The University’s goals of discovery and innovation begin with the ideals of academic civility and personal respect in order to maintain a supportive atmosphere of learning in both academic and social settings. The ability to disseminate knowledge and share ideas in an open dialogue is essential to the success of the School of Nursing and its students. Academic dishonesty – including but not limited to plagiarism, cheating, and falsification – will not be tolerated. The University expects proper representation of academic work as well as academic civility in all settings. Academic integrity promotes the moral self-respect and maintenance of competence advanced by the American Nurses Association and is encouraged by the actions of the faculty. It is crucial to students’ success and the success of their classmates to uphold the values of honesty, respect, inclusiveness, and patience in an academic environment to better shape their professional character.
The School of Nursing upholds the values of the American Nurses Association Code of Ethics, in particular, personal and professional integrity. All RN licensed School of Nursing students must adhere to the professional Code of Ethics for Nurses and comply with the New York State rules for professional conduct and NYSED license requirements for registered professional nursing. Faculty promote an environment of academic honesty and integrity and place special responsibility for upholding academic honesty on each student. Founded on the principle of respect for others, integrity and responsibility for one’s actions are necessary for the provision of patient and health care, research and teaching.
The University at Buffalo School of Nursing endorses the University's belief that "academic integrity is a fundamental university value. . . [and that] through the honest completion of academic work, students [faculty and staff] sustain the integrity of the university while facilitating the university's imperative for the transmission of knowledge and culture based upon the generation of new and innovative ideas" (from the Academic Integrity section of the UB Undergraduate Degree and Course Catalog). The University’s goals of discovery and innovation begin with the ideals of personal respect and academic civility in order to maintain a supportive atmosphere of learning in academic, clinical and social settings. The ability to disseminate knowledge and share ideas in an open dialogue is essential to the success of the School of Nursing.
The School of Nursing additionally upholds the values of the American Nurses Association Code of Ethics (2015), and the rules for professional conduct of the New York State Office of the Professions. These values and rules, which emphasize the principles of respect for self and others, personal and professional integrity, and responsibility for one’s actions, identify the tenets that are necessary for the provision of patient and health care, research and teaching.
Based on these perspectives, the School of Nursing Honor Code is based on the following principles:
The School of Nursing's faculty, staff and students are responsible to exhibit these principles to promote an environment of high ethical and academic standards within the classroom and clinical settings.
By accepting admission to the University at Buffalo School of Nursing, students are expected to exhibit appropriate professional behavior consistent with the values of the SON and the nursing profession. Students assume personal responsibility to be in a physical and mental condition conducive to the provision of safe nursing care and the development of the knowledge and skills required to give this care.
The School of Nursing has a responsibility to promote academic integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect for others' academic endeavors. By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgments.
“I [insert name] am committed to following the UB School of Nursing Honor Code with honesty, integrity, respect, responsibility and ethics. I will refrain from any form of academic or clinical dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of UB SON academic community it is my responsibility and obligation to report all suspected violations of the Honor Code.” (adapted from Langone, M. (2007). Promoting integrity among nursing students. Journal of Nursing Education, 46(1), 45-47.)
The University at Buffalo annually receives tens of thousands of applications for admission from students around the globe. This admission process provides applicants a comprehensive means to fully and effectively present their academic records and experience, and affords our faculty a mechanism for a sensitive and holistic review of materials to determine admissibility.
The University at Buffalo expects and assumes all applicants will adhere to the highest standards of integrity by fully and accurately providing the information and documentation required for this full and fair review. If, subsequent to a student’s enrollment and the start of the term, questions arise regarding the completeness or accuracy of any aspect of that student’s application, the department should notify the Office of the Vice Provost for Academic Affairs.
Agencies unable to comply with this policy will not be used by the University. Students must have successfully met the requirements encompassed in the performance of infection control procedures before providing care to patients involving contact with blood and body fluids.
Students judged to be competent to give such care will be expected to care for patients with diagnoses of AIDS, AIDS Related Complex, HIV, and Hepatitis B and C. Students will be assigned at the discretion of the instructor.
If a body fluid exposure should occur, the student must immediately notify the clinical instructor and follow the agency's policy regarding immediate care, follow-up and reporting. The student is responsible for any charges associated with testing and treatment of any injuries during clinical (including on-campus sites). The student should seek treatment at a facility covered by their insurance or as directed.
An incident report is completed according to agency policy. The clinical instructor is responsible for notifying to the associate dean for clinical programs in writing through completion of a UB SON incident report.
It is the student's responsibility to immediately inform the Office of Student Services in the School of Nursing and the course coordinator(s) for all enrolled nursing courses of any changes in name, address or telephone number. Students must also notify the Registrar’s office of changes in name and/or address.
The UB School of Nursing requires that all students’ email correspondence to university faculty and staff be sent from a UBIT address to protect the security of our server as well as to protect student privacy according to federal legislation (FERPA). Faculty and staff will not respond to non-UBIT addresses.
Accepted nursing majors previously convicted of a felony should know that New York State can deny the right to be licensed. We encourage students with such records to consult with the New York State Office of the Professions prior to spending time and money completing nursing course work.
Students are expected to fully participate in all classroom, laboratory, and clinical activities (collectively, “Learning Activities”) without restriction. Please refer to the Technical Standards Policy for details. A student is expected to inform (disclose) to a nursing faculty member or advisor (director of student services) any health or religious related issue that may put either the student or client in danger.
A student may be required to provide evidence from his/her health care provider if restrictions in Learning Activities are needed due to health reasons, or if there is a concern that the student’s health may put the student or a client in danger. Depending upon the facts and circumstances, the School of Nursing may require evidence from a healthcare specialist before a student is permitted to participate or to resume participation in Learning Activities. To the extent possible, faculty will work with the student to achieve the required learning outcomes.
Students may consult with UB’s Office of Accessibility Resources for assistance in identifying reasonable accommodations and engaging in an interactive process with the School of Nursing to determine the plan for alternative completion. A student may need to withdraw from nursing courses (and all Learning Activities) in order to allow time to receive treatment and improve his/her health condition and to maintain the safety of clients. Refer to Leave of Absence policy for additional information.
Student liability insurance is provided by the University at Buffalo. Coverage is effective only when students are performing activities associated with requirements of the educational program.
The clinical instructor (undergraduate programs)/course coordinator (graduate programs) will complete a UB SON Incident Report and notify the course coordinator (undergraduate only) and associate dean for clinical programs.
The student should seek treatment at a facility covered by his/her insurance or as directed. The student should heed the recommendations of the health care professional performing the initial evaluation for the occupational exposure, including follow-up. If a student does not have a local primary care provider with whom to follow-up, the student should contact University at Buffalo Student Health Services at 716-829-3316 to make an appointment with the infectious disease specialist on staff and request lab results be sent to UB SHS as soon as they are available (fax: 716-829-2564).
The student is responsible for any charges associated with testing and treatment of any injuries during clinical (including on-campus sites) or while administering flu shots.
All students must provide a copy of their current US RN license (or equivalent) to the Office of Student Services during the admissions process. All students are responsible for keeping a current record on file for the duration of their program.
The UB School of Nursing Office of Student Services provides advising and support for intended and approved nursing majors. Below is the grade review and evaluation of students procedure.
Progression is an important benchmark due to the sequential nature of the nursing science prerequisites: CHE121/101 and PAS313 are prerequisite courses for PGY300. PGY300 is the prerequisite course for both PGY412 and PMY302. Additionally MIC301 is only offered in the fall. Students who get off track are unable to apply to the upper division program within 4 semesters. The traditional program is a cohorted program and takes 4 semesters to complete. Students who are off track are unable to graduate in 4 years. UB desires students to graduate in 4 years. View UB's Finish in 4 policy for more information.
The School of Nursing has adopted the 2001 recommendation of the U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC) transmission in health-care settings. Please review the June 2005 summary information from the Morbidity and Mortality Weekly Report.
The School of Nursing has identified a Sexual Harassment Information Advisor who serves as a source of information and support for employees and students who have concerns about sexual harassment. Professor Suzanne Dickerson has received extensive sexual harassment training, conducted by the Director of Equity, Diversity and Inclusion (EDI), to act as an educator and trainer and provide general information on sexual harassment. Students may contact the School of Nursing Sexual Harassment Information Advisor with any related questions or concerns. If a student has a diagnosed physical, learning or psychological disability that has been certified by the University’s Office of Accessibility Resources (AR) which requires accommodations such as recruiting note takers, readers, or extended time on exams and or assignments, students should provide instructors with the AR verification as soon as possible so that accommodations can be considered.
All UB School of Nursing students in clinical courses are required to obtain the official ID badge approved by the School of Nursing and issued by the UB Card Office. Please follow this procedure to obtain a School of Nursing ID badge:
The UB Course Evaluation system is the University’s anonymous web-based approach to course and instructor assessment. Students use UB Course Evaluation to submit their evaluations of courses just completed. Instructors have access to these evaluations after their grades are submitted and faculty use this data for course quality improvement. Students are encouraged to provide thoughtful constructive feedback to the faculty to improve the course and teaching methods/strategies. All you need is a web browser or smart phone and your UBIT login to begin.
The mission of the University at Buffalo School of Nursing is to foster an environment of academic and scholarly excellence that develops nurse leaders who will improve the health and wellness of local, national and global communities. The UB School of Nursing programs are accredited by the Commission on Collegiate Nursing Education (CCNE) and our Nurse Anesthesia program by the Council on Accreditation of Nurse Anesthetist Programs (COA). Our highly competitive programs are designed to prepare students for the expanding role of professional nurses and the challenging work environments of contemporary nurses. Therefore, the faculty has determined that certain technical standards are requisite for admission, progression and graduation from all the nursing programs.
In addition to classroom learning, clinical learning occurs throughout the program and involves considerations (such as patient safety and clinical facilities) that are not present in classroom environments. For this reason, any applicant or student who seeks accommodations prior to or immediately after enrolling in the nursing programs, in order to meet the technical standards set forth below, must present a complete plan for completion of the standard(s) with accommodations to the Undergraduate Program Committee or the DNP and Certificate Program committee for approval. Applicants and students may consult with UB’s Office of Accessibility Resources for assistance in identifying reasonable accommodations and engaging in an interactive process with the School of Nursing to determine the plan for alternative completion. Reasonable accommodations may not fundamentally alter the academic program, pose a direct threat to health or safety, or significantly interfere with the essential functions of clinical performance. Please note that our Traditional and Accelerated Undergraduate programs and the Nurse Anesthesia program are offered as full-time cohort programs only.
An individual must be able to independently, with or without reasonable accommodation, meet the following technical standards of general abilities and those specifically of (1) observation; (2) communication; (3) motor; (4) intellectual, conceptual and quantitative; (5) essential behavioral and social attributes; and (6) ability to manage stressful situations. Individuals unable to meet these technical standards, with or without reasonable accommodation, will not be able to complete the program and are counseled to consider alternative programs.
In order to achieve appropriate learning outcomes and connect complex concepts, our Traditional and Accelerated Programs are offered in a full-time format only.
The student is expected to possess functional use of the senses of vision, touch, hearing and smell so that data received by the senses may be integrated, analyzed and synthesized in a consistent and accurate manner. A student must also possess the ability to perceive pain, pressure, temperature, position, vibration and movement, which are important to the student's ability to gather significant information needed to effectively assess and evaluate patients. A student must be able to respond promptly to urgent situations that may occur during clinical training activities and must not hinder the ability of other members of the health care team to provide prompt treatment and care to patients.
The student must have sufficient capacity to make accurate visual observations and interpret them in the context of laboratory studies, medication administration and patient care activities. In addition, the student must be able to document these observations and maintain accurate records.
The student must communicate effectively both verbally and non-verbally to elicit information and to translate that information to others. Each student must have the ability to read, write, comprehend and speak the English language to facilitate communication with patients, their family members and other professionals in health care settings. In addition, the student must be able to read, interpret and document in electronic or other form of patient records accurately, present information in a professional, logical manner and provide patient counseling and instruction to effectively care for patients and their families. The student must possess verbal and written communication skills that permit effective communication with instructors and students in both the classroom and clinical settings.
The student must be able to perform gross and fine motor movements with sufficient coordination needed to perform complete physical examinations utilizing the techniques of inspection, palpation, percussion, auscultation and other diagnostic maneuvers. A student must develop the psychomotor skills reasonably needed to perform or assist with procedures, treatments, administration of medication, management and operation of diagnostic and therapeutic medical equipment, and such maneuvers to assist with patient care activities such as lifting, wheelchair guidance and mobility. 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 satisfactory and safe performance in the clinical and classroom settings including performing CPR, if necessary. The student must possess the ability of manual dexterity that would be required for certain activities, such as drawing up solutions in a syringe.
The student must be able to develop and refine problem-solving skills that are crucial to practice as a nurse. Problem-solving involves the abilities to measure, calculate, reason, analyze and synthesize objective and subjective data, and to make decisions, often in a time urgent environment, that reflect consistent and thoughtful deliberation and sound clinical judgment. Each student must demonstrate mastery of these skills and possess the ability to incorporate new information from peers, teachers, and the nursing and medical literature to formulate sound judgment in patient assessment, intervention, evaluation, teaching and setting short and long-term goals.
Compassion, integrity, motivation, effective interpersonal skills and concern for others are personal attributes required of those in the nursing programs. Personal comfort and acceptance of the role of a nurse functioning under supervision of a clinical instructor or preceptor is essential for a nursing student. The student must possess the skills required for full utilization of the student's intellectual abilities; the exercise of good judgment; the prompt completion of all responsibilities in the classroom and clinical settings; and the development of mature, sensitive, and effective relationships with patients and other members of the health care team. Each student must be able to exercise stable, sound judgment and to complete assessment and interventional activities. The ability to establish rapport and maintain sensitive, interpersonal relationships with individuals, families, and groups from a variety of social, emotional, cultural and intellectual backgrounds is critical for practice as a nurse. The student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in the classroom and clinical settings; effectively interact in the clinical setting with other members of the healthcare team; and learn to function cooperatively and efficiently in the face of uncertainties inherent in clinical practice.
The student must be able to adapt to and function effectively to stressful situations in both the classroom and clinical settings, including emergency situations. The student will encounter multiple stressors while in the nursing programs. These stressors may be (but are not limited to) personal, patient care/family, faculty/peer, and or program-related.
Technical Standards adapted from Drexel University, College of Nursing and Health Professionals.