher in another field of study. Information about the BSN Program can be found at: Degree Programs | School of Nursing: Loyola University Chicago

Graduate Nursing Programs

In 1964, a Master of Science in Nursing (MSN) program was initiated to prepare professional nurses for advanced practice and leadership roles in health care delivery. The MSN programs currently include the following track: Nursing and Healthcare Administration Nurses with an Associate Degree or Diploma in Nursing can pursue this track via the RN-MSN program. In 2009, the Doctor of Nursing

Practice (DNP) program was initiated. The DNP is a practice-focused degree designed to provide advanced knowledge and skills required to enhance the health and well-being of individuals and communities. Practice doctorate preparation includes options for a systems/leadership focus or advanced practice nursing with a specialty focus. The PhD program was initiated in 1988 to meet the need for nurse scholars, teachers, and leaders. Loyola PhD in Nursing graduates have assumed leadership roles in research, education, clinical practice, and health care administration nationally and internationally. Loyola graduates have distinguished themselves through postdoctoral fellowships and research supported through National Institutes of Health (NIH) funding. Information about Graduate Nursing Programs may be found at: Degree Programs | School of Nursing: Loyola University Chicago

Certificate Programs

The Marcella Niehoff School of Nursing offers certificate programs for post-Baccalaureate and post-Master's nurses and other health professionals looking to advance their knowledge and skills in their practice areas or to expand their career options. Post-graduate Advanced Practice Registered Nurse (APRN) certificate programs are available for master’s prepared nurses who wish to gain needed content and clinical expertise to prepare for a Nurse Practitioner (NP) or Clinical Nurse Specialist (CNS) national certification examination. Information about Certificate Programs can be found at Degree Programs | School of Nursing: Loyola University Chicago

Overview of the BSN Program

Program Accreditation

The baccalaureate degree program in nursing (BSN), master's degree program in nursing (MSN), Doctor of Nursing Practice (DNP) program, and the post-graduate APRN certificate program at Loyola University Chicago are accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791. The BSN program has approval from the Illinois Department of Financial and Professional Regulation (IDFPR), Division of Professional Regulation. The MNSON holds membership in the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN).

Program Goals and Outcomes

The goal of the BSN program is to prepare baccalaureate generalist nurses.

At the completion of the program, graduates are expected to:

1. Synthesize knowledge from liberal arts, sciences, and nursing science as a basis for professional nursing practice.
2. Integrate levels of prevention, quality, safety concepts and principles and leadership into professional nursing practice.
3. Provide culturally competent, effective and patient-centered professional nursing care to individuals, families and communities across the lifespan.
4. Demonstrate the ability to effectively communicate and collaborate with the patient and interprofessional team to deliver evidence-based, safe, patient-centered care to individuals, families and communities.
5. Integrate values, ethics and legal knowledge into nursing practice.
6. Integrate scientific evidence and patient, family and community preferences into the planning, implementation and evaluation of professional nursing care.
7. Apply skills of information technology and information management effectively in professional nursing practice.
8. Analyze ways governmental, institutional and professional policies directly and indirectly influence the healthcare system and population health.

Admissions

The Bachelor of Science in Nursing (BSN) program is offered by the Marcella Niehoff School of Nursing (MNSON) at Loyola University Chicago. There are two distinct tracks into the BSN program:

• The 4-Year BSN Track – for first-year and transfer undergraduate students.
• The Accelerated BSN (ABSN) Track – for students who already hold a non-nursing bachelor’s degree.

Regardless of the track, all students meet the same program outcomes and graduate with a BSN degree.

4-Year BSN Track (Including Transfer Students)

Students in the 4-Year BSN track begin the program in the Fall (August) semester. This track includes:

• First-year students entering directly from high school
• Transfer students, either from other Loyola programs or external institutions

Admission for transfer students is based on space availability and is competitive. In some years, external transfer students may not be admitted due to program capacity. Even when space is available, the number of qualified applicants often exceeds the number of open spots, so admission is not guaranteed.

Transfer credit is evaluated based on Loyola University Chicago transfer credit policy. Only courses in the arts, sciences, and humanities may be accepted. Nursing major courses are not accepted for transfer credit.

• For external transfer inquiries, please contact the Undergraduate Admission Office at 800.262.2373 or email admissions@luc.edu.
• For internal transfer inquiries, contact the MNSON office at schoolofnursing@luc.edu.

Accelerated BSN (ABSN) Track

The ABSN track is for students who already hold a bachelor’s degree in a non-nursing field and are seeking a second degree in nursing. Students may start in either the Fall (August) or Spring (January) semester. There are two study options within the ABSN track—both based at the Health Sciences Campus (HSC) in Maywood:

• On-Campus ABSN: In-person lectures, labs, and clinical experiences.
• Hybrid ABSN: Online coursework combined with in-person labs and clinical experiences at the HSC.

All ABSN students are enrolled in the same BSN degree program and meet the same competencies and outcomes as students in the 4-Year BSN track.

Program Plans

Sample program plans of required coursework for the 4-year BSN and ABSN Program Tracks can be found on their respective catalog pages. 

Academic Advising and Student Services

Academic Advising

The role of academic advising is to support students in their academic endeavors, in making informed and responsible decisions, and in setting and achieving short- and long-term goals. Advisors provide counsel and resources to students on a variety of topics, including:

• A course of study plan at Loyola, and deciding what courses to take in the upcoming semesters
• Degree requirements for all MNSON majors and minors
• University policies and procedures and other important academic information
• University offices and resources
• Academic success strategies
• Registration concerns and LOCUS help
• Graduation Audits
• Transfer credit
• Academic performance
• Academic probation and dismissal
• Course overload (more than 18 credit hours) or part-time status (fewer than 12 credit hours)
• Pass/no-pass or audit courses
• Repeating courses
• Late registration
• Incomplete grades
• Dropping a class

Academic Advisors

Students may view their assigned academic advisor’s information by logging in to their LOCUS Student Center and viewing the “Program Advisor” box on the right side of the page. All students may schedule appointments with their assigned academic advisor using Navigate, which is accessible at www.luc.edu/navigate

First and Second year students are advised by the Office of First and Second Year Advising (FSYA). All 4-year students will be assigned an academic advisor in the Office of the FSYA at the start of their first semester where they will be advised for their first two years at Loyola.

First and Second Year Advising

Sullivan Center for Student Services

6339 N. Sheridan Rd. Suite 260

773-508-7714, FSYAdvising@luc.edu

Third- and Fourth-year students are advised by an Academic Advisor in the MNSON.

Michael Saraceno, MA, LPC

MNSON Senior Academic Advisor

LSC – BVM, Room 803

773-508-3270, msaraceno@luc.edu

SONadvising@luc.edu

ABSN (Hybrid and On-ground study options) students are advised by an Academic Advisor in the MNSON.

Jennifer Chiavola, MA

MNSON Senior Academic Advisor

HSC – MNSON Room 4530

708-216-8213, jchiavola@luc.edu

Office of the Dean of Students (ODOS)

The Office of the Dean of Students (ODOS) serves as a central hub for student support, providing resources, guidance, and advocacy to foster student success and well-being. ODOS helps students navigate academic and personal challenges, empowering them to build self-awareness, accountability, and a sense of responsibility to themselves and others.

The office is made up of two collaborative teams that support students in different but complementary ways:

• The Student Rights, Responsibilities, and Conflict Resolution (SRCR) Team supports students in upholding community standards and are seeking guidance and resources related to conflict resolution and alleged violations of LUC’s Community Standards.
• The Student Outreach and Support (SOS) Team assists students facing personal, emotional, or academic difficulties by connecting them to appropriate support services. More information is available here.

Changing a Major (4-year BSN Program Track only)

The nursing student may change their major. The student will not be able to return to the nursing program once they change their major. The student should contact their Academic Advisor for information.

BSN Program Pre-requisite Course Requirements

Certain courses within the nursing major have pre-requisite requirements and these requirements must be taken into consideration as part of the overall academic planning process.

Financial Implications for Alterations in Program Plan – ABSN Program Track

The tuition of the ABSN program track is contingent upon completion of the designated 4 consecutive semesters beginning on the date of program initiation. If a student is unable to complete the ABSN program track within this time frame, the student will incur an increase of the tuition fee. The designated increase of the tuition fee is based on whether the student is on an approved leave of absence (LOA), or if the student has withdrawn from a required course or failed a required course. Situations that may occur resulting in an increase in tuition fees are delineated below:

• If the student receives an approved LOA, the student will incur the tuition fee in accordance with the tuition fee assigned to the ABSN cohort to which the student will be anticipated to graduate.
• If the program plan is adjusted, and the student is not taking the regular schedule of courses under which they were admitted, and is not engaged in full time study (12 credits or greater), the student will be charged the per credit hour tuition rate, until they reach a point where the student is either back with a cohort’s schedule of courses or is enrolled in 12 or more credits per semester.

Academic Center for Excellence (ACE) – ABSN

The Academic Center for Excellence (ACE) at the Health Sciences Campus is a learner-centered service designed to support the ongoing academic development, lifelong learning, and overall well-being of the adult learner. The mission of the ACE is to enhance the academic performance of all students in the Stritch School of Medicine (SSOM) and the Marcella Niehoff School of Nursing (MNSON) through individual and group services. More information is available at here.

Academic Honors and Awards

President’s Medallion

The MNSON submits a single nominee for the President’s Medallion. The nominee pool includes students enrolled in all program tracks of the BSN program. The top 25% of MNSON students is provided and nominations are requested from faculty. Nominations are reviewed by the Awards Committee and interviews are conducted. A candidate recommendation selected by the Awards Committee is given to the Dean. The Dean makes the final recommendation to the University Committee.

Dean's List

The MNSON Dean's List is a semester-by-semester acknowledgement of those full-time students (taking 12 semester hours or more) who obtain at least a 3.5 grade point average in any given academic semester. Students on the Dean's List receive a letter from the Dean.

Sigma Theta Tau International (STTI) – Alpha Beta Chapter

The mission of the Honor Society of Nursing, Sigma Theta Tau International, is advancing world health and celebrating nursing excellence in scholarship, leadership, and service. STTI membership is by invitation to baccalaureate and graduate nursing students who demonstrate excellence in scholarship. More information can be found here.

Alpha Sigma Nu

Alpha Sigma Nu is the international honor society of Jesuit institutions of higher education. The society was founded in 1915 to honor a select number of students each year on the basis of scholarship, loyalty, and service. Alpha Sigma Nu is unique among honor societies in that it seeks to identify the most promising students in Jesuit schools. Inductees demonstrate an intelligent appreciation of and commitment to the ideals - intellectual, social, moral, and religious - of Jesuit higher education. Selection to Alpha Sigma Nu is one of the highest honors that can be given on a Jesuit campus. Junior and Senior students who are in the top 15% of their class academically and have a demonstrated record of service and loyalty to the Jesuit ideals of education, are considered for membership. More information can be found here.

4-Year BSN Honors/Awards

• Dean’s Gold Medallion
• Scholastic Honors Certificates (3.5 – 3.69 GPA)
• Scholastic Silver Medallion (>3.7 GPA)
• Gladys Kiniery Clinical Excellence
• Carol Kraft Memorial Award (LUMC CRT related)
• Spirit of St. Ignatius Award
• Nursing Advocacy and Leadership Award ABSN Honors/Awards
• Dean’s Gold Medallion
• Laura Difiglio Klink Scholarship (HSC ABSN)
• Gladys Kiniery Clinical Excellence
• Carol Kraft Memorial Award (LUMC CRT related)
• Julia Lane Medallion for Academic Excellence (>3.8 GPA)
• Spirit of St. Ignatius Award

Academic Integrity and Academic Appeals

Academic Integrity

Academic integrity is the pursuit of scholarly activity in an open, honest, and responsible manner. Academic integrity is a guiding principle for all academic activity at LUC, and all members of the University community are expected to act in accordance with this principle.

Standards

The MNSON abides by the University Academic Integrity Standards. Failing to meet these standards is a serious violation of personal honesty and the academic ideals. The standards apply to both individual and group assignments. Individuals working in a group may be held responsible if one of the group members has violated one or more of these standards:

1. Students may not plagiarize. Plagiarism involves taking and using specific words, phrases, or ideas of others without proper acknowledgement of the sources. Students may not:
   1. Submit material copied from a published or unpublished source.
   2. Submit material that is not cited appropriately.
   3. Use another person's unpublished work or examination material.
   4. Allow or pay another party to prepare or write an assignment.
   5. Purchase, acquire, or use a pre-written assignment for credit.
   6. Use generative artificial intelligence to complete or write assignments or exams, partially or fully, without prior permission of the instructor.
2. Students may not submit the same work for credit for more than one assignment (known as self-plagiarism). If a student plans to submit work with similar or overlapping content two or more times for any purpose, the student should consult with all instructors prior to submission of the work to make certain that such submission will not violate this standard.
3. Students may not fabricate data. All experimental data, observations, interviews, statistical surveys, and other information collected and reported as part of academic work must be authentic. Any alteration, e.g., the removal of statistical outliers, must be clearly documented. Data must not be falsified in any way.
4. Students may not collude.
   1. Students may not work with others on any exam, assignment or portion of an assignment without permission from the instructor.
   2. Students’ work with one another on an exam or assignments may not exceed the terms of their instructors’ directions for collaboration as part of the assignment.
   3. Students may not use work submitted by another student in a previous semester of a course.
5. Students may not cheat.
   1. Students may not obtain, distribute, or communicate examination materials prior to the scheduled examination without the consent of the instructor.
   2. Students may not take an examination by proxy.
   3. Students may not attempt to change answers after an examination or an assignment has been submitted.
   4. Students may not falsify medical or other documents for any reason.
   5. Students may not use unauthorized study aids in an exam. Examples include, but are not limited to:
      1. Bringing notes into an exam that does not allow outside materials.
      2. Programming equations into a calculator when the instructor has indicated that students are to be tested on the recall of those same equations.
      3. Using any electronic device that allows students to look up, translate, calculate, or communicate information with someone else.
   6. Students may not facilitate academic misconduct: for example, a student may not allow another student to copy from their exam or give their own work to another student.

Process

1. Instructors will gather the appropriate information and documentation when they suspect an instance of academic misconduct has occurred. The standard of evidence required for an instructor to determine responsibility is known as a “preponderance of the evidence.” This means the instructor must determine that it is more likely than not that an alleged violation occurred based on the totality of available evidence.
2. If instructors conclude an instance of academic misconduct has occurred, then they will determine the sanction as it relates to the course.
3. Instructors will notify the student of their findings and sanction. Instructors should allow the student an opportunity to respond before reporting the incident.
4. If after talking with the student or the student fails to respond to the instructor's outreach within two business days and instructors have determined that academic misconduct has occurred, instructors will then report the instance of academic misconduct, including supporting documentation, to the Program Track Director and the Assistant Dean for the BSN Program.
5. The case is reported through the Academic Misconduct Report form. This form is the only approved process to submit such a request.
6. The Executive Associate Dean for Academic Affairs for the MNSON will notify the student that the instance of academic misconduct has been reported and the final sanction will be included in the notification.
7. All of the cases of academic misconduct and academic appeals are managed through Maxient (the University system for these cases) and are part of the student’s academic record. The academic record is not a transcript; this academic record is maintained by the Office of the Dean of Students for a period of seven years from the date of the incident with the exception of cases resulting in University Expulsion (such files are retained indefinitely).

Sanctions

An instructor is responsible for determining the sanctions for academic misconduct in the course sections they teach. Sanctions are assigned on a case-by-case basis while considering precedent and the following standards below. The Assistant Dean for the BSN Program may add to or elevate the initial sanctions assigned by the instructor based on the student's prior academic misconduct history:

• the context and seriousness of the violation
• the student's demonstrated commitment not to engage in the same behavior in the future;
• and sanctions that appropriately foster accountability for one's behavior and prevent recurrence of similar behaviors.

Below is a list of commonly assigned sanctions and instructors may choose from this entire list:

1. Educational Experiences or Projects allow students to reflect upon their conduct and how their action harmed themselves, others, and the community; and/or to explore why such conduct is unacceptable. Examples include but are not limited to:
   1. Attendance and participation at a required meeting, workshop, special project, or other initiative.
   2. Completing an online tutorial focused on academic integrity.
   3. A written reflection about a specific topic or issue.
   4. Resubmission of the assignment or exam for partial credit.
   5. A required meeting with the appropriate dean to discuss the misconduct and the consequences.
   6. Completing restorative service hours and/or a Values Workshop.
2. Failing Grade on the assignment: A letter grade of F or zero points will be issued for the assignment or examination.
3. Failing Grade in a course: A letter grade of F will be issued for the course.
4. University Suspension or Expulsion. The MNSON Dean may recommend suspension from the University for a period of time, or expulsion from the University, depending on the severity of the misconduct, or in

Academic Integrity Agreement Form Text

The basic commitment of a university is to search for and to communicate the truth as it is honestly perceived. The university could not accomplish its purpose in the absence of this demanding standard. To the extent that this standard is respected, a genuine learning community can exist. Students of this university are called upon to know, to respect, and to practice this standard of personal honesty. 

The faculty and administration of Loyola University Chicago wish to make it clear that the following acts are regarded as serious violations of personal honesty and the academic ideal that binds the university into a learning community. These standards apply to both individual and group assignments. Individuals working in a group may be held responsible if one of the group members has violated one or more of these standards.

1. Students may not plagiarize. Plagiarism involves taking and using specific words, phrases, or ideas of others without proper acknowledgement of the sources. Students may not:
   1. Submit material copied from a published or unpublished source.
   2. Submit material that is not cited appropriately.
   3. Use another person's unpublished work or examination material.
   4. Allow or pay another party to prepare or write an assignment.
   5. Purchase, acquire, or use a pre-written assignment for credit.
   6. Use generative artificial intelligence to complete or write assignments or exams, partially or fully, without prior permission of the instructor.
2. Students may not submit the same work for credit for more than one assignment (known as self-plagiarism). If a student plans to submit work with similar or overlapping content two or more times for any purpose, the student should consult with all instructors prior to submission of the work to make certain that such submission will not violate this standard.
3. Students may not fabricate data. All experimental data, observations, interviews, statistical surveys, and other information collected and reported as part of academic work must be authentic. Any alteration, e.g., the removal of statistical outliers, must be clearly documented. Data must not be falsified in any way.
4. Students may not collude.
   1. Students may not work with others on any exam, assignment or portion of an assignment without permission from the instructor.
   2. Students’ work with one another on an exam or assignments may not exceed the terms of their instructors’ directions for collaboration as part of the assignment.
   3. Students may not use work submitted by another student in a previous semester of a course.
5. Students may not cheat.
   1. Students may not obtain, distribute, or communicate examination materials prior to the scheduled examination without the consent of the instructor.
   2. Students may not take an examination by proxy.
   3. Students may not attempt to change answers after an examination or an assignment has been submitted.
   4. Students may not falsify medical or other documents for any reason.
   5. Students may not use unauthorized study aids in an exam. Examples include, but are not limited to:
      1. Bringing notes into an exam that does not allow outside materials.
      2. Programming equations into a calculator when the instructor has indicated that students are to be tested on the recall of those same equations.
      3. Using any electronic device that allows students to look up, translate, calculate, or communicate information with someone else.
   6. Students may not facilitate academic misconduct.
      1. For example, a student may not allow another student to copy from their exam or give their own work to another student. 

In the case of multiple instances of academic dishonesty across departments, the academic dean of the student's college may convene a hearing board. Students retain the right to appeal the decision of the hearing board to the academic dean of the college in which they are registered. The decision of the dean is final in all cases except expulsion. The sanction of expulsion for academic dishonesty may be imposed only by the Provost upon recommendation of the dean. 

Academic Appeals

The Marcella Niehoff School of Nursing (the “MNSON”) has developed an Academic Appeals Process that is consistent with the Loyola University Chicago (the “University”) Academic Appeals Procedure Undergraduate: Loyola University Chicago. This process is meant to supplement, and may not supersede, any portion of the University Academic Appeals process.

The MNSON Academic Appeals Process provides specific direction for the academic grievance hearing and for appeals and is designed to achieve clarity, uniformity, and fairness in the handling of all academic disputes involving individual student complaints regarding course grades and accusations of academic misconduct. Any MNSON student may initiate the formal academic grievance procedure in order to have a complaint or appeal regarding a course grade or charge of academic misconduct reviewed in an impartial and thorough manner. In accordance with best educational practices and University policy, this process must be based on relevant information and afford both parties (student and involved faculty member(s) an equal voice in the proceedings.

Appeal of Course Grade

Consistent with the University Academic Appeals Procedure, a disputed grade will be changed only if the grading meets one or more of the following criteria:

1. Is found to be in significant violation of clearly established written school policies; or
2. Is a result of improper procedures; or
3. Is found to be arbitrary and/or capricious. Arbitrary and/or capricious grading is the assignment of a grade to a student which is:
   1. Based partially or entirely on criteria other than the student’s performance in the course; or
   2. Based on standards different from those standards of grading applied to other students registered in the same course; or
   3. Based on a substantial departure from the announced grading standards for the course.

Appeal of Finding of Academic Misconduct

The student retains the right to appeal the determination of academic misconduct using the academic Appeal Procedures outlined below.

Appeal Procedures within the MNSON

1. In all cases, a sincere attempt should be made by the student to resolve the issue through discussion with the involved faculty member(s). The student first discusses the course grade or charge of academic misconduct with the involved faculty member(s) of the course. Every attempt is made by the involved faculty member(s) to answer fully the student’s concerns at this level.

If the involved faculty member(s) decides that a change-of-grade is appropriate (e.g., due to error by the involved faculty member[s]), the involved faculty member(s) will submit a grade-change request via the student information system. The grade change will be reviewed by the Assistant Dean for the BSN Program.

1. If the student and instructor are unable to resolve the issue related to course grade and/or academic misconduct, and the student still chooses to contest the findings, the student may appeal by submitting the appropriate form:

The Academic Appeal Form: Course Grade Dispute

The Academic Appeal Form: Finding of Academic Misconduct

The electronic form is the only accepted method to request an appeal. The form must be submitted no later than 30 days into the following semester. Failure to submit a request within this period and with this electronic form waives the right to appeal and renders the decision final.

The student’s request must:

1. Specify the nature of the dispute; and
2. Explain in detail how the issue falls within the established criteria for an academic grievance (e.g., the grading was in significant violation of clearly established written school policies; the grading is arbitrary and/or capricious);
3. Describe the attempts made to resolve the matter; and
4. Attach all relevant information or documentation to support the grievance.

1. The Assistant Dean for the BSN Program or the Dean’s designee determines whether or not there are grounds for an appeal.
   1. Declines the case for a hearing: The Assistant Dean for the BSN Program and/or Dean’s designee may decline to forward the case for a hearing if it is determined that there are no grounds for an appeal. In such instances the Assistant Dean for the BSN Program or Dean’s designee must justify, in writing, the reason for this decision and communicate the decision to the student, involved faculty member(s), Program Track Director, and Dean via Loyola email.

If the student disagrees with the determination by the Assistant Dean for the BSN Program and/or Dean’s designee, the student may appeal to the appropriate academic Dean. In cases where the student is enrolled in a school other than the one in which the course is taught, the academic Deans of the two schools will review the appeal together. The student's academic Dean’s office will notify the student of the final decision via Loyola email.

1. Approves the case for a hearing: If the Assistant Dean for the BSN Program or Dean’s designee determines there are grounds for an appeal, the student, involved faculty members(s), Program Track Director, and Dean will be notified via Loyola email that a hearing board will be convened.
2. It is up to the discretion of the Dean or his/her designee if a student may continue taking courses in a sequence where the course grade under review is a pre-requisite.

Hearing Procedures Pre-hearing

1. If the Assistant Dean for the BSN Program and/or the Dean’s designee determines that the academic grievance is sufficient to proceed with a hearing, the Dean shall be notified.
2. Within two weeks of the notification to the Dean, the Dean shall appoint a Chairperson and four faculty members to a Hearing Board. Every effort shall be made to appoint faculty to the Hearing Board who are not familiar with the student.
3. The Chairperson of the Hearing Board sets the calendar, notifies all involved parties of the dates and times of the hearing and informs students by written notice of the decisions of the Hearing Board.
4. The hearing will be held within 10 business days of the receipt of the request for a hearing, if practicable. The hearing will be private, and all information will be held confidential.
5. All parties, including the student, involved faculty member(s), and Hearing Committee members, will receive the student’s name, written request for a grievance hearing, information identifying the charge of academic misconduct and related information submitted by the student, and information related to the hearing date/time/location, at least three business days in advance of the scheduled hearing date.
6. The student and/or faculty member(s) have the option of submitting other relevant materials to the hearing board prior to or at the time of the hearing. Individuals in the hearing process have the responsibility of presenting truthful information.
7. The faculty member(s) shall provide the Hearing Board Chairperson with:
   1. A copy of the course syllabus to include course outcomes if the hearing is focused on a grade dispute.
   2. Documentation and relevant information pertaining to the student’s performance in the course or clinical learning experience or related to the allegation of the student’s academic dishonesty.
   3. The names of any witnesses the involved faculty member(s) wishes to present and the name of any representative of the University community who will assist the involved faculty member(s) in presenting the case at the hearing.
8. Both the student and the faculty member(s) involved may be accompanied by one advisor of their choice throughout the hearing process. The individual must inform the chairperson of the hearing board of the name of the advisor at least 3 business days before the hearing date.
   1. The role of an advisor is to provide a comforting presence for the student and/or instructor. An advisor may only speak to the advisee. An advisor may not ask questions, interject, advocate for, or otherwise speak on behalf of the advisee.
   2. Even if an advisor is an attorney, the advisor may not function as legal counsel or “represent” an advisee during the hearing process.
   3. If any advisor conducts themselves in a manner inconsistent with these guidelines, or if the advisor’s behavior obstructs or interferes with the hearing process, the advisor will be warned by the board.
   4. If the advisor’s interfering behavior continues or if the advisor engages in a manner that harasses, abuses, or intimidates any other participant, the advisor will be excused from the hearing immediately.

The Hearing

1. The hearing will include: the student, involved faculty member(s), and designated advisor.
2. The Chairperson determines the hearing processes (e.g. location, order of proceedings, determining what evidence is relevant, determining if additional information is needed, etc.). The standard of evidence required for a board to determine responsibility is known as a “preponderance of the evidence.” This means the board must determine that it is more likely than not that an alleged violation occurred based on the totality of available evidence.
3. Hearings for refuting a charge of academic misconduct generally include an introduction of all parties present, an overview of the hearing process, review of the nature of the alleged conduct and policies potentially violated. Students (and faculty member(s) when applicable will provide their account of the reported incident. Hearing Board members may ask questions to the parties present (including witnesses, if applicable).
4. All decisions of the Board must be determined by a majority vote of the hearing board members. A final decision must be rendered by the Board by the end of the hearing process. All deliberations among the hearing board members are private.

Notice of Decision

1. The student (and faculty member(s) when applicable) are notified of the decision and any related outcomes either immediately after deliberation or, when further deliberation is needed, in writing, via Loyola email by the Chairperson of the Board's decision within 10 business days of the hearing. The decision is also shared with the Program Track Director, Assistant Dean and/or Dean’s designee, and Dean.
   1. In cases of a grade dispute, if the Hearing Board renders a decision in support of the student’s petition, the faculty member submits a grade-change request consistent with the Hearing Board’s findings. If the Hearing Board finds that the student’s petition is without merit, the grade shall remain unchanged.
   2. If a student is grieving a grade associated with a clinical experience, and the Hearing Board determines that the faculty grading was in significant violation of clearly established written school policies, or the result of improper procedures, or was capricious, the Hearing Board will communicate the decision to the Assistant Dean for the BSN Program. Notwithstanding this decision, the Hearing Board and/or the Assistant Dean for the BSN Program may require an independent re-evaluation of the student’s performance (knowledge, skills, or behavior).
      1. If it is judged by the Hearing Board or the Assistant Dean for the BSN Program that an independent reevaluation of the student’s performance is warranted, the Assistant Dean for the BSN Program will communicate the need for the evaluation to the Program Director, who will arrange for an independent reevaluation of the student that may involve a clinical, lab, or simulation session by a faculty member not known to the student. This independent reevaluation summary will be forwarded to the Hearing Board and the Assistant Dean for the BSN Program for a final determination of the course grade.

Contesting the Hearing Board’s Decision

Should the student or the instructor wish to contest the Hearing Board’s decision, an appeal to the Dean within 30 days of notice of the hearing board’s decision may be sent using the Academic Hearing Board Appeal form. This form is the only approved process to submit such a request.

1. The appeal letter must clearly identify the grounds for the appeal with appropriate supporting documentation. Mere disagreement or dissatisfaction with the decision does not constitute a basis for an appeal.
2. The grounds to appeal the board’s decision must include one or more of the following criteria:
   1. New substantive information is available that was not reasonably available at the time of the hearing and could substantially impact the original findings or outcomes of the case.
   2. A substantive procedural error or error in the interpretation of University policy occurred that denied the student or instructor the right to a fair hearing and decision.
   3. The decision (findings or outcomes) is significantly incongruent with the established facts presented at the hearing or the established Undergraduate Academic Catalog.
3. Upon receipt of the appeal letter, the Dean will review the appeal to determine whether or not to uphold the decision of the hearing board.
4. The student and the instructor will be notified via Loyola email by the Dean’s office of the final decision. The Dean’s decision is final and binding.

Academic Probation

Probation is an academic status whereby the student is notified of not being in compliance with academic standards.

4-year BSN Program Track

If a student’s cumulative GPA falls below 2.0, the student is placed on probation for the next semester (excluding summer sessions). If the student does not then raise the cumulative GPA to ≥ 2.0 after completing at least 9 credit hours of graded study (excluding pass/no pass courses) from the BSN Curriculum Plan, the student will be dismissed from the program.

Following the semester of probation, the student must maintain a minimum cumulative GPA of 2.0 through the end of their program. Failure to maintain a cumulative GPA > 2.0 after the period of probation will result in dismissal from the program. Students on probation during their final semester of study must have a minimum GPA of 2.0 to be eligible for degree conferral.

The student is placed on probation for the next semester when the student withdraws (W) from the same course twice under any of the following courses listed below:

• Required Nursing courses
• PSYC 273 Developmental Psychology, PSYC 274 Lifespan Development
• PSYC 304 Statistics or STAT 103 Fundamentals of Statistics

For probation to be lifted, the course must be successfully completed (C- or higher) during the next semester in which the course is offered, according to the revised program plan. If the course is not successfully completed, or the student withdraws a third time from the same course, the student will be dismissed from the BSN program.

ABSN Program Track

If a student’s cumulative GPA falls below 2.0, the student is placed on probation for the next semester. If the student does not then raise the cumulative GPA to ≥ 2.0 after completing at least 9 credit hours of graded study (excluding pass/no pass courses) the ABSN curriculum plan, the student will be dismissed from the program.

The student is placed on probation for the next semester (including summer sessions) when the student withdraws (W) from the same course twice from any of the nursing courses listed in the curriculum plan. For this probation to be lifted, the course must be successfully completed (C- or higher) during the next semester in which the course is offered (including summer sessions). If the course is not successfully completed, or the student withdraws a third time from the same course, the student will be dismissed from the program.

Following the semester of probation, the student must maintain a minimum cumulative GPA of 2.0 through the end of their program. Failure to maintain a cumulative GPA > 2.0 after the period of probation will result in dismissal from the program. The student must have a minimum cumulative GPA of 2.0 to be eligible for degree conferral.

The student is expected to adhere to all academic standards, regulations, and policies set forth by the Marcella Niehoff School of Nursing (MNSON) and Loyola University Chicago (LUC).

For details, refer to the applicable LUC academic policies.

Academic Standards

Each student is required to abide by Loyola University Chicago policies as well as MNSON policies. LUC policies may be found in the university catalog Undergraduate: Loyola University Chicago. MNSON policies are identified below:

Grading System

The grading scale for nursing courses in the BSN program in the MNSON is as follows:

Clinical and Lab Nursing Course

Each clinical and lab nursing course is graded “P” for Pass or “NP” for No Pass. All required clinical assignments must be submitted completely and satisfactorily by the assigned due date in order to receive a passing grade for the clinical experience.

Quizzes, Exams and Assignments

Below are general policies related to quizzes, exams and assignments. Specific course policies are detailed in course syllabi.

1. Exams and quizzes must be taken on the day scheduled. If illness or other serious circumstance arises, the faculty is to be notified via email or voicemail before the exam or quiz begins.
2. Assignments are due on the date specified unless an extension is negotiated with the course instructor prior to the due date.
3. Faculty will determine the consequence of late or missing assignments.
4. Materials not permitted during exams include, but are not limited to cell phones, iPhone watches, water bottles, hats (excluding religious head covering), and pocketed sweatshirts. Only 4 function calculators are permitted.
5. Faculty will notify students of specific exam policies for each class.
6. All exam scores are reported to 2 decimal places. Scores for unit and final examinations are not rounded up or down.
7. All non-examination assignments, such as papers, are reported in whole numbers, unless the rubric for the assignment specifically includes point allocations other than whole numbers. Most non-examination assignments use a rubric for evaluation. A rubric is provided to students in advance of assignment submission.

Taping/Recording of Classes

Students are to request permission from the faculty to record lectures/classes. The recordings are to be used only by the class member who has requested and received permission during the current term. The recordings are not to be forwarded to other students in the current or subsequent terms.

Use of Generative AI Tools

Students may not use generative artificial intelligence tools (such as ChatGPT or similar platforms) to complete or assist with assignments, quizzes, or exams unless explicitly permitted by the instructor. This includes, but is not limited to, using AI to generate or revise any portion of a discussion post, paper, quiz, ATI remediation, lab reports, exam, or project.

The use of AI tools without permission is a violation of the Loyola University Chicago (LUC) and Marcella Niehoff School of Nursing (MNSON) academic integrity policies. According to these policies, using generative AI to produce academic work constitutes a form of plagiarism and will be treated as such.

Examples of violations include (but are not limited to):

• Submitting work that was partially or fully written by an AI tool.
• Using AI to generate exam or quiz responses.
• Having AI revise or rewrite your work for submission.
• Using AI without citation in any work where its use has been approved.

Consequences

Violations of this policy will be addressed as academic misconduct. Consequences may include:

• A failing grade on the assignment.
• A failing grade in the course.
• Referral to the Academic Integrity Review process for further disciplinary action.

Students who are uncertain whether a specific tool or resource (including generative AI, tutoring platforms, or editing software) are appropriate for an assignment are responsible for consulting the instructor before proceeding. Misuse may result in a violation of academic integrity policies.

ATI Testing and Resources

The MNSON partners with ATI to integrate tests into the nursing curriculum. These integrated standardized tests help prepare students for the NCLEX. Throughout the program students complete an ATI test for the following courses:

ATI standardized testing accounts for 5% of the final course grade for GNUR 238, GNUR 294, MSN 277, CMAN 272, MCN 273, MSN 377, MCN 374 and GNUR 383.

Students will need to create a new account and view the orientation module in order to access the ATI resources and tests. The 4-year BSN students create this account in their Sophomore year; ABSN students create this account in the first semester of their program. Information about how to create a new account is posted in the BSN Program Student Info Sakai Site.

Final Examinations

Final examinations are given during the scheduled final examination period in each session. The student is expected to take their exams as scheduled; students are expected to be available for final exams through the last day of the final exam schedule. Students with four Final Exams on a given day may contact the Office of the Dean for their school to request that one Final Exam be rescheduled. The student who is unable to attend a final examination because of illness or other serious circumstances must contact their instructor prior to the exam. Alternative arrangements to complete a final exam will not be granted for personal or leisure travel plans.

Final Course Grades

• Rounding and reporting of Scores and Grades
• The final course grade, which includes all evaluation elements for the course, is rounded based on the following guidelines:
  • If the decimal is 0.50 or greater, the score is rounded to the next whole number (e.g., 84.52 is rounded to 85.0)
  • If the decimal is less than or equal to .49, the score is rounded down to the next lowest whole number (e.g., 84.40 is rounded to 84.0)
• The letter grade corresponding to the numeric final course grade is entered into LOCUS.
• Posting of Final Course Grades
• In courses with a final examination, the final course grades are entered into LOCUS within 72 hours, excluding weekends and holidays, after completion of the final examination in the final section meeting of the course.
• In courses with no final examination, the final course grade is entered into LOCUS within 72 hours, excluding weekends and holidays, of the beginning of the final exam period.

Incomplete Grade

An incomplete is a temporary grade. To request an incomplete, the student must complete the Undergraduate Request for Mark of Incomplete form and present it to their instructor. Approval of this request is at the discretion of the instructor. If approved, the student will receive a temporary grade of "I" for the course. Form can be found here: Undergraduate Request for Mark of Incomplete Form.

Course work that is incomplete must be finished and submitted within 6 weeks of the start of the following term. The instructor may, at their discretion, set an earlier date.

If a student has taken an incomplete grade in a course that is a pre-requisite for a subsequent course(s), the incomplete work must be completed before the student can progress to that subsequent course(s). Failure to complete required coursework within the allotted time will result in the grade "F".

*More information and Undergraduate Request for a Mark of Incomplete form can be found at: Undergraduate: Loyola University Chicago

Student Performance Improvement Plan (SPIP) and Remediation

A Student Performance Improvement Plan (SPIP) is initiated to document student knowledge, skill, behavior or attitude deficits. These deficits require specific and individualized activities, in addition to the usual learning activities involved in the course. The SPIP may be initiated by the faculty (clinical, lecture, simulation, lab), or the Course Director. Areas that may be the focus of a SPIP include knowledge, skills, attitude, and/or behavior. Other areas may be identified in specific situations. 

Procedure

1. The initiating faculty completes the SPIP and forwards to the Course Director and Program Track Director for review and recommendation.
   1. The SPIP must clearly identify the learning deficit(s).
   2. The SPIP must identify specific, measurable, and time-limited criteria that the student is expected to achieve.
   3. The SPIP must detail specific activities that will be undertaken, and the resources employed in those activities.
2. After review by the Course Director and Program Track Director, the SPIP is reviewed with the student with the initiating faculty. The initiating faculty member and student sign the form, after review. A copy of the signed form is sent to the Course Director and Program Track Director. The Assistant Dean for the BSN Program is notified of the initiation of the SPIP.
3. Upon completion of the time period identified in the SPIP, the student is re-assessed by the initiating faculty to determine if the knowledge, skill, behavior, or attitude deficit has been resolved.
   1. If the specific deficit has been resolved, the resolution is documented on the SPIP. Specific data are required to support the judgment of resolution of a deficit.
   2. If the specific deficit has not been resolved, the SPIP is modified with the date of modification and the reason for the modification noted. If a new deficit has been discovered through the course of activities in the improvement plan, an additional SPIP is generated, following the process outlined in this policy.
4. Once a performance deficit is resolved, the faculty member and student sign the SPIP. The signed copy is forwarded to the Course Director and Program Track Director for review and signature. The final signed copy is then forwarded to the Assistant Dean for the BSN Program.

Example areas that may be a focus of a Student Performance Improvement Plan are identified below. Other areas may be included. A SPIP is initiated for any identified deficit.

• Concept mapping; developing a plan of care
• Dosage calculations
• Medication administration
• Psychomotor skills
• Problem solving and decision making
• Prioritization
• Written and verbal communication
• Professional behavior
• Documentation
• Synthesis of data
• Teamwork and collaboration

Academic Standing

Students must maintain a cumulative GPA of 2.00 to be in good academic standing. Graduation from the university requires at least a 2.00 average for all coursework attempted and a minimum of a least a 2.00 average in the nursing.

Achieving College Excellence (ACE) Program – 4-year BSN

Designed to serve first-generation college students, students with high financial need, and/or students with a documented disability, the ACE program is committed to helping students succeed in their college journey at Loyola University Chicago and beyond. More information, including eligibility, is available at here.

Career Services

Loyola's Career Services office provides holistic support to all students exploring careers and graduate education. Career Services provides one-on-one career advising, career events, resume and cover letter support, job search strategies, interview preparation, internship and research guidance, and student employment opportunities. More information is available here.

Clinical and Simulation Experiences – 4-year BSN and ABSN Program tracks

General Expectations of Professional Behavior

Professional conduct by the student facilitates learning opportunities and fosters a good working relationship between the MNSON and the clinical agencies. The student is expected to abide by the policies that are detailed in the syllabi for each clinical course as well as standards and guidelines of the institutions or agencies where they are assigned for clinical. The student is expected to demonstrate professional behaviors in attendance, punctuality, dress, demeanor, integrity, and ethical concerns.

Examples of Professional Behaviors include, but are not limited to, the following:

1. Completes any preparatory work
2. Arrives to clinical or simulation site as scheduled
3. Maintains professional appearance and behavior
4. Conforms to university, school and agency policies
5. Treats all individuals with dignity and respect
6. Uses the Code of Ethics for Nurses with Interpretative Statements to guide practice
7. Assumes accountability for own actions and practices
8. Seeks additional learning opportunities and experiences to enhance knowledge base and professional practice
9. Engages in self-evaluation and analysis
10. Incorporates constructive feedback to achieve goals and rectify deficiencies

Attendance and Clinical Make-Up

General Attendance

The MNSON expects that its students will recognize that they have entered a profession in which commitment to full participation in the learning environment is an essential component of preparation for professional nursing practice.

The Loyola University Chicago (LUC) policy states that “Every registered student is expected to attend all classroom and laboratory sessions.” Consistent with the LUC policy, attendance is expected in all educational activities, including, but not limited to all classroom, lab, clinical and simulation experiences.

When conditions warrant, the Loyola University Chicago (LUC) Campus Safety will issue a statement on severe weather/hazardous conditions. Updates on severe weather, cancellations, and closure are available on the LUC website.

The MNSON follows the LUC severe weather policy. When the University makes the decision to close and cancel classes, MNSON will follow that decision and will be closed.

Attendance Policy for Clinical, Lab, and Simulation Experiences

This policy establishes expectations for attendance and formalizes guidelines and procedures for BSN clinical, lab, or simulation absences across all study tracks.

Rationale: Attendance and participation in clinical, lab, and simulation experiences is an essential component of nursing education, ensuring that students gain the hands-on experience necessary to develop the competencies required for safe and effective patient care.

Policy Statement

1. Attendance Requirement
   1. Students are expected to attend all scheduled clinical, lab, and simulation shifts. Arriving on time, staying for the entire duration of the shift, and participating fully is required.
   2. Simulation experiences are considered equivalent to clinical experiences and are subject to the same expectations.
   3. In addition to mandatory attendance, students are expected to meet all course outcomes to earn a Pass grade.
2. Absences
   1. More than one absence, regardless of the reason, will result in a failure of the clinical course.
   2. In the event of an emergency/urgent situation, students must notify their course faculty (clinical instructor and course director) as soon as possible prior to the start of their scheduled shift if they are unable to attend. Supporting documentation should also be included. Failure to notify the course faculty may result in additional disciplinary action.
3. Tracking of Absences:
   1. All clinical absences, including those from simulation, will be reported to the Program Director and Assistant Dean of the BSN Program to be recorded in a central database. This record will be tracked over the duration of the student’s enrollment in the BSN Program.
   2. Patterns of repeated clinical absences will warrant disciplinary action, including clinical failure and possible dismissal from the BSN Program.
4. Tardiness and Early Departures: It is expected that students will be on time, prepared, and spend the entire clinical/simulation/lab shift on site. Tardiness or early departure disrupts learning, compromises safety, and violates BSN Program standards of professional conduct.
   1. Definitions:
      1. Tardiness: Arrival after the scheduled start time for clinical, lab, or simulation.
      2. Early Departure: Leaving before the scheduled end time without prior approval.
   2. The supervising faculty determines whether the student may safely join the clinical experience based on patient care, site protocols, and learning environment considerations.
   3. Simulation-specific guidance:
      1. Arrival up to 15 minutes late: Supervising faculty will determine whether participation is possible without disrupting the experience.
      2. Arrival 15 minutes or more past the start time: Student may not join the session. This will be counted as an unexcused absence.
   4. Tardiness and/or early departures will be documented and entered into the clinical attendance tracking data base.
   5. More than one tardy and/or early departure will count as an unexcused absence and result in the initiation of a Student Performance Improvement Plan (SPIP) and may require a clinical make-up as determined the clinical instructor and course director.
5. Religious observances and Emergency/Urgent situations
   1. Planned vacation absences during the clinical term are not accommodated.
   2. Students who anticipate the need for absences for religious observances must submit a written request to the clinical instructor and course director at least two weeks in advance
   3. Absences due to emergency should include the reason for the absence and any supporting documentation submitted to the clinical instructor and course director. An emergency or urgent situation is any unforeseen event that requires immediate attention due to its potential to significantly impact health, safety, or well-being. In the context of this policy, it refers to circumstances that disrupt a student's ability to attend scheduled clinical sessions. Examples include:
      1. Sudden illness or injury: For the student or an immediate family member, such as unexpected hospitalization or severe medical conditions.
      2. Accidents: Incidents that result in injury or require immediate care.
      3. Unexpected bereavement: The sudden death of a close family member.
      4. Other critical events: Any situation that demands immediate action and precludes the student's normal attendance.

* Even if absences are deemed excused, students remain responsible for meeting all required clinical hours and course outcomes. Absences—whether for religious observance or emergency—may still require a clinical make-up, as determined by the Course Director.

6. Make-up Opportunities

A missed clinical day will require a make-up experience that accounts for the clinical hours missed. The make-up will be conducted on site at a clinical facility to provide additional hands-on learning. The site and date of the make-up session will depend on availability and may differ from the original clinical site.

If an alternative assignment is required for any missed clinical time, the nature of the assignment will be determined by the course faculty in collaboration with program leadership. Students will be responsible for any associated fees.

Consequences

Failure to meet the attendance policy will result in failure of the clinical course, irrespective of performance in other areas of the curriculum. This policy ensures students meet clinical hours mandated for competency development and licensure requirements.

Acknowledgment: By enrolling in this clinical course, students acknowledge that they understand and agree to comply with the attendance policy as outlined above.

Proper Notification of Absence

In the event of an illness or other circumstance leading to a lab/simulation/clinical absence, the student is responsible for notifying his or her clinical faculty prior to the start of the lab/simulation/clinical learning experience.

Students who arrive at lab/simulation/clinical with a fever or contagious illness will be sent home and may receive a clinical Unsatisfactory under Professionalism/Personal Responsibility for arriving to clinical in a condition compromising the potential safety of the client.

Failure to use proper notification procedures (e.g. “no call – no show”) for lab/simulation/clinical absence, and/or tardiness will require a SPIP which will become a part of the student’s record. The student will be required to meet with their Program Track Director to discuss strategies to prevent a recurrence of absenteeism or tardiness. A pattern of this unprofessional behavior may put the student at risk for failure of the course.

Daily Clinical Expectations

The student is expected to be prepared to provide safe and effective care for their assigned patient(s) during each clinical experience. Preparation may include, but is not limited to, the review of their assigned patient’s care summary, history and physical, medical and nursing progress notes, medications, laboratory results, vital signs and assessment findings. The time involved preparing for the clinical experience is independent of scheduled clinical time. Course Directors and Clinical Instructors will notify students regarding preparatory assignments.

Medication Administration

The student may administer oral, intramuscular, subcutaneous and IV medications and IV fluids only when they have successfully completed the skill competency in the Clinical Simulation Learning Lab (CSLL). The faculty or preceptor must supervise the student when administering all medications and IV fluids. The MNSON abides by the policies of each affiliating agency regarding student administration of medications.

Clinical Simulation

Beginning in the Nursing Foundations course (GNUR 238L), and in each subsequent clinical course, students will spend a portion of the lab/clinical experience in the Clinical Simulation Learning Lab. Simulation experiences may also be a requirement for other nursing courses (e.g., GNUR 290). The clinical simulation centers are located on the third floor of the MNSON building (Walgreen Family Virtual Hospital) at the Health Sciences Campus (HSC) and the third floor of Mundelein Hall, Room 317, at the Lake Shore Campus (LSC).

The CSLL provides a safe learning environment where students are encouraged to practice newly and previously acquired psychomotor skills, enhance critical thinking and clinical judgement abilities and increase clinical competence. Students participate in course-based simulation scenarios using various methods, including role-playing, low and high-fidelity patient simulators (mannequins), task-trainers, and virtual simulation. The CSLL includes state-of-the-art technology and hospital equipment to closely simulate a real patient care environment.

Because participation in learning activities in the CSLL is integrated with clinical courses, it is expected that students will adhere to the same standards of performance and behavior in both clinical and the CSLL. Students are expected to attend CSLL activities wearing their MNSON uniform, demonstrate evidence of preparation, timeliness, professional collegial behavior and confidentiality. Consequences of not meeting any of these expectations will be determined on an individual basis by the Assistant Dean of Innovative Educational Strategies and Simulation. Consequences of not meeting expectations may result in failure to progress in the program.

Interprofessional Education (IPE) Simulation Requirement

All BSN students, including those in the 4-year track and the ABSN track (on-ground and hybrid ABSN study options), are required to participate in Interprofessional Education (IPE) Simulation Experiences as part of the BSN curriculum. These experiences are in addition to simulation activities within individual clinical nursing courses.

IPE provides students with the opportunity to participate on an interprofessional team that collaborates in the planning and implementation of patient care, simulating real-life team situations. These simulations are learning experiences and are not graded, yet they are essential for preparing students to assume the role of the registered professional nurse. This requirement aligns with the AACN Essentials (2021), Domain 6: Interprofessional Partnerships, which emphasizes effective collaboration, communication, and shared decision-making across health professions to improve health outcomes and ensure safe, high-quality care.

Student Expectations

• Attend all scheduled IPE simulation experiences.
• Arrive on time, fully prepared, and actively participate.
• Complete all assigned preparation in advance.
• Make up any missed session as directed by the course director in collaboration with the Assistant Dean for Innovative Educational Strategies and Simulation.

Clinical Performance Feedback and Evaluations

The clinical instructor and student will review and discuss the student’s clinical performance at mid-term and completion of each clinical experience. Additional evaluations may be completed as needed. Documentation of student clinical performance is completed on the Student Clinical Evaluation form, which is filed with the student records and maintained at the MNSON.

Injury and Accidental Exposure

1. In the event of an injury and/or accidental exposure to blood, bodily fluid or other potentially infectious material, the student will require prompt medical attention. Faculty and students are encouraged to refer to the Centers for Disease Control (CDC) guidelines for the most current guidelines for prevention of occupationally acquired infections.
2. At the time of exposure, immediately flood the exposed area with water and cleanse the wound with soap and water or a skin disinfectant, if available, as stated by the Office of Safety and Health Administration (OSHA).
3. If the injury or exposure occurs within a hospital agency, the student must report the exposure to their Clinical Instructor (or charge nurse if the faculty is not immediately available). The Clinical Instructor and/or charge nurse will follow agency policy and the student will be directed to the emergency or occupational health department, preferably within one hour after the incident. When the student presents to the emergency or occupational health department, the student must identify themselves to the healthcare provider as a Loyola nursing student who has had an injury or potential exposure to a blood borne pathogen.
4. If the injury or exposure occurs outside of a hospital agency, as in the community, the student must report the incident to their Clinical Instructor (or charge nurse if the faculty is not immediately available). The student is required to seek medical attention at the nearest Emergency Department, preferably within one hour after the incident, in addition to the guidelines identified above.
5. All injuries and accidental exposures require documentation and follow-up. The student will complete the agency Incident Report. The instructor and student will jointly complete and submit a copy of the MNSON Reportable Event Form (posted in Sakai under the tab, “SON: Clinical Faculty) to the Course Director and the Assistant Dean for the BSN Program.
6. The student should seek follow-up care as directed by the provider in the Emergency Department either through the student’s private health care plan or through a referral by the health provider in the Emergency Department.
7. The Student Health Service does not provide care for accidental exposures but can be contacted for referrals for follow-up care.
8. The student is responsible for all costs incurred whenever medical care is required as a result of an injury or accidental exposure. The university does not assume responsibility for any costs incurred due to an injury or accidental exposure.

Safe and Ethical Clinical Practice

The student is expected to ensure patient safety and maintain behavior that is consistent with the standards of the nursing profession at all times during clinical experiences. Safety and fitness for clinical practice means that the student is able to perform their clinical educational responsibilities in a safe, appropriate and effective manner, free from the adverse effects of physical, mental, emotional or personal problems. The student is required to uphold the policies within the MNSON and all affiliating clinical agencies. Failure to meet these expectations may result in the student being removed from the clinical area, and possibly, failure of the course.

Examples of Unsafe and/or Unfit Practice include, but are not limited to, the following:

1. Inability to participate in the clinical education experience in a safe and timely manner necessary for a patient’s health and well-being.
2. Failure to display stable mental, physical, or emotional behavior(s) which may affect the well-being of self or others.
3. Failure to follow through on suggested referrals or interventions to correct deficit areas which may result in harm to self or others.
4. Acts of omission or commission while participating in the clinical education experience include, but are not limited to:
   • Abandoning an assigned patient
   • Committing physical or emotional abuse
   • Placing a patient in an unsafe situation
   • Committing a medication error
   • Engaging in disruptive or inadequate communication

Examples of breaches of Integrity associated with the standards of the nursing profession include, but are not limited to, the following:

1. Failure to notify the agency and/or instructor of clinical absence.
2. Failure to adhere to MNSON and agency policy related to dress code.
3. Use of cell phone and personal use of agency computers and electronic equipment.
4. Presenting to the clinical site under the influence of drugs or alcohol.
5. Repeated tardiness to clinical site.
6. Failure to inform the Clinical Instructor with a change in clinical assignment or patient condition.
7. Leaving the clinical unit or agency without notifying the Clinical Instructor and assigned Registered Nurse or appropriate personnel.
8. Failure to uphold Health Insurance Portability and Accountability Act (HIPAA) guidelines.
9. Breach of information using social media.

Examples of breaches in Ethical Practice include, but are not limited to, the following:

1. Refusal to care for a patient or family based on diagnosis, race, culture, religious, sexual orientation, or gender preference.
2. Failure to report unethical behavior on the part of health care personnel.
3. Conduct that shows disrespect for the patient, family, health care team member, or faculty, including but not limited to, religious, ethical, and cultural issues.
4. Failure to maintain confidentiality of records. Copying the patient’s record or any part of the record is strictly prohibited.
5. Failure to recognize and promote patient’s rights.

Social Media and Social Networking

Federal law prohibits disclosing patient information outside the accepted learning environment. This includes disclosing patient information by way of social media. Students are expected to follow the guidelines put forth by the National Council of State Boards of Nursing in their brochure: A Nurse's Guide to the Use of Social Media | NCSBN.

Students are also expected to follow the American Nurses Association’s guidelines for social networking in their brochure: ANA’s Principles for Social Networking and the Nurse, Social Media Principles for the Nursing Profession | ANA. A summary of these principles are:

• Be aware of your audience. Make sure that the content of your posts is appropriate for the people who will be seeing it and may share it with others.
• Maintain your professionalism. Avoid posting anything that could be considered unprofessional or inappropriate, such as photos or videos of patients.
• Know your social media policy. Familiarize yourself with your employer’s social media policy and adhere to it across all the social media platforms that you choose to use.
• Secure your social media profiles. Review and set-up the respective privacy settings for the social media platforms that you choose to use.
• Share credible information only. The dissemination of credible and reliable information protects the health and well-being of the public.
• Engage with respectful content. Do not share content that is harmful, disparaging, racist, homophobic, or derogatory.

The student who violates the guidelines regarding the use of social media and social networking are subject to review and possible dismissal from the program.

Communication Systems

Loyola’s Universal ID (UVID)

Loyola’s Universal ID (UVID) is the primary means of authentication and identification throughout the University. The UVID provides access to most of Loyola’s resources. This includes, but is not limited to, LOCUS, Sakai, Microsoft Outlook email, Lawson, Kronos, campus wireless access and campus networked computers.

Loyola's Online Connection to University Services (LOCUS)

LOCUS is an integrated, web-based student information system that provides information access 24 hours a day. LOCUS allows the student to view course descriptions, enroll in courses, view and process financial aid information, change addresses and phone numbers, and request official transcripts. 

LUC Learning System - SAKAI

The learning management system, SAKAI, provides the student with all course information including the syllabus, course documents, calendar, assignments, grades, and at times, lectures. SAKAI can be accessed online from the LUC homepage. The student can access SAKAI for each course once they have registered through LOCUS. The Loyola University Chicago UVID and password must be used to access web-based course information.

Email Policy

The MNSON will only send e-mails to the student’s LUC e-mail account. The student is responsible for checking their LUC accounts daily for important course, clinical and MNSON information and announcements. If the student chooses to forward their LUC e-mail to another account, they may go to this site to learn about this process.

Community Standards

Each student of Loyola University Chicago is expected to uphold the Community Standards (Loyola’s Student Code of Conduct). Students have the responsibility to familiarize themselves with Community Standards, which provide a simple baseline for acceptable student conduct. Commonly referenced policies include, but are not limited to: a) alcohol, drugs, and smoking, b) identification policies, c) physical or emotional harm, d) residence hall regulations. For a complete list of policies, please refer to the Loyola Community Standards. More information can be found on the Student Rights, Responsibilities and Conflict Resolution site.

Coursework completed outside of LUC

4-year BSN Program Track

The MNSON abides by the policies of LUC regarding coursework taken outside of LUC. If a student anticipates transfer course credit from a course taken outside of LUC, the student must obtain approval from the School of Nursing prior to enrolling in coursework outside of LUC.

ABSN Program Tracks

All coursework toward the BSN degree must be completed at LUC.

CURA Network

CURA Network is a centralized website for reporting student concerns, led by the Office of the Dean of Students (DOS). The CURA Network provides support, coordination, case management, and resource referrals for student concerns across the university. Behavioral, academic, personal, equity, Title IX, student conduct, conflict resolution, and general student concerns can be reported using this one website location. More information is available at https://www.luc.edu/cura/

1. Coordinated Assistance & Resource Education (CARE) - CARE is a part of the CURA Network that is designed to assist and support students through challenging times. Examples include students experiencing serious personal difficulties, struggling with general mental health concerns, or managing economic hardships. When a student requests CARE services, or is referred for CARE services, they are given an opportunity to work with a member of the Office of the Dean of Students staff to gain awareness of, or access to, various resources, engage in dialogue about solutions, and ultimately gain support to assist with navigating difficult or challenging situations. More information is available here.
2. Office of Equity and Compliance (OEC) - The OEC promotes a culture of inclusion, safety, and accessibility at Loyola by implementing equitable and person-centered policies, coordinating impartial and reliable investigations, and providing relevant and practical training. The OEC is comprised of the Executive Director for Equity & Compliance (Title IX Coordinator), three Deputy Title IX Coordinators, and a Paralegal/Case Management Specialist. The Deputy Title IX Coordinators serve as full-time, professional Equity Investigators who contribute to all aspects of the office's operations. The work of the OEC is also supported University-wide by several key partners, including but not limited to the Office of the Dean of Students, the Wellness Center, Campus Safety, Human Resources, and the Office of the Provost. More information is available here.
3. Student Academic Services (SAS) - SAS provides students with opportunities for learning, growth, and reflection. SAS helps students learn about themselves and fundamentally evolve in the way they perceive, think and act in our global society, becoming driven toward action that leads to more just communities. More information is available here.

Degree Conferral and Graduation

The conferral of the BSN degree occurs after an audit confirms that the student has completed all program plan requirements. The BSN degree is conferred following the date specified by Loyola University Chicago and is noted on the student’s official transcript. The process of BSN degree conferral is separate from the application for, and participation in, the Loyola University Chicago commencement ceremony.

All students must apply for degree conferral in LOCUS, regardless of the semester in which they complete the program, or their intent to participate in the commencement ceremony. Deadlines for graduation application are posted on the Loyola University Chicago website. If a student applies for graduation but does not complete the degree requirements by the end of the intended graduation semester, the student must submit a new graduation application. The Loyola University Chicago commencement ceremony is held once each year, in May, at the Lake Shore Campus. Students receive an invitation to participate in the commencement ceremony.

Dismissal for Academic Reasons

Dismissal is removal from MNSON and possibly LUC according to their respective policies.

4-year BSN Program Track

The student is dismissed from the BSN Program under the following conditions:

• Failure to achieve a minimum cumulative GPA of 2.0 following a period of probation
• Receiving a grade of NP, or less than a C- (or any combination thereof) in any two of the following courses:
  • Any required nursing course
  • PSYC 273 Developmental Psychology, PSYC 274 Lifespan Development
  • PSYC 304 Statistics or STAT 103 Fundamentals of Statistics
• Withdrawing (W) a third time from the same course
• Repeating a failed course and does not achieve a minimum of “C-“ or “P” or withdraws from the course
• Failure to meet conditions in the Undergraduate Student Handbook (Section XVII-F Academic Probation)

ABSN Program Track

The student is dismissed from the BSN Program under the following conditions:

• Failure to achieve a minimum cumulative GPA of 2.0 following a period of probation
• Receiving a grade of NP, or less than a C- (or any combination thereof) in any two courses
• Withdrawing (W) a third time from the same course
• Repeating a failed course and does not achieve a minimum of “C-“ or “P” or withdraws from the course
• Failure to meet conditions in the Undergraduate Student Handbook (Academic Probation)

The MNSON reserves the right to dismiss a student regardless of GPA for reasons related to violations in nursing professional role responsibilities, academic integrity or ethical practice. The student who is subject to dismissal from the MNSON is advised to meet with their Academic Advisor for support and guidance.

If a student is dismissed from the BSN program for any of the reasons listed above and has a cumulative GPA below 2.0 at the time of dismissal, the student may also be dismissed from Loyola University Chicago in accordance with University Academic Standards and Regulations: Undergraduate: Loyola University Chicago

Readmission Application following a Dismissal

General Readmission Process

Readmission is the process by which a student seeks to re-enter the Marcella Niehoff School of Nursing (MNSON) following dismissal.

• A student may apply for readmission only once. A second application is permitted only if the student is entering or completing their final semester of study.
• Prior to applying, the student must meet with their Academic Advisor to review the process. The Advisor will collect and forward the necessary information to the Chair of the Undergraduate Nursing Admission, Progression, and Retention (UNAPR) Committee.
• The student must appear before the UNAPR Committee to answer brief questions. No one other than the student may attend this meeting.
• The UNAPR Committee will notify the student of its decision by email within 72 hours.

Conditions After Readmission

Following readmission to the BSN program:

• If the student earns grade of NP or below C- in any required nursing course, Developmental Psychology (PSYC 273), PSYC 274 (Lifespan Development), Statistics (PSYC 304 or STAT 103), the student will be permanently dismissed from the program.
• A cumulative GPA of ≥ 2.0 must be maintained for the remainder of the program. Failure to achieve or maintain this GPA standard will result in permanent dismissal from the program.
• No further readmission will be permitted, except that a second application may be considered if the student is entering or completing their final semester of study.

Essential Qualifications/Technical Standards

Loyola University Chicago is committed to excellence in accessibility. The University actively collaborates with students to develop innovative ways to ensure accessibility and create a respectful and accountable culture through our confidential and specialized disability support. We encourage students with disabilities to disclose and seek accommodation through the Student Accessibility Center.

The Marcella Niehoff School of Nursing (MNSON) of Loyola University Chicago provides the following examples of technical standards to inform incoming and enrolled students of the performance abilities and characteristics that are necessary to successfully complete the requirements of the nursing curriculum and provide effective and safe health care. To matriculate (enroll) a student must meet technical standards with or without reasonable accommodations and maintain related satisfactory demonstration of these standards for progression through the program.

Nursing education requires assimilation of knowledge, acquisition of skills and development of judgment through patient care experiences in preparation for independent, semi-autonomous, and collaborative practice, and making appropriate decisions required in such practice. In order to fully participate in MNSON programs, a student must be able to perform the following core functions in theory courses, clinical, simulation, and lab experiences with or without reasonable accommodation:

• Acquire Information
• Use and Interpret Information
• Communication
• Motor
• Cognitive/Conceptual-Integrative
• Behavioral-Social/Emotional
• Professional Conduct

The MNSON prepares students to be able to perform the following essential qualifications:

Acquire Information

• Acquire information presented through demonstrations and experiences in nursing courses such as lecture, group, and physical demonstrations.
• Acquire information from written documents and computer systems (e.g., literature searches & data retrieval).
• Identify information presented in images from paper, slides, videos, and transparencies.
• Recognize and assess patient changes in mood, activity, cognition, verbal, and non-verbal communication.

Use and Interpret Information

• Communicate therapeutically with Use and interpret information from assessment techniques/maneuvers such as those involved in assessing all physiologic and psychologic systems.
• Use and interpret information related to physiologic phenomena generated from diagnostic tools during a comprehensive examination of a client or patient.
• Use and interpret non-verbal communications when performing an assessment, intervention or evaluation of a patient.

Communication

• Sensitivity and empathy with students, faculty, staff, patients, family, other professionals, and the public, using English in classroom, clinical, simulation, and lab settings.
• Accurately elicit information including a medical history & other information to adequately and effectively evaluate a client or patient’s condition.
• Express ideas and feelings clearly and demonstrate a willingness and ability to give and receive feedback.
• Elicit information, describe changes, and perceive nonverbal communications.
• Communicate in multiple modes of speech, reading, writing, and electronic systems.

Motor

• Demonstrate sufficient motor function to elicit information from patients by palpation, auscultation, and other assessment techniques.
• Execute motor movements reasonably required to provide nursing care, medication administration, and treatments during patient care.
• Execute motor movement to participate in various patient lifting and transfer activities.
• Practice in a safe manner and appropriately implement universal precautions against contamination.
• Provide emergency and life support measures, as needed, to patients in all health care settings.

Cognitive/Conceptual-Integrative

• Measure, calculate, reason, analyze, integrate, synthesize, and retain complex information related to the diagnosis, treatment, and evaluation of patient care.
• Evaluate and apply information and engage in critical thinking in the classroom and clinical judgment in clinical, simulation, and lab settings.
• Exercise appropriate clinical judgment and complete responsibilities in a timely and accurate manner according to the generalist nursing role.
• Synthesize information, problem solve, and think critically to judge the most appropriate theory or assessment strategy.
• Incorporate appropriate judgment in seeking assistance and determining when a nursing task can or cannot be carried out independently.
• Seek assistance when needed and make appropriate judgments in a timely manner.

Behavioral / Social / Emotional

• Possess attributes that include accountability, motivation, compassion, empathy, altruism, integrity, honesty, responsibility, and tolerance.
• Possess the emotional health required for the full use of intellectual abilities, the exercise of sound clinical judgment, the prompt completion of all responsibilities attendant to the care of patients, and the development of mature, sensitive, effective, and therapeutic relations with others.
• Possess the emotional stability to function effectively under stress in the classroom, clinical, simulation, and lab areas.
• Adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical environment.
• Recognize that personal values, attitudes, beliefs, emotions, and experiences affect perceptions and relationships with others.
• Be able and willing to examine and modify behavior when it interferes with productive individual, interpersonal, or team relationships.
• Possess skills and experiences necessary for effective and harmonious relationships in diverse environments.
• Maintain mature, sensitive, and effective relationships with clients/patients, families, students, faculty, staff, preceptors and other professionals under all circumstances.
• Exercise skills of diplomacy to advocate for patients in need.

Professional Conduct

• Possess the ability to reason morally and practice in an ethical manner.
• Demonstrate a willingness to learn and abide by professional standards of practice.
• Engage in patient care delivery in all healthcare settings and be able to deliver care to all patient populations.
• Demonstrate the intent and desire to follow the ANA Standards of Care and Nursing Code of Ethics.

Formal Complaint by Student Policy

A formal complaint is defined by Loyola University Chicago’s (the “University”) Marcella Niehoff School of Nursing (the “MNSON”) as any substantive complaint or concern, put forth in writing, by a student which requires a response from the administration of the MNSON. Formal complaints may originate within the MNSON, or through a mechanism external to the MNSON, such as a University grievance process or the EthicsLine Reporting Hotline. The MNSON adheres to all applicable University policies regarding the filing, review and resolution of formal complaints, as defined herein. The nature of the complaint dictates the review and resolution processes, as detailed further in this policy.

General Guidelines

1. Student Complaints Related to Academic Issues.

Formal student complaints related to academic disputes involving the appropriateness of course grades and accusations of academic dishonesty are addressed through the MNSON’s Academic Grievance and Appeals Process.

Formal student complaints relating to decisions affecting undergraduate academic standing or progress are addressed through the University’s General Academic Appeals process here.

Formal student complaints relating to undergraduate changes of academic records or dismissal for poor scholarship are addressed through the University’s Academic Appeals Process here.

2. Student Complaints Related to Non-Academic Issues.

The University admits students without regard to their race, color, religion, sex, age, sexual orientation, gender identity, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law to all the rights, privileges, programs, and other activities generally accorded or made available to students at the school. The University does not discriminate on the basis of race, color, religion, sex, age, sexual orientation, gender identity, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs, or in any aspects of its employment of faculty and staff. Students within the MNSON with questions about this policy or who believe they have been discriminated against because of their race, color, religion, sex, age, sexual orientation, gender identity, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law, may contact the EthicsLine Reporting Hotline at (855) 603-6988 or submit a report online.

Inquiries about Title IX as implemented at Loyola may be directed internally to: Tim Love, Executive Director for Equity & Compliance and Title IX Coordinator for Equity & Compliance, who can be reached at (773) 508-7766 or via email.

Inquiries may be made externally to: Office for Civil Rights (OCR) at (800) 421-3481, TDD (877) 521-2172, OCR@ed.gov. Additional information regarding Title IX can be found here.

The Office for Equity and Compliance (OEC) oversees the University's compliance with Title VI of the Civil Rights Act of 1964, which protects people against discrimination based on race, color or national origin in programs that receive federal financial assistance. Please contact the OEC at (773) 508-7766 or equity@luc.edu if you have any questions or concerns regarding Title VI compliance at Loyola. Additional information regarding Title VI can be found here.

Questions regarding Section 504 of the Vocational Rehabilitation Act of 1973 (“Section 504”) may also be referred to Tim Love, Executive Director for Equity & Compliance, or another member of the Office for Equity & Compliance, at (773) 508-7766 or equity@luc.edu or the Department of Education’s Office for Civil Rights. Additional information can be found here.

EthicsLine Reporting Hotline

Loyola University Chicago has implemented EthicsLine Reporting Hotline, through a third-party internet & telephone hotline provider, to provide you with an automated and anonymous way to report activities that may involve misconduct or violations of Loyola University policy. You may file an anonymous report on-line or by dialing 855-603-6988.

As explained online:

The University is committed to the highest ethical and professional standards of conduct as an integral part of its mission of expanding knowledge in the service of humanity through learning, justice and faith. To achieve this goal, the University relies on each community member's ethical behavior, honesty, integrity and good judgment. Each community member should demonstrate respect for the rights of others.

The University strongly encourages all faculty, staff, students, administrators or other concerned parties to use this Reporting Hotline to report suspected or wrongful acts of conduct by Loyola University Chicago community members. No University administrator, faculty, staff or student may interfere with the good faith reporting of suspected or actual wrongful conduct; no individual who makes such a good faith report shall be subject to retaliation, including harassment or any adverse employment, academic or educational consequence, as a result of making a report.

Reports submitted via this Reporting Hotline will be handled as promptly and discreetly as possible, with facts made available only to those who need to investigate and resolve the matter. Loyola University Chicago is committed to safeguarding the confidentiality of individuals who submit reports. Due to the nature of certain claims, the University may be limited with respect to the actions it may be able to take in response to a report if the individual submitting the report does not wish to make his or her identity known.

All reports submitted through this Reporting Hotline will be carefully reviewed by Loyola University Chicago personnel. We encourage anyone making a report to return to this web site within 3-5 business days of filing a report using the Report Key assigned by the Reporting Hotline and your private password. The University may have information on your report or may require further information from you in order to proceed with an investigation. On an annual basis a report will be compiled regarding misconduct or violations of Loyola University policy to the President and the Audit Committee of the Board of Trustees.

Health Insurance Portability and Accountability Act of 1996 (HIPAA)

The Health Insurance Portability and Accountability Act of 1996 (HIPAA) is a federal law that provides for the protection and privacy of personal health information. The Privacy Rule and the Security Rule of this law affect health care providers, including students enrolled in clinical education activities. The Privacy Rule of the HIPAA defines protected health information as:

“information, including demographic data, that relates to the individual’s past, present, or future physical or mental health or condition; the provision of health care to the individual; or the past, present, or future payment for the provision of health care to the individual; and, that identifies the individual or for which there is a reasonable basis to believe it can be used to identify the individual” (Citation)

All students must follow the HIPAA Privacy Rules and Guidelines when participating in clinical educational activities. Compliance with these rules and guidelines includes, but is not limited to, maintaining confidentiality of paper and electronic health records and protected health information.

All students are required to complete HIPAA training as mandated by their educational program. In addition to program-specific training, all students are required to complete any additional training mandated by the clinical facility where their clinical education is occurring.

When a concern is raised that a student has violated the confidentiality and privacy of patient information, the concern is addressed through the formal disciplinary process of the MNSON and the university.

Immunizations (University-mandated)

Proof of immunity is an Illinois state requirement. All Loyola students enrolled in seven or more credit hours must complete the process to verify proof of immunity. Incomplete immunization information will block access to registering or changing classes. All students must enter immunization requirements into Loyola Health and upload supporting documents before the 10th day of the term. All immunizations are to be uploaded to Loyola Health.

Required Illinois state immunizations are Tetanus, Measles, Mumps, Rubella, and Meningococcal.

• A series of three tetanus vaccines is required; One of them must be a TDAP that was given within the past ten years of enrollment.
• Two MMR vaccines are required; the first dose must be given four days before your first birthday or after. The second dose must be given at least 28 days after the first dose.
• Students who cannot provide proof of immunization may provide laboratory (serologic) evidence of measles, mumps, rubella immunity.
• A Meningococcal ACWY vaccine that was given four days before your 16th birthday or after is required for students who enrolling under the age of 22.
• Meningitis B does NOT meet this requirement.

All immunization records must be in English or accompanied by a certified translation or they will not be approved.

Guide to Upload Immunization Record

1. Go to Loyola Health
2. Sign in with UVID and password
3. Click UPLOAD HEALTH RECORDS then UPLOAD VACCINE RECORDS
4. Select ‘STATE MANDATED IMMUNIZATION’ under Vaccine Type
5. Select your Vaccine Name (Tdap, MMR, Meningococcal)
6. Input the date you received the vaccines (this must be done for each section)
7. Upload photo file (ONLY PDF, JPEG, JPG, JPNG, DOCX, or MOV) of record
8. Click ‘Submit for Approval’
9. You will receive an upload confirmation email.

For more information, please visit the Loyola University Chicago Wellness Center immunization page.

Independent Study

The student may have the opportunity to register for Independent Study. The purpose of Independent Study is to provide a focused experience in an area of nursing interest. Independent studies can vary in credit (1-3 credits) and may be applied to LUC credit hour requirements. The student will meet with their Academic Advisor to discuss how the Independent Study will fit into their total curriculum plan. If the Independent Study meets the program plan, the student completes the Independent Study Form on SAKAI and submits this to the Assistant Dean of BSN Programs.

International Experiences/Study Abroad

Detailed below are some international experiences that BSN students have pursued.

Full Semester Study Abroad

Students who are in the 4-year BSN program track can study abroad for a full semester during either the fall or spring semester of their sophomore year. Interested students should meet with their assigned Academic Advisor as soon as possible to discuss alterations in their program plan to accommodate their study abroad experience.

In the fall semesters, the MNSON teaches the Global Health Professions program at the John Felice Rome Center. This program allows Sophomore 4-year students to study abroad in Rome while taking nursing courses required for their major. Interested students should meet with their assigned academic advisor as soon as possible to discuss course planning. Spaces in the Global Health Professions program are limited; students must apply online to the John Felice Rome Center using the Global Health Professions program application.

Due to the accelerated nature of the ABSN program track, opportunities for international experiences may be limited. More information can be found here.

England

A two-week long segment of the required Community Health Nursing course (CMAN 380L) is offered in England during the Spring Semester of the student’s junior year. Clinical experiences are provided through a division of the British National Health Service, and through other clinical learning opportunities in the town of Guildford, a 45-minute train trip from London, and in London. Under the supervision of an MNSON faculty member, experiences include work with British community health nurses employed by the British National Health Service. Prior to their departure for England, students have class and clinical experiences in Chicago. The experience provides students with the opportunity to become better acquainted with the people, culture, and health system of the UK and the role of the community health nurse in caring for specific aggregates. Differences and similarities between health care delivery models in the US and in the UK are explored.

France

A service immersion with a focus on spiritual care is offered annually to Lourdes, France. Traditionally, this offering occurs during the middle to end of May, following graduation. An application process for interested students begins in the fall semester. Information sessions are held prior to the application process to provide students with information about this service experience. No academic credit is offered for this international service experience which is focused on assisting the sick that come from around the world to participate in the religious rituals offered through the shrine in Lourdes.

Rome: Nursing Ethics course

The Marcella Niehoff School of Nursing provides an opportunity for a limited number of students (juniors and seniors in the 4-year BSN program track; students entering their 4th semester in the ABSN program track) to apply to take the required Nursing Ethics course in Rome, Italy. This program is a collaborative effort with Australian Catholic University (ACU), and Loyola students will live with and participate in this course with health sciences students from that university. Classes and dorm space are located at ACU’s campus near Trastevere in Rome. The program takes place in January (before the start of the Spring Semester), and, in addition to the classroom experience, the students may participate in a New Year’s Day Peace March with the San Egidio social justice community and a walking tour of the center of Rome. Taking Ethics with the Australian students in Italy enhances the understanding of similarities and differences in global healthcare systems and how these similarities and differences affect the provision of ethical nursing practice.

Additional International Opportunities

Ignatian Service Immersions - https://www.luc.edu/hsc/ministry/ignatianserviceimmersion/isi/

International Studies - http://www.luc.edu/studyabroad/

Progression Guidelines

Progression Requirements

4-year BSN Program Track

To progress in the 4-year BSN program track, students must:

• Maintain a minimum cumulative GPA of 2.0
• Earn a minimum grade of “C-” in the following:
  • Nursing Courses: Courses with the CMAN, GNUR, MCN, and MSN designation
  • Psychology or Statistics Courses: PSYC 273, PSYC 274, PSYC 304 or STAT 103 (Note: A minimum grade may be required in the prerequisites for these courses, e.g., a grade of C- in PSYC 101 is required for PSYC 273. These requirements are set by the offering departments and will not be waived by the MNSON.)
• Earn a passing grade (“P”) in all clinical and lab courses
• Resolve any incomplete grade (I) in accordance with LUC policy

ABSN Program Track

To progress in the ABSN program, students must:

• Maintain a minimum cumulative GPA of 2.0
• Earn a minimum grade of C- in all required nursing courses: Courses with the CMAN, GNUR, MCN, and MSN designation
• Earn a passing grade (P) in all clinical and lab courses
• Resolve any incomplete grade (I) in accordance with LUC policy

Continuous Registration - ABSN program track

All students are required to register for courses throughout the calendar year (Fall, Spring, and Summer terms) until all degree requirements are met, unless they have received an approved leave of absence or are unable to take courses in accordance with their program track.

Leave of Absence (LOA)

It is expected that the student will maintain registration within the University from the time of initial enrollment until graduation. If this is not possible, a leave of absence (LOA) must be requested prior to the anticipated date of the leave. The student is required to contact their MNSON Academic Advisor when considering a LOA. When the student returns from the LOA, they will be assigned to courses according to the current program plan, on a space available basis. Information about Leave of Absence can be found here.

4-year BSN Program Track

Consistent with the University Policy, if the student is leaving Loyola in good standing, are only gone for a semester, and do not enroll in another college/university during the semester they are gone, they may be readmitted without having to reapply. However, if the student is absent from Loyola for more than one semester, and/or have attended other schools during their absence, they must fill out an application for re-admission from the Office of Undergraduate Admissions.

ABSN Program Tracks

The student may request a leave of absence that is not to exceed two academic semesters consecutively or interspersed throughout the program. Accruing more than two semesters of LOA will result in dismissal from the program.

Opportunities within the MNSON

Student Organizations and Service

Participation in extra-curricular activities provides an opportunity for personal growth while enhancing the student’s experience during their BSN program. Current opportunities include the following:

• Nursing Student Councils (all program tracks)
• Student Nurse Association of Illinois (SNAIL)
• Undergraduate Nursing Program Committee
• Community-based service
• International service

Health Sciences Division Organizations and Service Opportunities

The Health Sciences Division at the Maywood Campus offers many opportunities to be involved in and experience health care and service work in a variety of settings. Participation in an organization and/or volunteer opportunity allows the student to become acquainted with other students studying at the Health Science Campus and enhances the student’s experience while progressing through the BSN curriculum.

Scholarship Opportunities

The School of Nursing offers several scholarships to BSN students. Information about scholarship opportunities can be found on our MNSON webpage.

Preparation for Clinical Experience (4-year and ABSN program tracks)

The MNSON is committed to fostering a safe learning environment for our students and protecting the health and well-being of patients, families and health care staff. All nursing students are required to submit documentation of compliance with the clinical requirements by the specified deadline and prior to the start of clinical experiences. Qualified First© is the platform used to track and manage immunizations and other clinical requirements. Detailed instructions are provided in the Clinical Information section of the BSN Student Sakai site. Clinical agencies require verification that the student has met all health and pre-clinical screening requirements. Failure to comply with these requirements by the specified dates may result in having a Dean’s hold placed on their student account that will prevent registration for classes and clinical participation. These clinical absences will be considered unexcused. The MNSON Clinical Placement (sonclinicalreqs@luc.edu) informs students of all requirements and expected dates of completion.

Health Requirements

The student must be in compliance with all health requirements for the entirety of their academic experience. The MNSON updates immunization requirements as indicated by the Center for Disease Control (CDC) and our affiliating agencies. The student will be informed of any changes that take place during their program. Documentation of these requirements must be uploaded to Qualified First©.

Requirements include the following:

1. Physical Examination
   1. Submit documentation of a physical examination by your health care provider
   2. Physical examination must be within the last 12 months from the start of your first clinical experience
2. Measles, Mumps & Rubella (MMR)
   1. Submit positive antibody titers for all three components (Measles, Mumps, and Rubella)
   2. If any of the titers are negative or equivocal, a series of immunizations, and a repeat titer, are required
   3. If the second titer is negative or equivocal, contact the School of Nursing for next steps
3. Varicella (Chicken Pox)
   1. Submit a positive antibody titer
   2. If the titer is negative or equivocal, the Varicella series of immunizations, and a repeat titer, are required
   3. If the second titer is negative or equivocal, contact the School of Nursing for next steps
4. Hepatitis B
   1. Submit a positive antibody titer – the correct titer to obtain is the Hepatitis B Surface Antibody (anti-HBs)
   2. If the titer is negative or equivocal, the Hepatitis B series of immunizations, and a repeat titer, are required
   3. If the titer is negative or equivocal, the Hepatitis B series of immunizations is repeated, and then the titer is also repeated.
   4. If the second titer is negative or equivocal, contact the School of Nursing for next steps.
5. Tuberculosis (TB) - There must be documentation of one of the following:
   1. QuantiFERON Gold Blood Test (lab report required and must be uploaded to Qualified First©)
   2. If positive results, provide a clear Chest X-Ray (documentation of results are required and must be uploaded to Qualified First©) AND additional follow-up with School of Nursing
   3. 1-step TB test annually
6. Tetanus, Diphtheria, and Pertussis (Tdap)
   1. Submit documentation of a Tdap booster within the past 10 years.
   2. International students MUST have a series of three tetanus injections. One injection must be within 10 years. First and second injections must be at least 28 days apart AND the second and third injections must be at least six months apart.
7. Influenza (Flu Vaccine)
   1. Submit documentation of annual vaccination against influenza
   2. Flu vaccination should be obtained soon after it becomes available (generally around September), by October 12. Immunization information must include the lot number and the location where the immunization was administered. Please check Qualified First® for due dates.
8. COVID-19 Vaccination
   1. Submit documentation of your COVID-19 vaccination(s).
   2. If you are receiving the two-dose series, BOTH vaccines must be submitted at the same time for approval.
9. N-95 Fit-Testing
10. Submit documentation of annual N95 fit-testing to Qualified First©

Students are responsible for ongoing monitoring of due dates and renewal dates in their Qualified First® account. Failure to meet these due dates, or renewal dates, means the student is out of compliance, and subject to removal from any scheduled clinical learning experiences. Any removal from a clinical learning experience due to not being in compliance, is treated as an unexcused absence. Unexcused absences place the student at risk for not meeting the outcomes of the course and may warrant the initiation of a Student Performance Improvement Plan.

Criminal Background Check

Clinical agencies require that the student complete a criminal background check prior to clinical placement. The student is required to complete a background check through the vendor used by the MNSON.

1. The Criminal Background Check must be deemed acceptable in order to progress in nursing courses and in accordance with agency policies for clinical placement.
2. The student may be required by MNSON administration or their assigned clinical learning site to complete additional criminal background checks or urine drug screens.
3. The student will be responsible for fees incurred with additional screening.
4. The student will be required to provide an additional background check as part of the application for RN licensure.

Ten Panel Urine Drug Screen

The MNSON is obligated to comply with the Loyola University Chicago Alcohol and Other Drugs Policy, as well as all federal and state laws and regulations dealing with usage and detection of drugs. Loyola will not permit the possession or use of marijuana at educational or other activities sponsored, conducted, or authorized by Loyola or its student organizations, whether on or off campus, in any on-campus housing, or in any other Loyola buildings or other property. Any positive drug screening results may result in a referral to the Student Rights, Responsibilities and Conflict Resolution (SRCR) in the Office of the Dean of Students.

A number of states, including Illinois, have passed laws that make the use of marijuana for some medical conditions and recreational use legitimate under the law of that state. However, the possession or use of marijuana remains an offense under the Controlled Substances Act, a federal law.

Clinical agencies affiliated with the MNSON also have drug and substance use policies and require that nursing students comply with their drug testing policies. The drug testing policies and procedures of the hospital, clinic, nursing home, or facility will be followed while students are engaged in clinical activities as part of the program of study at LUC. Clinical agencies have the right to refuse any student for clinical placement based on concerns about that student’s ability to deliver safe practice.

Procedures

All nursing students will undergo a Ten Panel Urine Drug Screen for the following substances:

1. Amphetamine/methamphetamine
2. Barbituates
3. Benzodiazepines
4. Cocaine metabolite (BZE)
5. Codeine/Morphine
6. Marijuana Metabolite (THCA)
7. Marijuana Metabolite Quant.
8. Methadone
9. Phencyclidine
10. Propoxyphene

Types of Drug Testing

Requirement for Clinical Placement - The MNSON requires that the student complete a ten-panel urine drug screen prior to clinical placement. Safety in the delivery of care to patient/client populations is the basis for drug testing.

• Retesting - Retesting may be required if a clinical site requires a more recent test than is provided for by the MNSON policy.
• Reasonable suspicion - Any nursing student participating in clinical practice is subject to drug testing upon request if there is reasonable cause to believe that the student may be using illegal drugs, misusing legal drugs, or misusing alcohol products. Circumstances which constitute reasonable cause, include but are not limited to: notification from OSSCR of any report that includes possession, use transfer, distribution, manufacture , or sale of illicit drugs (https://www.luc.edu/osccr/communitystandards/alcoholdrugsandsmoking/): physiological signs of possible impairment from drugs.
• Follow-up Testing - Any student testing positive may be subject to repeated follow-up testing.

Negative Test Result

A negative result requires no further screens, and the student may participate in their clinical activities. A test result of “dilute negative” is not acceptable and will require retesting at the student’s expense. The student will not be cleared to attend clinical as long as their drug screen result is dilute negative.

Positive Test Result

If the student’s drug screen is positive, they are not able to participate in a clinical placement until further documentation is provided and processed by the Medical Review Officer (MRO) of the drug screening vendor. If the MRO does not clear the result, the results may be acted upon by the MNSON and the LUC. A dilute positive drug screen result will be treated as if the test result is positive.

Refusal to Test

If a student fails to produce the requested sample by the date and time designated, the student will be treated as if the test result was positive.

Medical Review Process

The MNSON recognizes that some substances are used for legitimate medical purposes and the following procedures will be followed:

• Once the drug screen result is posted, any positive drug screen result will be referred to the Medical Review Officer (MRO) of the drug screening vendor. MNSON will be notified that there will be a delay of 3-5 days until the drug screen result
• The MRO will contact the student to conduct an interview
• Documentation from the student’s health care provider will be required to show proof that a prescribed medication/drug (a copy of the prescription or verification from the healthcare provider that they are taking the medication/drug under supervision) lead to a positive drug screen, the MRO will note the outcome of the review.

Documentation Requirements

1. CPR Certification: Documentation of Healthcare Provider BLS Certification with skills check off completed through an American Heart Association Healthcare Provider course must be uploaded to Qualified First©.
2. Health Insurance Certification: Documentation of current health insurance plan (copy of both sides of health insurance card) or the Health Insurance Certification School form must be uploaded to Qualified First©. The student is responsible for updating any insurance information changes to Qualified First© within 30 days of the change.

Clinical Agency-Specific Requirements

Clinical agency-specific requirements can be found in the BSN Student Information SAKAI site. The student is responsible for completing all agency-specific requirements prior to the start of the clinical experience by the specified dates. Students who fail to complete the requirements by the specified dates will not be allowed to participate in clinical which may jeopardize their progression in the program.

Clinical Placement

The student is assigned to clinical placements in collaboration with our affiliating agencies. Specific clinical placement requests will not be accommodated. Students are expected to be flexible and may be scheduled for morning shifts, evening shifts, and/or shifts on Saturdays. MNSON reserves the right to make changes to posted schedules and/or placements at any time and will only do so when unavoidable. Student requests to change placement assignments are not permitted.

Identification of clinical sites and selection of preceptors for the GNUR 384 Clinical Role Transition (CRT) course involves a joint effort between the MNSON and the site. Students must not reach out to the managers or nurses of a clinical site to secure preceptors or make arrangements for their CRT experience.

Clinical Transportation

The student is responsible for arranging their own transportation to clinical sites. The student should make transportation plans as soon as they are notified of their clinical placement. The student is encouraged to plan accordingly for their transportation in order to be on time for classes, simulation and/or clinical experiences

Dress Code

The student’s personal appearance may have a significant impact on the safety, infection control, and comfort of patients, families, and other staff. For this reason, appropriate attire and appearance in all clinical, lab, and simulation areas is the standard. Ethnicity, national origin, and cultural traditions will be considered and reviewed when patient or student safety is not at risk.

1. All students are required to be clean, well-groomed, and wear a Loyola photo identification badge above the waist with their picture clearly visible.
2. Hair must be kept off face, above collar or pulled back. Beard and mustaches must be neatly groomed. In restricted and semi-restricted areas any facial and head hair must be covered.
3. Fragrances (cologne/perfume/lotions) should be subtle. All students and employees should be sensitive and respectful of the fact that some individuals are allergic to and/or have sensitivity to fragrances. Therefore, if someone brings to an individual’s attention that a fragrance they are wearing is problematic, they should refrain from wearing it.
4. Piercings should be kept to a minimum. While providing direct patient care, earrings should be limited to studs. Some departments may be more restrictive based on patient safety and infection control requirements.
5. Fingernails should be trimmed, clean and neat, and should not interfere with skill performance. While providing direct patient care students are prohibited from wearing artificial nails, including acrylic, silk wraps, nail tips, or nail decorations. If polish is worn, clear nail polish that is not chipped or visibly worn is permitted in order to inspect nails for infection related concerns.
6. Tattoos should be covered by clothing wherever possible. It is up to the Clinical Faculty and Clinical site if there are situations where the number and visibility of tattoos are inappropriate for the setting. In no event may obscene, inflammatory, discriminatory, or other similarly inappropriate tattoos be exhibited on campus or at a clinical site.

Uniform Guidelines

The student is expected to be dressed in a manner consistent with the MNSON uniform guidelines. All students are required to wear uniforms at all clinical settings, including the MNSON skills lab and simulation. The uniform requirements may be modified at specific sites so that students are in compliance with clinical site policy. Please be mindful of the fact that as a student you are representing the MNSON at all of your clinical sites.

Uniform items are available through the LUC Bookstore at the Lake Shore Campus (orders may be completed online) or from a local vendor. Scrubs should be Cherokee brand in wine color.

Uniform guidelines for clinical experiences are as follows:

Inpatient Clinical Nursing, Clinical Lab and Simulation

• Loyola student ID and Agency-Required ID, if applicable
• Cherokee brand, wine color uniform (student may wear a plain white cotton t-shirt under the uniform top)
• Cherokee brand, wine color jacket (may be worn over the uniform)
• Scrub tops and jackets must be plain (e.g. not be embroidered with the MNSON logo nor student name)
• White lab coat with MNSON insignia patch on the upper left arm sleeve
• Shoes should be clean, well-polished, in good repair, and dedicated to work setting (no clogs, Crocs or similar footwear). Shoes must be closed-toe, flat, or heels 1 inch or less, made of sturdy material that will not absorb body fluids or potentially hazardous materials and be of solid color white, brown, or black. Please note that some institutions may require white shoes so you must be prepared to purchase a pair of white shoes that comply with their regulations if you choose to purchase brown or black shoes.

Community Health and Mental Health Nursing

• Loyola student ID
• Conservative street clothes with nylons or socks and low-heeled closed-toe shoes, slacks and shirt; no tie
• Attire not permitted: jeans, leggings, T-shirts, clogs, sandals, short skirts, sweatshirts, low-cut necklines, bare midriff

Equipment

The following list of equipment is required for lab and clinical experience.

• Bandage scissors
• Black pen
• Penlight
• Stethoscope with a bell and diaphragm
• Stethoscope must be independent of the blood pressure cuff
• Manual blood pressure cuff (preferably latex free)
• Wristwatch with second hand
• Four function calculator

Reasonable Accommodations

Loyola University wishes to ensure that access to its facilities, programs, and services are available to students with disabilities. The University provides reasonable accommodations to students on a nondiscriminatory basis consistent with legal requirements as outlined in the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, and the Americans with Disabilities Act Amendments ACT (ADAAA) of 2008.

A reasonable accommodation is a modification or adjustment to an instructional activity, facility, program or service that enables a qualified student with a disability to have an equal opportunity to participate in all Loyola University student activities. To be eligible for accommodations, a student must have a documented disability as defined by the ADA and Section 504 of the Rehabilitation Act of 1973. The ADA, the ADAAA and Section 504 all define disability as

1. A physical or mental impairment that substantially limits one or more major life activities of such individual;
2. A record of such impairment; or
3. Being regarded as having such a condition.

Decisions regarding reasonable accommodation are determined on a case-by-case basis taking into consideration each student’s disability-related needs, disability documentation and program requirements. While Loyola University will make every effort to work with students with disabilities to accommodate their disability-related needs, the university is not required to provide accommodations that fundamentally alter or waive essential program requirements.

Students who, after review of the technical standards, determine that they require accommodation to fully engage in the program should contact the Student Accessibility Center (SAC) to confidentially discuss their accommodation needs. Given the clinical nature of our programs, additional time may be needed to implement accommodations. Accommodations are never retroactive; therefore, timely requests are essential and encouraged.

Special Health Accommodations 

Documentation from a healthcare provider is required whenever a student has a health issue or injury that demands certain precautions or accommodations. These situations may include other medical conditions that require modification and/or restrictions for student participation in clinical experiences. Documentation from a healthcare provider is required when the accommodations are no longer necessary. Approval from the program director and review of agency guidelines by the clinical partners is required and will be addressed on a case-by-case basis. 

Student Accessibility Center (SAC)

The Student Accessibility Center (SAC) supports students with disabilities by fostering equitable access to all aspects of student life at Loyola University Chicago. In alignment with Loyola’s Jesuit mission and the value of Cura Personalis—care for the whole person—SAC partners with students, faculty, and campus offices to remove barriers and support academic, personal, and professional success.

Loyola University Chicago provides reasonable academic and student life accommodations for students with disabilities. Students interested in receiving academic accommodations related to a disability or other health condition are invited to register with the Student Accessibility Center (SAC) at https://www.luc.edu/sac/applywithsac/. Students may register with the SAC at any point in their academic career, however the SAC encourages students to register as early as possible to reduce delay in delivery of accommodations. This is especially important for students needing accommodations in clinical or laboratory settings, which may require additional coordination.

Once registered, the student, SAC, and faculty will engage in an interactive process to determine how accommodations will be applied in each course. SAC staff work one-on-one with students to review documentation, determine reasonable accommodations, and support self-advocacy. Accommodations are not retroactive and must be renewed each semester through SAC’s formal process.

Accommodation Letters

• Students must send accommodation letters to their instructors each term.
• Letters should ideally be shared within the first two weeks of the semester but may be sent at any point.
• Faculty will receive an official notification from SAC with access to the accommodation letter.
• If needs change during the term, students may request modifications and submit an updated letter.

Students are encouraged to meet with each professor individually to discuss how accommodations will be implemented in their course. All information is handled with confidentiality.

Audio Recording of Lectures

In some classes, students with approved accommodations may use audio-recording software to ensure equal access. These recordings are for personal study use only. They may not be shared, distributed, or used against faculty, lecturers, or classmates. All recordings must be deleted at the end of the semester.

Contact SAC

Website & Registration • Email • Phone: 773-508-3700 • Office Location: Sullivan Center, Suite 117, Lake Shore Campus

Tutoring Center - Lake Shore and Health Sciences Campuses

The purpose of the Tutoring Center is to support the mission of Loyola University Chicago by providing academic services and resources which will foster development of skills and attitudes necessary to increase the knowledge and academic independence of all students. Through collaborative learning services, the Tutoring Center helps to contribute toward student success and the retention efforts that are made by Loyola University Chicago. The Tutoring Center offers Supplemental Instruction, small group tutoring, success coaching, and a 1-credit learning strategies course (UNIV 112). The list of nursing major courses supported by the Tutoring Center can be found here. Information about all of the Tutoring Center’s services can be found at here.

Tutoring for Senior Level 4-year BSN and Semester 4 ABSN Students

Senior Level 4-year BSN and Semester 4 ABSN students receive tutoring services for MSN 377 (Adult Health II) through the MNSON from adjunct nursing faculty or prior graduates of the program, upon recommendation of the faculty.

Unprofessional Behavior and Conduct of Marcella Niehoff School of Nursing Students

Professional conduct by the student facilitates learning opportunities and fosters good working relationships within the MNSON and between the MNSON and clinical agencies or institutions. Complaints related to unprofessional behavior and conduct by students within the MNSON may originate from faculty, staff, other students, or from outside the University, such as a clinical site.

Issues of unprofessional behavior or conduct that occur during a clinical learning experience will be addressed immediately as well as through the evaluation of student performance in the clinical course, as detailed in the course syllabus.

Complaints of unprofessional behavior or conduct within a classroom, simulation, or lab experience, or outside a clinical learning experience, are addressed through a formal complaint resolution process, as specified below.

1. The first attempt at resolution of the complaint should occur between the student and the other parties involved.
2. If the complaint of unprofessional behavior or conduct is not resolved among the parties involved, a formal complaint, in written form, is forwarded to the Program Director.
3. The Program Director reviews the complaint, any supporting documentation submitted by any of the parties, and meets with the parties involved individually. If the Program Director is directly involved in the complaint, the complaint instead is forwarded to the Assistant Dean for the BSN Program.
4. If the complaint is not resolved at the level of the Program Director, the Program Director submits a recommendation for any action to be taken, along with any supporting documentation, to the Assistant Dean for the BSN Program with jurisdiction over the degree program in which the student is enrolled.
5. The Assistant Dean for the BSN Program, upon review of the recommendation, complaint and supporting documentation, meets with the parties to the complaint.
6. The Assistant Dean for the BSN Program may dismiss the complaint or, upon finding that the student has engaged in unprofessional behavior and conduct, institute progressive corrective action with the student. Progressive corrective action typically begins with a verbal warning (documented) to the student, which details the nature of the complaint, corrective actions to be taken, and notifies the student that failure to correct the unprofessional behavior or conduct may result in more severe corrective action. The nature of the behavior dictates the severity of the action. The behavior may warrant immediate action beyond a verbal warning.
7. If the unprofessional behavior or conduct continues, the Assistant Dean for the BSN Program may issue a written warning, which details the nature of the continuing concern related to unprofessional behavior or conduct, further corrective actions that are required, and notifies the student that failure to correct the unprofessional behavior or conduct may result in the student’s withdrawal from a course or a recommendation for dismissal from the academic program. The decision to recommend a withdrawal or dismissal is based on the nature and severity of the unprofessional behavior.
8. If the unprofessional behavior or conduct continues, the Assistant Dean for the BSN Program will either withdraw the student from a course or make a recommendation for dismissal from the academic program.
9. If the student is withdrawn from the course, the student will receive a W for the course depending on the time the decision is made.
10. In the event that unprofessional behavior or conduct continues following verbal and written warnings, the Assistant Dean for the BSN Program may submit to the Dean a recommendation for the student’s dismissal from the academic program. The Executive Associate Dean for Academic Affairs may authorize the student’s dismissal from the program of study, in all cases except where expulsion from the University is also recommended.

Wellness Center

The Wellness Center provides high quality interdisciplinary medical, mental health, and health promotion services that enable the student to more fully participate and succeed in the college experience. Students currently attending classes (full or part time) are eligible to use the services provided at the Wellness Center at no charge. Wellness Center services are covered by Student Development Fee. Students who are not charged the Student Development Fee but would like to receive services must submit the Optional Enrollment form. A fee for the Wellness Center is assessed at the beginning of the Fall and Spring semesters and appears on every student's bill as part of the student activity fee. This covers medical assessment and short-term treatment by a staff nurse, physician, or nurse practitioner; assessment and either brief counseling with a mental health professional at the Wellness Center or assistance connecting to a community mental health provider; telephone advice from a nurse; and health education and wellness programs and resources at the Wellness Center, including unlimited group therapy visits. Some lab tests, immunizations, prescription medications, and materials are provided for an additional fee. More information about the Wellness Center resources is available here.

Note: The Wellness Center does not provide medical clearance for return to clinical/simulation/classroom sessions.

Withdrawal

Withdrawal is the election of a student to change enrollment status by removing themselves from the official class roster. Withdrawal from specific courses in the BSN program may impact a student’s ability to progress in the program. For more information about withdrawing from a course, or assistance, please see your assigned Academic Advisor.

According to University policy: Complete withdrawal before the beginning of the term start date will result in no financial responsibility. Complete withdrawal from all classes after the term start date will result in tuition charges according to the withdrawal schedule of the university.

According to University policy: During the late and change of registration period, a student may withdraw from a course without penalty, or notation, on their academic record. After the late and change of registration period, a designation of “W” will appear on the academic record. Students facing a significant emergency circumstance that prevents them from continuing in or completing an academic term may submit an Intent to Withdraw form to their primary academic advisor, program director or assistant/associate dean. All requests must be supported by appropriate documentation. Requests for complete emergency term withdrawals are considered after the last day of a term to drop a course or courses without a grade of “W.” Complete emergency term withdrawals constitute a withdrawal from all classes and may result in final grades of "WE" in all classes for the given academic term. The University does not grant partial withdrawals (i.e., requests to withdraw from some classes but not others) for emergencies. Grades of “WE” have no impact on a student’s cumulative GPA. Dates for these withdrawal conditions are published in the university academic calendar.

More information about the University Policy is available here.

Students may withdraw, with a grade of “W”, one time from any of the following courses without penalty to their academic standing in the BSN program:

• Nursing Courses: Courses with the CMAN, GNUR, MCN, and MSN designation
• Psychology or Statistics Courses: PSYC 273, PSYC 274, PSYC 304 or STAT 103

A student who withdraws twice, from any of the courses listed, and receives a notation of “W” on their academic record, will be placed on probation. For the probation to be lifted, the student must complete the course with a grade of C- or higher during the next semester in which the course is taken.

If the course is not successfully completed with a C- or higher, or if the student withdraws a third time from this same course, the student will be dismissed from the BSN program.

Refer to “‘Dismissal from the MNSON”’ section of the handbook for specific application of the withdrawal policy.

The Writing Center - Lake Shore and Water Tower Campuses

The main goal of the Writing Center is to help the student become a better writer. The Writing Center offers writing assistance to meet the student’s individual needs. Tutors are available to help at any point of the writing process—from brainstorming, to organizing, to putting the final touches on a bibliography. All LUC students are eligible to use their services. Online writing center services are also available to students. More information and writing resources are available online. 

Undergraduate Policies and Procedures

Please see Undergraduate Policies and Procedures for academic policies that supersede those of academic units within the University.

University Policies

Please see University Policies for academic policies that supersede those of academic units within the University

CM/MH/AD Nursing (CMAN)

General Nursing (GNUR)

Maternal/Child Nursing (MCN)

Medical/Surgical Nursing (MSN)