The Frances Payne Bolton School of Nursing has a proud heritage beginning with the Lakeside Hospital Training School for Nurses established in 1898. With a generous endowment from Frances Payne Bolton, who was the first woman congressman from Ohio, the school of nursing was established in 1923 as a school within Western Reserve University. In 1969, Western Reserve University and Case Institute of Technology merged forming the current university, Case Western Reserve University. Consisently, the Bolton school is ranked among the top ten schools in U.S. News and World Report and in funding from the National Institutes of Health. Graduate level specialty majors also are in the top five. Graduate level specialty majors also are in the top five.

The Bolton school is noted for its innovation, leadership and excellence in education, research and practice. To support this mission, the school has eleven endowed chairs, the largest number in the world for a school of nursing. The Bolton school is a World Health Organization Collaborating Center in Home Care. The Sarah Cole Hirsh Center for Best Nursing Practices Based on Evidence was established in 1998 and is the only national center of its kind.

Mission
Within the mission of Case Western Reserve University, the Frances Payne Bolton School of Nursing builds on a tradition of innovation and a commitment to the highest standards of excellence to provide the very best nursing education, research, clinical scholarship, and professional service locally, nationally, and internationally.

Priorities
The Frances Payne Bolton School of Nursing is committed to global leadership in nursing. The discovery, transmission, and use of knowledge are at the core of our work. Knowledge of health and illness in individuals, families, groups, and communities, both locally and internationally, provides the context for our work. The ultimate test of the validity of our vision is the results, over time, of the contributions of our faculty and graduates.

Purpose
The Frances Payne Bolton School of Nursing is an integral component of Case Western Reserve University. The school assumes responsibility for the preparation of individuals committed to excellence and leadership in professional nursing. The faculty of the school accepts the responsibility for teaching and scholarly inquiry as integral parts of the educational process.

The purpose of the school is to provide an environment that permits individuals to develop their personal and professional capabilities, including the sense of responsibility for continued learning; to learn as efficiently and effectively as possible; to find enjoyment, excitement, and challenge in the pursuit of knowledge and its application; and to develop behaviors that enable them to function in a changing, complex society.

Philosophy
To accomplish the stated mission, the School of Nursing has set forth the following philosophy:

Nursing is an academic discipline and profession. Nursing as an academic discipline is a distinctive branch of human knowledge fundamental to nursing practice, nursing education, and nursing administration, and to the continuous development of the profession. The distinctive perspective of nursing includes a focus on the metaparadigm concepts of persons, environment and nursing. The specific conceptual focus within the Bolton School is the health-seeking mechanisms and behaviors of human beings. Some of those mechanisms and behaviors are innate; others are learned or developed and may be subject to the influence of nurses’ knowledgeable ministrations. The body of nursing knowledge is continuously advanced, structured, and restructured as a consequence of a range of methods including scientific inquiry, philosophic inquiry, historical inquiry, and clinical evaluation.

Scientific inquiry within nursing is designed to discover, advance, and clarify knowledge about determinants and correlates of optimal biological, psychological, and social functioning; physical, emotional and spiritual comfort; and individual and group attainment of health goals in multiple environments and under a variety of circumstances (including illness and injury) attendant to birth, living, development, decline, and death.

Philosophic inquiry is undertaken to clarify the values that underlie consumers’ and nurses’ responsibilities for human health promotion, the ethics of nursing practice, and the nature of the body of knowledge known as nursing.

Historical inquiry is undertaken to document significant influences (by events and individuals) on the development of nursing over time as a body of knowledge and as a profession.

Clinical evaluation is designed to test and verify the relative efficacy of strategies used in nursing administration, consultation, education, and practice, and the means employed to advance nursing knowledge.

Professional nurses have mastery over a body of scientific and humanistic knowledge that is fundamental to their particular kinds of practice; they selectively use this knowledge in the execution of their professional responsibilities and in the attainment of professional goals. Those involved in differentiated nursing practices employ nursing technologies (skills and approaches that represent the application of scientific knowledge), using artistry in the execution of their professional responsibilities. Their several, particular practices are guided by a code of professional ethics and also by knowledge about the individuals and groups whom they serve.

The nurse’s professional goal is to appraise accurately and to enhance effectively the health status, health assets, and health potentials of individuals, groups, families, and communities and to promote the initiative and independence of those they serve in the attainment of reasonable health goals, mutually agreed upon by consumers and by nurses as their health care providers.

Nursing practice includes assisting persons in the maintenance of health, detecting deviations from health, assisting persons in the restoration of health, and supporting persons during life. These responsibilities are accomplished through a systematic and deliberative process. Nursing practice includes independent and interdependent functions and nurses are an integral part of the health care system.

Other beliefs essential to nursing that are shared by the faculty are stated below.

The conceptual framework of the Bolton School of Nursing is consistent with the definition of nursing adopted by the faculty.

"The science and art of enhancing, through the professional encounter, the health-seeking behaviors of individuals as they strive to attain, maintain or regain an optimal level of health within an environment of care."

Relevant concepts include:

Optimal Level of Health: Highest achievable level of function and security. This includes physiological function and environmental (physical security; psychosocial function and security); and personal growth.

Health-Seeking Behaviors: The range of mental and physical activities (consciously) performed to maintain, attain or regain optimal level of health.

Environment of Care: The "place" and phenomenal field where a nurse encounters clients who need assistance in maintaining, attaining, or regaining competence in striving for health and performs acts for clients to facilitate health-seeking behaviors.

A person’s competence in matters related to health is dynamic and is influenced by genetic endowment and life experiences. At times a person requires assistance in improving competence. At these times, the nurse may enter into a relationship with the person (client) to facilitate the client’s health-seeking behaviors as he/she strives toward an achievable level of health. The client and nurse may view this relationship differently.

The professional encounter requires a reciprocal relationship in which the nurse, as a professional expert with the client’s assent, influences the behavior of the client. The client in turn evokes responses from the nurse.

The professional encounter is the initiation of a relationship between a nurse and a person requiring nursing care. The relationship is reciprocal in nature and may be initiated by either the client or nurse. Through the relationship mutual goal setting regarding health attainment is sought. When a nurse and client interact within the professional relationship, each performs functions deriving from their positions within a particular social context. The context (human-physical environment) in which the encounter occurs will have varying influence on both the client and nurse based on the cognitive, perceptual and emotional capacities of both. Although the environment in it physical representation is essentially the same for both, the perceptions of the client and nurse are different. The attributes that they bring to the relationship are shaped by intervening variables.

Nursing strategies can be categorized according to the function they serve in facilitating clients’ health-seeking behaviors. A tentative classification scheme according to the function strategies is set forth below. Within each category there are multiple behaviors from which the nurse can select depending on the nature of the clients’ assets and deficits. Also, each category is open to the discovery of more activities than are presently known. Each category focuses on facilitating health-seeking behaviors.

Compensating: Performing selected activities or measures (including monitoring) for clients when they are unable to do these activities.

Teaching: Performing actions intended to induce learning.

Counseling: Assisting clients to examine alternative course of action.

Supporting: Promoting clients’ ability to cope, adapt and change.

Stimulating: Promoting clients’ desire to perform health-seeking behaviors.

Advocating: Intervening on behalf of the client to overcome obstacles that are interfering with health-seeking behaviors.

Comforting: Providing an environment that promotes ease and well being.

The choice of nursing strategies for enhancing client’s health-seeking behaviors is based on assessment of these behaviors and the intervening variables to determine the assets and deficits and potential for engaging in behaviors that are directed toward attaining, maintaining or regaining an optimal level of health.

Established in 1998, the Sarah Cole Hirsh Institute for Best Nursing Practices Based on Evidence is building a repository of best nursing practices based on research findings.

Historically, nursing and medical practices have been based in part on expert opinion and tradition, creating variations in practice and often subjectivity in judgment. Through the integration of research and practice, the Hirsh Institute stimulates the use of best nursing practices based on evidence as a basis for delivering superior health care, shaping the next phase of nursing research, and providing standards for nursing education and practice.

The goals of the Hirsh Institute are to enhance nursing practice and health care delivery by:

The Bolton School houses a World Health Organization Collaborating Center for Nursing, one of only nine in the United States. The focus of the Collaborating Center is home care nursing education and research. In addition, there are a variety of international health opportunities for students of all levels, including study abroad programs and short-term programs for international health experience.

The newly renovated LRC includes a Cyber Café, Center for Bioinformatics and Health Promotion, Multimedia Simulation Center and significant upgrades to the Clinical Teaching Center. An element of the Simulation Center is Cath-Sim, a computer unit and software program that stimulates the experience of inserting an intravenous catheter and drawing blood from various types of patients. The center includes two Cath-Sim units. The Cyber Cafe includes computers that students can use to access e-mail and the Internet, a network printer and Ethernet ports and wireless access points that students can use for their own laptops. Also included are a refrigerator, microwave and furnishings, including cable television. The Center for Bioinformatics and Health Promotion is a multi-enhanced classroom that has workstations for up to 24 students and an instructor, an application and CD/DVD server, an electronic whiteboard, document camera and digital projector. The Clinical Teaching Center includes a variety of beds, a two-bed intensive care unit, a nursery and a variety of mannequins and electronic devices to allow for experimental learning and teaching assessment.

Bachelor of Science in Nursing and Master of Science in Nursing programs are accredited by the National League for Nursing Accreditation Council.

National League for Nursing Accreditation Council
61 Broadway-33rd Floor
New York, NY 10006
212-363-5555 Ext. 153
www.accrediting-comm-nlnac.org

The Council on Accreditation of Nurse Anesthesia Programs accredits the nurse anesthesia program.

American Association of Nurse Anesthetists
222 South Prospect Avenue
Park Ridge, Illinois 60068-4001
(847) 692-7050
info@aana.com

The nurse midwifery program is accredited by the American College of Nurse Midwives Division of Accreditation .

American College of Nurse Midwives
8403 Colesville Road , Suite  1550
Silver Spring, Maryland 20910-6374
240-485-1800
info@acnm.org

The School of Nursing is approved by the State of Ohio Board of Nursing and is a member of the Council of Baccalaureate and Higher Degree Programs of the National League of Nursing.

Ohio Board of Nursing
17 High Street
Suite 400
Columbus, OH 43215-3413
614-466-3947
www.state.oh.us/nur

The North Central Association of Colleges and Schools, Commission on Institutions of Higher Education accredits the university.

North Central Association of Colleges and Schools
Commission on Institutions of Higher Education
30 N. LaSalle Street, Suite 2400
Chicago, IL 60602-2504
(800) 621-7440
info@ncacihe.org

With a highly qualified faculty engaged in teaching, research, and community service, the Bolton school offers high quality academic programs. Instruction includes lectures, seminars, individual conferences and small groups discussions, and clinical experiences under the guidance of a preceptor. Modern research and educational facilities include computer and skills laboratories.

Instructional facilities are abundant and varied. The University Hospitals of Cleveland is a 947-bed academic medical center and is a aggregate of specialized hospitals that includes Alfred and Normal Lerner Tower, Samuel Mather Pavilion and Lakeside Hospital for adult medical/surgical care; Rainbow Babies and Children’s Hospital; University MacDonald Women’s Hospital; University Ireland Cancer Center; and skilled nursing and rehabilitation services. University Hospitals is part of the University Hospitals Health System with services provided at 100 locations in 40 northern communities. The Cleveland Clinic Health System has 2,957 beds and is comprised of the Cleveland Clinic Foundation and Fairview Hospital, Health Hill Hospital for Children, Lakewood Hospital, Lutheran Hospital, Marymount Hospital, Euclid Hospital, Hillcrest Hospital, Huron Hospital, and South Pointe Hospital. MetroHealth Medical Center is a regional referral center with 690-beds for medical/surgical care to adults and children. It is a trauma I center with a burn center and 143-bed rehabilitation facility specializing in spinal cord injuries, only one of 19 in the nation. MetroHealth also has the Clement Center for Family Care, a neighborhood outpatient center, and a 291-bed. Skilled Nursing Care Center. These hospitals are major clinical resources.

Additional opportunities are available in a variety of health, social, and educational agencies. These include, for example, American Red Cross, Benjamin Rose Institute, Hospice of the Western Reserve, Cleveland Psychiatric Institute, Kenneth W. Clement Center for Family Health Care, Judson Park Retirement Community, Hospice of the Western Reserve, Visiting Nurses Association, Cleveland Public Health Department, the Ohio Permanente Medical Group and many others.

The Kelvin Smith Library, a 144,000 square foot building, houses most of the collections of the University. The library enables users to integrate both traditional resources and state-of-the-art technology into teaching, research, and learning. CWRUnet (the fiber optic network) faceplate connections are at nearly every seat in the library. Two multi-media rooms include scanners, sound and video digitizers. Available are individual study spaces, meeting rooms, conference areas, and social gathering places. Compact shelving allows the library to keep most of the collection on-site for immediate access to print materials. The interface to the on-line catalog, databases, and other resources is self-explanatory as possible, allowing library staff to focus their attention on working in-depth with faculty and students.

In addition to the Kelvin Smith Library, students and faculty have access to the following libraries located on campus: the Cleveland Health Sciences Libraries, supporting programs in dentistry, medicine and nursing; the School of Law Library; the Lillian and Milford Harris Library in the Mandel School of Applied Social Sciences; the Kulas Music Library; and the Astronomy Library. Collections at the University libraries encompass more than 1.8 million volumes, nearly 14,000 serials and periodicals, and a wide range of electronic information resources, including a CD-ROM reference database that is accessible through CWRUnet. These include OhioLINK, a state-funded network that links libraries at 18 Ohio institutions and offers access to research databases and other information resources.

The Health Sciences Libraries, which consist of the Health Center Library and the Allen Memorial Library, serve as the major libraries for holdings related to nursing, medicine, dentistry, nutrition, and biology. The Health Center Library adjacent to the School of Nursing houses 345,072 volumes, 2780 current periodicals, and audiovisual materials. Approximately 8,800 volumes are specifically nursing texts, and 108 journals are nursing publications. The library also houses a historical collection of nursing materials. The most current and heavily used books are placed on reserve to insure their availability to students. Faculty also place materials on reserve for use in the library.

Case Western Reserve University constructed a fiber optic backbone for a computer network in 1990. Since that time the CWRUnet (the name for this fiber optic backbone) has served as a national prototype for education and research computing. In 1999, Yahoo named Case Western Reserve as the most wired campus in the nation. The CWRUnet supports full INTERNET services, including voice, video and data transmission. The University Web Server (http://www.cwru.edu) provides linkages to and from Case Western Reserve resources. Statistical software and the other software packages can be accessed through CWRUnet. E-mail and INTERNET access are also available. Two support teams, Library and Information Technologies and the Information Network Services provide technical support. The Information Network Services Department oversees the University Web server as well as additional Novell and Macintosh file servers.

Computer laboratories and services are available campus-wide during weekday, evening and weekend hours. CWRUnet includes access to a multimedia system of communication, including the library system and the university mainframe computers. This access is possible through personal computer or any of the two large and several smaller computer centers on campus, libraries, resident halls or through the computer facilities on the second floor of the School of Nursing. In addition, 24-hour dial in access to CWRUnet is also available to students, faculty and staff.

Student Organizations
All enrolled students are members of their respective Undergraduate or Graduate Student Organizations that promote colleagueship among students and provide social, cultural activities and educational. They are also members of the National Student Nurses’ Association, and after paying dues, member of the Bolton School’s chapter of this organization. Ph.D. students elect one member and one alternate to the Graduate Student Senate of the School of Graduate Studies. All minority undergraduate nursing students are automatically members of the Minority Student Nurses Association, which fosters colleagueship among minority students. The Nurses’ Christian Fellowship is an affiliate of the Inter-Varsity Christian Fellowship. Selected by the student organizations, students also are members of some standing committees of the Bolton School. There are a variety of international student associations on campus as well.

Sigma Theta Tau
Sigma Theta Tau is a national professional honor society, and Alpha Mu is the chapter at the Bolton School. Members are selected from students enrolled in one of the school’s nursing programs or nurses in the community with a B.S.N., M.S.N., Ph.D. or ND degree. Candidates are chosen based on superior scholastic achievement, potential for leadership and desirable personal qualities.

Alumni Association
Upon graduation, all nursing students are inducted into the Alumni Association. This begins a life-long membership and relationship with the School of Nursing. An elected board of directors and officers administer the association. Alumni are generous in their support of the school and provide funds for students and the Bolton school through the Annual Fund and other gifts and bequests. Activities of the alumni are reported in the Haelan (to heal) magazine published by the nursing school.

May L. Wykle, Ph.D.,R.N., FAAN, FGSA (Case Western Reserve University)
Dean of Nursing
Director, Center on Aging and Health

Beverly L. Roberts, Ph.D., FAAN, FGSA (Case Western Reserve University)
Associate Dean of Academic Programs

Shirley Moore, Ph.D. (Case Western Reserve University)
Associate Dean for Research

Gail McCain, Ph.D., R.N., (Case Western Reserve University)
Associate Dean for Community Affairs

Elizabeth Madigan, Ph.D. (Case Western Reserve University)
Assistant Dean for International Health Programs

Kathleen Montgomery, M.S.N. (Case Western Reserve University)
Assistant Dean for Student Services

Marilyn B. Lotas, Ph.D., RN (University of Michigan)
Director, B.S.N. Program

Georgia Narsavage, Ph.D., (University of Pennsylvania)
Director, M.S.N. Program

Theresa Standing, Ph.D. (Case Western Reserve University)
Director, N.D. Program

Jaclene A. Zauszniewski, Ph.D. (Case Western Reserve University)
Director, Ph.D. Program

Nora Hennessy, B.A. (Walsh University)
Executive Director of Development and Alumni Relations

Susan Frey, M.Acc. (Cleveland State University)
Director of Finance and Administration

Gene C. Anderson, Ph.D., FAAN (Wisconsin, Madison)
Edward J. and Louise Mellen Professor of Nursing

Joyce J. Fitzpatrick, Ph.D., MBA, FAAN (New York University)
Elizabeth Brooks Ford Professor of Nursing

Susan M. Ludington, Ph.D.,C.N.M, FAAN (Texas Woman’s University)
Carl W. & Margaret Davis Walter Professor of Pediatric Nursing

Beverly L. Roberts, Ph.D., FAAN, FGSA (Case Western Reserve University)
Arline H. and Charles F. Garvin Professor of Nursing

May L. Wykle, Ph.D., FAAN, FGSA (Case Western Reserve University)
Florence Cellar Professor of Nursing

Kimberly Adams-Tufts, N.D., FAAN (Case Western Reserve University)
Associate Professor of Nursing

Claire M. Andrews, Ph.D., FAAN (Wayne State University)
Associate Professor of Nursing

Mary K. Anthony, Ph.D. (Case Western Reserve University)
Associate Professor of Nursing

John Clochesy, Ph.D., FAAN (Case Western Reserve University)
Independence Foundation Professor of Nursing Education

Marion P. Good, Ph.D., R.N. (Case Western Reserve University)
Associate Professor of Nursing

Barbara J. Daly, Ph.D., FAAN (Bowling Green University)
Associate Professor of Nursing

Marjorie M. Heinzer, Ph.D., R.N. (Case Western Reserve University)
Associate Professor of Nursing

Marilyn J. Lotas, Ph.D., R.N., (University of Michigan)
Associate Professor of Nursing

Elizabeth A. Madigan, Ph.D. R.N., ( Case Western Reserve University)
Associate Professor of Nursing

Judith A. Maloni, Ph.D., FAAN (University of Pittsburgh)
Arline H. and Charles F. Garvin Professor of Nursing Excellence

Gail C. McCain, Ph.D., R.N., (Case Western Reserve University)
Sarah C. Hirsh Professor of Nursing

Shirley M. Moore, Ph.D. (Case Western Reserve University)
Associate Professor of Nursing

Carol M. Musil, Ph.D. (Case Western Reserve University)
Associate Professor of Nursing

Georgia L. Narsavage, Ph.D. (University of Pennsylvania)
Associate Professor of Nursing

M. Linda Ann Workman, PhD., R.N. FAAN (University of  Cincinnati)
Gertrude Perkins Oliva Professor of Oncology Nursing

E. Ronald Wright, Ph.D. (Purdue University)
Associate Professor of Nursing

Jaclene A. Zauszniewski, Ph.D. (Case Western Reserve University)
Associate Professor of Nursing

Gloria F. Antall, N.D., R.N, (Case Western Reserve University)
Assistant Professor of Nursing

Elizabeth G. Damato, Ph.D., R.N. (Boston College)
Assistant Professor of Nursing

Donna A. Dowling, Ph.D. (University of Illinois)
Assistant Professor of Nursing

Rhonda Draper, N.D. (Case Western Reserve University)
Assistant Professor of Nursing

Carol D. Epstein, Ph.D. (Case Western Reserve University)
Assistant Professor of Nursing

Mary T. Quinn Griffin, Ph.D. R.N., (Case Western Reserve University)
Assistant Professor of Nursing

Patricia A. Higgins, Ph.D. (Case Western Reserve University)
Assistant Professor of Nursing

Christine Hudak, Ph.D. (Cleveland State University)
Assistant Professor of Nursing

Marion M. Krainess, D.N.Sc. (Rush University)
Assistant Professor of Nursing

Jennifer R. Markowitz, N.D. (University of Colorado)
Assistant Professor of Nursing

Patricia E. McDonald, Ph.D. (Case Western Reserve University)
Assistant Professor of Nursing

Barbara Morrison, Ph.D., R.N.C., F.N.P., C.N.M., (University of Illinois)
Assistant Professor of Nursing

Carol Savrin, M.S.N. (West Virginia University)
Assistant Professor of Nursing

M. Jane Suresky, N.D., R.N., C.S. (Case Western Reserve University)
Assistant Professor of Nursing

Theresa S. Standing, Ph.D. (Case Western Reserve University)
Assistant Professor of Nursing

Christine Winkelman, Ph.D. (Case Western Reserve University)
Assistant Professor of Nursing

Paul R. Blakeley, M.S.N. (Case Western Reserve University)
Instructor of Nurse Anesthesia;
Director Cleveland Clinic Foundation Nurse Anesthesia Program

Evelyn G. Duffy, M.S. (University of Wisconsin, Madison)
Instructor of Nursing

Angela Geiser, M.S.N., C.R.N.A. (Case Western Reserve Unversity)
Instructor of  Nurse Anesthesia

Marcella T. Hovancek, M.S.N. (Case Western Reserve University)
Instructor in Skills Learning Lab

Jack R. Kless, M.S.N. (Case Western Reserve University)
Instructor of Nurse Anesthesia
Director, Frances Payne Bolton School of Nurse Anesthesia Program

Deborah Lindell, M.S.N. (University of Pennsylvania)
Instructor of Nursing

Jane F. Marek, M.S.N. (Case Western Reserve University)
Instructor of Nursing

Sharon Mathie, M.S.N. (Case Western Reserve University)
Instructor of Nurse Anesthesia
Assistant Director, Cleveland Clinic Foundation Nurse Anesthesia Program

Rita McNulty, M.S.N. (Catholic University of America)
Instructor of Nursing

Gretchen Mettler, M.S. (University of Minnesota)
Instructor of Nursing

Kathleen E. Montgomery, M.S.N. (Case Western Reserve University)
Instructor of Nursing

Donna H. Myers, M.S.N. (Case Western Reserve University)
Instructor of Nursing

Henry T. Prijatel, M.S.N. C.R.N.A. (Case Western Reserve University)  
Instructor of Nurse Anesthesia

Marcia J. Riegger, M.S.N. (Case Western Reserve University)
Instructor of Nursing

Tamara Schurigyn, M.S.N. (Case Western Reserve University)
Instructor of Nurse Anesthesia

Margaret Smith, M.S.N. ,C.R.N.A., (Case Western Reserve University)
Instructor of Nurse Anesthesia

David Stevens, M.S.N. (Case Western Reserve University)
Instructor of Nurse Anesthesia

Valerie Toly, M.S.N. (Case Western Reserve University)
Instructor of Nursing

The B.S.N. program emphasizes intensive and early clinical experience, a strong foundation in acute and critical care nursing and a commitment to service to our community. Our students begin their clinical experience in the first term of the freshman year and complete their program with a 300 hour clinical preceptorship in the senior year. Students graduate with 1620 hours of clinical experience, far exceeding that of other schools of nursing.

The student learning environment includes traditional classrooms and the new Learning Resource Center (LRC). The LRC consists of four activity centers: the Clinical Teaching Center; the Center for Bio-informatics and Health Promotion; the Multimedia Simulation Center; and, the Cyber Café. Clinical experiences occur in Cleveland’s nationally and internationally renown health care facilities including the University Hospitals of Cleveland, the Cleveland Clinic and the MetroHealth System.

The opportunities available to students are limitless. Students are encouraged to participate in interdisciplinary research projects with senior faculty. They have the opportunity to explore health issues in the global arena and to participate in international activities through the Bolton School’s World Health Organization (WHO) Collaborating Center.

Graduates have a foundation in the discipline of nursing, demonstrate leadership in clinical practice, use clinical inquiry to advance practice, become involved in research, and assume responsibility for their own professional development.

Candidates for the Bachelor of Science in Nursing degree must complete the following:

Progression in the Bachelor of Science in Nursing program is contingent upon satisfactory academic achievement in all required courses. To maintain satisfactory academic standing, students must attain a GPA of 2.0 or above by the end of their junior year and must obtain a C or above in all nursing and science courses. Although the University accepts a D as a passing grade, the grading policy of the Bolton School is A, B, C, F. Students who receive two unsatisfactory grades (D or F) in nursing and/or natural and behavioral science courses will be subject to separation from the school of nursing. See the Undergraduate Student Handbook for a description of the criteria for academic standing.

Students who receive a grade of Incomplete (I), given at the discretion of the instructor for the course, must complete course requirements by the eleventh week of the following semester. It is the student’s responsibility to notify the instructor of the circumstances preventing completion of all assigned work. In the absence of notification or adequate justification, the instructor may give the student a final grade that assumes a failing grade for the missing work. If a student fails to submit the work required for removing the Incomplete by the date established or by the eleventh week of the following semester, the instructor will give a failing grade (F). The grade will convert from I to F when the deadline for making up incomplete grades from a previous semester has passed.

Students who receive an F for a nursing course must register for that course the next semester that it is offered. If the overall GPA falls below the required cumulative GPA, the student is placed on academic probation. If the GPA does not improve the next semester, the Academic Standing Committee of the University Undergraduate Faculty will review the student’s record to determine whether extenuating circumstances warrant an additional semester of probation or separation from the university.

This four-year generic program for high school graduates leads to a B.S.N. degree. Upon successful completion of the program, graduates will be eligible to sit for the examination for licensure as a registered nurse (RN). The School of Nursing has the right to determine a student’s readiness to sit for the NCLEX-RN examination and the right to restrict testing until the student demonstrates a readiness to pass this examination. This examination is given by State Boards of Nursing, and satisfactory completion of this examination enables the graduate to practice as a RN in the state for which the examination was written.

The B.S.N. program includes nursing, science and liberal arts courses. A minimum 124 credit hours, with at least 50 credits from upper division courses, are required for awarding of the B.S.N. degree. Students must meet the University requirements for graduation. The ratio of clinical hours to credit hours is 4 to 1, and for laboratory hours, it is 2 to 1. The program plan for entry-level students to the B.S.N. program is located on the next page.

Candidates for the Bachelor of Nursing Science degree must complete all required courses with a cumulative grade point average of 2.0 or above and passing grades of C or better in all nursing and science courses.

Registered nurse graduates of an associate or diploma program in nursing can obtain their B.S.N. by fulfilling the core requirements of the University and the upper division nursing courses developed specifically for this program.

Program Requirements
Based on passing the NCLEX examination for licensure, 30 semester hours of proficiency in clinical nursing will be granted. Upon satisfactory completion of 62 credits of the University’s core requirements for a baccalaureate degree, the required 30 hours of upper division nursing courses, and the 32 hours of proficiency in clinical nursing (total of 124 credits), students will be granted a Bachelor of Science in Nursing degree. Transfer credit will be evaluated for content and equivalence to University courses by the appropriate academic department. To be considered by transfer, course syllabi may have to be provided along with the academic transcript.

Nursing Core Requirements
To satisfy University core requirements, 62 semester hours of course work must be completed in the following areas:

English Composition

Natural and Mathematical Sciences

Arts and Humanities

Social Sciences

Global and Cultural Diversity

Physical Education

The Master of Science in Nursing program prepares registered nurses for advanced practice specialization either as a nurse practitioner, clinical specialist, nurse midwife or nurse anesthetist. In addition, an M.S.N. in nursing informatics is offered. Dual degree programs are offered in bioethics (M.S.N./M.A.), anthropology (M.S.N./M.A.), business administration (M.S.N./M.B.A.), and public health (M.S.N./M.P.H.).

R.N. with National Certification in Advanced Nursing Practice
This M.S.N. completion program is designed to assist certified advanced practice nurses to complete a Masters of Science in Nursing degree. Registered nurse applicants must have a Bachelor in Nursing Science from an accredited nursing program. Applicants must have certification from a national accrediting organization as a nurse practitioner, clinical nurse specialist, nurse midwife, nurse anesthetist or AORN first assistant. The national certification in advanced nursing practice takes the place of the clinical course work in the specialty where the person holds certification. A Master of Science in Nursing can be obtained by completing 18 credits (6 courses) at the Bolton School of Nursing. These include the core courses in Inquiry, Professional Development and Advanced Practice.

RN/M.S.N. Entry Option
Registered nurse graduates of an associate degree or diploma nursing program may enter the Masters of Nursing program after completing undergraduate pre-requisites for graduate level nursing courses.

RN with a B.S. or B.A. Degree
Applicants with a B.A. or B.S. degree from an accredited College or University in a field other than nursing and who have graduated from NLNAC or AACN accredited associate degree or diploma programs may submit a portfolio detailing professional accomplishments and experiences. If the portfolio is approved, the applicant may enter the Master of Science in Nursing program directly.

RN with B.S.N. Degree
Applicants with a B.S.N. degree from an AACN or NLNAC accredited nursing program are admitted directly into the Master of Science in Nursing program.

Program Requirements
Candidates for a Master of Science in Nursing with a B.S.N. degree or a Certificate in Professional Nursing must satisfactorily complete a minimum of 36 semester hours of graduate study or 18 credits if admitted in the masters completion option. Students seeking specialty certification as a nurse practitioner, clinical specialist, nurse midwife or nurse anesthetist must complete the specified Nursing Clinical courses. A maximum of 15 semester hours of credit in approved graduate courses, where a grade of B or above was attained, may be accepted from another accredited university. This credit will be evaluated for transfer upon receipt of the official transcript and syllabi for the courses to be reviewed. The clinical interests, learning needs and career goals of students are considered when the academic program is designed. Research experience forms an integral part of graduate study in nursing. Degree requirements must be completed within five years after initial enrollment in the School of Nursing. The ratio of clinical classroom hours is 8 to 1 and for lab experiences it is 2 to 1.

The general curriculum includes the following core requirements.

Selected courses for M.S.N. students at the Frances Payne Bolton School of Nursing incorporate projects with community agencies. These projects are designed to improve health care among under-served residents of Cleveland’s inner-city neighborhoods. Developed in collaboration with the community partners, these projects are a unique component of the Bolton School’s master’s curriculum. Community agencies that participate include but are not limited to the Hospice of the Western Reserve, The Heath Museum of Cleveland, the American Red Cross Greater Cleveland Chapter, Health CMHA (Cuyahoga Municipal Housing Authority), American Diabetes Association-Cleveland, and school districts in the Cleveland area.

Progression in the M.S.N. program is contingent on a cumulative GPA of 3.0 and passing grades in all courses (A, B, C, P or S). If the cumulative GPA falls below 3.0 during any semester, the student will be placed on academic probation. To be removed from probation, the student must have a cumulative GPA of 3.0 or higher in the next academic semester he/she is registered. If the student fails to be removed from academic probation at this time, he/she may be separated from the School of Nursing.

The grade of incomplete (I) will be given at the discretion of the instructor for work not completed in the semester. The "Arrangement to Resolve a Grade of Incomplete" form must be completed prior to the end of the semester or the instructor may assign a grade of U or F. A grade of I must be removed by the end of the semester following the one in which the course was taken or before the student enrolls in a course for which the initial course is a prerequisite. No credit is given for an I grade. The I will remain a permanent part of the transcript if the student fails to complete course requirements within the next semester, unless alternative arrangements are approved in writing.

A student who receives a grade of F or U for a required course must register for the course the next semester it is offered to continue in the M.S.N. program. If the grade of U or F is in a course that is not required for the M.S.N. program, the student may register for the same course or a substitute course and achieve a passing grade to continue in the M.S.N. program. If the student receives a grade of F or unsatisfactory performance (F, U & NP) in two courses, he/she will be excluded from the Bolton School.

The Master of Science in Nursing program requires a minimum of 36 semester hours of graduate credit for the student who enters with a B.S.N. degree. Other degree requirements must be fulfilled for those entering with the portfolio or RN/M.S.N. entry options. A maximum of 15 semester hours of credit in approved graduate courses, where the student obtained a grade of B or above, may be transferred to meet program requirements. To be awarded a M.S.N. degree, the student must have a cumulative GPA of 3.0 and received satisfactory grades in all nursing courses taken for credit as a M.S.N. student. Degree requirements must be completed within 5 years of initial enrollment.

Nurse practitioners promote optimal health, detect illness and facilitate restoration and maintenance of health. They often function independently in a variety of settings. Three specialties are available for acute care nurse practitioners and six specialties are available in primary care. These programs contain at least 500 hours of clinical experience. Graduates are eligible to sit for the national certification examinations for these specialties.

Acute Care Nurse Practitioners
There are practice requirements for these specialties. One year of experience in acute care is required for the Acute Care Nurse Practitioner. One year of experience in neonatal intensive care is required for the Neonatal Nurse Practitioner.

Semester I (Fall)

Semester III (Fall)

The following courses may be taken in addition to complete a flight nurse concentration:

*Note: Courses listed under the area of Professional Development, Scientific Inquiry and Advanced Practice Core may be taken alone or with Clinical Nursing Courses, and may be taken during any semester offered. The Advanced Practice Core courses are co-requisite or pre-requisite for the clinical nursing courses. Clinical Nursing Courses must be taken in the semester and sequence listed above. Clinical course availability is based upon enrollment.

Primary Care Nurse Practitioner
This major is now offered in distance format with only 8 trips to Cleveland if you are a full-time student.

Family Nurse Practitioner
This major is now offered in distance format with only 8 trips to Cleveland if you are a full-time student.

Nurse anesthesia focuses on preoperative evaluation, intraoperative management and postoperative evaluation of patient anesthesia care. Nurse anesthetists are primarily responsible for direct patient care and are prepared as expert clinicians.

Clinical courses provide students with opportunity to give direct patient care, participate in staff education programs and identify clinical topics for research. Students work one-on-one with a clinical preceptor with expertise in nurse anesthesia. The student will take part in administering general and regional anesthesia in persons of all ages. The management of emergency operations, obstetrics, pediatrics and neurosurgery are an integral part of the clinical experience. Graduates will be eligible to take the certification examination administered by the Council on Certification of Nurse Anesthetists.

All applicants must have at least one year of recent experience in one of the following acute care settings: recovery room, emergency room, or medical, surgical, neonatal or pediatric intensive care. Applicants will be reviewed as files are completed and to be considered all files must be completed by January 15 of the expected year of enrollment.

Nurse-midwifery focuses on the clinical and scientific areas of women’s health maintenance. A nurse-midwife is primarily responsible for direct care in the areas of gynecologic health, antepartum, intrapartum, postpartum, family planning and parent education. Students work one-on-one with a clinical preceptor and select and work in birth centers, health maintenance organizations and private practices. Graduates are eligible to sit for the certification examination for nurse midwifery from the American College of Nurse Midwives.

Two specialties are in the clinical nurse specialist track in the masters program. Medical-surgical nursing focuses on the care of patients recovering from illness and living with chronic illness. The student selects a specialty in critical care, oncology, or other specialty adult medical-surgical areas. The student then does clinical practicum in these areas. The focus of the Community Health program is on mobilizing and empowering the community to act on its own behalf in matters affecting health and well being. Interventions are designed in collaboration with the community and interdisciplinary personnel. A concentration in infection may be taken along with the community health courses. Graduates of these tracks are eligible to sit for certification examinations as a clinical nurse specialist.

A concentration in infection control can be completed with the addition of the following classes:

*Note: Courses listed under the area of Professional Development, Scientific Inquiry and Advanced Practice Core may be taken alone or with Clinical Nursing Courses, and may be taken during any semester offered. The Advanced Practice Core courses are co-requisites or pre-requisites for the clinical nursing courses. Clinical Nursing Courses must be taken in the semester and sequence listed above. Clinical course availability is based upon enrollment.

The M.S.N. major in Nursing Informatics emphasizes the preparation of graduates who can analyze nursing information requirements, design systems, manage information and its technological requirements, identify system implementation strategies, implement user training strategies, and evaluate system effectiveness in clinical, educational, administrative, and research venues. Students in the Nursing Informatics major will specialize in an area of interest within Nursing Informatics. These areas include but are not limited to: systems analysis and design, emerging technologies, database management, and organizational implementation of information systems. An internship of one semester will provide an opportunity for the student to obtain practical experience as a Nursing Informatics Specialist (NIS) in a variety of clinical, educational, research and administrative settings. The program includes 500 hours that may be credited toward the required 2000 hours for certification as a Nursing Informatics Specialist through the ANCC.

The Master of Science in Nursing/Master of Arts in Anthropology joint degree provides students with the unique combination of cross-cultural expertise in medical anthropology and clinical expertise in nursing. Students must complete a minimum of 19 credits in nursing core courses, 12 to 22 credits in clinical major courses, and a minimum of 18 credits in anthropology courses, distributed as indicated below. The actual number of credits depends upon the major selected. This curriculum plan reflects clinical nursing majors other than nurse anesthesia and community health. Choice of electives should guarantee that minimum credit requirements are met. All students must pass the Masters Qualifying Examination in Anthropology.

The Master of Science in Nursing/Master of Art in Bioethics joint degree program is designed to provide nurses with the concepts essential to ethics and ethical decision-making. This program is relevant for nurses who are family advocates within health care systems. The total M.S.N./M.A. degree requirements are 53-63 credits.

The Masters of Science in Nursing/Masters in Business Administration joint degree program is designed for nurses with managerial and organizational skills needed to manage patient care environments or health programs and to participate in the strategic and operational leadership of health care agencies. This program integrates nursing and management courses taken concurrently. A nine-hour practicum must be taken in one semester.

Orientation and Statistics Preparation Workshops begin week before Fall courses

Note: This program may be done part time. See advisor for details.

The focus of the M.S.N. clinical specialization is on the development of skills necessary for the comprehensive assessment and diagnosis of the health status of communities and populations. The use of program planning models for development of community or population need based programs is emphasized and thorough program evaluation techniques are stressed. The Master of Public Health Program, operated by the School of Medicine and the School of Graduate Studies, prepares students for the broad mission of public health, defined as "enhancing health in human populations through organized community effort" utilizing education, research and community service. The dual degree program will not only prepare nurses to sit for the American Nurses Credentialing Center (ANCC) clinical specialty exam in Community Health Nursing, but also will prepare nurses to assume leadership roles in the overall planning, organizing, and delivery of care to populations and communities. Students pursuing the combined M.S.N./MPH degree will take 30 credits of MPH course work and 29 M.S.N. credits.

M.S.N./CNEP
The Community-Based Nurse-Midwifery Education Program (CNEP) is a distance education program leading to a certificate in nurse-midwifery. Students complete course and clinical work in their communities. CNEP is housed in the Frontier School of Midwifery and Family Nursing in Hyden, Kentucky. The program is administered by a Certified Nurse-Midwife with over 40 Certified Nurse-Midwifery faculty members. Through an innovative affiliation agreement, students attending CNEP receive full course credit towards a Master’s Degree in Nursing from Case Western Reserve University. Degree requirements must be completed within 5 years of completion of CNEP.

M.S.N./CFNP
The Community-Based Family Nurse Education Program is an innovative joint degree program with the Frances Payne Bolton School of Nursing at Case Western Reserve