Department of Nursing

Chair: Teresa Kaul, Clinical Associate Professor of Nursing
Office: South Bergstrom 309
Telephone: 262-650-4924
E-mail: tkaul@carrollu.edu

BSN Program Nursing Director and Faculty

Carroll University Department of Nursing offers a program leading to a Bachelor of Science in Nursing (BSN) degree. Established in fall of 2002, the baccalaureate degree program in nursing at Carroll University is accredited by the Commission on Collegiate Nursing Education, 655 K Street NW Suite 750, Washington DC 20001, 202.887.6791. The nursing department has ongoing approval of the Wisconsin State Board of Nursing, is a member of the American Association of Colleges of Nursing and the National League for Nursing. Carroll University is accredited by the Higher Learning Commission and is a member of the North Central Association.

Mission of the Nursing Program

The Carroll University Nursing Program prepares entry level professional nurse leaders, working as a team member, caring for diverse populations including, individuals, families, and communities, addressing the four spheres of nursing care; [1)Wellness, Disease Prevention,2) Regenerative and Restorative Care, 3)Chronic Disease Management, and 4) Hospice/Palliative care, across the lifespan, as well as inhabiting a commitment to personal health and well-being.

Philosophy and Vision of the Nursing Program

The education of an entry level professional nurse provides both a liberal arts and strong scientific educational foundation, which is further reinforced throughout the nursing curriculum, in addition to career preparation. The educational process must allow for diversity, curiosity, and difference of opinion. Nursing students are expected to utilize the foundational knowledge from the liberal arts and the natural and social sciences, to inform their practice.  Students will demonstrate patterns of professional behavior that follow the legal and ethical codes of nursing and promote the actual or potential well-being of patients, families, and communities.

Nursing education represents academic rigor, offered in a safe learning space, where various teaching and learning strategies are incorporated. The student is expected to be an active participant, engaged, and responsible for their own learning, facilitated and mentored by the faculty.   

Curriculum - Compentency Based Education

Competency Outcomes Based Education (CBE) is a curriculum framework whereby the students are held accountable to the mastery of competencies deemed critical for an area of study (AACN, 2021). Competency based education is inherently anchored to the outputs of an educational experiences versus the inputs of the educational environment and system.

Basic Tenets of CBE:

Competencies are sequenced progressively and drive curriculum design. Effective sequencing means:

• Gradually increasing complexity of expectations (Discovery/Introduction>Reinforcement> Proficiency)
• Progressively building on foundational competencies
• Employing a systematic approach to map educational opportunities and assessments for each competency across the curriculum

Learners take on authentic roles of graduates to attain and demonstrate competencies with some flexibility for enrichment. Teaching and assessment strategies, tailored to competencies and to the individual learner, include:

• Faculty tailor learning experiences to competencies.
• Learners actively guide their own learning.
• Faculty ensure that each learner is an active participant in the assessment process, including formative and summative assessments.
• Faculty clearly delineates expectations of the learner, so the learner knows the competencies they need to achieve, and the behaviors expected.
• Learners engage in gathering and reviewing performance evidence, including how to self- assess and collaborate with faculty in generating their individualized learning plans to attain competency.
• Faculty is intentional about minimizing bias.
• All assessments should be directly linked to the competencies.
• Faculty serve in the role of coach/mentor.

(AACN-Guiding Principles of Competency Based Education, 2023)

Vision of the Carroll University Nursing Program

Be a leader of Baccalaureate nursing education.

Program Outcomes

At the completion of the Bachelor of Science Nursing program, the graduate nurse will:

1. Integrate and apply disciplinary knowledge as well as knowledge from other disciplines, as a basis for clinical judgement and innovation in nursing practice.
2. Provide holistic, person-centered care, including family and/or other important others, regardless of specialty or functional area.
3. Deliver population health prevention to disease management of populations, in partnership with other stakeholder 
4. Generate, apply, nursing knowledge to improve health and transform heath care
5. Provide safe and quality health care
6. Collaborate across professions and with care teams, to enhance the health care experience and outcomes.
7. Work in complex health systems to coordinate resources to provide high quality care to diverse populations.
8. Utilize information and health care technologies to provide evidence-based care across the health system.
9. Cultivate a sustainable professional identity that reflects nursing’s characteristics and values.
10. Demonstrate habits of personal, professional and leadership development.

Academic Progression Standards

The academic progression standards for the nursing program are presented in the Academic Program and Policies section of this Catalog. Or, click here  for a direct link.

Reapplication Policy for Dismissed or Withdrawn Students

Please see Academic and Program Policies   to view the policy.

Technical Standards for Admission to and Progression in the Carroll University Bachelor of Science in Nursing Program

Successful participation in the Carroll University Bachelor of Science in Nursing Program requires that a candidate possess the ability to meet the requirements of the program. Though the program may modify certain course requirements in order to provide a handicapped1 person with an equivalent opportunity to achieve results equal to those of a non-handicapped person, there are no substitutes for the following essential skills. The applicant/candidate must initially meet these requirements to gain admission to the program and must also continue to meet them throughout participation in the program.

General Ability: The student is expected to possess functional use of the senses of vision, touch, hearing and smell so that data received by the senses is integrated, analyzed and synthesize in a consistent and accurate manner. The student is expected to possess the ability to perceive pain, pressure, temperature, position, vibration and movement in order to effectively evaluate patients. A student must be able to respond promptly to urgent situations.

Observational Ability: The student must have the ability to make accurate visual observations and interpret them in the context of clinical/laboratory activities and patient care experiences. The student must be able to document these observations accurately.

Communication Ability: The student must communicate effectively verbally and non- verbally to obtain information and explain that information to others. Each student must have the ability to read, write, comprehend and speak the English language to facilitate communication with patients, family members and other members of the health care team. The student must be able to document and maintain accurate records, presents information in a professional manner and provide patient instruction to effectively care for patients and their families.

Motor Ability: The student must be able to perform gross and fine motor movements with sufficient coordination needed to provide complete physical assessments and provide safe effective care for patients. The student is expected to have psychomotor skills necessary to perform or assist with procedures, treatments, administration of medication and emergency interventions including CPR if necessary. The student must have sufficient levels of neuromuscular control and eye-to-hand coordination as well as possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving and physical exertion required for safe patient care. Students must be able to bend, squat, reach, kneel or balance. Clinical settings may require that students have the ability to carry and lift loads from the floor, from 12 inches from the floor, to shoulder height and overhead. The student must be able to occasionally lift 50 pounds, frequently lift 25 pounds and constantly lift 10 pounds. The student is expected to be able to maintain consciousness and equilibrium and have the physical strength and stamina to perform satisfactorily in clinical settings.

Intellectual: Conceptual Ability: The student must have the ability to develop problem- solving skills essential to professional nursing practice. Problem solving skills include the ability to measure, calculate reason, analyze, synthesize objective and subjective data, and to make decisions in a timely manner that reflects thoughtful deliberation and sound clinical judgment. The student must demonstrate application of these skills and possess the ability to incorporate new information from peers, instructors and the nursing/ healthcare literature to formulate sound judgment to establish care plans and priorities in patient care activities.

Behavioral and Social Attributes: The student is expected to have the emotional stability required to exercise sound judgment, complete assessment and intervention activities. Compassion, integrity, motivation and concern for others are personal attributes required of those in the nursing program. The student must fully utilize intellectual capacities that facilitate prompt completion of all responsibilities in the classroom and clinical settings; the development of mature, sensitive and effective relationship with patients and other members of the healthcare team. The ability to establish rapport and maintain interpersonal relationships with individuals, families and groups from a variety of social, emotional, cultural and intellectual backgrounds is critical for practice as a nurse. Each student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in the classroom and clinical settings; and effectively collaborate in the clinical setting with other members of the healthcare team.

Ability to Manage Stressful Situations: The student must be able to adapt to and function effectively in relation to stressful situations encountered in both the classroom and clinical settings, including emergency situations. Students will encounter multiple stressors while in the nursing program. These stressors may be (but are not limited to) personal, patient care/family, faculty/peer and/or program related.

Background Check: Clinical facilities require that Carroll University perform background checks on all students before they are allowed to participate in clinical experiences. Therefore, students will be required to have a background check performed before being allowed into clinical practice

Evaluation: Carroll University may require that the applicant/student undergo a physical examination and/or an occupational skills evaluation. The University will endeavor to select and administer evaluations which accurately reflect the applicant’s/candidate’s aptitude or achievement level rather than the applicant’s/candidate’s handicap. A handicapped applicant/candidate shall not, on the basis of his or her handicap (except those which would preclude the essential skills outlined above) be excluded from participation in, denied the benefits of, nor be subjected to discrimination in the program.

^1. Handicapped as defined by the federal government pursuant to SS 504 of the Rehabilitation Act of 1973.

Caregiver Background Check

The applicant/candidate/student must complete a Background Information Disclosure Form prior to clinical placement in the program. The university intends to fully comply with the requirements of the Wisconsin Caregiver Background Check Law which requires hospitals and other health care and treatment entities to perform background checks on all persons who have direct, regular contact with clients. Certain convictions may prevent or significantly limit the ability of the university to place a student in a clinical program resulting in the student being unable to meet the university’s graduation requirements. The university reserves the right to reject the application of a candidate or remove a student from the program if the university determines that the results of the caregiver background check demonstrate that the applicant/student does not exhibit behavior and social attributes consistent with the program’s Technical Standards.

Carroll University Health Policy for Nursing Students

Policy:

Prior to the first clinical placement each student must show evidence that they are able to meet the clinical requirements of the nursing program. These requirements include current health history, immunization and physical examination data. In addition, all students must have on file current CPR certification and a caregiver background check. The nursing student handbook lists all health and immunization clinical requirements. If an exception to the immunization requirements is approved, the University cannot guarantee that its affiliated hospitals and clinics will allow the student to participate in patient care, which is a fundamental requirement of the clinical education component of the Nursing Program. Students manage clinical requirements through CastleBranch, a certified, confidential profile system that students will use well into their nursing careers.

Procedure:

• Evidence of the completed history and exam and immunization record must be on file before the onset of the first clinical experience. The University Health History and Physical Examination form meets the history and exam clinical experience requirement.
• Clinical partners require the History and physical exam be completed and signed by a physician or nurse practitioner. The physical exam can be completed at the Carroll University Health Center.
• It is not necessary to repeat the physical exam every year if there is no change in the student’s heath status.
• Before your first clinical placement one of the following is required: Two step TB skin test (1-3 weeks apart) or QuantiFeron Gold blood test or if you have a history of a positive TB skin test, provide a negative Chest XRay report. An annual Tuberculosis screening questionnaire is used when a student has a positive TB screening and a negative CXR on file.
• Some clinical partners require a urine drug screen. The urine drug screen can be completed at the Carroll University Health Center. • Cost of the physical exam, immunizations, and drug screen is the responsibility of the student.
• Students who have not complied with the health policy will not be allowed in any clinical site.

Time Commitment

The Nursing Program is rigorous, labor intensive, and requires more time and commitment than many other areas of study. Clinical nursing courses require a minimum of 3 hours of direct clinical experience per semester credit hour. This does not include time that is required for travel, clinical preparation at the assigned clinical agency or study prior to or after the clinical experience. Therefore, it is strongly recommended that students in the Nursing Program limit their employment and/or involvement in non-student related activities. Students are expected to be available Monday through Friday throughout the academic year. Students will be expected to participate in clinical experiences that occur on weekends and on shifts other than day shifts (0700-1530). Students in the capstone experience must understand that their clinical experience may be evenings or night shifts and/or weekend shifts.