Information for Students

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Post-Degree BSN Option

Student Handbook 2012-2013

General Information

Withdrawal From Courses

Withdrawal from a course will jeopardize your completion of the Post-Degree BSN Option. In addition, withdrawal from a course may mean you do not have the necessary pre/co-requisites to continue in other courses in which you are registered (that is, you may be required to drop other courses as well). If you are considering withdrawing, you must meet with the College of Nursing Acting Associate Dean to discuss your situation.

Withdrawal From Program

While we hope you will complete the Post-Degree BSN Option, some students, for a variety of reasons, choose not to do so. If you are considering withdrawing from the option, please contact the Academic Advisor. You should be aware that readmission to the program is on a "space available" basis.

Scholarships, Awards, And Bursaries

A number of scholarships, awards, and bursaries are available to students. Contact the Administrative Office for the Post-Degree BSN Option for information. Information is available at University of Saskatchewan website at or at Saskatchewan Health.

Graduation/Convocation

In order to be awarded your degree from the University of Saskatchewan, you must complete an Application to Graduate Form, whether or not you plan to attend the convocation ceremony in Saskatoon. Further graduation information is available on the U of S website.

Transfer Credit

When students apply for admission and are accepted to the Post-Degree BSN Option, any previous course work will be reviewed for possible credit. If you have any questions or concerns, please contact your academic advisor.

Transcripts

While you are a student in the Post-Degree BSN Option, you can request program transcripts through PAWS using your NSID. A fee is charged.

Student Cards And Numbers

You will have an identification number for the U of S. It is your responsibility to ensure that you use the correct identification number on exams.

**NOTE: You should be prepared to produce picture ID if requested to do so during an exam.

Students With Special Needs

Students with special needs may request extension of time for examinations. The University of Saskatchewan provides services for students with disabilities. Contact the appropriate offices directly or check with the program. If you have special needs, contact DSS at http://students.usask.ca/current/disability

NOTE: Human and/or electronic translators/dictionaries may not be used during exams.
NOTE: Students with English as a second/additional language should be aware that extra time is not allowed for writing of nurse registration examinations for licensure.

Harassment

The University of Saskatchewan has policies regarding harassment. For specific information, see the U of S harassment policies.

Education Equity Services

Education equity services are available for all the Post-Degree BSN Option students. For specific information, please contact the College of Nursing Acting Associate Dean.

Native Access Program To Nursing (NAPN)

NAPN is a support and retention service for all Aboriginal nursing students enrolled in all nursing programs. The mandate of NAPN is to promote success and excellence for Aboriginal nursing students. Aboriginal nursing advisors provide academic and personal advisement, tutoring, mentorship and culturally appropriate counseling through NAPN. NAPN is also available for support and advocacy with childcare, housing, and funding concerns. There are computers available (with internet access) to assist students with papers and assignments. NAPN also posts a monthly newsletter and organizes monthly luncheons for Aboriginal nursing students.

NAPN offers a weeklong fall orientation for students who are accepted into nursing. Students have an opportunity to meet NAPN staff, faculty and staff, and other Aboriginal nursing students.
Please see the College of Nursing website for more information.

Library Services

As a student of the University of Saskatchewan, you have remote access to a number of electronic resources through the University of Saskatchewan Library.

The Health Sciences Library website has links to all of the library databases, electronic journals and the library catalogue. The website also includes online reference, library hours, staff contacts, and a link to renew your library materials.

Guide to U of S databases and Electronic Journals

A complete list of databases is located on the website, as well as a list of databases that are specific to the health sciences. The Library also maintains a database of online journals at http://library.usask.ca/ejournals/ in which you can retrieve full text articles anywhere there is an Internet connection. In order to access these resources remotely, users must be validated through a Proxy Server.

Library Proxy Server

What is a Proxy Server? A Proxy Server is a computer located on campus that performs your Internet requests on behalf of your usual Internet connection. Using the Proxy Server is mandatory when accessing the library resources remotely so that our system can verify that you are a valid university user.

Who can use the Remote Access Proxy Server? Registered students, faculty, and staff who have a valid NSID can access the library resources remotely.

How do I set up my Internet browser so use the Library Proxy Server? The instructions for accessing the Proxy Server are on our website at Connect from Home (Remote Access).

If you have any problems with the Proxy Server, please do not hesitate to notify the University of Saskatchewan Help Desk at 966-4817.

Clinical Id Badges

Students are required to wear an approved picture name tag in labs and clinical areas. The program will arrange for you to get a name tag made. The name tag is required for as long as you are in the program. There will be a charge for replacements. ID badges are available at the U of S Bookstore, Monday to Friday, 0830 to 1630 hrs.

Uniforms

Uniforms will be required for all lab and clinical experiences unless otherwise specific. Please refer to your acceptance letter and our website for information about uniform purchase. See Professional Appearance for Clinical under Section 8: Clinical Experience Guidelines.

Portfolio Development Recommendations

This is a recommendation for your professional development. Participants in the Post-Degree BSN Option will keep a program portfolio throughout the program to track their individual learning experiences and reflect on their professional growth. Although portfolio development is common to other occupations and professions (architecture, modeling, teaching), it is relatively new to nursing. Professional nursing regulatory bodies are beginning to incorporate portfolios as evidence of ongoing competence as part of annual licensure. Portfolios are also a focus for reflective self-evaluation and can be used when applying for jobs. Your portfolio development will be part of your assessment of your own growth and development as a nurse.

There are many conceptions of portfolios, but in the Post-Degree BSN Option, a portfolio is viewed as a "collection of evidence which demonstrates the continuing acquisition of skills, knowledge, attitudes, understanding, and achievement. It is both retrospective and prospective" (Brown, 1995, p. 2). It is "a comprehensive document completed by the nurse that details the current state of his or her practice, background, skills, expertise and perhaps most important, a working plan for professional growth" (Trossman, 1999).

Your portfolio will not be used by your facilitators to evaluate your progress in the nursing program. However, you may choose to share elements of your portfolio with faculty when you are discussing your learning goals and achievements. There are a large variety of ways to organize and develop your portfolio. Remember, your portfolio is a reflection of yourself, so be as creative as you can.

Guidelines for Selecting Entries

When selecting entries, nursing students should bear in mind that each piece is part of a much larger whole and that together, the item and rationale make a powerful statement about individual professional development. Ask the following:

  1. What do I want my portfolio to show about me as a nurse? What are my attributes as a nurse?
  2. What do I want my portfolio to demonstrate about me as a learner? How and what have I learned?
  3. What directions for my future growth and development does my self-evaluation suggest? How can I show them in my portfolio?
  4. What points have others made about me as a nurse and learner? How can I show them in my portfolio?
  5. What effect does my nursing have upon my clients? How can I show this in my portfolio?
  6. What overall impression do I want my portfolio to give a reviewer about me as a learner and as a nurse?

When decision-making about what to include becomes a challenge, it may be helpful to look at each item and ask yourself, "What would including this item add that has not already been said or shown?"

The following are suggestions for possible ways to organize your portfolio. You may use
any, all, or none of them as you wish (Winsor, 1997).

  1. Use a good-quality three-ring binder or some other format that helps organize and protect the items in your portfolio. Begin with an identification page that includes name, address, and telephone number. Pictures are optional.
  2. Place care plans, papers, or otherwise irregularly shaped entries in plastic sleeves or pockets. Do not damage any item in order to include it. For example, do not hole-punch a certificate; rather, put in a plastic sleeve.
  3. Remember that portfolios are representative, not comprehensive. For example, choose one or two representative cards from clients. Make sure all entries are securely attached within the portfolio. Bulky items should not be included. A picture may be substituted for real items (e.g. a picture of your Infectious Disease Fair display or other poster presentations).
  4. Include a Table of Contents that identifies the overall organization of the portfolio. Indicate and label the sections clearly. Colour-coding and/or oversized dividers may be helpful.
  5. Within each section, include a Table of Contents for each entry, and include a statement explaining why you have included that item.
  6. If using journal entries, facilitator's observations, or other written documents as evidence, highlight the sentence or two on the page that directly applies to the point made in your accompanying rationale or reflection.
  7. If using academic papers as evidence of subject area knowledge, include a brief abstract of the paper and insert the whole paper in a plastic sleeve.
  8. In general, arrange your portfolio in a way that makes it easy for you to identify the goals you set and your subsequent progress or achievement.
  9. Remember that portfolios are dynamic. To facilitate easy changes, set up word processing files for your statements of rationale, reflections, and tables of contents etc.
References:

Brown, R. (1995). Portfolio Development and Profiling for Nurses. (2nd ed.). Lancaster, England: Quay.

Trossman, S. (1999). The professional portfolio: Documenting who you are, and what you do. The American Nurse 31(2):1-3.

Winsor, P. J. T. (1997) A Guide to the Development of Professional Portfolios in the Faculty of Education (Revised Edition) Appendix E-1. Field Experience Office, Faculty of Education, University of Lethbridge, Lethbridge, Alberta.

Students may also wish to review the following more recent resources:

Kaminski, J. (1999-2008). Learning activities: Professional portfolios: Spreadsheet Application.

Nursing Informatics for BSN Nursing Students Kwantlen Polytechnic University. Retrieved from http://nursing-informatics.com/kwantlen/nrsg1241.html

Lorenzo, G., & Ittelson, J. (October 2005). Demonstrating and assessing student learning with e-portfolios. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3003.pdf

Reese, M., & Levy, R. (February 24, 2009). Assessing the future: E-portfolio trends, uses and options in higher education. Educause Research Bulletin, 2009(4). Retrieved from http://net.educause.edu/ir/library/pdf/ERB0904.pdf