THE NEW YORK UNIVERSITY RORY MEYERS COLLEGE OF NURSING TECHNICAL STANDARDS FOR CORE PROFESSIONAL NURSING COMPETENCY PERFORMANCE (DLT Approved: August 19, 2014) New York University Rory Meyers College of Nursing (“NYU Meyers”) is committed to producing lifelong learners who will excel in their careers and be recognized as outstanding nurses who will be leaders in practice, research, policy, and education at the pre- and post-professional levels (BS, MS, Post-MS Advanced Certificate, DNP, and PhD). The NYU Meyers Technical Standards for Core Professional Nursing Competency Performance (“Technical Standards”) are an integral component of NYU Meyers' academic requirements that identify core professional nursing competencies in five specific domains – Communication, Observation, Cognitive, Motor, and Behavioral and Social Attributes. Nursing students must meet all the requirements of the Technical Standards, with or without reasonable accommodations, in order to successfully progress through and graduate from their respective curricula. These requirements pertain to all student conduct regardless of setting (e.g. classroom/didactic, office, on-campus simulation or off-campus clinical, email communication, etc.). Individuals interested in applying for admission to NYU Meyers are encouraged to review the Technical Standards to become familiar with the skills, abilities, and behavioral characteristics required to complete the programs.
All NYU Meyers Undergraduate students must review the Technical Standards, sign the acknowledgment on the last page, and submit the document electronically to their Complio account in American Databank.
All NYU Meyers Post-Graduate students (MS, Post-Master's Certificate, DNP, and PhD) must review the Technical Standards, sign the acknowledgment on the last page, and return this document to NYU Meyers Office of Clinical Affairs, 433 First Avenue, 6th Floor, New York, NY 10010 or scan and email a PDF to firstname.lastname@example.org.
Reasonable Accommodations for Qualified Individuals with Disabilities
NYU Meyers is committed to providing educational opportunities to otherwise qualified students with disabilities to afford such students an opportunity equal to that provided to non-disabled students to achieve a desired educational outcome. A “qualified individual” with a disability is one who, with or without reasonable accommodations, meets NYU Meyers' academic requirements and Technical Standards. Students with disabilities are not required to disclose their disability to NYU Meyers. However, students wishing to request reasonable accommodations must register with NYU’s Henry and Lucy Moses Center for Students with Disabilities (CSD) to initiate the process.
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act define a person with a disability as someone who: (1) has a physical or mental impairment that substantially limits one or more major life activities; OR (2) has a record of such an impairment; OR (3) is regarded as having such an impairment. Students are encouraged to meet with a CSD representative when unsure if a condition qualifies as a disability.
CSD determines qualified disability status and assists students in obtaining appropriate accommodations and services. Decisions regarding reasonable accommodation are determined on a case by case basis taking into consideration each student’s disability-related needs, disability documentation, and program requirements. While the process for requesting reasonable accommodations may be started at any time, reasonable accommodations may not be implemented retroactively. It, therefore, is important that students allow ample time for their accommodation requests to be processed. While NYU Meyers will make every effort to work with students with disabilities to accommodate their disability-related needs, NYU Meyers is not required to provide accommodations that fundamentally alter or waive essential program requirements. Students should review the information found on the CSD website (http://www.nyu.edu/students/communities-and-groups/students-with-disabilities.html) or contact the CSD directly at Henry and Lucy Moses Center for Students with Disabilities, 726 Broadway, 2nd Floor, New York, NY 10003, Phone: 212-998-4980, Fax: 212-995-4114, email: email@example.com.
TECHNICAL STANDARDS COMPETENCY DOMAINS
I.COMMUNICATION Competencies: The Technical Standards include the ability to communicate effectively with a wide variety of individuals. Rationale: communication competencies include knowledge, attitude, and skills necessary to provide quality and safe patient care in all healthcare settings. Examples of communication competencies include, without limitation, the ability to:
- communicate clearly in English, in a professional and sensitive manner, to patients or to a patient language interpreter ( if the patient and/or family members/significant others do not speak English), and their family members/significant others, health team members, faculty,and peers of diverse ethnic, religious, and cultural backgrounds in professional nursing practice settings as well as in the academic setting.
- elicit accurate information from patients, family member/significant others, health team members, and/or faculty related to a patient’s medical history and current status necessary to adequately and effectively evaluate a patient’s condition.
- use and comprehend standard professional nursing and medical terminology when using and/or documenting a patient’s print or electronic health record.
- convey appropriate information to patients and the healthcare team and teach, direct and counsel a wide variety of individuals, including explaining treatment procedures and initiating health education.
II.OBSERVATION Competencies: The Technical Standards include the ability to make observations in connection with other identified professional nursing student competencies.Rationale: Nursing student observation competencies include the knowledge, attitude, and skills necessary to provide quality and safe patient care to patients in all healthcare settings. Examples of observation competencies include, without limitation, the ability to accurately:
- use and interpret information obtained from digital, analog, and waveform diagnostic tools(e.g., sphygmomanometer, otoscope, stethoscope, ophthalmoscope, EKG, IVs) and other diagnostic tools that monitor or obtain physiological phenomena.
- observe a patient during the course of a comprehensive or focused physical assessment to determine signs and symptoms of disease, pain, and infection.
- observe and interpret normal and deviations from normal the following: e.g., a patient’s heart and body sounds, body language, the color of wounds, drainage, urine, feces, expectoration, and sensitivity to heat, cold, pain, and pressure.
III.COGNITIVE Competencies: The Technical Standards include the ability to demonstrate cognitive abilities in connection with the other identified professional nursing student competencies. Rationale: Nursing student cognitive competencies include demonstrating the knowledge, attitude, and skills necessary to provide quality and safe patient care to patients in all healthcare settings. Examples of cognitive competencies include without limitation, the ability to:
- demonstrate cognitive abilities related to the course and program outcomes, which include intellectual, conceptual, integrative, quantitative, critical thinking, and comprehension skills that indicate that the student is able to carry out the nursing process in the care of patients.
- measure, calculate, reason, analyze, and synthesize subjective and objective data to carry out the nursing process in relation to patient assessment, diagnosis, goals, plan of care/interventions, and evaluation.
- retrieve and critically appraise patient-related research to determine the best available research evidence (quantity and quality) to use in a patient’s nursing plan of care.
- comprehend extensive information from written documents, visual and/or oral presentations, and patient computer information systems in order to carry out the nursing process.
- analyze and prioritize all aspects of patient care in a prompt and timely fashion.
- synthesize objective and subjective findings and diagnostic studies in order to formulate nursing diagnoses.
- use synthesized data to initiate a nursing plan of care which appropriately integrates patient preferences in order to provide appropriate, quality, and safe patient care.
- accurately follow course syllabi, assignment directions, patient protocols, and any action plan(s) developed by deans, faculty, administrators, or health care agency staff.
IV.MOTOR Competencies: The Technical Standards include the ability to perform or assist with nursing interventions to provide comprehensive general nursing care and treatment in connection with other identified professional nursing student competencies. Rationale: Nursing student motor competencies include the knowledge, attitude, and skills necessary to provide quality and safe patient care to patients in all health care settings. Example motor competencies include, without limitation, the ability to:
- obtain accurate information from patients using gross and fine motor skills appropriate to the technique (e.g., palpation, auscultation, and percussion) and common medical/nursing digital, analog, and waveform diagnostic tools and equipment (e.g., sphygmomanometer, otoscope, stethoscope, ophthalmoscope, EKG, IVs) that monitor or obtain physiological phenomena or data.
- perform and/or assist appropriately with expected nursing student procedures, treatments,and medication administration using sterile or clean techniques appropriate to the type of procedure, treatment or medication administration (e.g., drawing medications into syringes in precise measurements; giving a medication IV, IM, or subcutaneously using the appropriate syringe or apparatus; performing tracheotomy care and suctioning; inserting urinary catheters; creating sterile fields; sterile and clean dressing changes) and administering basic life support (BLS) cardiopulmonary resuscitation or advanced cardiopulmonary life support (ACLS), depending upon the nursing student’s program level.
- move, transfer, and position patients or equipment safely under a variety of circumstances with or without a lift team or assistive devices during the delivery of general nursing care or in emergency situations.
- have the endurance to complete all required tasks during the assigned period of clinical practice in order to carry out the nursing process in the context of patient care delivery.
- navigate patients’ rooms, workspaces, and treatment areas with appropriate precision and speed to carry out the nursing process during the delivery of general nursing care or in emergency situations.
V.BEHAVIORAL AND SOCIAL ATTRIBUTES Competencies: The Technical Standards include the ability to demonstrate behavioral and social attributes in academic and in on-campus clinical and off-campus clinical settings in connection with other identified professional nursing student competencies included in the AACN’s Essentials of baccalaureate, Master’s and Doctoral Education for Professional Nursing Practice, the National Student Nurses’ Association, Inc.® Code of Ethics: Part II Code of Academic and Clinical Conduct and Interpretive Statements, and NYU/NYU Meyers' student academic integrity policy. Rationale: Nursing student behavioral and social attributes competencies include the knowledge, attitude, and skills necessary to provide quality and safe patient care in all healthcare settings. Examples of behavioral and social attributes competencies include, without limitation, the ability to:
- conform to all requirements set forth by NYU/healthcare agency’s affiliation agreements as well as any additional requirements of any clinical setting.
- uphold professional nursing standards related to the student’s scope of practice.
- conform to NYU Meyers' attendance and clinical dress code/professional appearance requirements for on-campus clinical simulation and off-campus clinical learning sessions.
- communicate in a mature, professional, culturally sensitive, therapeutic, accurate and effective manner with patients, patients’ family members/significant others, members of the healthcare team, faculty, staff, and peers.
- maintain effective, appropriate, and sensitive relationships with patients, patients’ family members/significant others, peers, faculty, staff, and other healthcare professionals.
- work cooperatively and with honesty and integrity with peers, faculty, and members of the healthcare team.
- adapt to changing environments and exhibit flexibility and composure in the face of uncertainties inherent in the clinical problems of diverse patients.
- use conflict resolution strategies effectively in University, on-campus clinical simulation, and off-campus clinical learning settings • integrate constructive criticism received in University, on-campus clinical simulation, and off-campus clinical learning settings. • correctly judge when a nursing intervention requires additional assistance and seek help from the NYU Meyers clinical instructor, preceptor, or appropriate agency health care team member.
Video Recording Policy In the Clinical Simulation Learning Center (CSLC) scenarios as well as practice/remediation sessions are professionally videotaped and may be used for educational purposes (debriefing and/or faculty development). The videos may be shared only with students, faculty, or the CSLC staff involved. Students are not permitted to remove, release, or make publicly available any recordings or photos of simulation sessions. New York University Meyers College of Nursing has the absolute rights and permission, with respect to the photographs and video recordings taken of me or in which I may be included with others. Photography and video recording on personal devices are prohibited by students and faculty in the CSLC.