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COLUMBIA UNIVERSITY SCHOOL OF NURSING
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Masters Direct Entry Program 2018-2019
I DO SOLEMNLY SWEAR, BY WHATEVER I HOLD MOST SACRED THAT I WILL BE LOYAL TO THE PROFESSION OF NURSING, AND JUST AND GENEROUS TO ITS
MEMBERS. THAT I WILL LEAD MY LIFE AND PRACTICE MY ART WITH HONOR AND INTEGRITY.
THAT WHEREVER I PRACTICE, TO THE UTMOST OF MY POWER, IT SHALL BE FOR THE GOOD OF THOSE IN MY CARE,
HOLDING MYSELF AWAY FROM WRONG, FROM CORRUPTION, AND FROM THET TEMPTING OF OTHERS TO VICE.
THAT I WILL EXERCISE MY ART SOLELY FOR THE BENEFIT OF MY PATIENTS AND WILL GIVE NO DRUG,
PERORM NO ACT FOR A CRIMINAL PURPOSE, EVEN IF ASKED, FAR LESS SUGGEST IT. THAT I SHALL RESPECT THE PRIVACY OF MY PATIENTS AND I SHALL
KEEP THEIR CONFIDENCES INVIOLABLY SECRET. I SWEAR THESE THINGS AND BOW MY HEAD IN SIGN OF ACQUIESCENCE. AND NOW, IF YOU BE TRUE TO THIS, YOUR OATH, MAY PROSPERITY AND
GOOD REPUTE BE YOURS; THE OPPOSITE IF YOU SHALL PROVE YOURSELF FORSWORN Maxwell Oath
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Table of Contents
History of the School
3
Masters Direct Entry Program
5
Masters Direct Entry Courses
7
Calendar
14
Summer Schedule
15
Fall Schedule
16
Spring Schedule
17
Summer II Schedule
18
Credit Allotment Calendar
19
First Year Basics
20
Clinical Site Experience 34
The Role of the Nursing Student
36
FAQs
39
Clinical Site Directions
42
Contract
45
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COLUMBIA UNIVERSITY SCHOOL OF NURSING
HISTORY
Columbia University School of Nursing was founded in 1892 as Presbyterian Hospital
School of Nursing, with Anna C. Maxwell as its first director. The School became part of
Columbia University in 1937 and began offering the baccalaureate degree. It is one of the
oldest schools of nursing in the U.S. Since its inception, the mission of the school has been
clinical excellence. Today, clinical excellence means not only direct patient care, but also
outcomes research and health policy development. In 1956, it became the first nursing school
in the country to award a master’s degree in a clinical nursing specialty. In 1999, the School
granted its first Doctor of Nursing Science degree. In, 2005 the School graduated the first
Doctors of Nursing Practice. More than 9,000 nurses have graduated since the School
opened.
School of Nursing faculty has substantial experience in curriculum, instructional design,
clinical practice, and research. They maintain expertise in their areas of teaching
responsibility through faculty practice, participation at local, regional, national and
international conferences, and involvement in scholarly presentations and publications.
Columbia University School of Nursing is distinguished by the clinical excellence of its
programs and graduates. There are ten master’s specialties offered: adult, family, pediatric
primary care, nurse midwifery, nurse anesthesia, acute/critical care, and psychiatric/mental
health. There are also four sub-specializations available at the master’s level including:
Woman’s Health, HIV/AIDS, Oncology Nurse Practitioner and Palliative and End of Life
Care.
Philosophy
The faculty, representing all clinical nursing disciplines, believe that in a dynamic society,
education for membership in a profession includes development not only of expertise in a
field but also of social awareness. The professional nurse thinks critically, exercises technical
competence, and makes socially significant contributions to society through theory-based
practice. Nursing's role and responsibility to society are to establish and maintain
relationships with clients that support and restore health and well-being. The professional
nurse has the ability to diagnose and treat human responses to actual or potential health
problems and to provide preventive health services to individuals and groups in a variety of
settings. Belief in the integrity and worth of all human beings is basic. The professional nurse
is viewed both as a responsible health care provider accountable for the quality of practice
and as an agent of change in the health care delivery system. Nursing seeks to advance its
contribution through research and collaboration with other health professions. The nurse acts
independently and interdependently. The faculty endeavor to provide knowledge; to
stimulate learning; to define issues; to serve as resource persons, administrators, leaders, and
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innovators in nursing through education, research, and practice; and to contribute to the
development of human values. The faculty recognize that interests and abilities vary, and
they seek to provide flexibility in the curriculum to facilitate the optimal development of
each learner's potential. Learning is viewed as a lifelong process, and learners are expected to
be self-directed and accountable for their performance.
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THE MASTERS DIRECT ENTRY NURSING PROGRAM
The Masters Direct Entry Program is an accelerated nursing program for non-nurse college
graduates. It grew from Columbia’s accelerated BS program which was one of the first such
programs developed in this country in 1988. To meet the needs of the fast-changing health
care environment, nursing education must adapt to today’s challenges and anticipate those of
tomorrow. Continuing in its tradition of preparing the nation’s nurse leaders, Columbia
Nursing’s new Masters Direct Entry curriculum equips its students with the desire and ability
to improve the health and health care of all Americans. Whether it’s teaching them to master
complex new technologies, provide care based in the latest scientific investigations, lead
health care teams, carry out life-saving research, or engage in the policy arena, a Columbia
Nursing education places its graduates at the forefront of their profession, eminently
qualified to provide the best care possible to patients, families and communities. The
program is designed to prepare students for a career in nursing, advanced practice nursing or
nursing research. It brings a new and previously untapped source of high quality candidates
into the nursing profession.
Coursework
The coursework develops basic competence in professional nursing. Most important is
learning the science of nursing and socialization to the profession. Clinical education
receives major emphasis, with patient care experiences beginning in the first semester. You
will also learn to negotiate the language, tasks, skills and components of nursing care, and
how to function in an organized unit of care. You will be exposed and learn in a variety of
settings, including clinics, hospitals, community centers and homes. In the fall and winter
semesters, experience (both didactic and clinical) is focused around the continuum of health
and illness in adults, children, the childbearing family, behavioral health and the community.
In the spring semester, you will have an extended clinical integration experience. Specific
schedules for this experience will be determined by the faculty. Integration is a time to
assimilate all the knowledge, skills and concepts previously learned and to become proficient
at doing so. The experience accrued from integration will provide not only comfort and
competence with basic nursing but will build breadth and depth in nursing practice. The
integration experience is an ACADEMIC experience in which you will identify the assets
and liabilities of your performance and construct experiences during integration to
complement strengths and remediate deficiencies.
Successful completion of the pre-licensure year is essential for continuation into any doctoral
programs. This involves completion of all course and clinical work with a > 3.0 GPA and
passing of the NCLEX examination. See School handbook for more information.
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Four themes anchor the Masters Direct Entry program: care coordination, evidence-based
practice, and cultural awareness.
1. Care-coordination: Students are taught models of care that ensure seamless transitions
as patients move among health care settings, for example from a hospital, to a skilled
nursing facility, to a community clinic, and back to their homes. Their education
also introduces new techniques that improve communication between nurse and
patient, which not only engages patients and their families as partners in health care
decision making, but also improves treatment compliance and self-management of
chronic conditions. In addition, the curriculum also teaches leadership skills that
include how to effectively advocate for patients when working collaboratively in
health care provider teams.
2. Evidence-based practice: Standards of nursing care are continuously being revised by
scientific research. Columbia Nursing’s new curriculum builds on its tradition of
instilling a passion for life-long learning by bringing into the classroom the latest
research on best-nursing practices. Students are introduced to published research
studies at the start of the program and carries through all their classwork and clinical
immersions. By creating an appreciation for how research can inform practice and
improve patient care, our students are also prepared to lead research teams and
pursue careers as nurse scientists.
3. Religious - cultural awareness: Caring for patients in a globalized society requires
nurses who understand how cultural background, religious beliefs, and sexual
orientation influence the safe and effective care of patients, families and
communities. Sensitizing our students to the rich diversity of backgrounds and
beliefs of their patients has always been a hallmark of a Columbia Nursing
education. Our new curriculum now places a renewed emphasis on providing care to
patients that accommodate their ethnic, racial, religious, sexual and social
orientation. We have also partnered with the Tanenbaum Foundation, a non-
sectarian, not-for-profit organization, to create special case-based modules embedded
into several of our clinical specialty immersion experiences which will that add an
additional layer of understanding and empathy when treating individuals of disparate
backgrounds and religious beliefs.
4. Palliative Care: In 1997, the American Academy of Colleges of Nursing (AACN)
convened an expert panel to discuss the need for palliative care education for the
entry level for nursing. The resultant End of Life Nursing Education Consortium
(ELNEC) developed an innovative, interactive on-line curriculum with six modules
including: Introduction to Palliative Care, Communication, Pain Assessment and
Management, Symptom Management, Loss, Grief and Bereavement and Care of the
Imminently Dying Patient and Family.
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Master’s Direct Entry Courses
Summer I Semester
N5300 - Physical Assessment (3 credits)
This course will develop the knowledge and skills necessary for conducting comprehensive
and focused health assessments for individuals with emphasis placed on interviewing skills,
health histories, physical and psychosocial findings in the well person. Communication and
record keeping skills are developed.
N5350 - Physical Assessment Laboratory (2 credits)
Students will utilize the knowledge and skills learned to perform a comprehensive or focused
health assessment including history and physical examination in a supervised laboratory.
Students will record findings in an approved manner and demonstrate utilization of holistic,
region-cultural and ethical approaches to individuals and families.
N5375 - Pharmacology (3 credits) This is an introductory pharmacology course and, since pharmacology is an applied science,
it builds on several foundational concepts of biology, chemistry, microbiology, anatomy, and
physiology. Principles of pharmacology will be discussed, including pharmacokinetics,
pharmacodynamics, and toxicities. Major pharmacologic agents used in treating more
common disease states will be discussed with emphasis on relating the mechanism of action
to the therapeutic use.
N5400 - The Science of Nursing Practice (3 credits)
This fundamental course introduces students to core concepts of nursing science including
taxonomy, philosophies of caring, nursing process, and evidence-based care. Concepts from
the biological, physical, epidemiological, and behavioral sciences will be utilized as students
begin the study of adults experiencing major biophysical health problems. The course is an
introduction to the role of the professional nurse in medical/surgical nursing care of the adult
client in context of populations.
N5450 - Practicum: Science of Nursing Practice (1 credit)
This fundamental course provides the student with clinical experience to implement patient-
centered care that reflects an understanding of the concepts of human growth and
development, health promotion, nursing management of illness, and patient safety.
Philosophies and scientific theories of nursing will serve as a foundation for the development
of critical thinking and skill acquisition. Key elements of culture, spirituality, heredity, and
ethics will be integrated into the planning and provision of nursing care to individuals and
populations.
N5451 Skills Lab: Science of Nursing Practice (1 credit)
Students will gain competency by practicing skills in a supportive and supervised
environment in the simulation laboratory. This fundamental course provides the student with
practical application of nursing skills and the scientific rationale for performing procedures
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correctly in order to provide patient-centered care that reflects an understanding of the
concepts of human growth and development, health promotion, nursing management of
illness, and patient safety. Philosophies and scientific theories of nursing will serve as a
foundation for the development of critical thinking and skill acquisition. Key elements of
culture, spirituality, heredity, and ethics will be integrated into the planning and provision of
nursing care to simulated patients
N5800 – Topics in Nursing I (Yearlong 1 credit)
This course is designed to introduce baccalaureate students to relevant and emergent topics
which affect the practice of nursing in the national and international healthcare system. The
focus will be on issues confronting professional nurses including global health, cultural
awareness, gender identity, and evidence-based wellness. State mandated topics for licensure
will be covered.
N6010 - Global Health Equity and the Responsibility of the Nursing Profession
(1 credit)
The pursuit of health equity for all in the 21st century is a global mandate and responsibility.
This course is designed to provide an overview of critical health disparities within the global
community and provide the student with a systematic approach to understanding them within
the framework of human rights and social justice. The course will also explore the role and
responsibility of the nursing profession to address these with both individual and cooperative
strategies.
N7000 - Introduction to Evidence-Based Practice (3 credits)
This course is designed for graduate nurses to provide them with the skills to understand and
utilize research evidence in decisions about clinical practice. The course is designed to help
graduate nurses articulate relevant practice-based questions, search the literature to identify
relevant evidence, evaluate the quality of research on which the evidence is based, and
discuss the application of the evidence in clinical practice to improve quality of care.
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Fall Semester Only
N5800 – Topics in Nursing II (Yearlong 1 credit)
This course is designed to introduce baccalaureate students to relevant and emergent topics
which affect the practice of nursing in the national and international healthcare system. The
focus will be on issues confronting professional nurses including global health, cultural
awareness, gender identity, and evidence-based wellness. State mandated topics for licensure
will be covered.
N7001 – Advanced Physiology and Pathophysiology Across the Lifespan I
In this course we will examine the normal physiological function of organ systems, the
mechanisms for the maintenance of health, and the pathophysiological alterations in body
function that lead to disease. Each class will focus on a specific physiologic process or organ
system. We will pay particular focus to diseases that commonly occur across the lifespan,
examining common etiologies, pathogenetic mechanisms, clinical manifestations, and
common treatments of each.
N7003 – Health Promotion/Disease Prevention (3 credits)
This course is designed to provide the student with a systematic approach to the delivery of
health promotion and disease prevention in primary health care to individuals, families,
communities and aggregate populations.
Fall and Winter Semesters
Intensive 5-week Concentration
N6310 - The Science of Nursing Practice with Adults (3 credits)
This course follows N5400 Science of Nursing Practice and builds upon the study of major
biophysical health problems affecting the adult population. The course is designed to provide
the student with a sound foundation in medical-surgical nursing care of the adult client.
Through integration of knowledge from the biological, physical, epidemiological, and
behavioral sciences, concepts of health, environment, risk reduction and disease prevention
will be presented. Emphasis will be placed on older adults experiencing common geriatric
syndromes. The role of the professional nurse in caring for the adult client continues to be a
focus in the context of individual, family, and community.
N6311 - Nursing Practice with Adults (2 credits)
This course is designed to provide the student with clinical experience to implement patient-
centered care that reflects an understanding of the concepts of human growth and
development, pathophysiology, medical management, and nursing management along the
health-illness continuum. Emphasis will be placed on nursing care of the adult with acute and
chronic illness as well as common geriatric syndromes. Key elements of culture, spirituality,
heredity, ethics, and health literacy will be integrated into the planning and provision of
nursing care
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Intensive 5-week Concentration
N6306 - The Science of Nursing Practice with Childbearing Families (3 credits)
This didactic course focuses on the care of the family during the childbearing years. The
processes of normal pregnancy and birth, high risk pregnancy, and the care of the healthy
newborn are presented. Through integration of the sciences and evidence-based knowledge,
concepts of family, environment, health, wellness, and culture will be emphasized. Issues
related to women’s reproductive health and contraception will be covered.
N6307 - Nursing Practice with Childbearing Families (2 credits)
This clinical course is designed to provide the student with experience to utilize evidence-
based knowledge and critical thinking skills in providing nursing care to childbearing
families. Clinical assignments will include caring for families during the antepartum,
intrapartum, postpartum, and newborn periods. Concepts of wellness, culture, infant growth
and development, family integrity, and patient advocacy are used as a basis for the provision
of care.
Intensive 5-week Concentration
N6308 - The Science of Nursing Practice with Children (3 credits) This course focuses on nursing care of the child along the health-illness continuum. Core
concepts of growth and development, well child care, family structure, environment,
heredity, and psychosocial factors will serve as a basis for designing care. The child with
acute, chronic, and life threatening illness will be covered as well as risk factors for
morbidity and mortality. Nursing strategies to minimize stressors experienced by children
and their families during illness will be presented. Key elements of spirituality, culture,
socioeconomic status, and health beliefs will be examined.
N6309 - Nursing Practice with Children (2 credits) This clinical course is designed to provide the student with the opportunity to utilize
evidence-based knowledge and critical thinking skills in the planning and provision of
comprehensive nursing care to children along the health-illness continuum. Clinical
assignments will include caring for the well child as well as the child with acute and chronic
illness. Concepts of growth and development, family integrity, wellness, risk reduction and
disease prevention will be stressed. Key elements of culture, spirituality, heredity, and patient
advocacy will be integrated into nursing care.
Intensive 5-week Concentration
N6302 - The Science of Psychiatric/Mental Health Nurse Practice (3 credits)
This course focuses on the population of clients experiencing acute and chronic psychiatric
disorders across the lifespan. Emphasis will be placed on the nurse/client relationship,
psychopharmacology, and treatment modalities. Environmental stressors and the effects of
mental health disorders on clients and their families will be discussed.
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N6303- Practice in Psychiatric/Mental Health Nursing (2 credits)
This clinical course is designed to provide the student with experience to care for the client
experiencing a major psychiatric and/or mental health disorder. Emphasis will be placed on
the role of the professional nurse in various treatment settings as well as current treatment
modalities. The client population includes children, adolescents, and adults along the health-
illness continuum.
Intensive 5-week Concentration
N6312 – Science of Community and Public Health Nursing (3 credits)
This course will focus on the role of the application of nursing science in the community
from the individual, family and the population perspective recognizing the social
determinants of health. Tools for community nursing assessment and diagnosis will be
discussed. Principles of epidemiology and evidence based practice will be utilized in
developing a plan of care. The impact of culture and health literacy in health education and
communication will be explored. This course will cover the spectrum of community nursing
including specialty practices such as community mental health; school health; home care; and
palliative and end of life care.
N6313-Nursing Practice in the Community and Public Health (2 credits)
This course is designed to provide the student with the opportunity for clinical application of
content learned in N6312 Science of Community and Public Health Nursing. Focus will be
on the assessment and evidence-based clinical care of individuals and families in the
community as well as population-focused interventions. Emphasis will be placed on
interprofessional collaboration as well as collaboration with extant community groups.
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Winter Semester Only
N5800 – Topics in Nursing III (Yearlong 1 credit)
This course is designed to introduce baccalaureate students to relevant and emergent topics
which affect the practice of nursing in the national and international healthcare system. The
focus will be on issues confronting professional nurses including global health, cultural
awareness, gender identity, and evidence-based wellness. State mandated topics for licensure
will be covered.
N5950 – Nursing Leadership and Management
This nursing course is designed to introduce concepts of leadership and management for
entry-level professional nursing practice. The course addresses building cultures of quality
and safety in complex health care delivery systems and introduces management theories and
concepts including interprofessional communication, teamwork, delegation and supervision.
N7002 –Advanced Physiology and Pathophysiology Across the Lifespan II
In this course we will examine the normal physiological function of organ systems, the
mechanisms for the maintenance of health, and the pathophysiological alterations in body
function that lead to disease. Each class will focus on a specific physiologic process or organ
system. We will pay particular focus to diseases that commonly occur across the lifespan,
examining common etiologies, pathogenetic mechanisms, clinical manifestations, and
common treatments of each.
N7005 -Health and Social Policy in the Context of Practice
This core course examines contextual contributors to health status and the current social,
legal and political determinants of healthcare systems, emphasizing the U.S. system. Issues
are explored to understand their impact on current and future delivery of health care, in
particular on advanced practice nursing. The class focuses on how to bring the professional
values of nursing to bear in policy debate and how nurses partner in the policy process to
improve health outcomes of populations and quality of the healthcare delivery system.
Spring Semester only (after spring break)
N6400 - Integration of Nursing Practice (3 credits)
Nursing integration is the capstone clinical course that builds on previously acquired
knowledge and provides the student the opportunity to synthesize the skills and knowledge
necessary to function as a beginning professional nurse. It offers the student the opportunity
to apply evidence-based knowledge of preventive, therapeutic and rehabilitative nursing
interventions to individuals, families and population groups. The student will be able to
apply concepts from nursing science in planning, delivering and evaluating nursing practice.
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Second Summer Semester
N5110 - Issues of Nursing Practice (2 credits)
This course is designed to provide the baccalaureate student in a combined degree program
with an overview of current issues confronting professional nursing. Emphasis will be placed
on the history of nursing, interrelated theories, current trends, and policy issues that shape the
profession and the health care delivery system. The role of the nurse as patient advocate,
designer, manager, and coordinator of care will be discussed.
N7004- Care Coordination
The care coordination course is designed to provide nursing students the skills to provide
patient-centered care, deliberately organize patient care activities and share information
among all of the participants concerned with a patient's care to achieve safer and more
effective care. Reducing high rates of errors, reducing high rates of readmission, improving
satisfaction with care, addressing unmet needs in health care and reducing cost burden will
also be explored.
N7020 – Masters e-Portfolio
The MDE e-Portfolio will be a multimedia collection for the individual student learning
experiences. It will allow the student to take part in both summative and formative
assessments on work done throughout the program while providing a vehicle for personal
growth and development. Upon completion of the MDE Program, the e-Portfolio provides
the graduating student with a showcase of acquired skills and knowledge to assist with the
pursuit of further academic work and/or transition to professional life.
N8102 – Advanced Pharmacology (3 credits)
The goals of this course are to provide students with a basic knowledge and understanding of
the actions of drugs in order to enable them to use therapeutic agents in a rational and
responsible manner in patients. Initially, basic principles of pharmacology will be reviewed,
including absorption, distribution, metabolism, and excretion of drugs by the body. Drug-
receptor interactions will also be presented and illustrated with appropriate examples. The
focus of these lectures will be case-based whenever possible to demonstrate the therapeutic
application of these pharmacologic principles and how this translates into efficacy and
potential toxicity.
N8685 - Advanced Assessment (3 credits)
Utilizing a systems approach and a background in basic physical assessment, advanced
physical assessment skills are studied. The identification and interpretation of abnormalities
in the physical exam are emphasized in depth. The approach to the development of the
differential diagnosis is introduced. The goal of this course is to provide the critical thinking
necessary for the beginning advanced practice nursing student to analyze history and physical
exam data.
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Columbia University School of Nursing
Masters Direct Entry Calendar
2018-2019*
*Subject to change
2018 May 30th (Wednesday)
May 31st and June 1st (Thursday & Friday)
June 4th (Monday)
July 4 (Wednesday)
Aug 10th - 3:00 p.m. (Friday)
August 13th – August 31st
September 3rd (Monday)
September 4th (Tuesday)
November 5th (Monday)
November 6th (Tuesday)
November 19th -23rd (Monday - Friday)
December 20th - 3:00 p.m. (Thursday)
December 21st- January 18th (Friday – Monday)
Mandatory Orientation and Registration
MDE Classes Begin - Summer Term
Fourth of July Holiday
MDE Summer Term Ends
MDE Summer Recess
Labor Day Holiday
MDE Fall term begins
MDE Classes Off (University Holiday)
MDE Classes in Session (University Holiday)
MDE Thanksgiving Recess
MDE Fall Term Ends
MDE Winter Recess
2019 January 21st (Monday)
January 22nd (Tuesday)
February 18th (Monday)
March 18th –22nd (Monday - Friday)
April 8th (Monday)
May 17th (Friday)
June 3rd
August 9th
Martin Luther King Jr.’s, Day Holiday
MDE Winter Term Begins
Presidents’ Day Holiday
MDE Spring Recess
MDE Integration Begins
MDE Integration Ends
MDE Summer II Courses Begin
MDE complete
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Master’s Direct Entry Program Summer I 2018 Schedule*
* Subject to change - All students will be pre-assigned to a clinical group (Groups 1-8)
Monday
Tuesday
Wednesday
Thursday
Friday
7:30 - 8:00 a.m.
Groups 5, 6, 7 & 8
N5450 – Hospital
7:30 a.m. - 3:30 p.m.
Groups 1, 2, 3 & 4
N5450 – Hospital
7:30 a.m. - 3:30 p.m.
8:00 - 9:00 a.m.
Group 1
N5350– PA Lab
8:00 - 10:00 a.m.
N5451 – Skills Lab
10:15 a.m. – 12:15 p.m.
Group 2
N5350 – PA Lab
10:15 a.m. - 12:15 p.m.
N5451 – Skills Lab
8:00 - 10: 00 a.m.
Group 3
N5350 – PA Lab
1:00 – 3:00 p.m.
N5451 –Skills Lab
3:15 – 5:15 p.m.
Group 4
N5350 – PA Lab
3:15 – 5:15 p.m. N5451 – Skills Lab
1:00 – 3:00 p.m.
Group 5
N5350 – PA Lab
8:00 - 10:00 a.m.
N5451 – Skills Lab
10:15 a.m. – 12:15 p.m.
Group 6
N5350 – PA Lab
10:15 a.m. - 12:15 p.m.
N5451 – Skills Lab
8:00 - 10: 00 a.m.
Group 7
N5350 – PA Lab
1:00 – 3:00 p.m.
N5451 – Skills Lab
3:15 – 5:15 p.m.
Group 8
N5350 – PA Lab
3:15 – 5:15 p.m. N5451 – Skills Lab
1:00 – 3:00 p.m.
9:00 - 10:00 a.m.
N5300
Physical Assessment
N6010
Health Equity
N5375
Pharmacology
10:00 - 11:00 a.m.
11:00 a.m. - 12:00 noon
12:00 noon - 1:00 p.m.
1:00 - 2:00 p.m.
N5400
Science of Nursing Practice
N7000
Evidence –based Practice
Optional Pharmacology
Review
2:00 - 3:00 p.m.
3:00 - 4:00 p.m.
4:00 - 5:00 p.m.
N5800
Topics in Nursing Practice
(Town Meeting)
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Master’s Direct Entry Program Fall 2018 Schedule *
*Subject to Change
*Possibility of evening and Saturday and Sunday clinical
Monday
Tuesday
Wednesday
Thursday
Friday
7:30 - 8:00 a.m.
Clinical
7:30am – 3:30 pm
Clinical
7:30am – 3:30 pm
8:00 - 9:00 a.m.
5 x 5 Immersion
8:00 or 9:00 – 12:50 pm
9:00 - 10:00 a.m.
N7003
Health Promotion/Disease
Prevention
5 x 5 Immersion
9:00 –12:50 pm
10:00 - 11:00 a.m.
11:00 a.m. - 12:00 noon
12:00 noon - 1:00 p.m.
1:00 - 2:00 p.m.
Town Meeting
N7001 Normal Physiology/
Pathophysiology Across the
Lifespan I
1:00 – 4:00 pm
2:00 - 3:00 p.m.
3:00 - 4:00 p.m.
4:00 - 5:00 p.m.
5:00 - 6:00 p.m.
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Master’s Direct Entry Spring 2019 Schedule * Monday Tuesday Wednesday Thursday Friday
7:30 - 8:00 a.m.
Clinical
7:30 am – 3:30 pm
Clinical
7:30 am – 3:30 pm
8:00 - 9:00 a.m.
5 x 5 Immersion
Some begin at 8:00 am
8:00 – 12:50 pm
N7005
Health & Social Policy
10 weeks
5 x 5 Immersion
Some begin at 8:00 am
8:00 – 12:50 pm
9:00 - 10:00 a.m.
10:00 - 11:00 a.m.
11:00 a.m. - 12:00 noon
12:00 noon - 1:00 p.m.
1:00 - 2:00 p.m. N5800
Topics in Nursing Practice
10 weeks
N7002
Normal Physiology/
Pathophysiology Across the
Lifespan II
1pm--4:50pm
10 weeks
2:00 - 3:00 p.m.
3:00 - 4:00 p.m.
4:00 - 5:00 p.m.
5:00-6:00 p.m.
Nursing Leadership and
Management
10 weeks
*Subject to Change
*Possibility of evening and Saturday and Sunday clinical
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Master’s Direct Entry Program Summer II 2019 Schedule*
*Subject to Change
Monday
Tuesday
Wednesday
Thursday
Friday
7:30 - 8:00 a.m.
8:00 - 9:00 a.m.
9:00 - 10:00 a.m.
Adv. Assess. Skills
Adv. Assess. SP
TBA
Adv. Assess. SP
TBA
NURSN 7004
Care Coordination
NURSN 8685
Advanced Assessment
Integrated Testing
OR Simulation
TBA
10:00 - 11:00 a.m.
11:00 a.m. - 12:00 noon
12:00 noon - 1:00 p.m.
1:00 - 2:00 p.m.
Integrated Testing OR
Simulation
TBA
Integrated Testing OR
Simulation
TBA
2:00 - 3:00 p.m.
3:00 - 4:00 p.m.
4:00 - 5:00 p.m.
NURSN 8102
Advanced Pharmacology
4:00pm- 6:00 pm
NURSN 8102
Advanced Pharmacology
4:00pm- 6:00 pm
COLUMBIA UNIVERSITY SCHOOL OF NURSING
19
Credit Allotment Calendar 2018-2019*
* Subject to change
Summer Semester Fall Semester Spring Semester 2nd Summer Semester
Physical Assessment
3 Science of Nursing Practice with
Adults **
3 Science of Community and Public
Health Nursing **
3 Advanced Assessment 3
Physical Assessment Lab
2 Nursing Practice with Adults **
2 Practicum –Community and
Public Health Nursing **
2 Care Coordination
3
Science of Nursing Practice
3 Science of Nursing Practice with
Children **
3 Science of Psychiatric/Mental
Health Nursing Practice**
3 Advanced Pharmacology 3
Science of Nursing Practice:
Practicum
1 Nursing Practice with Children **
2 Psychiatric/Mental Health
Nursing Practice **
2 Master’s Portfolio (full year
course)
2
Science of Nursing Practice:
Skills Lab
1 Science of Nursing Practice with
Childbearing Families **
3 Advanced Physiology and
Pathophysiology Across the
Lifespan II
3 Issues of Nursing 2
Pharmacology
3 Nursing Practice with Childbearing
Families **
2 Health and Social Policy 3
Evidenced-based Practice 3 Advanced Physiology and
Pathophysiology Across the Lifespan I
3 Practicum: Nursing Practice
Integration
3
Health Equity 1 Health Promotion/Disease Prevention 3 Topics in Nursing Practice (full-
year course)
1
Topics in Nursing Practice
0 Topics in Nursing Practice
0 Nurse Leadership and
Management
1
Master’s Portfolio
0 Master’s Portfolio 0
Credits 17 Credits
21 Credits 21 Credits 13
72
COLUMBIA UNIVERSITY SCHOOL OF NURSING
20
** Students take three of five concentrations in the fall and two concentrations in the spring
COLUMBIA UNIVERSITY SCHOOL OF NURSING
21
FIRST YEAR
BASICS
The home base of the MDE program is on the third floor of the School of Nursing located at 560 West
168th Street. Dr. Desjardins, Dr. Hahn-Schroeder and the staff are located here. The remainder of the
faculty are mostly located on the 5th floor of the School of Nursing You can stop by for advice,
directions, class handouts, questions and answers, syllabi, and any other needed information. Chandra
Cates, administrative coordinator for the program, is your main point person and she can be reached for
questions or reporting of absences through the main telephone number (212) 305-2805 or our program
email SON-MDE@cumc.columbia.edu.
Email:
General Email: SON-MDE@cumc.columbia.edu
Director - Dr. Karen Desjardins: ksd7@cumc.columbia.edu
Assistant Director – Dr. Heidi Hahn-Schroeder: hh196@cumc.columbia.edu
Program Manager - Nina Roman: nkl3@cumc.columbia.edu
Senior Program Coordinator – Janette Ricketts: jr3511@cumc.columbia.edu
Administrative Coordinator - Chandra Cates: clc123@cumc.columbia.edu
COLUMBIA UNIVERSITY SCHOOL OF NURSING
22
Principles and Practices of Professional Conduct
The principles and practices of professional conduct serves as a guide to faculty, students and staff who
learn and work at CUSON. As members of the CUSON community we are primarily engaged in
learning activities that develop our personal and professional potentials within the context of an
educational system and a professional calling that emphasizes respect, compassion, service and integrity.
Respect:
As a respectful community, we emphasize the inherent worth of all individuals and honor the unique
contributions they make to our work and learning. We practice respect by creating a welcoming,
inclusive environment that celebrates diversity, promotes trust, values open civil exchange of ideas and
opinions, and seeks the well being and maximum accomplishments of each member.
Compassion:
The principle of compassion incorporates caring, which is a central value in the profession of nursing,
and includes the motivation to act in support or aid of others in our community and world. We practice
compassion by listening intently to those around us, by caring for the world we inhabit, and by seeking
to improve human society locally and at a distance.
Service:
Service is imbedded in the implementation of invited community partnerships that model collaboration
and interdisciplinary work. The goal of this engagement is to promote health and safety of the
community, local and global. We serve through sharing our knowledge and skills to promote individual
and community well-being.
Integrity:
Integrity is fundamental to the academic community and assumes that there is a general commitment to
truth, honesty, civility, formally acknowledging the ideas and works of others, only taking credit for
one’s ideas and work, and taking responsibility for one’s own behaviors. Integrity is practiced through
all our dealings with others regardless of professional role or social status. In nursing, we look for
character which is reflected in a person who is trustworthy, reliable and honest. Patients are entrusting
their life to you as a health care professional. They expect their nurse (and other health care
professionals) to possess good moral character.
The fulfillment of these principles and practices would be seen in the following actions:
Being knowledgeable and complying with hospital, local, state and federal regulations.
Patient confidentiality must be maintained at all times and in all circumstances.
Health care personnel are not allowed to chew gum, eat or drink in patient care areas. This is an
OSHA (Occupational Safety & Health Administration) regulation.
Communicating in a calm, quiet, non-threatening manner.
Maintaining a learning environment free from distracting or disruptive human and
technologically generated noises (examples: pagers, cell phones, watch alarms, hand held
PDA’s, laptops.) Devices should be on silent or vibrate.
Respectfully treating others as you expect others to treat you.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
23
Taking responsibility for one’s own behavior and outcomes related to this behavior.
Professionals owns up to their mistakes and works to rectify them.
Being truthful and honest when representing your works or the works of others in written and
verbal exchanges.
Using environmental resources responsibly and appropriately
Managing personal time to maximize established outcomes and priorities.
Being mindful of other’s time by respecting deadlines and competing time priorities.
Maintaining a learning environment free from distracting or disruptive behaviors.
Fulfilling individual responsibilities to the best of one’s abilities in accomplishing team and
group endeavors.
Challenging the comments and behaviors of others that threaten the climate and civility and
mutual respect.
Demonstrating professional behavior is required for passing in all
didactic/clinical practice courses regardless of performance in other areas.
Professional Appearance
Patient trust and confidence in the health care provider are essential to successful treatment
experiences and outcomes. The message communicated by the nurse with his/her dress and appearance
plays a fundamental role in establishing this trust and confidence. Students should consider the cultural
and social sensitivities of their most conservative potential patients and present themselves in a manner
that will earn their respect, ensure their trust, and make them feel comfortable
Professional appearance is required for all clinical areas. When patient contact is part of the
educational experience, students are expected to dress professionally. This includes instances of actual
patient encounters in the hospital and other clinical sites. A student may be dismissed from the clinical
setting for unprofessional dress. The clinical grade will be affected for any infraction of the dress code.
The Purpose of the Dress Code:
To ensure students maintain a professional appearance at all times
To ensure the protection of students and the public
To assure a consistent standard of dress while respecting current practices and cultural beliefs,
where possible.
To minimize the risk of cross infection and to facilitate good and effective hand decontamination
To ensure uniforms are compatible with safe moving and handling
COLUMBIA UNIVERSITY SCHOOL OF NURSING
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Uniform Policy
The uniform identifies an individual as a student in Columbia University School of Nursing and should
reflect a positive and professional image of the individual and the School. The uniform is worn during
clinical experiences and consists of:
Official Columbia University School of Nursing uniform (navy blue pants and navy blue tops)
purchased through the Columbia University bookstore (Exceptions: Community & Psychiatry -
You may be requested to wear professional business attire in these rotations. Be sure to wear
your Columbia Nursing name tag)
If additional garments are worn, (i.e. sweater) they must be navy blue and free of designs and
logos other than official CUSON insignia. No other color than navy is to be worn in the
clinical area. Appropriate flesh-tone undergarments are required and must be undetectable under
uniform pieces.
Shoes that provide support to the foot and locomotor system will contribute to protecting the
student from harm. Shoes must be ALL WHITE and free of logos with rubber/non-conductive
soles (may be nursing shoes, sneakers, or clogs [no holes or open toes]). No canvas, open crocs
or gauze. Socks must be white; hose may be white or neutral in color. No exposed skin.
A watch with a second hand and a stethoscope
Columbia Nursing name pin (provided)
Badges/Identification must always be visible as a matter of security and reassurance to patients.
CUSON ID cards must be worn at all times.
Grooming:
o Uniforms (minimum 2) should be properly fitted, regularly laundered, pressed and
maintained in good condition. Students are required to launder their uniforms and they
must be changed daily. Body cleanliness without offensive odors is required.
o Makeup must be used in moderation. Cologne or perfume, if used, should be used in
moderation.
o Hair must be clean, tidy, well controlled and a natural color. It shall be off the face and
above the level of the uniform collar. Avoid scarves or ribbons, unless culturally
appropriate. Facial hair must be neatly trimmed so as not to interfere with the seal of the
respirator used as personal protective equipment.
o Jewelry should be kept at a minimum secondary to risk of contamination. A watch, plain
wedding band and one pair of small stud earrings in the lobes are permissible. No other
jewelry may be worn. All other jewelry and body piercing are prohibited.
o Fingernails should be neatly clean, manicured, and of reasonable length. For infection
control reasons, no artificial nails or nail polish are allowed. All tattoos are to be covered
up.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
25
Professional Attire: When a uniform is not required (psychiatry and community) students must dress in a professional
manner. Regardless of the clinical or agency setting students must conform to the following:
CUSON Photo ID and name tag
Casual business attire. Tops must have sleeves and cover body parts appropriately. No skirt
above knee length.
Shoes should be comfortable and supportive to allow students to undertake the required duties
safely. No opened toed shoes.
No shorts, jeans, tops low cut or showing midriff. No torn clothing. No scarves, or neck ties
unless clip on for safety reasons.
Absentee Policy and Predictable Absences
In an accelerated program, the content is very compressed. Unlike previous academic experiences, in a
professional educational program, students will have both classroom (didactic) and clinical
requirements. Policies regarding absence from classes are determined by the professor (s) responsible
for the course, although attendance is highly recommended for all courses and in-class grading
opportunities may not be available for make-up. All clinical experiences in the hospitals from June until
Integration in April will occur on Wednesdays and Thursdays with an occasional make-up day on
Sundays. Some clinical assignments may be in the evening and Saturdays and Sundays. Skills labs may
be scheduled in the evenings.
The development of a deep sense of professional responsibility towards patients and professional
colleagues guides the requirement of attendance in all clinical components. Absences from the clinical
portion of a nursing course will be excused for a documented illness with note from a provider who is
not a family member or a documented family emergency only. Chronic illness follow-up will also
require documentation. Travel to provider is not an excuse for no documentation. No student should
arrive to clinical if they are ill including a strong cough, feeling nauseous, having diarrhea, fever or
having vomited within eight hours prior to clinical. It exposes your colleagues and the patients who are
already in a vulnerable condition to your germs. If you will be unable to report for lab and/or hospital
clinicals, you must call (a) the school at 212.305.2805 or email SON-MDE@cumc.columbia.edu AND
(b) your clinical instructor one hour before the start of your shift, otherwise it is unexcused. Five points
will be deducted for every excused absence per course. An opportunity to complete an 8-hour Kaplan
case may negate one 5 point loss.
An unexcused absence results from non-adherence to above stated rules. It is a professional
responsibility to inform appropriate parties. An unexcused absence from clinical will result in a failing
grade for the day and a letter grade deduction for the course. Two unexcused absences during the
remainder of the program may result in withdrawal from the school. Multiple absences for any reason
may necessitate repetition of the entire course at the discretion of the program director.
Knowledge of predictable absences (e.g. religious holidays), in advance, will help the administration,
faculty, and instructors collaborate with the student in a plan for successful fulfillment of the program
requirements. Please notify Chandra Cates (clc123@cumc.columbia.edu), program administrative
COLUMBIA UNIVERSITY SCHOOL OF NURSING
26
assistant, with all predictable absences for this period by June 8, 2018. If a predictable absence occurs
later in the year, please notify Chandra.
Late Policy
Arriving to clinical on-time is a professional responsibility and necessary to ensure proper clinical
learning. Lateness to a clinical experience is disruptive and disrespectful to the clinical instructor,
students, the hospital staff, and the patient. Therefore, the following policy shall apply:
A student will be considered late if arriving after the designated start time. All clinical lateness prior to
the end of pre-conference will be noted on the student’s evaluation and the final grade will be deducted
5 pts. Arrival of a student after pre-conference has concluded will be considered an unexcused absence
resulting in a lowered letter grade noted on the student's evaluation and the possible inability to
participate in the clinical experience for that day.
Removal from Clinical Site
If a student is dismissed from a clinical placement, the circumstances are carefully reviewed and
depending upon the nature of the reason for the discharge, the student may be dismissed from the
school.
Progression into Doctoral Degree Programs
Progression into the doctoral degree programs for enrolled students at Columbia University School of
Nursing (CUSON) requires that students maintain CUSON’s academic and professional integrity
standards. Any breach in these standards may preclude progression into the doctoral degree program.
Clear, detailed information on school policies and procedures are in the CUSON Student Handbook. All
nursing students are required to be familiar with the Student Handbook.
Required Equipment
Stethoscope with diaphragm and bell capability
Watch with a second hand
Reflex Hammer
Tuning forks (both 128 and 512hz)
Pen light
Tape or ruler marked in centimeter
Bandage Scissor
COLUMBIA UNIVERSITY SCHOOL OF NURSING
27
Exposure to Blood Borne Pathogens Policy
1. Notify appropriate facility personnel (incident report)
2. Instructor/student to notify MDE program office 212.305.2805
3. Student to present to student health services within 2 hours
4. Testing for HIV, Hepatitis B, and Hepatitis C of patient if requested by student. Permission is
sought for the HIV test only.
5. Testing for HIV, Hepatitis B, and Hepatitis C of student if requested by student on day of injury,
3mos and 6mos later.
6. Post-exposure prophylaxis if student desires
Information Technology
Columbia University maintains certain policies with regard to the use and security of its Information
Technology (IT) resources, including computer usage, computer systems and networks. All users of
Columbia University's IT resources and facilities are expected to be familiar with and adhere to the
Columbia University IT policies and will be subjected to the consequences of and/or penalties for
violating University policies.
The full database of Columbia University IT policies is available here.
It is expected that you come to the school with some basic informatics knowledge: word processing,
database searching on the internet and the use of e-mail. All students are expected to bring a laptop in
order to take in-class exams. Tablets (i.e. iPads and Surface Pro) will be supported. Dell and Apple
offer discounts to Columbia University Students.
CPR certification
You need CPR certification for the Healthcare provider with certification lasting two years. A copy of
your CPR card will be uploaded to your Typhon (see "Typhon Program" info below) account the first
week of school and you should keep a copy for your own files (to be discussed during orientation).
Contact your local American Red Cross, American Heart Association and/or community hospitals for
their course offerings. Note that a two year certification for the Healthcare provider is required.
No student may attend clinical without CPR certification. Missed clinical will result in grade
deductions.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
28
Kaplan Testing
Outcomes have shown the Columbia University nursing students perform better on the NCLEX exam
following participation with KAPLAN testing during the school year. Therefore, the faculty require
participation in Kaplan testing. The cost of the program that includes a review session is $500 for the
fifteen month program. Payable between June 4th and Friday, June 22nd. This fee is accounted for in
your financial planning as a book cost.
Typhon
The MDE program will utilize the Typhon Tracking System. This is a computer-based program that is
compatible with most computer systems which tracks de-identified data of all patients seen. All students
are required to purchase this program for $60.00 before clinical starts June 8, 2018. Demonstrations
will be held prior to utilization.
The MDE Faculty have access and periodically review Typhon records. Each student is required to input
clinical information on a weekly basis throughout the program. Additionally, students will maintain a
professional portfolio within the program.
Disability Services
Students seeking reasonable accommodations or support services from the Office of Disability Services
(ODS) are required to register with ODS. Please visit their website for more information.
This process can take 3-4 weeks. Students are encouraged to contact ODS to start the registration
process now.
Student Drug Testing
Please be advised all incoming School of Nursing Students will be required to participate in CUMC
Mandatory Pre-clinical Drug Testing within your FIRST WEEK of matriculation. Students will be
provided with all the necessary details and documentation during orientation. Students may also be
required to participate in additional Drug Testing throughout the year if the clinical site requires.
Local Addresses and Phone Numbers
Please update your local address and phone number on SSOL and Typhon. We need updated
information for notification during emergencies as well as clinical placements.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
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Columbia University has established email as an official means of communication with students.
An official Columbia University email address is required for all students. The University has the right
to send official communications to the University email address, which is based upon the University
Network ID (UNI) assigned to the student.
The University expects that every student will receive email at his or her Columbia University email
address and will read email on a frequent and consistent basis. A student's failure to receive and read
University communications in a timely manner does not absolve that student from knowing and
complying with the content of such communications.
Students may elect to redirect (auto-forward) email sent to their University email address. Students who
redirect email from their official University email address to another address do so at their own risk. If
email is lost as a result of forwarding, it does not absolve the student from the responsibilities associated
with communications sent to their official University email address.
All use of email will be consistent with other Columbia University policies including the Email Usage
Policy.
We will distribute instructions on setting up your e-mail once it is ready in the coming weeks
For any technical problems or questions you may have, please contact the CUMC IT Help Desk, at
(212) 305-4357. For all other questions, please contact us at nursing@cumc.columbia.edu
Lockers
Limited lockers in the School of Nursing building are available to enrolled full-time status nursing
students on a first come, first serve basis. Locker sign-up information is e-mailed out to students during
the Change of Program period each term. Students that reside in university housing are not eligible for a
nursing locker. Students assigned a locker must use the lock provided by the Office of Student Affairs.
Locker assignments are for one academic year (June-May). Upon the end of the Spring semester in May,
the locker must be vacated. All items left in lockers will be discarded.
Jury Duty
If you are called for jury duty, please be advised to schedule your service when classes are not in
session. Refer to the Academic Calendar. A letter is available in the MDE office if needed.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
30
Simulation
The Helene Fuld Health Trust Simulation Center at Columbia University School of Nursing is a two-story
16,000-square-foot state-of-the-art facility that enhances nursing education by simulating clinical
practice using sophisticated technologies in a safe learning environment. The simulation center is
designed to promote patient safety and prepare students for real-world practice in an ever changing,
complex healthcare system. Simulation offers an opportunity for students to practice nursing skills,
clinical judgment and critical thinking without jeopardizing patient safety. Our center consist of 12
simulation rooms including 2 in-patient hospital rooms, an operating room, a labor and delivery suite, 2
large multipurpose rooms, 4 out-patient exam rooms, a health assessment , and a patient interview room.
Each of the simulation rooms have video-recording capabilities in addition to laptops at each station for
EHR charting
Policy:
a. Student’s dress code are expected to wear their clinical uniform as determined by their program
during all lab sessions. Students without uniform will not permitted into class.
b. Students are expected to arrive 15 minutes prior to their simulation session. Students are also
expected to complete any pre-simulation assignments, as designated by faculty or by the staff of the
Helene Fuld Center.
c. Students must inform faculty of any illnesses or absences prior to the start of a simulation activity.
d. Video reordering or taking of pictures are strictly prohibited in The Helene Fuld Center unless prior
permission is obtained.
e. The simulation center is fully equipped with a video and audio recording system. By entering the
center, you are subject to being recorded. All simulations have the potential of being recorded, or
being viewed live through a control or debriefing room. Audio and video recordings are only
accessible by course faculty and staff of the Helene Fuld Trust Center and are used for learning
purposes only. Participants will be able to view recordings in debriefing situations, and as needed
with faculty or simulation staff.
f. No food or drinks are allowed in the simulation center.
g. All back packs, coats, and personal belongings are required to be secured in lockers before each
simulation session.
All back packs, coats, and personal belongings are required to be secured in lockers before each
simulation session.
Study Strategies for Accelerated Program
This program compresses four regular semesters into one fifteen month period. This is not a part-time
commitment. You will need to adjust your studying time accordingly. In addition, you should use the
skills lab and physical assessment classes to practice your skills and build your confidence. The
proficiency of the skills will be accomplished during clinical rotations.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
31
Optional Coursework
Please notify Nina Roman if taking any additional coursework over the prescribed curriculum
Credit by Exam for N7000
The Office of Academic Enrichment will be offering an option for students to receive Credit by Exam
for N7000, Introduction to Evidence Based Practice (3 Credits). The exam will be on Tuesday June 5th,
2018.
Credit by Exam details:
Carries a non-refundable fee of $125 per credit, required at the time of request
Students are given one chance to successfully complete the exam with a grade of B or better
The exam will consist of a 3 hour paper exam, which has a combination of multiple choice and
open ended answer questions.
The exam is designed to cover the full syllabus for N7000. Details on the syllabus and
recommended readings are attached here.
Students are advised to ensure that they are comfortable with the content and concepts covered in
the course before sitting for the exam.
If you would like to sit for the credit by exam option for N7000, Introduction to Evidence Based
Practice (3 Credits). Make sure that you:
1. Complete and submit the Credit by Exam Request Form by June 1, 2018.
2. Submit exam payment in the form of personal check or money order in the amount of $375, by
June 1, 2018. Please make checks payable to:
Columbia University School of Nursing
Attn: Office of Academic Services and Reporting
560 W 168th St.
New York, NY 10032
If you have already taken a graduate level course that you feel is equivalent to N7000, Introduction to
Evidence Based Practice (3 Credits). Please feel free to submit a request for advanced standing by
completing an advanced standing request form. Due June 1, 2018.
Turn It In
Turnitin is a web-based platform that allows instructors and their students to check written work for
improper citation or misappropriated content. Turnitin checks submissions against internet sources,
publications, and other student papers within the course, at Columbia University, and at other
COLUMBIA UNIVERSITY SCHOOL OF NURSING
32
institutions. Each submitted paper receives an “originality report” in which passages of high similarity
to another source are highlighted and linked to their original source. Turnitin also offers a suite of
additional services, including peer review functionality and an online grade book. School of Nursing
instructors may submit or request that students submit their assignments via Turnitin instead of or in
addition to CourseWorks. Please be advised that the instructor, at his or her discretion, may choose to
submit students’ written work to either the Columbia repository or Turnitin’s universal
repository. Turnitin is a learning tool as well. Students are encouraged to submit their written work to
check for improper citation or misappropriated content prior to submitting for course requirements and
can use feedback from the Turnitin report to correct errors.
Evidence of plagiarism as reported in the originality report will result in a grade penalty and/or
disciplinary review.
Advanced Standing and Course Exemption
Advanced standing for a course already successfully completed elsewhere may be granted on an
individual basis to students as either 1) transfer credits, 2) credit by exam, or 3) course exemption. No
more than nine credits of coursework will be accepted for Advanced Standing. Of these nine (9) credits,
a maximum of six (6) may be transfer credits. Only courses taken before enrolling at Columbia Nursing
will be considered. Course exemption, not transfer credit, may be granted for coursework which has
been applied to an earlier degree but is deemed similar to Columbia University School of Nursing course
requirements. Advanced Standing Requests should be submitted to the Office of Academic Enrichment.
In order for course(s) taken at another school to be considered for either transfer credit or course
exemption, the syllabus for such course, an official transcript with course grade, and a written request
must be submitted to the Office of Academic Enrichment. This request must be submitted during the
first semester the student is enrolled at the School of Nursing. The Associate Dean of Academics will
review the materials and forward eligible requests to the faculty responsible for the course. Advanced
standing is granted at the discretion of the faculty.
Please note: Students that are interested in applying for advanced standing should bring the syllabus of
their completed course to Orientation in order to submit an advanced standing request. To be eligible for
transfer credit or course exemption, completed coursework must be considered comparable to Columbia
University's course. Example: If Columbia's course is a graduate level course, your completed course
must also be a graduate level course in order to be reviewed for advanced standing.
Details on policy criteria can be reviewed here.
Integration
In the spring semester, beginning in April, you will have an extended clinical integration experience in
which you will spend a minimum of six full-time weeks (6) 12-hour shifts or equivalent every two
weeks in the same clinical site. Your work schedule for this individually mentored experience will be
determined by the faculty/institution. Integration is a time to assimilate all the knowledge, skills and
COLUMBIA UNIVERSITY SCHOOL OF NURSING
33
concepts previously learned and to become proficient at doing so. Following integration, you will take
Advanced Assessment, Advanced Pharmacology, Care Coordination and finish up your master’s
portfolio. At the completion of the MDE year, you will be eligible to sit for the NCLEX examination.
The Faculty of Nursing reserves the right to withdraw, deny admission, or deny graduation to any
student who is determined to be unsuited for the study or practice of nursing.
During integration, be advised that every student may have to travel considerable distance to rotation
site. Public transportation is available for most sites but may require a lengthy commute. Some
students have rented cars or used car services when necessary. Please make preparations for this
contingency.
Global Integration
The MDE Office and Office of Global Initiatives (OGI) at CUSON offers global clinical sites for
integration in countries such as Mexico, Dominican Republic, Jamaica, Ethiopia, Ghana, Malawi and
Jordan. These opportunities will be presented to MDE students in the fall semester during one of the
town hall meetings and the opening of application will be announced via e-mail. Students can choose to
apply to more than one global clinical site and an interview with the MDE Office and OGI team will
follow prior to the selection and acceptance in the early spring semester. Although prior global
experiences may be helpful for individuals, this is not a requirement for application. The global clinical
integration follows the same MDE integration schedule of six weeks between April and May. Students
must be in good standing within the program and display professional behavior. There can be no
disciplinary or academic probation per school policy in order to participate.
RN Licensure (NCLEX)
The NCLEX is the national examination that is required for state licensure as a professional nurse. The
National Council Licensure Examination (NCLEX-RN® exam) has one purpose: to determine if it's safe
for you to begin practice as an entry-level nurse. It is significantly different from any test that you took
in nursing school. Nursing school exams are knowledge-based. The NCLEX-RN® exam, however, is
application-based. You will be tested on how you can use critical thinking skills to make nursing
judgments.
The NCLEX-RN® exam is organized according to the framework, "Meeting Client Needs." There are
four major categories and several subcategories. All of the questions on the exam involve integrated
nursing content. Many nursing programs are based on the medical model where students take separate
medical, surgical, pediatric, psychiatric, and obstetric classes. However on the NCLEX-RN® exam, all
content is integrated. You may want to visit www.ncsbn.org for information on the exam.
Getting a nursing license in New York requires you to perform two steps:
1. Submit an application for licensure in the NY (expedited form given by program)
2. Register for the NCLEX examination. (http://www.vue.com/nclex/ )
COLUMBIA UNIVERSITY SCHOOL OF NURSING
34
Once the NY State Education Department receives authorization from the Office of Student Services
that you have completed the pre-licensure requirements, they will notify Pearson Vue that you can be
given an appointment to test. Pearson Vue will then contact you to set up an appointment.
Letters of Recommendation
You may request a recommendation letter from any Columbia University School of Nursing clinical
instructor or professor with 2 weeks to one month notice. Letters should be emailed to Chandra Cates
at clc123@cumc.columbia.edu to be printed on Columbia letterhead. No letterhead leaves the main
office.
IMPORTANT: If you request a letter from a preceptor that you work with during integration the MDE
office cannot print the recommendation on letterhead because the nurse preceptor is not employed by the
Columbia School of Nursing.
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35
The Student Clinical Experience
Clinical Days/Times
o Wednesday and Thursday in the first summer semester (hospital or lab)
o Wednesday and Thursday in the fall and winter semester
o ~ 7:00 a.m. – 3:30 pm, some evenings and Saturdays and Sundays possible
o Simulation experiences may be in the evening Monday – Friday
o Weekend make-ups may be required during the year.
o Any days or hours including weekends during integration
Clinical Site Rotations
o The Clinical Placement Director under consultation with the Program Director will assign
individual clinical rotations. There are no requests.
o Students will be rotated to various hospitals during their clinical rotations. Any hospital
may be used. Transportation is provided to Nyack Hospital only. Public transportation is available for all other sites; however, may require a lengthy commute. Please plan accordingly.
No requests will be considered.
o During integration, be advised that every student may have to travel considerable
distance to rotation site. Public transportation is available for most sites but may require
a lengthy commute. Some students have rented cars or used car services when
necessary. Please make preparations for this contingency. o Clinical rotations can only be changed at the discretion of the Program Faculty.
No exceptions. o Students will not be admitted to clinical area without proper uniform and/or
identification.
o Students who are feeling ill should not attend clinical and expose the patients or peers.
Refer to absentee policy.
Clinical Preparation
o Attendance in clinical is mandatory. Predictable absences are discussed prior to start of
clinical with the program director.
o Students are expected to arrive to clinical prepared, on time, in uniform, and with
required equipment or expect grade adjustment.
o Absences from the clinical portion of a nursing course will be excused for a documented
illness with note or a documented family emergency only.
o Multiple absences for any reason may necessitate repetition of the entire course.
o Students’ clinical grades will be affected by excused or unexcused absences. See
absentee policy.
o Students must pass the didactic co-requisite in order to progress in the program.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
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Clinical Behavior Policy:
Demonstrating professional behavior is required for passing in all didactic/clinical practice
courses regardless of performance in other areas.
Attendance at all clinical sessions is mandatory. Refer to absentee policy.
Students report on duty promptly at assigned time. Refer to late policy.
Identify each patient
Maintain client confidentiality and dignity (Remember HIPAA!)
Refrain from engaging in patient care when physical or emotional condition is a threat to patients
and/or others.
Carry out nursing practice in accordance with the student’s level of preparation, legal limitations
and agency policy.
Communicate with faculty and health team members honestly and accurately including reporting
of errors of omission or commission to appropriate persons.
Seek appropriate supervision and/or consultation in the planning and provision of nursing care.
Avoid conflicts with staff and patients. If conflicts occur, seek assistance of clinical instructor or
course director for guidance.
Never hesitate to ask for help.
No printed chart material can be removed from the hospital.
Students may do the following:
1. Practice therapeutic communication
2. Do patient teaching
3. Assist patients with hygiene, toileting, dressing, ambulation and eating
4. Perform nursing shift assessment
5. Calculate and record I & O, vital signs, and pain assessments
6. Chart as appropriate with staff supervision
7. Perform dressing changes
8. Insert, remove and care for catheters (urinary)
9. Give enemas
10. Help other students or nurse if they are finished with their own assignments
Students may NOT:
1. Take verbal orders
2. Check out, co-sign, or administer blood or blood products
3. Give experimental drugs
4. Give or sign for narcotics
5. Give medications without passing Pharmacology exam.
6. Perform point-of-care testing
7. Use/carry personal cell phones/pagers at clinical
8. Stay on the hospital floors without an instructor.
9. Take a newborn baby to or from the nursery or any other area
10. May not adjust Pitocin.
Off-site assignments are observation only and may be canceled as determined by course director.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
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The Role of the Nursing Student
Participate in the identification of learning needs
Participate in the planning and implementation of learning experiences
Demonstrate self-direction by actively seeking learning experiences and being prepared to
accomplish the learning objectives for the experience
Accept and act in accordance with the direction provided by the preceptor and/or clinical
instructor
Participate in ongoing evaluation of progress with the preceptor, program director and faculty
clinical liaison
Participate in ongoing evaluation of the self and program
Accept accountability of own actions in both academic and clinical pursuits
‘Reality Shock’ or ‘From Novice to Expert’ The term ‘reality shock’ is sometimes used to describe the reaction of students when they discover that
the clinical experience does not always match the values and ideals that they had anticipated. We find
many students go through a growing process similar to Benner’s work. There are four phases of
adaptation to this reaction: the honeymoon, the shock, the recovery and the resolution. Patricia Benner
and her colleagues in the classic text From Novice to Expert: Excellence and Power in Professional
Nursing Practice, 1982, describe this same paradigm.
Stage Behaviors
The Honeymoon perceives everything as being wonderful
fascinated by the newness of the experience
focused on mastery of skills, routines and integration with the staff
The Shock/Crisis sets in when needs and goals are not met
experiences outrage
rejects school and work values
preoccupied with the past
globally negative
The Recovery sense of humor returns
tension lessens
discrimination between effective and ineffective behaviors
The Resolution conflicts in values resolve in either constructive or destructive ways (crisis
doesn’t last forever)
could see rejection of role/nursing or burnout, or new ways to cope
positively
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The following information is also provided to instructors and preceptors in their handbook. This
information should be read carefully for expectations of students and instructor/preceptors.
The Learning Process...
Learning is an active and continuous process manifested by growth and changes in behavior
Learning styles vary from one individual to another.
Learning is dependent on the readiness, emotional state, abilities and potential of the learner, as
well as his/her life experiences.
Learning happens when the material to be learned is relevant to the learner.
Learning takes place ‘within’ the learner: unless a new behavior or competency has been
‘internalized,’ it hasn’t been ‘learned.’
Moving from simple to complex and known to unknown facilitates learning.
Learning is facilitated when the student has an opportunity to test ideas, analyze mistakes, take
risks and be creative.
Learning how to learn and that learning is a life-long process enables the students to deal with
expansion of knowledge and changes in nursing and society.
Learning is facilitated when the learner has feedback of his/her progress toward the goal.
Learning takes place more effectively in situation where satisfaction is derived: good work
deserves praise just as problem performance requires correction.
Interpersonal relationships are important in determining the kind of social, emotional and
intellectual behavior that emerges in the learning situation.
Recognition of similarities and differences between past and current experience facilitates the
transfer of learning.
Principles of Effective Communication...
An active listener shows interest and acceptance
Eye contact is important
Be open minded and avoid prejudging the speaker or the message
Tune into words, meanings and feeling conveyed
Focus on the central message or the message being sent
Note the other person’s body language (and your own...)
Avoid interrupting
Listen first, then respond
Respond to what is communicated rather than how the message is sent
Ask questions to verify your understanding of the message: ‘Do I understand you correctly
that...’ ‘What I hear you saying is...’
Communication involves both the sending and receiving of a message
‘I’ messages (I think, I feel) are more effective than ‘you’ messages; they minimize
defensiveness and resistance to further communication.
Communication is more effective when it involves talking with and to rather than at the listener.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
39
Steps in Problem Solving...
Define the nature of the problem
Identify possible causes of the problem
List a number of possible solutions for each cause : identify the evidence for each one
Select the best solution
Decide on necessary actions and implement them
Reassess, evaluate and re-plan as necessary
Steps in Decision Making...
Determine situations that require some action be taken
Analyze possible courses of action and the potential effects (determine pros and cons, gather
facts and opinions)
Select the best course of action from the available alternatives
Implement the selected action
Monitor the effect of the decision
Reevaluate the decision in the light of the effects
Thanks to the following: Indiana University School of Nursing, Hampton University School of Nursing, West Virginia
University School of Nursing, City University, St. Bartholomew School of Nursing & Midwifery University College London,
University of Pittsburgh School of Nursing, California State University and Middle Tennessee State University
COLUMBIA UNIVERSITY SCHOOL OF NURSING
40
FAQ’s
Where do I go to find information on anything and everything? If you have any questions, please
see Chandra Cates, the program’s administrative coordinator in the program office. She will either
answer your question or steer you in the right direction. She may also be reached via e-mail at
clc123@cumc.columbia.edu and/or telephone at (212) 305-2805.
Why are there three days for orientation? The first day of orientation is organized by the Office of
Student Services and provides you with University specific information while answering your questions
about financial aid, the School of Nursing at Columbia University, and a broad overview of the years to
come during your time at the School. The second and third days of orientation are program specific.
During these days, you will collect your supplies and uniforms, receive mandatory training (which is
required prior to entering the program), and will be introduced to and prepared for your first week of
classes.
When do I register for classes? What do I register for? May I register for classes other than those
required? You will register for your summer classes during orientation. You will be instructed as to
which classes to register for during each semester and when to register. Everyone will be registering for
the same classes. During the fall and spring semesters, you may register for classes in addition to your
regular course load with permission from the Director of the Program.
If I was exempted from a class, do I need to take another class? You must have seventy-two (72)
completed credits to continue into doctoral courses and be eligible to sit for the NCLEX. If you think
that a class that you have taken previously could exempt you from a class required as part of the
seventy-two credits, please consult the O.S.S. for information regarding class exemption and/or credit
transfer.
How soon will I need my uniform for the program? You will need your uniform no later than
Wednesday, June 6, 2018.
Do I get a CUSON nametag? Do I have to wear it? If I accidentally put my nametag in the dryer,
may I purchase another one? Where? The School of Nursing will provide you with your first name
tag printed with the name given as an applicant. You must wear this nametag to all clinical assignments
while you are a student in this program. If your nametag is damaged or lost, you may obtain another one
from the CUMC Medical Bookstore.
If I have children, whom should I let know? Even though no changes will be made to your pre-
assigned clinical placement, you may e-mail Chandra Cates in the program office and she will direct you
to services that may be helpful.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
41
Who do I need to contact if I am going to be absent from class or clinical? Attendance to didactic classes is highly recommended or required. Any student, who will miss an exam
for illness or family emergency must notify the program office (212.305.2805) and his/her didactic
instructor (at the telephone number or email indicated on the syllabus) one hour before the exam. Failure
to do so will result in a grade of 0 for the exam.
Attendance in clinical is mandatory. Absences from the clinical portion of a nursing course will be
excused for a documented illness with note from a provider or a documented family emergency only. If
you will be unable to report for lab and/or hospital clinicals, you must call (a) the school at
212.305.2805 and (b) your clinical instructor one hour before the start of your shift, otherwise it is
unexcused. Clinical instructors may not give permission for absences or early dismissal.
How many clinical days am I allowed to miss during the 5x5 intensives? Multiple absences will be
discussed with the program director and may result in a delay in completing all of the requirements of
the MDE program.
What happens if I get really ill and miss more than one day of clinical? Multiple absences will be
discussed with the program director and may result in a delay in completing all of the requirements of
the pre-licensure studies.
Who should I notify of my religious observances? If you observe religious holidays that do not fit the
official calendar schedule, please notify the program director or Chandra Cates before the start of
clinical.
Does this program follow the CU holiday schedule? This program does not follow the CU holiday
schedule. Please, note the calendar in the program handbook. Also, note that you are excused at 3 p.m.
at the earliest on Fridays.
When will I meet the doctoral directors? Scattered throughout the program, time will be set aside for
students to meet with specialty program directors. Information sessions will provide interested students
with plan options and ability to answer questions concerning the program.
What is a Town Meeting? The Town Meeting (Topics in Nursing) is in its thirteenth year at the
School of Nursing. This time will be utilized for announcements, special presentations, and for anything
else that might arise throughout the course of the year. It is also a time for students to address issues
with the program director.
What is a Portfolio and why do I need one? The MDE e-Portfolio will be a multimedia collection for
the individual student learning experiences. It will allow the student to take part in both summative and
formative assessments on work done throughout the program while providing a vehicle for personal
growth and development. Upon completion of the MDE Program, the e-Portfolio provides the
graduating student with a showcase of acquired skills and knowledge to assist with the pursuit of further
academic work and/or transition to professional life. In addition, you should add the following
documents to your portfolio: Child Abuse and Infection Control certificates, Skills Portfolio, Fire Safety
COLUMBIA UNIVERSITY SCHOOL OF NURSING
42
Education, HIPPA certificate, CPR certification card, personal history and physical, PPD and immune
status, etc. .
What happens if my CPR card expires while I am in the program? If your CPR certification expires
during the program, it is your responsibility to renew your certification and keep a valid CPR card in
your portfolio. No student attends clinical without current CPR and will earn a letter grade deduction for
each day missed.
What is the CUSON FAFSA code? 03-545
What do I do if I am called for jury duty? If you are called for jury duty during the program, you will
obtain an official certification from the Registrar’s Office (141 Black Building on West 168th Street) that
you are a full-time student registered at Columbia University School of Nursing. You will attach this
certification to any paperwork that needs to be filled out and return to the appropriate office. You may
also obtain a letter from the program director.
Should I get a flu shot? Columbia University may require its students to obtain a flu shot. It is always
recommended.
When & where may I park my car at CUSON? New parkers should complete a Parking Information
Form obtained from http://www.cumc.columbia.edu/facilities-management/parking/parking. Parking
allocation is governed by a set of criteria and rules – a copy of which is given to new parkers when their
application has been approved.
How do I get a recommendation letter?
You may request a recommendation letter from any clinical instructor or professor with 2 weeks to one
month notice. Letters should be emailed to Chandra Cates at clc123@cumc.columbia.edu for print on
letterhead. No letterhead leaves the main office.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
43
Clinical Site Information and Directions
Allen Pavilion
5141 Broadway at 220th Street, New York, NY 10034; (212) 932-4000
Via Automobile
Henry Hudson Parkway to exit Dyckman Street; make left at second light onto Broadway; follow
straight to 220th Street; Allen Pavilion is on your left up the hill or on the first floor. Parking on
the street is free, and a parking lot for a fee is available.
Via Bus
Take M100 to the 220th Street stop. The bus stops directly in front of Allen Pavilion.
(http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m100cur.pdf)
Via Shuttle**
There is a shuttle to the Allen Pavilion that leaves from the front of Milstein Hospital
Via Subway
Take the A train (local after 168th Street) to 207th Street or the 1 (9 during off peak hours) to
215th Street. (http://www.mta.nyc.ny.us/nyct/maps/submap.htm)
New York Presbyterian Hospital (Milstein Hospital)
177 Ft. Washington, New York, NY 10032; (212) 305-2500
Children’s Hospital of New York (CHONY)
3959 Broadway, New York, NY 10032; (212) 305-KIDS (5437)
New York Presbyterian Hospital Weill Cornell Medical Center 525 East 68th Street, New York, NY 10021
Via Automobile
Located at East 68th Street and First Avenue on the East Side of Manhattan
Via Bus
Take the M15 to East 68th Street and First Avenue.
(http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m015cur.pdf)
Take the M31 to East 66th Street and York Avenue.
(http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m031cur.pdf)
Take the M66 to East 68th Street and York Avenue.
(http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m066cur.pdf)
Via Shuttle**
There is a shuttle to the Cornell that leaves from the front of Milstein Hospital
Via Subway
Take the 6 train to East 68th Street and Lexington Avenue.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
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New York State Psychiatric Institute
1051 Riverside Drive, New York, NY 10032
Via Automobile
The most direct way to CPMC from most locations is to follow directions leading to the George
Washington Bridge, then exit onto the Henry Hudson Parkway, and then onto Riverside Drive
(south). From there, continue south and turn left onto 165th Street (the first left south of the
bridge). Proceed one block and turn right onto Ft. Washington Avenue, then turn right into the
Medical Center parking garage.
From Westchester, Connecticut, and the East Side of Manhattan via the Major Deegan, Cross-
Bronx Expressway, or Harlem River Drive: Approaching the George Washington Bridge, take
the Henry Hudson Parkway exit; on the approach to the Hendry Hudson Parkway, stay to the left
and follow signs to Riverside Drive.
Via Bus
Take the M2, M3, M4, M5, or M100. (http://www.mta.nyc.ny.us/nyct/maps/manbus.pdf)
Via Subway
Take the A, C, 1, or 9 train to 168th Street.
Nyack Hospital – No public transportation
160 North Midland Avenue, Nyack, NY 10960; (845) 353-3333
Travel by car or Shuttle Bus provided by school
Montefiore (CHAM)
3415 Bainbridge Avenue, Bronx, NY 10467; (718) 741-2426
Via Subway
Take the 242nd St-Van Cortland Park Bound #1 Train departing. Get off at 231st Street Station.
From West 231st Street & Broadway, take the Norwood 205th Street Station Bound BX10. Get
off at Bainbridge Ave. & East 210th Street.
Via Bus
Walk Southeast to Saint Nicholas Ave & West 167th Street. Take the Riverdale 263rd Street
Bound BX7 Bus. Transfer to the Norwood 205th Street Bound BX10. Get off at Bainbridge
Ave. & 210th Street.
Mt. Sinai Medical Center
1 Gustave Levy Place, New York, NY 10029
Via Automobile
Located on Fifth Avenue near East 101st Street on the Upper East Side of Manhattan
Via Bus
From uptown, take the M4 to East 101st Street and Fifth Avenue. From downtown, take the M4
to East 101st Street and Madison Avenue.
(http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m004cur.pdf)
Via Subway
Take the 6 train to 103rd Street.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
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Mount Sinai St. Luke’s
1111 Amsterdam Avenue, New York, NY 10025
Via Automobile
Located at West 113th Street and Amsterdam Avenue near Columbia University 116th campus
Via Bus
Take the M11. (http://www.mta.nyc.ny.us/nyct/bus/schedule/manh/m011cur.pdf)
Via Subway
Take the 1 or 9 to 116th Street and Broadway.
Mount Sinai West
1000 Tenth Ave New York, NY 10019
Via Automobile
Take the West Side Highway (Henry Hudson Parkway) to the 56th Street exit. Head eastbound
on West 56th Street to 10th Avenue. Turn left (northbound) on 10th Avenue to Mount Sinai
West’s main lobby entrance (east side of 10th Avenue, between West 58th and West 59th
Streets).
Via Bus M11 (uptown) to 10th Avenue and West 59th Street. M11 (downtown) to 9th Avenue and West
59th Street. M57 (crosstown) to 10th Avenue and West 57th Street. M104 (Broadway line) to
Columbus Circle (Broadway between West 58th Street and West 60th Street).
Via Subway Take an A, B, C, D, #1 train to Columbus Circle - 59th Street at the intersection of Broadway
and 8th Avenue.
** The shuttle for Allen, Milstein and Cornell is provided by the hospital for NYP employees.
NYP Photo ID is required to board the bus. Students should not rely on the shuttle to get to
clinical.
COLUMBIA UNIVERSITY SCHOOL OF NURSING
46
COLUMBIA UNIVERSITY SCHOOL OF NURSING
STUDENT CONTRACT
I have received a copy of the Columbia University School of Nursing Master’s Direct Entry 18-19
Handbook. I have had an opportunity to review its contents. I agree, as a student enrolled at the School
of Nursing, to adhere to the guidelines and policies set forth by the faculty of the MDE Program and the
School of Nursing. I understand that the policies and procedures are subject to change during my course
of study and that it is my responsibility to keep abreast of these changes.
_______________________________
Printed Name
_______________________________
Signature
_______________________________
Date