DNP & CAGS Handbook

Doctor of Nursing Practice Program contacts

Kimberly Christopher, PhD, RN
College of Nursing and Health Sciences Dean

To make an appointment with the Dean, contact:

Nicole Gomez
Administrative Associate
Telephone: 508-999-8898
Office: Dion 202C

June Andrews Horowitz, PhD, RN, PMHCNS-BC, FAAN
Associate Dean for Graduate Studies and Research & Professor
College of Nursing and Health Sciences
Telephone: 508-999-8251
Office: Textiles, Lower level, 013

Valerie Seney, PhD, MA, LMHC, PMHNP-BC, FNAP
Director, Doctor of Nursing Practice Program and Certificate of Advanced Graduate Studies 
Clinical/Track Coordinator, Psychiatric Mental Health Nurse Practitioner (PMHNP) and CAGS
Office: Dion308F 

Kathleen Elliot, DNP, ANP-BC
Clinical/Track Coordinator, Adult-Gerontology Nurse Practitioner (AGNP) and CAGS
Office: Textiles 007

Christine Saba Rezendes, DNP, AGNP-BC, ACNS-BC
DNP Residency Coordinator 
Office: Textiles 007

Deanna Hoffman
Administrative Assistant I, Nursing Graduate Programs
Telephone: 508-910- 6487
Fax: 508-910-6546
Office: Textiles Lower Level, 012

CNHS Vision

To shape the health environment through transformative nursing education, leadership, and scholarship.

CNHS Mission

To advance nursing knowledge and maximize the health of the Commonwealth and beyond through exemplary nursing education, scholarship, and community engagement.

CNHS Nursing goals

• To provide exemplary nursing education that offers learners opportunities to expand their knowledge base and pursue advanced study.
• To foster creative and critical thinking that advances the discipline of nursing.
• To prepare nurses who demonstrate behaviors consistent with professional nursing practice.
• To create and sustain an environment for nursing scholarship and research within the University and beyond.
• To prepare leaders in the delivery of cost-effective health care which promotes positive consumer outcomes.
• To integrate concepts of health within the fabric of the University and the region.
• To create and expand partnerships that improve the health status of the population.
• To facilitate the exploration of political, legal, social, cultural, ethical and economic factors which influence the present and future of healthcare.

CNHS Nursing core values

• Excellence in Teaching/Scholarship
• Integrity
• Professionalism
• Respect
• Innovation
• Collaboration
• Community
• Diversity
• Equity
• Inclusion
• Social Justice
• Ethics
• Advocacy

Philosophy

Nursing faculty positively affect the health of persons, families, and communities by educating nurses to provide quality nursing care to diverse populations across care settings. The College is committed to providing an environment of scholarship and caring wherein the education of nurses will flourish. Critical judgment, research skills and leadership skills are fostered throughout the programs of study. The graduates of this College demonstrate a commitment to humanism and promote the achievement of healthful living for all people.

Person

A person is a unique, holistic being who is constantly interacting with the environment. The person may adapt to or alter this environment in an effort to maximize health. The person exhibits both unique and predictable behaviors influenced by antecedent factors, developmental patterns and the individual and situational context. Nurses may engage with persons as individuals, families, communities, and populations, including the global community. Persons have the right to make decisions affecting their health. Nurses and persons collaborate to mobilize the strengths of persons to maximize health.

Environment

The environment consists of all forces, both internal and external, that reciprocally influence and interact with individuals, families, communities, and populations. These forces produce a change or response in the person, which affects health status. Positive alterations in the environment, thinking abilities, repertoires of caring interventions, and understanding of self and persons from diverse cultural backgrounds will improve the person’s health status while negative alterations present risks to health status. Faculty promote professional role development by structuring caring environments conducive to learning and by providing support and direction while challenging students to reach their full potential.

Health

Health is a holistic, dynamic state. The person maximizes health by personal reflection and growth, and active interaction with the multidimensional environment. Inherent in the concept of health is an environmental connectedness. Health is the actualization of inherent and acquired potential, either as an individual, family, community, or population, including the global community

Nursing

Nursing is a humanistic discipline that is both an art and a science. Professional nurses assist and collaborate with persons to maximize health. The focus of nursing enhances the strengths of a person by viewing the total person, family, community or population with respect, mutuality, and collaboration. Professional nursing care occurs in any setting and at any point on the life continuum. Considerations of social, legal, spiritual, cultural, ethical and economic issues are essential components in the planning and implementation of nursing care. Nursing assists persons to define health from their unique perspective. Changes in society have produced rapid changes in the healthcare delivery system. Nursing, as an integral part of the health care delivery system, shares the responsibility for effecting positive change within the healthcare system and global community.

Education

Faculty and students collaborate in the educational experiences so that students are prepared to safely and knowledgeably provide nursing care to individuals, families, communities, and populations in a variety of settings. The nursing major incorporates a liberal arts foundation, including humanities, social sciences, and natural sciences. Students engage in didactic and experiential learning activities.

Experiential learning occurs both in the laboratory and in regional health care settings. Through these learning activities students develop communication skills, critical thinking abilities, repertories of therapeutic interventions, and understanding of self and persons from diverse cultural backgrounds. Faculty promote professional role development by structuring environments conducive to learning and by providing support and direction while challenging the student to reach their full potential.

DNP Curriculum Framework

The BS-DNP curriculum consists of 64 credits for the Adult-Gerontological track and 67 credits for the Psychiatric-Mental Health track that address areas of didactic and practicum content that has been deemed essential for advanced practice nurses (APN) by the American Association of Colleges of Nursing. The Post- master’s DNP plan consists of 28 credits that builds on APN preparation already obtained via a prior MS degree.

• The adult gerontology primary care nurse practitioner option prepares advanced practice nurses who will function as adult gerontology primary care nurse practitioners and manage primary and chronic health problems in patients 12 and over.
• The psychiatric-mental health nurse practitioner option prepares nurses for an advanced practice role in psychiatric-mental health care across the lifespan.

Promoting health

Promotion of health includes such activities as facilitating wellness and preservation of health within the illness experience. This occurs at all levels of being: Cellular, functional, intra-psychic, interactional, family unit, population, social aggregates, and systems.

Students complete a professional portfolio documenting attainment of the DNP program outcomes and the AACN Essentials. In addition to classroom and experiential learning in the practitioner role, the student completes the DNP residency - a three-semester structured experiential learning sequence with faculty and health care systems leaders, in informatics and quality improvement - and a translational research project that is focused on improving the quality of care and patient outcomes. Graduates of the BS-DNP Program are eligible to take the American Nurses Credentialing Center (ANCC) or the American Academy of Nurse Practitioners Certification Board (AANPCB) certifying examination for Advanced Practice in Adult Gerontology Primary Care Nurse Practitioner or Psychiatric-Mental Health Nurse Practitioner. Students typically pursue graduate study on a part-time basis. All degree requirements must be completed within 7 years of the date of matriculation in the program

Scholarly Project

Doctor of Nursing Practice students must complete a scholarly project. The courses, NUR 772, 774, and 776, provide students with the didactic content on translating research into practice and quality improvement approaches. In addition, NUR 773, 775, 777 house the DNP scholarly project development, implementation, evaluation, and dissemination focused on translation of research to practice to improve the quality of care and patient outcomes. Requirements for the DNP scholarly project are outlined in the DNP Scholarly Project Handbook. Students must also complete a professional portfolio that documents attainment of the DNP program outcomes and DNP Essentials established by American Association of Colleges of Nursing (AACN,2021) and the National Organization of Nurse Practitioner Faculties (NONPF, 2022).

DNP Nursing Program Outcomes

The BS-DNP and Post-master’s DNP programs prepare DNP advanced practice nurses with the skills to lead interdisciplinary teams and implement population-focused and evidence-based health interventions. In addition, DNP graduates are prepared to improve and transform health care through systems leadership, research translation, advanced clinical knowledge, and preparation as nurse educators. The DNP course work includes translation research methods, theory, health policy, population health, informatics, systems leadership, leadership residencies, and scholarly projects to achieve the goals for the DNP and to meet national accreditation and certification standards. 

Program Outcomes

1. Integrates, translates, and applies established and evolving nursing knowledge, ways of knowing and multidisciplinary knowledge to maximize health outcomes.
2. Implements person-centered care, defined as caring, holistic, equitable, respectful, evidence-based and developmentally appropriate care, to reduce risk and improve health outcomes 
3. Collaborates across the healthcare delivery continuum, public and private sectors, to provide equitable public health prevention measures and disease management for improved population outcomes for the community of interest.
4. Engages in scholarship through the synthesis, translation, application, and dissemination of nursing knowledge to improve health and transform health care.
5. Implements principles of quality and safety, evaluates outcomes, and promotes system effectiveness and individual performance to enhance quality and minimize risk of harm to patients and providers across the healthcare system.
6. Facilitates effective communication and collaboration with patients, communities, professional partners and other stakeholders in a variety of forums to optimize healthcare outcomes.  
7. Demonstrates organizational and systems leadership to deliver high quality, safe and equitable healthcare to diverse populations.
8. Envisions, appraises, and utilizes communication, informatics, and healthcare technologies to support professional best practice and deliver quality and compassionate care to patients, communities, and populations.
9. Formulates and cultivates a sustainable professional identity as an advanced practice nurse as demonstrated by the accountability, perspective, collaborative disposition, and comportment that reflects nursing’s characteristics and values.
10. Advance personal, professional and leadership skills through self-reflection and activities that foster personal well-being, contribute to lifelong learning, and support the acquisition of expertise as an advanced practice nurse and leader.

Both the BS-DNP and Post-masters DNP graduate is prepared to:

• Master communication, collaboration and consultation strategies to address complex health issues in a variety of forums and formats.
• Evaluate outcomes using accepted professional standards and evidence-based benchmarks to improve quality within and across systems so that consumers and staff can contribute to continuous quality improvement initiatives.
• Translate evidence, clinical judgment, research findings, and theoretical perspectives to improve practice, care environments and maximize health outcomes.
• Synthesize scientific knowledge and humanistic perspectives in a variety of roles and areas of practice.
• Influence nursing practice and health policy to shape care delivery, addressing gaps resulting from growing healthcare needs at the local, state, national and international levels.
• Use organizational and systems leadership in collaboration with interdisciplinary team members and community partners to promote health, guide clients through the illness experience and improve the health systems.
• Integrate effective use of informatics and technology to support quality improvement initiatives, clinical decision-making and safe care.
• Assume a leadership role in advancing, fostering and maintaining nursing values and standards in a variety of settings and roles for individuals, populations and systems.

CAGS Curriculum Framework

Certificate of Advanced Graduate Study (CAGS)

The curriculum framework is built upon the philosophy of the College. The central concept is nurse-person engagement aimed at maximizing health. Nurse-person engagement is shaped by values, beliefs, and knowledge. Nursing integrates empirical, ethical, aesthetic, personal, sociopolitical and cultural knowledge. Utilizing this knowledge with respect, mutuality, and collaboration with the person the Nurse creates and maintains a caring environment. Curriculum is designed to prepare graduate nursing students for APRN roles consistent with the APRN Consensus Model. The post-graduate APRN certificate program incorporates the following components of the AACN Essentials: Core Competencies for Professional Nursing Education (Essentials) (AACN, 2021), as applicable to the role and/or population focus for which students are being prepared:

• The 10 “Domains for Nursing” (Essentials, pp. 10-11)
• The 8 “Concepts for Nursing Practice” (Essentials, pp. 11-14)
• The 45 “Competencies” (numbered 1.1 through 10.3 and organized by Domain, Essentials, pp. 27-54).

APRN tracks (Adult-Gerontology Primary Care Nurse Practitioner and Psychiatric Mental Health Nurse Practitioner) in a post-graduate APRN certificate program incorporate separate comprehensive graduate-level courses to address the APRN core, defined as follows: 

• Advanced physiology/pathophysiology, including general principles that apply across the lifespan
• Advanced health assessment, including assessment of all human systems, advanced assessment techniques, concepts, and approaches
• Advanced pharmacology, including pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of all broad categories of agents.

Additional APRN core content specific to the role and population is integrated throughout all role and population-focused didactic and clinical courses.

Separate courses in advanced physiology/pathophysiology, advanced health assessment, and advanced pharmacology are not required for certificate students who have already completed such courses, unless the program deems this necessary.

Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP)

Students who earn the Adult-Gerontology Primary Care Nurse Practitioner Certificate of Advanced Graduate Study (CAGS) at UMass Dartmouth will have completed the required coursework and clinical experiences for certification as Adult-Gerontology Primary Care Nurse Practitioners (AGPCNP) by the American Credentialing Center (ANCC). This program track consists of 24 total credit hours and 500 hours of faculty-supervised clinical hours. These credits include separate courses in advanced health assessment, advanced pharmacology and advanced pathophysiology which are required of masters prepared nurses who are not nurse practitioners. These courses may be taken elsewhere with permission of the DNP Program Director. Eligible applicants have a master’s degree or doctoral degree in nursing.

The CAGS AGPCNP graduate will be prepared to:

• Implement advanced assessment skills to diagnose and develop treatment plans for adolescents and adults with a variety of health conditions.
• Incorporate socioeconomic, ethical and cultural considerations to care for adolescents and adults at the highest level of nursing practice.

Psychiatric Mental Health Nurse Practitioner (PMHNP)

Students in the CAGS: Psychiatric Mental Health Nurse Practitioner track at UMass Dartmouth will have completed the required coursework and clinical experiences for certification as Psychiatric Mental Health Nurse Practitioners (PMHNP) by the American Nurses Credentialing Center (ANCC) or the American Academy of Nurse Practitioners Certification Board (AANPCB). The CAGS curriculum consists of 18 credits and 500 clinical hours that address areas of didactic and practicum content that has been deemed essential for advanced practice nurses (APN) by the American Association of Colleges of Nursing. Eligible applicants have a master’s degree or doctoral degree in nursing.

The CAGS Psychiatric Mental Health NP graduate will be prepared to:

• Incorporate bio-psychosocial, family, ethical and cultural theories in the assessment, diagnosis and treatment across the lifespan for persons with complex psychiatric disorders.
• Incorporate physical, psychological, socioeconomic, cultural, economic and political variables into a comprehensive practice perspective of psychiatric disorders and mental health.
• Apply principles of assessment, diagnosis and treatment to include crisis management and emergent situations.
• Implement culturally appropriate biological, psychosocial, and/or supportive interventions to promote the health of individuals, families, and at-risk groups.

Programs preparing students for nurse practitioner certification provide a minimum of 500 direct patient care clinical hours. 

BSN-DNP programs require students to complete a minimum of 1,000 post-baccalaureate practice hours as part of a supervised academic program. Within this requirement, at least 500 hours must be dedicated to clinical practicum experiences associated with the DNP Scholarly Project.

CAGS Nursing Program Outcomes

The Certificate of Advanced Graduate Studies program (CAGS) are designed to prepare advanced practice nurses who are qualified for the Adult Gerontology Primary Care Nurse Practitioner (AGPCNP) Examination or the Psychiatric-Mental Health Nurse Practitioner (PMHNP) Examination offered by either the American Nurses Credentialing Center or the American Association of Nurse Practitioners.

Program Outcomes

1. Synthesize advanced theoretical, scientific, and evidence-based knowledge to deliver safe, high-quality, and person-centered care for individuals, families, and populations within the PMHNP or AGPCNP role.
2. Provide culturally responsive, compassionate, and developmentally appropriate care, integrating shared decision-making to optimize health outcomes across the lifespan.
3. Apply population health principles to identify health disparities, promote equity, and implement interventions that improve mental health or primary care outcomes for diverse communities.
4. Critically appraise and translate current research into clinical practice, advancing evidence-informed strategies for health promotion, disease prevention, and management of complex health conditions.
5. Implement strategies that ensure patient safety and improve quality of care, including risk reduction, error prevention, and outcome evaluation within psychiatric or primary care practice settings.
6. Collaborate effectively with interprofessional teams to coordinate comprehensive care, enhance communication, and improve outcomes for patients with acute, chronic, or complex health needs. 
7. Analyze health care delivery systems, policies, and resources to advocate for and implement sustainable changes that improve access, efficiency, and equity in care delivery.
8. Utilize informatics, telehealth, and emerging healthcare technologies to support safe prescribing, effective care delivery, and patient engagement.
9. Demonstrate ethical reasoning, integrity, accountability, and respect for diverse values in all aspects of advanced nursing practice.
10. Exhibit leadership in clinical practice, advocacy, and policy arenas, while engaging in reflective practice and lifelong learning to sustain professional growth.

Curriculum Outcome Model

Sample plan of study for BS to DNP and/or Adult/Gero Nurse Practitioner

Grand total of 64 credits, Practicum hours 1000

Year 1 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 500 Theoretical Foundations for Advancing Nursing Practice	3
Fall	NUR 520 Healthcare System	3
Spring	NUR 511 Translating Research Evidence to Advance Nursing Practice	3
Spring	NUR 547 Promoting the Health of Populations	3
Year 1 total		12

Year 2 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 550 Pathophysiological Bases for Advanced Practice Nursing	3
Fall	NUR 508 Healthcare Economics and Managing Healthcare Finance	3
Spring	NUR 553 Pharmacology for Advanced Nursing Practice	3
Spring	NUR 771 DNP Seminar II: Genetics, Ethics, and Innovations in Advanced Nursing Practice	4
Year 2 total		13

Year 3 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 552 Advanced Health / Physical Assessment	3
Fall	NUR 770 Seminar I: Advanced Practice Nurse as Leader in Health Systems Change	4
Spring	NUR 557 Introduction to primary Care for the Advanced Practice Nurse	2
Spring	NUR 558 Introduction to Primary Care for the Advanced Practice Nurse-Practicum	3
Summer	NUR 605 Statistical Analysis*	3
Year 3 total		15

Year 4 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 656 Primary Care II for the Advanced Practice Nurse	2
Fall	NUR 657 Primary Care II for the Advanced Practice Nurse Practicum	3
Spring	NUR 658 Chronic Illness Management	2
Spring	NUR 659 Chronic Illness Management- Practicum	3
Summer	Option to take NUR 605 here.*	3 (if taken here)
Summer	NUR 772 Translating Research for Evidence Based Practice I	2
Year 4 total		15

Year 5 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 774 Translating Research for Evidence Based Practice II: Project Implementation and Analysis	1
Fall	NUR 773 DNP Residency	4
Winter / Intercession	NUR 775 DNP Residency II	1
Spring	NUR 776 Translating Research for Evidence Based Practice III: Dissemination of Findings	2
Spring	NUR 777 DNP Residency III	4
Year 5 total		12

*Indicates the option to take NUR 605 Summer of 3rd year or 4th year

Sample plan of study for BS to DNP and/or Psychiatric Mental Health Nurse Practitioner 

Grand total of 67 credits, Practicum hours 1000 

Year 1 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 500 Theoretical Foundations for Advancing Nursing Practice	3
Fall	NUR 520 Healthcare System	3
Spring	NUR 511 Translating Research Evidence to Advance Nursing Practice	3
Spring	NUR 547 Promoting the Health of Populations	3
Year 1 total		12

Year 2 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 550 Pathophysiological Bases for Advanced Practice Nursing	3
Fall	NUR 508 Healthcare Economics and Managing Healthcare Finance	3
Spring	NUR 553 Pharmacology for Advanced Nursing Practice	3
Spring	NUR 771 DNP Seminar II: Genetics, Ethics, and Innovations in Advanced Nursing Practice	4
Summer	NUR 554 Neuro-psychopharmacology and Biologically Based Treatments	3
Year 2 total		16

Year 3 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 552 Advanced Health / Physical Assessment	3
Fall	NUR 770 Seminar I: Advanced Practice Nurse as Leader in Health Systems Change	4
Spring	NUR 564 Advanced Practice Psychiatric and Mental Health Nursing I	2
Spring	NUR 565 Advanced Practice Psychiatric and Mental Health Nursing I - Practicum	3
Summer	NUR 605 Statistical Analysis*	3
Year 3 total		15

Year 4 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 676 Advanced Practice Psychiatric and Mental Health Nursing II	2
Fall	NUR 677 Advanced Practice Psychiatric and Mental Health Nursing II - Practicum	3
Spring	NUR 678 Advanced Practice Psychiatric and Mental Health Nursing III	2
Spring	NUR 679 Advanced Practice Psychiatric and Mental Health Nursing III - Practicum	3
Summer	Option to take NUR 605 here.*	3 (if taken here)
Summer	NUR 772 Translating Research for Evidence Based Practice I	2
Year 4 total		15

Year 5 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 774 Translating Research for Evidence Based Practice II: Project Implementation and Analysis	1
Fall	NUR 773 DNP Residency	4
Winter	NUR 775 DNP Residency II	1
Spring	NUR 776 Translating Research for Evidence Based Practice III: Dissemination of Findings	2
Summer	NUR 777 DNP Residency III	4
Year 5 total		12

Post-master's to DNP Sample Plan of Study

Grand total of 28 credits

Year 1 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 508 Healthcare Economics and Managing Healthcare Finance	3
Fall	NUR 770 Seminar I: Advanced Practice Nurse as Leader in Health Systems Change	4
Spring	NUR 771 Seminar II: Genetics, Ethics and Innovations in Advanced Nursing Practice	4
Spring	NUR 547 Promoting the Health of Populations**	3
Summer	NUR 605 Statistical Analysis	3
Summer	NUR 772 Translating Research for Evidence Based Practice	2
Year 1 total		16

Year 2 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 774 Translating Research for Evidence Based Practice II: Project Implementation and Analysis	1
Fall	NUR 773 DNP Residency	4
Winter	NUR 775 DNP Residency II	1
Spring	NUR 776 Translating Research for Evidence Based Practice III: Dissemination of Findings	2
Spring	NUR 777 DNP Residency III	4
Year 2 total		12

*If student has not completed a compatible course in Master’s program, they should take NUR 547 Spring year.

Sample plan of study for CAGS / Adult-Gerontology Primary Care Nurse Practitioner

Grand total of 15 credits for licensed APRNs*/24 credits for non-APRNs**, Practicum hours 500

Year 1 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 550 Pathophysiological Bases for Advanced Practice Nursing*	3
Spring	NUR 553 Pharmacology for Advanced Nursing Practice *	3
Year 1 total		6

Year 2 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 552 Advanced Health/Physical Assessment*	3
Spring	NUR 557 Introduction to Primary Care for the Advanced Practice Nurse	2
Spring	NUR 558 Introduction to Primary Care for the Advanced Practice Nurse-Practicum	3
Year 2 total		8

Year 3 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 656 Primary Care II for the Advanced Practice Nurse	2
Fall	NUR 657 Primary Care II for the Advanced Practice Nurse-Practicum	3
Spring	NUR 658 Chronic Illness Management	2
Spring	NUR 659 Chronic Illness Management- Practicum	3
Year 3 total		10

*Not required for license advanced practice nurses (APRNs) based on transcript review.
*Course requirements may be fulfilled with transfer credit at the discretion of the DNP Admission Committee.

Sample plan of study for CAGS DNP / Psychiatric Mental Health Nurse Practitioner

Grand total of 18, Practicum hours 500
Prerequisites: Masters or doctoral degree in nursing and completion of the 3P's with a Lifespan focus

Year 1 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NUR 554 Neuro- psychopharmacology and Biologically Based Treatments	3
Spring	NUR 564 Advanced Practice Psychiatric and Mental Health Nursing I	2
Spring	NUR 565 Advanced Practice Psychiatric and Mental Health Nursing I - Practicum	3
Summer	NUR 554 Neuro- psychopharmacology and Biologically Based Treatments	3
Year 1 total		11

Year 2 suggested courses and credits

Term	Course (number and title)	Credits
Fall	NNUR 676 Advanced Practice Psychiatric and Mental Health Nursing II	2
Fall	NUR 677 Advanced Practice Psychiatric and Mental Health Nursing II - Practicum	3
Spring	NUR 678 Advanced Practice Psychiatric and Mental Health Nursing III	2
Spring	NUR 679 Advanced Practice Psychiatric and Mental Health Nursing III - Practicum	3
Year 2 total		10

RN to BS to DNP Nursing Fast Track

RN to BS students are eligible to enroll in up to nine (9) credits of graduate level nursing courses (from among the following courses: NUR 500, 511, 520, and 547) if the following criteria are met:

• all 300 level nursing courses completed
• maintain a 3.3 GPA in all nursing courses
• satisfactory professional writing skills
• recommendation of the RN-BS program director
• approval of graduate program director

These nine (9) graduate credits fulfill both undergraduate elective and graduate degree requirements. In addition, students must apply for admission in spring of their senior year for matriculation the following Fall. Students who do not matriculate in the DNP program the fall following graduation will not be permitted to use the above courses toward a DNP degree. See Appendix A for RN to BS to DNP Fast Track form.

Students must declare their intention to pursue the accelerated program and be coded as accelerated BS-DNP students by the Registrar before they take any graduate level courses. Students who are not formally accepted to the program before their take the graduate level courses cannot double count these courses.

BS to DNP Fast Track

Senior nursing students may enroll in up to nine (9) credits of graduate level nursing courses (from among the following courses: NUR 500, 511, 520, and 547) if the following criteria are met:

• all 300 level nursing courses are completed
• maintain a 3.3 GPA in all nursing courses
• satisfactory professional writing skills
• recommendation of their faculty advisor
• approval of graduate program director

These nine (9) graduate credits fulfill both undergraduate elective and graduate degree requirements. Students pay undergraduate tuition rates for the courses and must get a grade of B or better for the course to count for graduate credit. In addition, students must apply for admission in spring of their senior year for matriculation the following Fall. Students who do not matriculate in the DNP program the fall following graduation will not be permitted to use the above courses toward a DNP degree. See Appendix B for BS to DNP Fast Track form. Students must declare their intention to pursue the accelerated program and be coded as accelerated BS-DNP students by the Registrar before they take any graduate level courses. Students who are not formally accepted to the program before their take the graduate level courses cannot double count these courses.

The Graduate Admission Program (GAP)

For RNs with Non-Nursing Baccalaureate Degrees: this program provides Registered Nurses who hold an Associate Degree in Nursing and a BA or BS in a field other than Nursing with the opportunity to enter and complete the Doctor of Nursing Practice Program at the UMass Dartmouth College of Nursing and Health Sciences. The program prepares GAP students for DNP level work by assuring that they have achieved the outcomes/objectives of the BS in Nursing Program. To meet requirements, GAP applicants must:

• Take NUR 503 Transitions for Advancing Nursing Practice (prior to admission to the program),
• As a final assignment in NUR 503, students compile a portfolio that documents how they have achieved the UMass Dartmouth undergraduate nursing program outcome objectives through self-evaluation of prior learning and experience.

With their assigned academic advisors, students discuss their strengths and limitations and devise individualized plans to meet any identified learning needs. See Appendix C for GAP forms.

Policy on Student Professional Nursing Competence and Good Moral Character GMC

Section I – Purpose

The purpose of this document is to explain the College of Nursing and Health Sciences’ position regarding Professional Nursing Competency and Good Moral Character (GMC) standards for all clinical nursing courses. All students, faculty and staff are expected to read, understand, and comply with this policy described herein. Students will sign an acknowledgement of receipt of this policy at the beginning of the first nursing course and all students

Section II - Preamble

The following policy has been adopted by the Faculty Organization of the University of Massachusetts Dartmouth (UMassD) College of Nursing and Health Sciences (CNHS). The policy assumes that nursing students of the UMassD CNHS will be eligible for licensure as registered nurses, as well as practicing as nurses at the basic professional RN or advanced practice levels. The professional nature of these experiences, and the professional licensure and certification associated with nursing education brings an ethical responsibility to our faculty to attend to the competency and GMC of its students.

Students admitted to the UMass Dartmouth CNHS are expected to complete the curriculum requirements related to Professional Nursing Competency and GMC. It is the policy of the UMass Dartmouth CNHS to adhere to all policies at UMass Dartmouth including the requirements of the Americans with Disabilities Act as amended. Students are not required to disclose their disability to the UMass Dartmouth CNHS. Qualified Students with disabilities who believe they need an accommodation to meet the Professional Nursing Competency and/or GMC must register with the UMass Dartmouth Office of Student Accessibility Services (OSAS).

The following standards have been deemed by the UMass Dartmouth CNHS to be essential to all clinical nursing courses. All nursing students regardless of whether they have accommodation(s) must meet the Professional Nursing Competency and GMC standard policy effective September 2012. Additionally, all UMass Dartmouth CNHS students must also adhere to the UMass Dartmouth Student Code of conduct. Violations of student conduct that pertain to Professional Nursing Competency and/or GMC standards may be processed both through the UMass Dartmouth Office of Student Affairs, consistent with the Student Code of conduct and CNHS, consistent with this policy. Please review the UMass Dartmouth handbook on student conduct for clarification. Additionally, the American Nurses Association Code of Ethics should guide any consideration of appropriate behaviors in the profession.

Section III – Professional Nursing Competence and Good Moral Character (GMC) Definitions

Part of professional competence is having a knowledge base that allows advanced practice professional nurses to make sound clinical decisions. Professional competence is the habitual and judicious use of effective communication, knowledge, technical skill, reasoning, emotions, values and reflection in daily practice for the benefit of the individual and community being served (Epstein & Hundert, 2002).

The UMass Dartmouth CNHS has determined that the standards below are essential to the nursing profession. Therefore, students entering the nursing program at the UMass Dartmouth CNHS are expected to meet these standards for progression in the program to graduation. (Note: The list of competency standards has been reprinted for use by UMassD CNHS with permission from Dr. Barbara G. Miller, New York University College of Nursing Technical Standards for Core Nursing Competency Performance.)

A. Professional Nursing Competency

The UMass Dartmouth CNHS faculty have a professional obligation to UMass Dartmouth and the public to ensure that nurses graduating from its programs are competent to practice within the nursing profession. Part of professional competence is having a knowledge base that allows practitioners to make sound clinical decisions. Professional competence is the habitual and judicious use of effective communication, knowledge, technical skill, reasoning, emotions, values and reflection in daily practice for the benefit of the individual and community being served (Swift et al., 2025). 

The UMass Dartmouth CNHS has determined that the standards below are essential to the nursing profession. Therefore, students entering the nursing program at the UMass Dartmouth CNHS are expected to meet these standards for progression in the program to graduation.

1. Communication and observation skills: Students are expected to sufficiently demonstrate the following verbal, non-verbal, written, computer assisted entry, and observational skills during professional interactions with others during their professional nursing practice. Communication includes not only speech, but also seeing, reading, writing, and computer literacy abilities in the classroom and clinical on and off-campus settings; the ability to communicate with a wide variety of people, and the ability to be easily understood. The following are examples of communication and observation skills. The nursing student needs to be able to:
   
   • Speak clearly and effectively in English
   • Hear and observe patients in order to elicit information, describe changes in mood, activity and posture, and to perceive nonverbal communications
   • Communicate in writing via electronic entry, and orally using standard, professional nursing and medical terminology
   • Communicate effectively and sensitively with patients’ family members and other members of the healthcare team, as well as faculty and peers in a 1-1 or group situation
   • Elicit, convey or exchange information at a level that allows for the implementation and evaluation of the nursing process
   • Communicate in ways that are safe and not unduly alarming to patients, family members, and other members of the healthcare team
   • Relay appropriate information to patients: teach, explain, direct and counsel a wide variety of individuals, as well as provide clear, direct communication in English during highly stressful, crisis situations
2. Cognitive abilities: Nursing students on admission and throughout the program are expected to demonstrate cognitive abilities sufficiently which include intellectual, conceptual, integrative, quantitative, critical thinking and comprehension skills that allow them to carry out the nursing process in the care of patients. The following examples include, but are not limited to nursing students demonstrating these related cognitive skills:
   
   • Reading and understanding written documents in English
   • Problem solving including measurements, calculations, reasoning, memory, analysis, and synthesis of subjective and objective data as well as critically appraising the best available research evidence
   • Comprehending three-dimensional relationships and understanding the spatial relationships of structures
   • Engaging in critical thinking sufficient for academic and clinical judgments demanded of nurses which require the intellectual abilities to critically appraise, to synthesize knowledge, integrate and prioritize all aspects of patient care in a prompt, timely fashion; synthesis of objective and subjective findings and diagnostic studies in order to formulate nursing diagnoses and initiate a plan of care integrating patient preferences
   • Incorporating data from multiple patient sources (e.g. physical assessment, vital signs, lab values, interdisciplinary documentation) in a prompt manner in order to provide appropriate, safe patient care
   • Recognizing, making decisions quickly, and responding rapidly and safely to changes in a patient's status based on a variety of information sources, such as physical assessment and pertinent laboratory findings, and revising care to promote appropriate patient outcomes
3. Gross motor skills, strength, mobility, and physical endurance: The student is expected to be able to perform gross and fine motor movements required to provide comprehensive nursing care. Examples of care that the student must be able to perform safely include, but are not limited to: Lifting as described below:
   
   • Turning and positioning patients as needed to prevent complications due to bed rest or minimal movement
   • Transferring patients in and out of bed
   • Transporting and exercising patients
   • Pulling and pushing patients and/or equipment
   • Administering cardiopulmonary resuscitation (CPR)
   • The student is expected to have the psychomotor skills necessary to perform or assist with procedure treatments, administration of medications, and emergency interventions. On a regular day whether in the classroom or clinical (on-campus simulation or off campus clinical), the student may be expected to sit, walk and stand. Examples include but are not limited to, the ability to:
     • Stand and/or sit for long periods of time (e.g., minimum of 3-4 hours)
     • Stand and maintain balance while transferring patients, reach below the waist and overhead while providing patient care procedures
     • Walk without a cane, walker, casts, walking boots, or crutches, as well as, arms free of casts or other assistive/restrictive devices in order to ambulate patient and provide bedside or general nursing care
     • Have two hands, real or prosthetic
4. Behavior and social attributes/abilities: Nursing students must exhibit the professional behavioral and social attributes embedded in AACN's (2008) Essentials of Baccalaureate Education for Professional Nursing Practice. They must possess the emotional and mental health required for full use of their intellectual, communication/observational, motor and sensory abilities in order to exercise appropriate judgment and promptly complete all responsibilities attendant to the diagnosis and care of patients in a variety of settings and from different cultures. The following are examples, which are not limited to, the behavioral and social attributes and abilities that nursing students need to demonstrate:
   
   • Ability to relate to patients, family members, as well as work cooperatively with other members of the healthcare team and colleagues with honesty and integrity, and with non-discrimination in relation to the patient's race ethnic group, age, gender, religion or political preference, ability to pay, gender or sexual orientation
   • Ability to development of a mature, sensitive and effective therapeutic relationship with clients
   • Ability to adapt to changing environments, to display flexibility and to learn to function in the face of uncertainties inherent in the clinical problems of many patients
   • Ethical behavior reflecting adherence to the professional nursing code of ethics, students nurse' code of ethics and student academic integrity policy
   • Sufficient emotional and mental stability to:
     • Tolerate physically taxing workloads
     • Handle emotions that might affect practice performance
     • Function effectively when stressed
     • A level of consciousness and attentiveness that guarantees patient safety
     • Ability to participate in the professional care of a patient, before and after procedures with which they may be in disagreement
   • Ability to care for patients with communicable diseases using appropriate standard precautions and/or guidelines
   • Ability to accept and integrate constructive criticism given in the classroom and clinical settings
   • Ability to examine and change his/her behavior when it interferes with productive individual or team relationships and/or the care of patients
   • Ability to work in close quarters with patients, healthcare team members and nursing faculty
5. Sensory skills: Nursing students must have hearing, visual and tactile skills sufficient to monitor, access, and respond to patient health needs. Nursing students must possess these skills in connection with the other identified technical skills in order to observe and learn from demonstrations in the on-campus clinical simulation laboratory and in the off- campus clinical patient care areas, and to make observations accurately at a distance and close at hand of the patient and the patient’s environment. Observation necessitates the functional use of the senses of vision and other sensory modalities; it is enhanced by the functional use of the specimens; and obtains information from digital, analog, and waveform representations of treatment/therapy.
   Examples of the necessary sensory skills include, but are not limited to:
   
   • Normal tactile feeling and use of touch to feel sensitivity to heat, cold, pain, pressure, etc.
   • Auditory sense to detect sounds related to bodily functions using a stethoscope; to hear and interpret many people and correctly interpret what is heard; i.e., physicians’ or nurse practitioner orders whether verbal or over telephone, patient complaints, physical assessment (especially heart and other body sounds), fire and equipment alarms, etc.
   • Auditory sense to communicate clearly in telephone conversations and respond effectively with patients and with other members of the healthcare team
   • Acute visual skills necessary to detect signs and symptoms, body language of patients, color of wounds and drainage, and possible infections anywhere; interpret written words accurately, read characters and identify colors on the computer screen
   • Observation skills to observe lectures, demonstrations, research and patient situations in the practice of healthcare professions; observation is necessary to perform competent health assessments and interventions and necessitates functional use of vision, hearing, tactile and somatic senses
   • Capacity to make accurate visual observations and interpret them in the context of laboratory studies, medication administration, and patient care activities.
     
     These aspects of nursing competence were informed by the work of Swift et al. (2025).
6. Normative difficulties: The policy is not intended to address the common and expected difficulties experienced by a majority of nursing students particularly as they start a new clinical course. These normative difficulties might include, but are not limited to, mild emotional reaction and adjustment difficulties, mild or transient difficulty keeping up with academic work and normative conflict with professors, fellow students, supervisors and administrators in clinical placements.

B. Good Moral Character

Another part of competence is what has been called Good Moral Character (GMC) to practice nursing. GMC is defined for practical purposes as the ability to practice nursing in a safe and competent manner and with minimal risk to the public health, safety or welfare. The Massachusetts Board of Registration in Nursing assesses Good Moral Character in order to be eligible for licensure. The term “GMC” generally includes character and health as well as functional abilities that may impact a professional’s ability to practice in a competent manner.

GMC as defined by the Massachusetts Board of Registration in Nursing is demonstrated through reliable evidence of good conduct. Additionally, the Commission on Collegiate Nursing Education who certify that the UMass Dartmouth CNHS curriculum meets standards of excellence in nursing education requires that the UMass Dartmouth CNHS program defines policies and procedures that govern competence and GNC to practice consistent with established guidelines (CCNE, 2009). The policy described herein is based on these ethical standards and requirements.

1. Examples of such good conduct are as follows:
   • honesty
   • trustworthiness
   • integrity
   • accountability
   • reliability
   • distinguishing between right and wrong
   • avoidance of aggression to self and others
   • taking responsibility for one’s own actions and other similar attributes found relevant by the Massachusetts Board of Registration in Nursing
2. Examples of absence of such good conduct are as follows:
   • hostile or destructive conduct to another or to self
   • conduct that demonstrates disregard for the welfare, safety or rights of another
   • conduct that demonstrates disregard for honesty, integrity or trustworthiness
   • inability and/or unwillingness to acquire and integrate professional standards into professional behavior
   • inability to control personal stress, interpersonal difficulties, significant psychological dysfunction, and/or excessive emotional
   • eactions that interfere with professional function
   • inability or unwillingness to acknowledge, understand or address the impairment when it is identified
   • failure to report absence of GMC evidenced by another student to a UMass Dartmouth CNHS faculty member
3. Violations of Laws in the Commonwealth of Massachusetts and Clinical Substance Misuse
   Students, while enrolled in the nursing program, who are arrested or charged with a misdemeanor or other crime including the use, possession, manufacture, sale or distribution of alcohol or any other drug, are required to report this within two University/business days to the Dean of Nursing. Students who receive a positive drug screen during any of their clinical rotations will be required to meet with the Dean of the CNHS or designee within five University/business days of the positive drug screen. Additionally, students may not return to classes, on-campus clinicals or off campus clinicals until meeting with the Dean or designee Massachusetts Board of Registration in Nursing standards underlie this policy. See the web address located in the references. These standards from the Massachusetts Board of Registration in Nursing include:
   • The use of psychoactive substances while performing or learning to perform nursing care is not acceptable.
   • When a student’s performance is impaired, safe, effective care is at risk whether it occurs in the classroom, skills laboratory or in a clinical setting.
   • Current substance use disorders (SUDs) that can impair practice.  SUDs are illnesses and can be successfully treated.
   • Legal transgressions such as theft, falsification of records, diversion of drugs for sales or to supply another, or the substitution, alteration or denial of prescribed medications to patients are unacceptable at UMass Dartmouth CNHS.

Section IV - Assessment and Remediation Steps

Reporting a matter of concern

Students, faculty or staff who become aware that a student is showing characteristics that may suggest noncompliance with nursing competencies, and/or GMC are urged to report this to the Dean’s office. The Associate Dean of the College of Nursing and Health Sciences will schedule a meeting with the student within seven (7) school days and may recommend informal or formal proceedings. The Associate Dean, after meeting with the student and any other individuals, may recommend informal or formal proceedings. Such proceedings may be extended if they occur during semester breaks. All members of the CNHS community are responsible for complying with the Policy on Professional Nursing Competence and GMC including reporting of any potential infringement of this policy. No lawyer or legal representative is allowed to participate in the informal or formal proceedings. No recording devices will be permitted in the informal or formal proceedings.

CNHS will inform the Student Affairs Office of any conduct that is also a violation under the Student Code of conduct. In such a case, conduct that is noncompliant under this policy and the Student Code of conduct will be addressed in both CNHS and Student Affairs.

Informal Proceedings

Informal proceedings, after discussions with the student, will include non-binding suggestions to the student for the purpose of improving a nursing competence(ies) and/or GMC or the remediation of a nursing competency(ies) and/or GMC noncompliance.

During the Informal Proceeding, the Associate Dean of the UMass Dartmouth CNHS or designee will direct the faculty member or member of the CNHS community to provide specific information about the complaint and specific recommendations. This information will be documented in the reporting form for this Policy on Student Professional Nursing Competence and Good Moral Character GMC. This form will include a list of competencies and/or GMC not met; instances or circumstances surrounding the non-achieved competency(ies) and/or GMC surrounding the lack of competencies and/or GMC and information necessary for remediation; findings of fact based upon the preponderance of the evidence, and recommendation(s). This form will be forwarded to the Associate Dean or designee. The report will not become part of the student’s record but will be given to the Associate Dean. The report will be kept in a separate confidential file by the Associate Dean of Nursing for a period of 3 years after the student leaves the program. The student also will receive a copy of the reporting form.

Recommended remediation from Informal Proceedings may include but will not be limited to the following: additional academic work, meetings with faculty or clinical mentors, periodic review of progress, periodic feedback on progress, recommendation for counseling or medical intervention, and referral to the Ombudsperson’s Office.

Formal Proceedings

The Associate Dean of Nursing or designee will begin Formal Proceedings if a second complaint is filed; or if no change in the competency(ies) and/or GMC behavior occurs as a result of the Informal Proceeding; or if failure in the course or dismissal from the UMass Dartmouth CNHS is a possible consequence of the complaint.
The Associate Dean of Nursing will inform the student that a Formal Proceeding will be scheduled with a minimum
of five (5) school days’ notice. Such proceedings may be extended if they occur during semester breaks.
Voting members of the formal proceeding will include the following members. Two faculty members will be invited to attend by the Associate Dean of Nursing. This will include the supervising clinical faculty member as well as a faculty member from the Enrollment Progression and Advisement Committee (EPAC) within the UMass Dartmouth CNHS. Additionally, the Department Chair or representative will be invited to attend. A faculty member of the UMass Dartmouth CNHS will be invited as a voting member by the student.
 
The student may invite an additional non-voting panel individual including a faculty member representative. No lawyer or legal representative is allowed to participate in the formal proceedings. No recording devices will be permitted. The student must notify the Associate Dean regarding those individuals that he or she has invited to be physically present, forty-eight hours prior to the time of the Formal Proceeding. The Associate Dean or designee will chair the panel and state the nature of the violation related either to competence or good moral behavior. The Associate Dean will offer panel members an opportunity to discuss the issue and the remediation. The student will have an opportunity to explain their actions. Formal Proceedings recommendation(s) will be made after a majority vote of the voting members. In the event of a tie vote, the Associate Dean or designee of the College of Nursing and Health Sciences will vote. The range of remediation recommendations may include but will not be limited to all of the remediation listed under Informal Proceedings and will also include: a recommendation of failure in the clinical course; a recommendation of dismissal, suspension or probation. The recommendation(s) will be forwarded to the Dean or designee of the College of Nursing and Health Sciences who may adopt, deny or modify the recommendation(s) and make a decision. All appropriate UMass Dartmouth administrators will be notified. The proceedings, recommendation(s) and decision of the Dean or designee will be maintained as confidential to the extent allowed. The decision by the Dean or designee will be provided to the involved student and appropriate UMass Dartmouth administrative officials.

Probation

If the decision of the Dean or designee, is to place the student on probation, the student will be given a written list of Good Moral Character (GMC) impaired nursing competencies, GMC demonstrated behaviors and a written list of recommended remediation(s). The student will be diligently reviewed in subsequent clinical courses at least once each semester by the Associate Dean of Nursing. The probation may continue until the inappropriate GMC behaviors(s) are resolved and the Competencies have been met. When GMC Competencies have been met, the Associate Dean of the College of Nursing and Health Sciences will recommend ending the probation to the Dean. If probation continues for more than one full semester, the student will be recommended for suspension and failure in the current academic clinical course.

Suspension and Failure in Course

If suspended, the student will not continue in the course from the date of suspension and will receive a failing grade in the course. The student may not progress in the curriculum but must first repeat the clinical course from which he or she has failed. In repeating a course, the competencies not met, and/or inappropriate GMC behaviors identified in the failed clinical course will be documented. Recommended remediation will be specified and may include but will not be limited to the following: additional academic work, meetings with faculty or clinical mentors, periodic review of progress, periodic feedback on progress, recommendation for counseling or medical intervention. When the student repeats this course, he or she will meet with the clinical faculty member and the Associate Dean at mid-semester regarding an appraisal of the remediation and or the effectiveness of the remediation.

Dismissal from the Nursing Program

If dismissed by the Dean of the College of Nursing and Health Sciences, the student will not continue in the CNHS from the date of dismissal and will not be permitted to enroll at a later date. Students may apply for transfer to another UMass Dartmouth college or department.
 
In all of the decisions above, the student will receive a copy of the actions taken which will include finding of the facts, conclusions and recommendations. A copy will also be placed in the student’s confidential file in the Associate Dean's office.

Confidentiality

Information provided by a faculty member, student, staff member or witness involved in the Informal or Formal Procedure will be maintained as confidential to the extent possible. During and after these procedures, the UMass Dartmouth CNHS will use reasonable efforts to maintain the confidentiality of all in the process. All individuals participating in the procedures will be informed of this expectation. When the Dean of the UMass Dartmouth CNHS or designee has completed the procedures, he/she will, to the extent appropriate, inform all involved of the determination of results including the identified student and appropriate UMass Dartmouth administrative officials.

Section V - Appeal

The determination by the Dean of the CNHS in the formal proceedings can be appealed to the UMass Dartmouth Provost or his/her designee within 10 days of the date of the decision of the Dean. This appeal may be made on the grounds that:

1. the sanction administered as a result of the original student behavior is unjustified in its severity;
2. the weight of evidence did not justify a finding from the Formal Proceedings;
3. CNHS failed to comply in material respect to its Formal proceeding procedures; or
4. new evidence exists that is relevant and that was unobtainable at the time of the original Formal Proceeding. The decision of the UMass Dartmouth Provost is final and cannot be appealed.

Clinical policies

DNP students must comply with university health services policies and in addition, upload in Typhon copies of the following prior to clinical or practicum placements in the Doctor of Nursing Practice program:

• Required immunizations
• Proof of CPR Certification (Health Care Provider)
• CORI
• Copy  of unencumbered MA, RI, VT, ME or NH RN license, CT is excluded.
• Drug screens and other testing as required by specific clinical agencies

This information is a necessary pre-requisite for clinical or practicum placements for students. Students are responsible for assuring that current information is on file with the Graduate Program secretary. Students who do not comply, cannot participate in clinical/practicum placements.

Of note, the University of Massachusetts Dartmouth provides student NP liability insurance for all current NP students at no cost. This liability coverage is only valid for care provided during clinical placement hours when the student engaged in providing care as a student NP under the supervision of their clinical site preceptor.

Advisement

At the time of admission to the DNP Program of the CNHS, students are assigned a faculty advisor. Faculty advisors meet with students to prepare a written Program of Study and to select courses for each semester while enrolled. Students must communicate with their advisor each semester to assure their progress in the program and to have the advising hold removed from the students' COIN accounts. Advisors work with students to support success in the program.

Program of Study

The Program of Study is completed by the student and the advisor before the student registers for classes (usually immediately upon admission). The Program of Study defines for the student and the DNP Committee a plan to complete the academic requirements for the DNP degree. The official Program of Study reflects the course work that contributes to the student's knowledge base for advanced practice nursing and qualifies the student for graduation. A copy is kept on file in the student’s advising folder and the student is provided with a copy.

Full-Time/Part-Time (FT/PT) Status

Refer to Graduate Program Catalog for definition of full-time and part time status.

Changes in Program of Study

To change status in program of study request in writing to the DNP Program Director. These requests are reviewed by the DNP Committee.
 
Students who wish to transfer from the DNP to the MS program must submit a formal request in writing to the Graduate Program Director and complete the required UMass Dartmouth electronic form. The request is reviewed for approval by the DNP and Masters Committee. Transfer is dependent on available space in the specialty requested and the student’s good academic standing (Cumulative GPA of 3.0 or better). Program changes require developing a new program of study with a new academic advisor.

Registration

Registration for classes is accomplished on-line with the UMass Dartmouth COIN system. DNP students, like all university students, register during the intervals indicated by Student Enrollment Services. It is essential that students register for courses in a timely fashion because undersubscribed courses will be cancelled.

A Schedule of Classes for the next semester will be posted on the On-Line COIN system. Frequently, courses offered by the College and other academic units require pre- or co- requisites for enrollment. Students are advised to refer to the current Graduate Catalog and to consult with their advisor in order to plan appropriately. Details regarding registration and course Add/Drop procedures are also provided by Student Enrollment Services.

Failure to Register or Maintain Continuous Enrollment in the DNP program

(Refer to Graduate Catalog)

DNP students must be continually enrolled in course work in their program of study. Failure to enroll results in automatic withdrawal from their program. To restart their studies, students must reapply to the university and to the program.

Leave of Absence

(Refer to Graduate Catalog)

A request for a leave of absence (LOA) for 1 semester or 1 year may be made in cases when serious illness or injury or other major event prevents the student from participating in their program of study for an extended period of time. To receive permission for an LOA, a student must apply in writing (by mail or e-mail) to the Graduate Program Director stating the reason the LOA is needed and the anticipated length of the LOA (one semester or one year). Students who fail to return from LOA as scheduled are dismissed from the program and must reapply for admissions. The student will need to submit an official request through the electronic Bonita system. 

Readmission to the Doctor of Nursing Practice Program

Any former graduate student must apply for readmission through Online and Continuing Education/OCE Admissions. . The application should be submitted at least 3 months before the beginning of the semester in which the student plans to return. 

Academic Policies

Refer to University Graduate Catalog.

A letter grade of C is the passing grade in all graduate courses, including the elective. Grades of C- and below are failing and will result in dismissal from the program. Students may not repeat a course that they have failed.

The grading system used in the CNHS includes the following: 

Letter grade	Points
A+	97-100
A	93-96
A-	90-92
B+	87-89
B	83-86
B-	80-82
C+	77-79
C	73-76
C-	70-72
D+	67-69
D	64-66
D-	60-63
F	59 and below

Notes: A passing level for Nursing courses is at least a B (83) effective September 2025. Final course grades only are rounded up or down from the tenth position only. For example, 82.49 would be recorded as 82, B-; and 82.50 would be recorded as an 83, B.

Grading

Grades for this course will be posted in Canvas Gradebook after the posted final exam date and uploaded to COIN within the week after. Grades of B- and below are failing. Students may not repeat a course that they have failed without permission of the DNP committee.

Incomplete Grades

(Refer to Graduate Catalog)

In general, the grade of “I” (Incomplete) must be requested by the student. Please refer to the catalog language regarding eligibility for such request. Also, an incomplete grade ("I") may be assigned by the instructor to a student who has not completed work in the course for some emergent and justifiable reason.

• The exact time frame and conditions for completion of the incomplete work is negotiated between student and faculty and must be documented in a memo with copies for the instructor, the student and the DNP Coordinator.
• In general, the incomplete work must be completed with the same instructor before the start of the next semester except under extenuating circumstances.
• Students who receive a grade of "I" have one calendar year to complete the coursework for a grade. At the end of one year, University policy converts the “I” to an “FI.”

Transfer Credit

Transfer of credit is the acceptance of credit from another institution for inclusion in a program of study leading to a degree awarded by UMass Dartmouth. The number of credits transferred from other institutions may not exceed six (6). Transfer credit for selected courses applied to the program of study must be approved by the Graduate Program Director and the Dean, College of Nursing and Health Sciences. Among the courses that may be transferred are Nursing Theory, Health Care Delivery System, Statistics and Health Care Economics and Finance. Pathophysiology, Pharmacology, Health Assessment and the core theory/clinical courses must be taken at UMass Dartmouth.

A maximum of six (6) credits of graduate courses taken at other institutions but not counted toward another degree or certificate, may be applied to the student’s program of study if the courses are relevant to the program of study and the student achieved a B or better. However, the grades will not be calculated in the cumulative GPA.

Students may take up to six graduate credits at other universities with the advance approval of their academic advisors and the graduate program director. Credit for grades of B or better will be accepted in transfer however, the grades will not be calculated in the cumulative GPA.

Academic Alert

Students with 15 or fewer credits and no failing grades (B- or below) who fall below a cumulative GPA of 3.0 are placed on academic alert. While on, students must meet with their advisor to create a plan for improved performance and degree progression and monitor satisfactory progression on that plan on a monthly basis. Registration in future nursing courses must be approved by the DNP Program Director and the DNP Committee.

Students on academic in the program are ineligible for traineeship funding or assistantship positions.

Dismissal

Students with 9 or more credits who fall below a cumulative GPA of 3.0 are subject to dismissal from the program. Students who fail a course (grade of B- or below) are subject to dismissal from the program.

Policy on Complaint and Dispute Resolution Process 

Student complaints

During the academic year, a variety of issues may arise where a student believes that she or he has been treated poorly or unfairly or may have some other concern. The following list describes a number of different types of concerns and relevant resources. If a student has a concern and is uncertain how to proceed, a graduate student should contact the Associate Dean of Graduate Studies and Research.

Student complaints implicating the Commission on Collegiate Nursing Education (CCNE) Standards or Massachusetts Board of Registration in Nursing (BORN) Regulations

Any student wishing to file a formal complaint that may violate CCNE Standards or MA BORN regulations should follow the following procedures.

Submission of Complaint: File a student petition in the Dean’s Office where it will be assigned to the appropriate Associate/Assistant Dean. Identify the issue in sufficient detail to permit an investigation into the matter. All complaints must be written and signed and include the student’s contact information. The appropriate Assistant or Associate Dean will acknowledge in writing receipt of the complaint within five business days.

Initial Investigation: The Assistant/Associate Dean will initially investigate and attempt to resolve the complaint. If resolution is not possible, the Assistant/Associate Dean will refer the matter to the appropriate administrator, administrative body, or an administrative official designated by the Dean (the "Referral Investigator"), within three weeks of receipt of the complaint. The Assistant/Associate Dean will communicate resolution of the complaint, or its referral, to the complainant upon such resolution or referral.

Referral Investigation: If referral of the complaint is made as referenced above, the Referral Investigator shall attempt to resolve the complaint as soon as possible, generally no later than three weeks after referral of the complaint. Upon completion of the referral investigation, the College will communicate its findings and, if appropriate, any intended actions to the complainant.

Appeals: If the complainant is dissatisfied with the outcome or resolution of a complaint, the complainant may appeal the decision in writing to the Dean of the College. Such appeal must be filed within two weeks of communication to the complainant of the resolution of the complaint. The Dean’s decision will be communicated in writing to the complainant within three weeks of the time the appeal was filed and shall be final.

Maintenance of Records: The College shall maintain a written record of each complaint filed and its resolution in the Office of the Assistant/Associate Dean for a period of 10 years from the date of the final resolution of the complaint.

Complaints not concerning CCNE or BORN regulations (examples below) should be submitted according to guidelines outlined on the UMassD website or in the University Handbook and/or College of Nursing and Health Sciences and Health Sciences Nursing Handbooks.

Grade appeal

Students who have questions about their grades should seek to discuss the matter first with the relevant faculty member. In certain limited circumstances, students may pursue a formal grade appeal.

Grades may be appealed that are alleged to be caused by:

• Unfair and unequal application of grading standards.
• Unfair or unannounced alteration of assignments, grading criteria or computational processes.
• Computation dispute about calculation of a final grade or its transmission to the Registrar.
• Failure to document a finding of plagiarism that results in a punitive final grade. Definitions of appropriate kinds of documentation are provided by the Academic Ethics Committee in its Plagiarism Policy report approved in April 2004.

Student Conduct & Dispute Resolution

The Office of Student Conduct and Dispute Resolution handles complaints for violations of the Student Code of Conduct or other laws and regulations. 

Office of Equal Opportunity, Diversity & Outreach

The Office of Civil Rights deals with equal opportunity and sexual assault/harassment complaints.

UMass Student Rights & Responsibilities

The rights and responsibilities of UMass students, including students’ rights under the Family Educational Rights and Privacy Act (“FERPA”), are found in the statement of student rights and responsibilities.

Students with concerns that do not fall within any of the previously described categories should contact the Associate Dean of Graduate Studies and Research for assistance.

Appeal

A student may appeal any action concerning academic alert or dismissal by petitioning the Graduate Studies Office.

Graduation

• BS-DNP within 7 years
• Post-master's DNP within 4 years
• CAGS PMHNP within 3 years
• CAGS AGPCNP within 3 years (APRN students) or 5 years (non-APRN students)

All students must have cumulative GPA of 3.0 to graduate from the program. Students must:

• Declare their "intention to graduate" with the Office of Enrollment Services in accordance with the university deadline.
• Upload an updated CV to Typhon at least 2 weeks before the end of classes.
• Complete the exit survey. This survey collects data to assess program satisfaction and to evaluate program effectiveness.

Application for Certifying Examination

Application for Certifying Examination: BS-DNP and CAGS students must complete applications to the American Nurses Credentialing Center (ANCC) or the American Academy of Nurse Practitioners Certification Board (AANPCB) to sit for the appropriate certification examination. Once BS-DNP students have completed coursework that includes NUR 658 and NUR 659 or NUR 678 and NUR 679 they may sit for certification as Adult Gerontology Primary Care Nurse Practitioners or Psychiatric-Mental Health Nurse Practitioners. Please note that ANCC and the AANPCB will hold certification until the DNP degree is conferred and students may not practice as nurse practitioners until that time. Students should notify the Graduate Program Secretary upon submission of the application.

University, College and Professional Organizations

Sigma Theta Tau International

The UMass Dartmouth College of Nursing and Health Sciences received a charter for the Theta Kappa Chapter in April 1986 and inducted 229 charter members. Sigma Theta Tau is the International Honor Society of Nursing. Constituent chapters are established in accredited collegiate schools of Nursing. The organization recognizes superior achievement, and the development of leadership qualities, fosters high professional standards, encourages creative work, and strengthens commitment to ideals of the profession. Membership is by invitation only.

Invitations will be sent to candidates selected by the faculty who have demonstrated leadership and research abilities, who have completed one-half of the Nursing program, and who have a cumulative grade point average of 3.50 or higher. Doctor of Nursing Practice students who are currently members of Sigma Theta Tau through other chapters are invited to transfer membership to the Theta Kappa Chapter and to participate in meetings with the College of Nursing and Health Sciences.

Doctor of Nursing Practice Committee

The purpose of the DNP Committee is to provide leadership for long-range planning, overall development, implementation, and evaluation of the curriculum and student progression in the program. One student from the Doctor of Nursing Practice Program and One student from the Certificate of Advanced Graduate Studies program will be offered an opportunity to serve as voting representative on the DNP Committee.

Financial Assistance

Financial assistance for Doctor of Nursing Practice program is available in the form of scholarships, traineeships, assistantships, and loans. Scholarships, traineeships, and assistantships may be awarded to students with regular admission status and satisfactory academic standing. In addition to information on financial assistance presented in this section, students are advised to consult the Graduate Studies Catalog.

Scholarships/Fellowships

There are several scholarships available to students in the College of Nursing and Health Sciences.

View available scholarships and submit an application.

Access Nursing scholarship opportunities.

Teaching Assistants/Research Assistants (TA/RA)

Graduate teaching/research assistants are graduate students employed on a part-time basis by University of Massachusetts Dartmouth. The award of teaching/research assistantship carries with it a compensatory stipend for services rendered. A graduate teaching/research assistantship is a form of apprenticeship and contributes to professional development. Its primary purpose is to assist students in strengthening and successfully completing their academic program. It should include activities that are relevant to each student’s program of study and contribute to the University’s teaching or research/creative activity.

Applications for Teaching Assistantships are available from the Graduate Program secretary.

Official Communication Policy

All communication between students and the Associate Dean, DNP Program Director, faculty, and staff will be conducted through the official UMass Dartmouth email system. This includes, but is not limited to, course announcements, assignment instructions, clinical information, and program updates.

• Students are expected to check their UMass Dartmouth email regularly to ensure they receive timely and important information.
• Students are also required to use their UMass Dartmouth email account for all communication with faculty, staff, and university personnel. This ensures confidentiality, appropriate identification, and compliance with university policies.
• Failure to use the UMass Dartmouth email system may result in missed communications and is not considered a valid excuse for lack of awareness or responsiveness.

Facilities

Graduate Student Lounge

A graduate student lounge is available for all graduate students. This space contains a refrigerator, microwave, and coffeemaker for use by students. A bulletin board is available outside Textiles 012 to post appropriate notices.

Library

Claire T. Carney Library
Phone: 508-999-8675

Faculty

Appointments with Faculty

Students may make appointments with their faculty advisor or course professor by email or leaving a message on the faculty member's voicemail. Response times from faculty may vary.

Faculty Mailboxes

Students submitting hard copy materials to faculty may place the materials in the mailboxes located in Dion 201 or Textiles 012.

Files, Official Student

Official student files are maintained in a secured online format by the Graduate Program Office of the College of Nursing and Health Sciences. The contents of the files are limited to information which is relevant and essential for academic purposes. This material will be reviewed by the academic advisor and graduate program director to determine appropriateness.

Letters of reference and transcripts submitted for admission are the property of UMass Dartmouth and may not be forwarded outside the University. Examples of items included in the file are:

• Application for admission with supporting materials (letters of reference and transcripts)
• Changes in enrollment status
• Official correspondence between the student, the college, college committees and the university
• Transcripts
• Approved program of study
• Advisement notes
• Requests and subsequent actions

Copies of immunization records are uploaded in Typhon and along with other documents including preceptor evaluations, contracts and letters of agreements with community agencies, and other evaluative data.
Students may review their files in the presence of the DNP Program Director, who to safeguard the record and to answer questions about information contained in the file as well as Typhon.

Student Information

Students are requested to advise both the University Office of Graduate Studies, and Admissions, and the CNHS Graduate Program secretary about address, telephone number or name changes. Failure to do so will interfere with timely receipt of financial reimbursements or other equally important information. They can also update the information in COIN.

Those students who have completed degree requirements are also requested to submit forwarding addresses and information regarding employment through COIN for certification and accreditation purposes.

References and bibliography

• American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education Association, Association of American Medical Colleges, and Association of Schools of Public Health. (2011). Core competencies for inter-professional practice: Report of an expert Panel. Author.
• American Association of Colleges of Nursing. (2021). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. Retrieved from https://www.aacnnursing.org/essentials
• American Nurses Association. (2010a). Nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
• American Nurses Association. (2010b). Nursing’s social policy statement: The essence of the profession. (2nd ed.). Washington, DC: Author.
• American Nurses Association. (2025). Code of ethics for nurses with interpretive statements (2025 Edition). American Nurses Association.
• American Nurses Association, & American Psychiatric Nurses Association. (2022). Psychiatric-mental health nursing: Scope and standards of practice (3rd ed.). American Nurses Association. Retrieved from https://www.apna.org/publications/scope-standards-2/
• Sherwood G. (2011). Integrating quality and safety science in nursing education and practice. Journal of Research in Nursing.;16(3):226-240. doi:10.1177/1744987111400960
• Institute of Medicine of the National Academies Report on the Future of Nursing (2021). Retrieved from https://ncsbn.org/news/the-future-of-nursing-report-2020-2030
• Massachusetts Board of Registration in Nursing
• National Organization of Nurse Practitioner Faculties (NONPF) (2024). Competency Implementation Guide for Nurse Practitioners. Retrieved from https://www.nonpf.org/page/DNP_NPCompetencies
• National Organization of Nurse Practitioner Faculties. (2016). Adult-gerontology acute care and primary care nurse practitioner competencies. https://www.nonpf.org/page/competencies
• Standard for Accreditation of Baccalaureate and Graduate Degree Nursing Programs April 2024 https://www.aacnnursing.org/Portals/0/PDFs/CCNE/CCNE-Education-Standards-2024.pdf
• Swift, L. M., Kearney, L. N., Hyun, A., Levett-Jones, T. L., & Bogossian, F. E. (2025). Defining registered nurse competence: A contemporary concept analysis. Collegian, 32(4), 258–265. https://doi.org/10.1016/j.colegn.2025.06.004