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The Rivier College Division of Nursing Graduate Program is a recognized leader in graduate nursing education. The program is fully accredited by the National League for Nursing Accrediting Commission, Inc. *(NLNAC). The MS curriculum is designed to provide a foundation of philosophical, ethical and scientific knowledge which provides for the functional and ethical manifestations of caring, and upon which the competencies of advanced practice rest. The curriculum and instructional processes reflect educational and nursing theory throughout all levels of programs. Coherent organization of educational practices integrates general education concepts through the widespread use of powerful, active, and collaborative instructional methods. Nursing education has grown through innovation and the Rivier College Division of Nursing emphasizes flexible high quality programs that are on the cutting edge. In addition to the nursing theorists of Watson (1988), Roche (2002), Benner (1984), and Brykczynski (1985), the educational theories of Knowles Adult Learning Theory (2005), Bloom (1956), Anderson, (1995), Boyer (1990) guide the instructional processes. The program offers a Master of Science degree with a major in Nursing in three areas of concentration:

• Family Nurse Practitioner Track
• Adult Psychiatric/Mental Health Nurse Practitioner Track (Cohort Model)
• Nursing Education Track

The Family Nurse Practitioner track prepares graduates to function in an advanced practice role in primary care. Graduates are qualified to sit for national nurse practitioner certification examinations.

The Adult Psychiatric/Mental Health Nurse Practitioner track prepares graduates for advanced practice in mental-health psychiatric nursing. Graduates are qualified to sit for national certification. This track will be offered as a cohort model.

The Nursing Education track prepares graduates to teach in schools of nursing and other healthcare institutions. Graduates of the Nursing Education track are eligible to sit for national certification through the National League for Nursing (NLN) once they have met the requisite work experience requirements.

All three tracks can be completed on a full-time or part-time basis.

In addition to the master’s program, various post-master’s certificates for nurses with master’s degrees are available.

Applicants to post-master’s certificate programs are reminded that, in light of rapidly changing criteria for certification, it is the student’s responsibility to determine which courses taken at Rivier College may qualify them to take national certifying examinations. These students are encouraged to contact the certifying agency to request acceptance of course content and practice hours in writing.

State-of-the-art nursing skills laboratories are located on the ground floor of Sylvia Trottier Hall. The nursing skills simulation and physical assessment laboratories are equipped with a wide array of patient-care equipment,  (including SIM man, SIM baby, SIM kid and Noelle, the Birthing simulator), interactive learning systems,  and an extensive supply of examining instruments.

*National League for Nursing Accrediting Commission, Inc.  (NLNAC)
3343 Peachtree Road, NE, Suite 500
Atlanta, Georgia, 30326
(212) 812-0364
http://www.nlnac.org

Program Entry Paths

1. Earned Baccalaureate Degree from an NLNAC or CCNE accredited program in nursing option.
2. (Bridge Option) Non-Nursing Baccalaureate Degree option for experienced Registered Nurses with a Baccalaureate Degree in a field other than nursing. Candidates must show evidence of basic nursing preparation from an NLNAC accredited program.
3. (RN-MS Option) Associate Degree or Diploma Graduate for experienced Registered Nurses. Candidates must show evidence of basic nursing preparation from an NLNAC accredited program, have a minimum of two years (full-time or equivalent) RN experience and prepare a Professional Portfolio.
4. (APRN Completion) Master’s Degree Completion Program Option designed for nationally certified advanced practice registered nurses actively practicing, to complete the Master’s degree in nursing. Candidates must show evidence of basic nursing preparation from an NLNAC accredited program.
5. Post-Master’s Certificate Programs offer a variety of individualized program options to qualified applicants. Post-Master’s Certificate programs in nursing vary in content and length of study based on individual needs. For information on these programs, contact the Division of Nursing.

Admission Requirements

Applicants for admission to the Master of Science in Nursing should follow the general guidelines listed in the Admission Process section of this catalog. In addition, applicants must meet the following specific requirements: 

• Complete the “course of study choice” form
• Provide a copy of RN licenses (Both MA and NH are required)
• Submit the results of either the Graduate Record Examination (GRE) or Miller Analogies Test (MAT) (taken within the past five years)
• Submit a current resume
• Provide a “Statement of Purpose ” outlining goals
• Provide two letters of recommendation, one of which must be from an individual in a nursing leadership position
• Provide evidence of an undergraduate statistics course
• Nursing Education track candidates must provide evidence of successful completion of an undergraduate health assessment course.
• Nursing Education Bridge candidates must provide evidence of successful completion of an undergraduate pathophysiology course.
• RN-MS candidates must show documentation of two years (full-time or equivalent) RN experience and prepare a Professional Portfolio.

Once all above documents have been received, a personal interview will be arranged with a nursing faculty member.

outcomes

The graduate faculty use Benner’s (1984) framework as modified by Brykcznski (1985) as set forth in the curriculum guidelines published by the National Organization of Nurse Practitioner Faculties (NONPF). These modifications reflect advanced nursing practice by replacing the Diagnostic and Monitoring Function and Administering and Monitoring Therapeutic Interventions and Regimens with a single domain of Management of Patient Health/Illness in Ambulatory Care Settings. Graduates of the Family Nurse Practitioner and Psychiatric Mental Health Nurse Practitioner tracks are qualified to sit for the certification exams in their respective areas. 

Additionally, the graduate faculty acknowledge the importance of Knowles (2005) framework in that the adult learner is more of an independent, self directed learner who has accumulated a growing reservoir of previous experience that serves as a rich resource for learning. In addition, as Knowles identifies, the perspective of time changes from one of postponed application of knowledge to one of immediate application; there is a shift in orientation of learning to being problem centered rather than subject centered. Graduates of the Master of Science Degree Program in Nursing are prepared to function as advanced practice nurses in various settings. Graduates of the Nurse Educator track are qualified to sit for the National League for Nursing Certification Exam (CNE) once the teaching requirements are complete.
 
Master’s degree graduates are able to:

• Synthesize advanced nursing knowledge and skills in an advanced practice role within a specialized nursing content area.
• Employ appropriate diagnostic and therapeutic interventions and regimens with attention to safety, cost, invasiveness, simplicity, accountability and efficacy.
• Integrate caring concepts by assuming leadership roles in the development of strategies that advance health care.
• Evaluate research findings and apply results appropriately in nursing, i.e. practice, education, theory, research.
• Value nurse’s involvement in design, selection, implementation and evaluation of information technologies to support patient care.
• Evaluate implications of contemporary health policy on health care providers and consumers.
• Recognize, detect, and attend to expressed and unexpressed content, feelings, and concerns.
• Develop collaborative relationships with professionals in other disciplines to improve health care systems.
• Develop and monitor comprehensive, holistic plans of care that address the health promotion and disease prevention needs of client populations.
• Assume the role of advocate for consumer and change agent within the healthcare system.
• Monitor self, peers and delivery system through Quality Assurance and Total Quality Management as part of continuous Quality Improvement.
• Incorporate cultural preference, health beliefs and behaviors, and traditional practices into the management plan.

assessment 

 Program Learning Outcomes are clearly defined at the program level and the difference between course and program assessment is clear   Learning Outcomes assessment refers to direct and indirect measures of student learning. This is different from the measure of individual student performance to evaluate the student. Instead, student learning assessment consists of collecting data on student learning in the aggregate to determine how effective the programs and courses are. The DON uses a number of direct measures of student learning in their various programs, to include course quizzes and examinations; standardized exams, such as the HESI; portfolios; pre and post tests; writing samples; presentations; demonstrations and evaluations of clinical and preceptorship performances, to provide formative assessment data. Other measures, such as the NSSE, MAPP, student surveys and course evaluations, offer indirect measures that can support direct measures. 

Student learning is assessed at the completion of the program to provide summative data by which to determine the effectiveness of the program. Program level outcomes are not just an accumulation of course learning outcomes. Rather, they reflect a synthesis, or a holistic picture, of what is expected of students completing the nursing program(s). The Health Education Systems, Inc. (HESI) Comprehensive Exit Examination administered at the completion of the AS curriculum, the National Council Licensure Examination for Registered Nurses (NCLEX-RN)and national certification pass rates, student exit interviews, alumni and employer satisfaction and program completion rates all provide a wealth of data, and demonstrate that Division of Nursing programs provide students with the knowledge and skills necessary to provide quality nursing care in this complex and dynamic health care arena.

Progression/Retention Requirements

Graduate level study in nursing requires high academic standards. It is the responsibility of the program to assure the public of the competence of its graduates in advanced nursing roles.

1. Students must maintain no less than a B (3.0) grade point average throughout the graduate program.
2. If a student earns one grade lower than B, the student will be placed on academic probation for one semester.
3. If the single grade lower than B reduces the student’s grade point average to less than 3.0, the student must re-establish a cumulative grade point average of 3.0 by the end of the probationary semester.

Grievance Policy

For details go to Nursing Student Handbook.

Dismissal

1. A single grade of F will result in the student being dismissed from the program regardless of grade point average.
2. A second course grade lower than B will result in the student being dismissed from the program, regardless of grade point average.

Additional Requirements/Information

• Students may take three courses  (9 credits) from a list of specified courses prior to matriculating.
• Students must meet with the MS Program Director and/or Faculty Advisor of the M.S. Nursing Program to register for courses.
• Students must complete clinical/practicum requirements prior to practicum courses.
• Part-time study options are available for both degree and certificate programs. 

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