Page | 1

CON Graduate Handbook AY2018-19

GRADUATE PROGRAM

HANDBOOK

2018-2019 Academic Year

Reviewed and Approved August, 2018

Associate Dean for Graduate Education

Page | 2

CON Graduate Handbook AY2018-19

Table of Contents

1. Introduction……………………………………………………………………………………3

a. College of Nursing Philosophy

2. Degree Requirements………………………………………………………………………….5

a. Master’s in Nursing Degree Requirements and Program Objectives

b. Doctor of Nursing Practice Degree Requirement and Program Objectives

c. Certificate in Nursing Education

3. Progress Toward Degree………………………………………………………………………8

4. Advising and Committee Formation ………………………………………………………...11

5. Qualifying / Comprehensive / Candidacy Exams ……….…………………………………..14

6. Scholarly Project Overview …………………………………………………………………14

7. Graduate Teaching Assistants / Graduate Research Assistant Opportunities ……………….22

8. Graduate Student Resources ………………………………………………………………...23

9. Appendices

a. Programs of Study …………………………………………………………….……26

b. Sample Project Design ……………………………………………………………..34

c. Scholarly Project Defense Rubric ………………………………………………….36

d. Sequence of Required Forms ………………………………………………………..39

e. Mental Health Resources ……………………………………………………………40

Important reminder:

It is a student responsibility to read the MSU College of Nursing (CON) Graduate Program

Handbook and respective Clinical Manual that applies to your degree and option. Each contain

policies and procedures that govern your education while in the College of Nursing graduate

program. Information contained in this handbook are considered policy in addition to those listed

on the CON and Graduate School websites and are subject to change.

Page | 3

CON Graduate Handbook AY2018-19

1. Introduction

The MSU College of Nursing offers Master of Nursing (MN) and Doctor of Nursing Practice

(DNP) degrees. The MN degree was first offered at MSU in 1957 and the inaugural class seeking

the DNP degree matriculated in 2013. The MN degree focuses on the Clinical Nurse Leader

(CNL) role and the DNP degree focuses on advanced practice nursing for Family/Individual or

Psych/Mental Health populations. A Certificate in Nursing Education can be earned while

working on either the MN or DNP degrees, but is separate from degree requirements.

Vision of the College of Nursing

MSU College of Nursing will be internationally recognized for innovation, discovery, excellence,

and leadership in education, research, and practice.

Mission of the College of Nursing

Our mission is to enhance the health of the people of Montana, our nation, and the global

community by providing leadership for professional nursing through excellence in education,

research, practice, and service.

The graduate program is recognized nationally for leadership in rural nursing and the MN and

DNP degree programs are fully accredited by the Commission on Collegiate Nursing Education

(CCNE). The College of Nursing has an enrollment of approximately 120 graduate students who

reside in and outside of Montana.

The main campus of Montana State University (MSU) is located in Bozeman and includes

extensive library facilities and access to the full array of courses and research opportunities

available through all departments at MSU. The administrative offices (Kate Hallowell, Program

Assistant) of the College of Nursing are located in Bozeman. The Associate Dean for Graduate

Education, Dr. Susan Raph, has general responsibility for the graduate program and is located in

Great Falls.

Students access all graduate courses through Brightspace by D2L (MSU’s computer software used

for distance delivery of courses). Graduate courses may be enhanced with teleconference and/or

interactive video at the instructor’s discretion and a four-day (including face to face intensive

courses) orientation for new graduate students is held in the fall in Bozeman. Students must travel

to Bozeman at the beginning of each fall semester for face-to-face classes.

Students should bear in mind that each lecture credit requires one hour of class time per week and

each clinical credit requires three hours of practicum per week. Students should plan time for class

preparation and assignments, library work, and clinical experiences including preparation and

travel to rural sites. Clinical sites are arranged on an individual basis in collaboration with clinical

course faculty for the MN degree (CNL) and with the Clinical Coordinators, Family/Individual or

Psych/Mental Health, for the DNP degree. The DNP and Master’s Program Coordinators are

responsible for overall management of the clinical components of the programs and provide

programmatic expertise.

Page | 4

CON Graduate Handbook AY2018-19

We are proud of our graduate program and we welcome strong, enthusiastic, and hard-working

graduate students to join us each year. Graduates from the MSU College of Nursing are readily

employable in a variety of nursing and health care settings.

College of Nursing Philosophy

Introduction

We believe in excellence in nursing education through a teaching-learning process that is the

responsibility of both faculty and student. We promote the development of lifelong self-directed

learning that fosters leadership in education, research, practice, and service. We believe in a

learning environment that supports diversity of people and ideas. Our efforts are directed toward

achieving higher levels of education for all nurses and transforming healthcare in the United States

and the world. We believe that nursing education is framed within the context of nursing’s

metaparadigm: person, environment, health, and nursing.

Person

A person is any individual, family, group, community, or population. Each person is unique and

is entitled to treatment with dignity and respect.

Environment

Environment includes all factors influencing a person’s health perceptions, behaviors and

responses. The human experience is defined contextually by the interrelationship of spiritual,

cultural, developmental, physical, psycho-social, political, and economic subsystems. The

appropriate arena for nursing action extends beyond the person and includes promotion of healthy

environments through social action.

Health

Health is a state of physical, mental, social, and spiritual well-being defined by the person. It is not

merely the absence of disease or disability. Health is multi-factorial and is influenced by many

factors such as behaviors, environments, genetics, and resources. There are diverse cultural

definitions of health. Health activities include those directed at maintenance, enhancement,

prevention, and promotion.

Nursing

Nursing is a discipline of science and art requiring synthesis of evidence based knowledge,

professional skills, ethical values, and human caring. Nurses assist persons to achieve optimal

health. Nurses generate a unique body of knowledge to meet the complex needs of persons in a

variety of health care settings from rural to urban.

Nursing education

Nursing education focuses on the knowledge, skills, and attitudes needed by nurses to practice

effectively within a complex and changing environment. It “intentionally fosters use of multiple

fields of study, use of wide-ranging knowledge of science, cultures, and society; high level

intellectual and practical skills; an active commitment to personal and social responsibility;

demonstrated ability to apply learning to complex problems and challenges; and personal

engagement as a responsible citizen in a global society” (Association of American Colleges and

Page | 5

CON Graduate Handbook AY2018-19

Universities, College Learning for the New Global Century, 2007, p. 4). The education of nursing

students is based on professional, regulatory, and organizational standards.

2. Degree Requirements

Master’s Degree Requirements

The Master of Nursing (MN) graduate degree prepares graduates with advanced leadership skills

to be applied in the healthcare delivery system across a wide range of settings. Functions include

client advocacy, team manager, information manager, outcomes manager, systems analyst, risk

anticipator, educator, and active professional. After successful completion of the Master’s in

Nursing – Clinical Nurse Leader (CNL) program, which includes 405 practice hours with 315 hours

of immersion in CNL practice, students will be eligible to sit for the CNL Certification Examination

offered by the Commission on Nurse Certification (CNC). Students are encouraged to sit for the

CNL certification exam as soon after graduation as possible. The Clinical Nurse Leader (CNL)

graduate who has earned a MN degree is an advanced generalist prepared in theory and practice to

assume leadership positions in meeting the health care needs of individuals, families and

communities.

Master’s in Nursing Program Objectives

The graduate who earns the MN degree from Montana State University is prepared to:

1. Effect change through advocacy for the client, interdisciplinary health care team and the

profession.

2. Communicate effectively to achieve quality client outcomes and lateral integration of care for

a cohort of clients.

3. Pursue knowledge and skills as the CNL role, needs of clients, and the health care delivery

system evolve.

4. Delegate and utilize the nursing team resources (human and fiscal) and serve as a leader and

partner in the interdisciplinary health care team.

5. Identify clinical and cost outcomes that improve safety, effectiveness, timeliness, efficiency,

quality, and the degree to which they are client-centered.

6. Use information systems and technology at the point of care to improve health care outcomes.

7. Participate in systems review to critically evaluate and anticipate risks to client safety to

improve quality of client care delivery.

8. Assume accountability for healthcare outcomes for a specific group of clients within a unit or

setting recognizing the influence of the meso-system and macro-system on the microsystem.

9. Assimilate and apply research-based information to design, implement and evaluate clients’

plans of care.

10. Synthesize data, information and knowledge to evaluate and achieve optimal client and care

environment outcomes.

11. Use appropriate teaching-learning principles and strategies as well as current information,

materials and technologies to facilitate the learning for clients, groups, and other health care

professionals.

Page | 6

CON Graduate Handbook AY2018-19

12. Complete and successfully defend a professional project appropriate to the role and scope of

the Clinical Nurse Leader.

Master’s in Nursing Degree Curriculum

The Master’s in Nursing degree program of study is based on the Essentials of Master’s

Education in Nursing (AACN, 2013) and the Competencies and Curricular Expectations for

Clinical Nurse Leader Education and Practice (AACN, 2013). The faculty approved MN

program of study is comprised of 34 credits offered over 5 semesters (See Appendix A) and

consists of 7 credits of core master’s level nursing content (NRSG 601 Advanced Health

Assessment and NRSG 511 Pathophysiology/Pharmacology), 15 credits of graduate level

nursing leadership content (NRSG 604 Evidence-based Practice I, NRSG 608 Design of

Healthcare Delivery Systems, NRSG 611 Program Planning and Evaluation, Outcomes &

Quality Improvement, NRSG 612 Ethics, Law and Policy, and NRSG 613 Financing and

Budgeting of Healthcare Systems), 9 credits of clinical leadership lab and practicum, and 4

credits of Professional Scholarly Project. An elective course in statistical applications for

graduate nursing (NRSG 606) is available. All graduate students are eligible for the Certificate

in Nursing Education (see section XXX). Individual course descriptions are located on the CON

website.

All MN students are required to complete a scholarly professional project (NRSG 575) as

outlined in section 6. Student should be aware of Graduate School Policy 5.1.1 Age of Courses

which outlines the age of courses at the time of graduation may not exceed 6 years. Students

should review familiarize themselves with the resources, degree requirements, and policies of

The Graduate School.

Doctor of Nursing Practice Degree Requirements

The Doctor of Nursing Practice degree, established in 2013, focuses on educating advanced

practice registered nurses to the highest standards of the profession to care for people living in

Montana and beyond and to lead change in health care systems. Graduates of the DNP program

are prepared to demonstrate clinical expertise, judgment, scholarship, and leadership to provide

the highest level of nursing practice in the primary healthcare setting. The DNP degree is based

on The Essentials of Doctoral Education for Advanced Practice (AACN, 2006), Population-

focused Nurse Practitioner Competencies (NONPF, 2013), Standards of Practice for Nurse

Practitioners (AANP, 2013), the Standards of Practice for Nurse Practitioners, (AANP, 2015)

and Criteria for Evaluation of Nurse Practitioner Programs, 5th edition (NTF, 2016). The DNP

program has two advanced nursing practice population-focused tracks leading to national

certification as a Family/Individual Nurse Practitioner or the Psychiatric-Mental Health Nurse

Practitioner. After successful completion of the DNP program, which includes 1125 clinical

hours inclusive of 675 hours of direct patient care, students will be eligible to sit for the either the

Family Nurse Practitioner Certification Examination offered by the American Nurse

Credentialing Center (ANCC) or the American Academy of Nurse Practitioners (AANP) or the

Family Psychiatric Mental Health Nurse Practitioner Examination offered by the American Nurse

Page | 7

CON Graduate Handbook AY2018-19

Credentialing Center (ANCC). Students are encouraged to sit for the national certification exam

as soon after graduation as possible.

Doctor of Nursing Practice Program Objectives

The graduate who earns the DNP degree from Montana State University is prepared to:

1. Integrate nursing science and theory, biophysical, psychosocial, ethical, analytical, and

organizational sciences as the foundation for the highest level of nursing practice.

2. Analyze complex health care systems to assess strengths and weaknesses to facilitate

organization-wide changes in practice delivery.

3. Synthesize, interpret, and apply knowledge from nursing practice, research, theory, and

informatics to evaluate outcomes and sustain evidence-based advanced nursing practice.

4. Advocate for health care policy addressing issues of social justice and equality in the delivery

of advanced practice nursing services.

5. Enact leadership and effective communication in inter- and intra-professional collaborator

relationships to facilitate and improve outcomes for individuals, populations, and health care

systems.

6. Assess epidemiological, financial, sociopolitical, occupational, and organizational forces in

the development, implementation, and evaluation of clinical prevention and population health.

7. Integrate professional standards, values, accountability, and ongoing self-reflection into role

acquisition as an advanced practice nurse.

8. Influence health outcomes by providing advanced independent comprehensive health care

services including health promotion and counseling, health assessment and diagnosis, and disease

prevention and management of health and illness of individuals and families throughout the

lifespan.

9. Complete and successfully defend a scholarly project appropriate to the role and scope of the

doctorally prepared advanced practice registered nurse.

Doctor of Nursing Practice Degree Curriculum

The Doctor of Nursing Practice (DNP) degree program of study is based on The Essentials of

Doctoral Education for Advanced Practice (AACN, 2006), Population-focused Nurse

Practitioner Competencies (NONPF, 2013), Standards of Practice for Nurse Practitioners

(AANP, 2013), the Standards of Practice for Nurse Practitioners, (AANP, 2015) and Criteria

for Evaluation of Nurse Practitioner Programs, 5th edition (NTF, 2016). The faculty approved

full time DNP Plan of Study is comprised of 83 credits offered over 8 semesters for full time

students and 11 semesters for part-time students (See Appendices B - E) and consists of 9 credits

of APRN core level nursing content (NRSG 601 Advanced Health Assessment and NRSG 602

Advanced Physiology/Pathophysiology, and NRSG 603 Advanced Pharmacology I), 32 credits

of DNP content (NRSG 604 Evidence-based Practice I, NRSG 605 Evidence-based Practice II,

NRSG 606 Statistical Applications for Graduate Nursing, NRSG 608 Design of Healthcare

Delivery Systems, NRSG 609 Advanced Practice Nursing Leadership, NRSG 610 Health Care

Informatics, NRSG 611 Program Planning and Evaluation, Outcomes & Quality Improvement,

NRSG 612 Ethics, Law and Policy, and NRSG 613 Financing and Budgeting of Healthcare

Page | 8

CON Graduate Handbook AY2018-19

Systems, NRSG 614 Vulnerability and Healthcare in Diverse Communities, and NRSG 615

Translational Research for Advanced Practice), 31 credits of DNP specialty (population-focused)

clinical lab and 11 credits of Professional Scholarly Project. All graduate students are eligible

for the Certificate in Nursing Education (see section XXX). Individual course descriptions are

located on the CON website.

All DNP students are required to complete a scholarly professional project (NRSG 675) as

outlined in section 6. Student should be aware of Graduate School Policy 5.1.1 Age of Courses

which outlines the age of courses at the time of graduation may not exceed 10 years. Students

should review and familiarize themselves with the resources, degree requirements, and policies

of The Graduate School.

Certificate in Nursing Education

The Certificate in Nursing Education prepares registered nurses for teaching in academic settings

or practice environments. The curriculum consists of 10 credits of graduate level teaching courses

that focus on didactic and clinical teaching and learning and curriculum development, assessment

and evaluation. An optional practicum with variable clinical hours is available for students

interesting in working with a faculty mentor in a variety of settings. Program outcomes are

consistent with the competencies for certified nurse educators described by the National League

for Nursing. See Appendix xx for course descriptions and sequencing.

Certificate in Nursing Education Program Objectives:

The student who completes the Certificate in Nursing Education from Montana State University

is prepared to:

1. Use assessment strategies to evaluate educational needs.

2. Facilitate learning in cognitive, affective, and psychomotor domains.

3. Implement teaching strategies in classroom, clinical, or online situations.

4. Evaluate course or program outcomes.

5. Participate in curriculum development.

6. Function within an educational environment.

3. Progress toward a Graduate Degree

To earn a graduate degree from MSU, a student must have a cumulative grade point average (GPA)

of B (3.0 on a 4.0 scale) or higher in the major and elective areas in order to graduate. Any course

listed on the Program of Study in which a grade lower than C (a C- is not acceptable) must be

repeated.

Incomplete ("I") grades must be made up no later than the end of the next semester that the student

is in attendance (other than summer semester). "I" grades not made up within the prescribed time

will lapse into "F" grades. Once a course listed on the Program of Study has been taken it may not

be removed from the Program of Study.

Page | 9

CON Graduate Handbook AY2018-19

All required nursing courses, nursing education elective courses, and NRSG 575 or NRSG 675

credits receive a letter grade. This information is important to know as it can impact one’s

cumulative GPA.

Good Standing

The student is in good standing when he/she has a cumulative and semester GPA of 3.0 or higher

and has met the provisions of admission as stated in The Graduate School admission letter.

College Probation http://www.montana.edu/gradschool/policy/cat_academic_prob.html

A student will be placed on College Probation by the Graduate School if the semester GPA falls

below a 3.0, even if the cumulative GPA remains above a 3.0.

University Probation http://www.montana.edu/gradschool/policy/cat_academic_prob.html

A student may be placed on University Probation by the Graduate School if:

• The semester GPA and cumulative GPA or graduate program GPA falls below 3.0.

• The student fails to successfully complete a majority of the courses each semester with a

grade of B or better.

• The student does not meet the Graduate School or college provisions of admission (e.g.

statistics requirement).

Suspension

A student with a cumulative or program GPA below a 3.0 after University Probation status, who

did not meet the provisions of admission, who has failed to make satisfactory progress toward their

degree, or who did not maintain a cumulative or program GPA for two (not necessarily

consecutive) semesters may be suspended from the College of Nursing graduate degree program

and the Graduate School. Students admitted on a provisional basis may be suspended without a

probationary period if the provision of admission has not been met.

Graduate Student Academic Appeals

Graduate students may seeking exceptions from established University academic policies such as

admission, retention, or graduation requirements through an established Graduate School Appeal

Process. Appeals must include a letter from the student and approvals (signature and/or letter)

from the major advisor/chair and Associate Dean for Graduate Education prior to submission to

the Graduate School. In instances where the advisor and/or Associate Dean choose not to

endorse the request, this must be noted and the student may then forward the appeal directly to

the Graduate School.

Appeal letters should include the following:

1. State in writing, the policy or decision that is being appealed

2. Note the reasons you believe the decision should be changed or policy be waived

3. Include your major advisor/chair’s and Associate Dean's approval statements or signatures

with the appeal.

Page | 10

CON Graduate Handbook AY2018-19

Graduate Student Academic Grievance Procedure

A copy of the current academic grievance procedures is available upon request from the

Graduate School, 9 Montana Hall.

www2.montana.edu/policy/student_conduct/student_conduct_code.htm

University Withdrawal

If a graduate student wishes to leave the university or drop all credits during any term, the

student must contact the office of the Associate Dean for Graduate Education and initiate a

university withdrawal by contacting the Office of Student Services at The Graduate School.

Failure to properly withdraw from the university may result in a failing grade in the course.

Tuition reimbursement is not determined by the College of Nursing.

Guidelines for Tracking Unsatisfactory Academic Progress In The Graduate Nursing Program

1. The individual course instructor notifies the Associate Dean for Graduate Education, in

writing, in the event of problems, concerns, or issues relevant to graduate student progression.

These concerns may include, but are not limited to, such things as health issues, scheduling

problems (including excessive working outside of school), deficits in progress, and writing

and/or verbal skill difficulties. Concerns related to Master’s CNL, Family/Individual or

Psych/Mental Health clinical course progress will be referred to the Master’s Program

Coordinator or the appropriate DNP Clinical Coordinator as well as to the Associate Dean.

2. The Associate Dean and/or the Master’s Program Coordinator/DNP Clinical Coordinators will

maintain tracking records and follow progress in the noted areas.

3. The Associate Dean will contact the faculty major advisor/chairperson and/or others as

necessary (for example, Dean, Clinical Coordinator) to share the profile (from any or all

courses) that best represents the faculty concerns about the individual student and to determine

a plan for resolution with the student.

For further information, refer to College of Nursing Policy D-6 Clinical Site Visits and

Performance in Required Graduate Clinical Nursing Courses and Policy D-8 Denial of

Graduate Student Access to Clinical Experiences.

Annual Performance Review

Faculty chair/advisors will meet with students to complete an Annual Review of Academic

Progress form for all graduate students in the spring semester of each year. The form documents

overall progress in the graduate program and the current state of progress towards scheduled

degree requirements.

Professional Conduct Expectations

Graduate students are expected to conform to behaviors that are consistent with the Montana

State Board of Nursing Rules and Regulations for Professional Conduct of Nurses, the ANA

Page | 11

CON Graduate Handbook AY2018-19

Code of Ethics (2015) and the MSU Student Code of Conduct (2018). The integrity of the

academic process requires that credit be given where credit is due. Accordingly, it is academic

misconduct to present the ideas or works of another as one's own work, or to permit another to

present one's work without customary and proper acknowledgment of authorship. Students may

collaborate with other students only as expressly permitted by the instructor. Students are

responsible for the honest completion and representation of their work, the appropriate citation of

sources and the respect and recognition of others' academic endeavors.

Academic Misconduct is defined by the university as cheating, plagiarism, forgery, falsification,

facilitation or aiding academic dishonesty; multiple submission, theft of instructional materials or

tests; unauthorized access to, manipulation of or tampering with laboratory equipment,

experiments, computer programs, or animals without proper authorization; alteration of grades or

files; misuse of research data in reporting results; use of personal relationships to gain grades or

favors, or otherwise attempting to obtain grades or credit through fraudulent means. As per

Policy D-8, failure to conform to reasonable standards of performance or behaviors may result in

denial of access to clinical experiences or removal from the program. Students have the right to

appeal conduct and academic decisions through the Dean of Students Office as outline in the

Conduct Guidelines and Grievance Procedures for Students.

4. Advising and Committee Formation

The Associate Dean for Graduate Education serves as temporary academic advisor for all newly

admitted MN and DNP degree-seeking graduate students until a major advisor/chairperson is

identified by each student by the end of their first semester (end of first fall semester). If a major

advisor/chairperson is not identified by the end of the first semester, the Associate Dean will assign

an advisor to guide the student until a major advisor/chairperson is selected.

All graduate students at Montana State University are required by the Graduate School to

demonstrate scholarship and mastery of course content. The chairperson and committee members

have oversight and ultimate responsibility for assessing the scholarship and content mastery

components of your degree.

Chairperson

Your major advisor serves as the chairperson of your committee and acts as a channel of

communication for you within the college. You are responsible for staying in contact with your

major advisor/chairperson during your time in the graduate program. The chairperson is

responsible for contracting with you each semester regarding the specific aspects of your MN or

DNP Project. A negotiated time frame for your timely progression with project should be

constructed and a written contract or plan is recommended. The contract can be altered by mutual

consent. The chairperson will submit a letter grade each semester that you are registered for Project

work (course # NSRG 575 (MN degree) or NRSG 675 (DNP degree)).

Committee Members You and your major advisor/chair negotiate selection of committee members. All faculty members

in the College of Nursing who have earned masters or doctoral degrees are available to participate

on project committees whether or not they teach a course in the graduate program. Committee

Page | 12

CON Graduate Handbook AY2018-19

membership should reflect knowledge in project methodology, knowledge/expertise in the specific

content area of your project, and/or expertise in writing.

Non-tenure track faculty members may participate as chairs or committee members by following

an approval process. The chair obtains an Activity Insight vitae or non-MSU resume and verifies

the individual’s credentials. The chair then writes two or three sentences describing the proposed

committee chair/member’s general qualifications, one or two sentences describing the student’s

proposed project topic, and one or two sentences describing how the proposed committee

chair/member’s expertise matches the proposed topic. All of this information is sent electronically

by the chair as one package to the Associate Dean for Graduate Education. The Associate Dean

reviews all materials, approves committee qualifications, and writes a letter of recommendation for

each non-tenure track and/or community member on the committee (see also section VIII). Table

1 summarizes requirements for committee membership and documentation.

Student Responsibilities

As a MN or DNP degree-seeking student, you must be responsive to the direction of your chairperson and committee members regarding all matters of content and quality of your project and formal paper. Ultimately, it is your responsibility to know what is required by the College of Nursing and Graduate School and to follow the established deadlines.

Table 1. Summary of Committee Requirements and Documentation

Committee membership MN

3 total

one (1) chairperson and at least two (2) members

2 committee members, including chairperson, must be

from the College of Nursing

DNP

4 total

one (1) chairperson and at least three (3) members

3 committee members, including chairperson, must be

from the College of Nursing

Chairperson qualifications

(for both MN and DNP degrees) faculty member in the College of Nursing.

doctorate (PhD, EdD, and/or DNP).

tenure/tenure track status not required.

Committee member faculty member in the College of Nursing.

faculty from outside the college

qualified professional from outside MSU

Page | 13

CON Graduate Handbook AY2018-19

Documentation for non-tenure track

committee chairs, non-tenure track

committee members, and

professional/community committee

members

information is gathered by chair and sent electronically

as one package to Associate Dean

for non-tenure track committee chairs and members:

- current curriculum vitae (generated from Activity

Insight)

- two or three sentences describing the proposed

member’s general qualifications

- one or two sentences describing the student’s

proposed project

- one or two sentences describing how the proposed

chair and/or member’s expertise matches the topic

of the proposed project

for professional members from outside MSU:

- non-MSU vitae/resume (Form 2, Appendix D)

- two or three sentences describing the proposed

professional member’s general qualifications

- one or two sentences describing the student’s

proposed project

- one or two sentences describing how the proposed

professional member’s expertise matches the topic

of the proposed project

Formalizing Graduate Program of Study, Chairperson, and Committee

The Graduate Program of Study & Committee form (Form 1, Appendix D) makes you “official”

as a degree-seeking graduate student at Montana State University. Form 1 must be on file with the

Graduate School by the end of the second (MN degree) or third (DNP degree) active semester.

Form 1 formalizes the coursework that your committee approves as necessary to meet the minimum

requirements for the MN or DNP degree at Montana State University. Form 1 signifies all

requirements for the MN or DNP degree and serves to establish officially your chairperson and

committee members. The information on Form 1 will be compared to your transcript at the end of

your program. Satisfactory completion of all requirements will result in conferring of the degree.

Form 1 must be digitally signed by the committee chair, all members of the committee, and you

(the student). The committee chair must initial at the bottom of pages 2 and 3, assure that subtotals

and total credits are indicated and accurate, and mark College of Nursing degree requirements

(MN degree –defense of thesis/project); DNP degree –defense of dissertation/project. Once

everything is in order (letters of recommendation are written, current cv/resume forms included,

see section VII), the Associate Dean will sign Form 1 and forward the entire packet to the Graduate

School for review and final approval by the Dean of the Graduate School.

Page | 14

CON Graduate Handbook AY2018-19

Committee Changes

Students have the right to change members of their committee. In the event that changes occur in committee membership, revisions are submitted to the College of Nursing using the Graduate Committee Revision form. Both the original and revised committee sections must be filled out with the person(s) being removed and the one(s) being added to the committee. Documentation listed in Table 1 must be followed for any new non-tenure track or community members added to the committee. Members being added and removed must initial next to their name to indicate their concurrence. An explanation for the revision(s) must be included. Once complete the Revision form and supporting documents (if applicable) are sent to the college’s Associate Dean for Graduate Education for letter/s of recommendation, signature of approval, and delivery to the Graduate School for final approval.

5. Qualifying / Comprehensive / Candidacy Exams

The College of Nursing does not require a qualifying exam for the MN or DNP degrees.

6. Scholarly Project Overview

All graduate students at Montana State University are required to demonstrate scholarship.

Students seeking the MN degree are required to complete a Professional Project (course #:

NRSG 575, Graduate School Plan B, 4 credits maximum).

MN Professional Paper/Project

The professional paper/project provides a means for students to demonstrate mastery of graduate

level competencies through application of course content. The topic is mutually agreed upon by

the student, major advisor, and committee. The professional paper or project in nursing

addresses a relevant health care issue and results in a meaningful or substantive contribution to

nursing practice. The professional paper reflects the student’s ability to analyze and synthesize

information and data that has significance to nursing, and generate ideas for nursing practice,

education or evidence-based practice.

Examples of Professional Paper/Project

Clinical Project

A clinical project is an in-depth analysis of a clinical nursing problem. The project may focus on

policies and procedures, systems of care, or nursing practice that influence patient care or the

health care delivery system directly. The clinical project commonly includes a needs assessment

and statement of how the project will improve health care.

Examples of a clinical project include:

• Development of an informational brochure or pamphlet

• Development of an evidence-based nursing practice policy

• Presentation to professionals about an area of clinical practice

• Development of a specialty clinic (for example, congestive heart failure, diabetes, pain

management)

Page | 15

CON Graduate Handbook AY2018-19

Teaching Project

A teaching project reflects mastery of graduate level competencies as well as knowledge of

current, best evidence in teaching and learning. It may focus on clients or professional colleagues

and includes an evaluation component. The target audience may be a specific nurse population,

patient population, or an individual patient/family with very complex teaching needs. A graduate

level teaching project will be developed in greater breadth (comprehensive, broad audience) or

depth (focus, complexity, longitudinal) than an undergraduate level teaching project. The

graduate student’s committee determines whether a proposed teaching project has sufficient

depth and breadth. The project may or may not include a needs assessment. The student is

expected to articulate the rationale for all aspects of the project in the professional paper

describing the project.

Examples of teaching projects include:

• Create an online or written self-instruction module

• Plan, fund, and coordinate a workshop (may or may not teach part of the

workshop)

• Conduct monthly continuing education programs for staff development

• Address teaching needs for a complicated patient or family situation

Essential components for a teaching project include:

• A teaching plan for a specified audience

• Rationale and evidence for the teaching plan including the mode of delivery,

selected content, and method of evaluation

• Implementation of the teaching plan

• Evaluation of learning

• Evaluation of the project overall

Integrative Literature Review of an Important Nursing or Health Care Topic

• defining concepts

• reviewing theories

• reviewing evidence

• analyzing research methods

An integrative literature review is a specific method that summarizes past empirical and

theoretical literature. Although there are many types of literature reviews that contribute to

nursing science (for example, meta-analyses, systematic reviews, qualitative reviews),

integrative reviews use the broadest types of literature allowing simultaneous inclusion of

experimental and non-experimental research. Students considering this activity are encouraged to

read the following article:

Whitehorse, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of

Advanced Nursing, 52(5), 546-553.

Page | 16

CON Graduate Handbook AY2018-19

Professional Paper Format

Students preparing a professional paper will be guided by two sources with respect to issues of

format. They are:

• ETD Style and Composition Guide - for the mechanics of publishing the professional

paper (for example, font, margins, spacing, specific types of pages, required order of assembly,

headings) and

• Publication Manual of the APA, 6th edition - for general format and editorial style

(Introduction, Review of Literature, paragraphs and indentation, spacing with punctuation,

quotations, etc.).

Some additional notes: The title page should say “... submitted in partial fulfillment of the

requirements for the degree of Master of Nursing” (not a Master of Science in Nursing or Master

in Nursing). Do not include CNL on the title page. In terms of general appearance, the main

body of the document will resemble a published journal more closely than a manuscript. The

sequence of material at the end of the document should be as follows: reference notes come

before the reference section. Footnotes should be avoided if at all possible. All appendices are

placed at the very end of the document.

Directions on how to construct and label figures, graphs, or illustrations are referred to in the

ETD Style and Composition Guide and Publication Manual of the APA, 6th edition. Figures,

tables, and/or illustrations prepared for the professional paper should be of professional quality.

Those who are not graphic artists are advised to have any needed art work done by a

professional.

DNP Scholarly Project

Students seeking a DNP degree are required to complete a DNP Scholarly Project (course #:

NRSG 675, Graduate School Plan B, 9 credits maximum). As a graduate nursing student

enrolled in the Doctor of Nursing Practice degree program, you are required to complete and

defend an evidence-based practice Scholarly Project (course #s: NRSG 674 – 2 credits; NRSG

675 – maximum 9 credits) as a requirement for graduation. The formal paper and project defense

will be evaluated by your chairperson and committee of faculty experts.

The purpose of the DNP Scholarly Project is to provide you with the opportunity to acquire

expertise in clinical practice knowledge development to enhance quality of care and patient

outcomes. You will do this through a process of identifying a clinical concern, developing a

clinical question, and answering the clinical question through appraisal of the evidence;

evaluation of the clinical environment; implementation of evidence-based practice

recommendations, policy, or leadership strategies; evaluation of outcomes; and dissemination of

findings. Through this process you will have the opportunity to examine how nursing and related

relevant theories can guide interventions, practice changes, policy development, and/or

leadership strategies. You will examine relevant evidence and propose practice recommendations

based upon feasibility of answering your clinical question within the clinical environment.

The DNP Scholarly Project exemplifies the discovery, application, and synthesis of advanced

nursing knowledge to improve health outcomes for individuals, families, communities, or

Page | 17

CON Graduate Handbook AY2018-19

systems. The project represents the use of analytical methods, translation of existing research to

practice, and recognition of cross-disciplinary integration of new knowledge at both the micro

and macro system levels. The DNP project will allow you to demonstrate the ability “to lead and

manage collaborative efforts with physicians and other members of the health care team to

redesign and improve practice environments and health systems” (Initiative for the Future of

Nursing, 2010, p. 2)

A scholarly project is not intended to test new models, develop new theory, or test hypotheses;

however, these projects might “generate new knowledge through innovation of practice change,

the translation of evidence, and the implementation of quality improvement processes in specific

practice settings, systems, or with specific populations to improve health or health outcomes”

(AACN, 2015). Depending upon your area of emphasis or interest, the Scholarly Project might

include analyzing a health care policy, evaluating a program or intervention, formulating an in-

depth case study, improving quality of care or practice, conducting a comprehensive systematic

review to determine best practice, or developing a strategic plan for the delivery of healthcare

clinical practice.

DNP Projects should:

a. Focus on a change that impacts healthcare outcomes either through direct or indirect care.

b. Have a systems (micro-, meso-, or macro- level) or population/aggregate focus.

c. Demonstrate implementation in the appropriate arena or area of practice.

d. Include a plan for sustainability (e.g. financial, systems or political realities, not only

theoretical abstractions).

e. Include an evaluation of processes and/or outcomes (formative or summative). DNP Projects

should be designed so that processes and/or outcomes will be evaluated to guide practice and

policy. Clinical significance is as important in guiding practice as statistical significance is in

evaluating research.

f. Provide a foundation for future practice scholarship (AACN, 2015).

Examples of DNP Scholarly Projects

The sky is almost the limit in the types of projects you can complete. Some types of projects might

include:

Practice change initiative

A quality improvement/performance management project

An evidence based practice model change

Policy/practice case report and analysis

Implementation and evaluation of an innovative use for technology to enhance or

evaluate care

Collaboration with researchers to answer a clinical question

Collaboration with stakeholders to initiate legislative change using evidence

Design and evaluate programs

Conduct financial analysis to compare care models and potential savings

Page | 18

CON Graduate Handbook AY2018-19

Design and use databases to retrieve information for decision making, planning, and

evaluation

Work with lay or professional coalitions to develop, implement, or evaluate health

programs, such as health promotion, and disease prevention programs for vulnerable

patients, groups or communities

You will involve your chair throughout all phases of your project, for example, at the beginning

when selecting your project and defining the direction, while you are progressing, and during the

writing of the project. Ultimately, your chair and your committee are the ones who determine if

your project meets the rigor required for a Doctor of Nursing Practice degree.

Institutional Review Board (IRB)

Projects conducted at MSU are subject to a wide range of federal and state policies established to

ensure ethical conduct of research. The IRB ensures respect, fairness and safety in human

subjects’ research. All DNP Scholarly Projects should be submitted to the IRB at the clinical site

(if applicable) as well as to the Montana State University IRB for review and approval prior to

beginning any project. This should be done during semester 4 (see Timeline above) after

approval of your project proposal. Be sure to work closely with your chair during the IRB

submission process. Specific instructions for this can be found at: http://www2.montana.edu/irb/

Clinical Residency Hours

You are required to spend a minimum of 270 clinical residency hours (6 clinical lab credits)

completing your DNP Scholarly Project. These hours are in addition to the time you spend on 5

lecture credits associated with NRSG 674 and NRSG 675. Students will complete these clinical

residency hours in NRSG 674 and NRSG 675 (refer to your Program of Study). According to

NONPF, residency provides additional hours in autonomous practice, leadership, practice

inquiry, and policy as part of the fabric of professional preparation for the NP with a practice

doctorate (NONPF, 2010). The clinical residency hours for the DNP Scholarly Project seminar

courses (NRSG 674) should focus on experiences that combine clinical practicum with scholarly

activities to provide in-depth learning for students. These clinical hours provide an opportunity

for meaningful engagement with experts from nursing, as well as other disciplines. During

residency the students integrate and synthesize knowledge by demonstrating competency in an

area of nursing practice, completing a scholarly project, and writing a publishable paper based on

their project. The clinical residency hours reflect the Nurse Practitioner Core Competencies (NP

Core Competencies). The NP Core Competencies are acquired through mentored patient care

experiences with emphasis on independent and inter-professional practice; analytic skills for

evaluating and providing evidence-based, patient centered care across settings; and advanced

knowledge of the health care delivery system (NONPF, 2012). The following areas should be the

focus of the clinical residency hours for the DNP project courses:

Scholarly activities, healthcare leadership skills, and professional development.

Identifying a problem, population, and identifying project sponsors and key stakeholders.

Page | 19

CON Graduate Handbook AY2018-19

Completing a needs assessment and determining resources needed/available to complete

the project.

Identifying tools and desired outcomes.

Demonstrating understanding of the interdependence of policy and practice.

Using best available evidence to enhance quality of care in clinical practice.

Developing plans for comprehensive care management that address the multi-

dimensional needs of patients presenting for advanced practice nursing care.

Translating research and other forms of knowledge to improve practice processes and

patient outcomes.

Providing leadership to foster collaboration with multiple stakeholders (e.g. patients,

community, integrated health care teams, and policy makers) to improve health care.

Applying knowledge of organizational practices and complex systems to improve health

care delivery.

Critically analyzing data and evidence for improving advanced nursing practice.

Assuming complex and advanced leadership roles to initiate and guide change.

Communicating practice knowledge effectively both orally and in writing.

Contributing to the design of clinical information systems that promote safe, quality and

cost effective care.

Leading and advancing quality improvement of direct care for individuals and

populations and health systems.

The following activities are some examples of time that can be applied toward residency hours:

1. Time spent in a clinical agency to evaluate a practice protocol, clinical guidelines, or

process improvement.

2. Time spent participating in a health initiative at the local, state, regional level.

3. Time spent in formal skill building to develop, implement, or evaluate your scholarly

project (such as tutorials, meetings, conferences, consultation with experts)

4. Evaluating how organizational, structural, financial, marketing, and policy decisions

impact cost outcomes, quality, and accessibility of health care.

5. Applying clinical investigative skills for evaluation of health outcomes at the patient,

family, population, clinical unit, systems, and/or community levels.

6. Reflective practice and inquiry for identifying a problem.

7. Completing a needs assessment, implementing a change initiative, or disseminating

evidence from inquiry to diverse audiences using multiple modalities.

8. Time spent researching your area of specialization.

Clinical hours do not include:

1. Time spent in seminars/conferences that are counted toward a course in which you

receive credit.

2. Time spent traveling to and from seminars/conferences.

Page | 20

CON Graduate Handbook AY2018-19

Tracking DNP Clinical Residency Hours

An electronic spreadsheet for tracking clinical hours will be provided in the online course:

NRSG 674 DNP Scholarly Project Seminar. This tracking sheet should be used to document all

clinical hours spent completing the Scholarly Project Proposal and Scholarly Project. You should

submit tracking sheets to the course instructor for NRSG 674 and to your DNP Scholarly Project

Faculty Chair (for NRSG 675) by the end of each semester. Any time spent doing project work is

considered clinical project hours and should be documented on the clinical hour log. NRSG 674

has 1 credit of clinical lab that translates to 45 clock hours. So the minimum expectation is that

you would spend 45 hours working on your project. You will record these hours in your clinical

log. For subsequent semesters when you are working on your DNP project (NRSG 675), each 1

credit of clinical lab equates to 45 clock hours. So you should plan on spending a minimum of 45

hours per credit on your project during these courses. Please note that some semesters will have

2 or 3 credits of clinical lab, which would be 90 or 135 hours, respectively.

Scholarship – MN and DNP Project Proposal

The College of Nursing requires you to propose, present, and explain the details of your

Professional Project (MN degree) or Scholarly Project (DNP degree) to your committee before it

is submitted to the IRB and implemented in a clinical setting.

The project proposal informs committee members about your project and allows them to make

suggestions to strengthen the project. Your chairperson will guide the project proposal, format,

and timeline for presentation to the committee. When satisfied, the chairperson and committee

members sign the Professional (MN) and Scholarly (DNP) Project Proposal Approval Form (Form

3, Appendix D), which may include modifications to the project. The signed form is forwarded to

the Associate Dean for Graduate Education for signature and filing. The project proposal is

attended by student and committee only – video conference is not required.

Scholarship - Project Defense

According to Graduate School policy, two-thirds (2/3) of the course work required for the MN or

DNP degree must be completed prior to defending the Professional Project (MN degree) or

Scholarly Project (DNP degree). Students must be registered for at least 3 credits during the

semester of the defense.

The chairperson decides when your project is ready for the defense. The defense is conducted

only when the final draft of the project paper is complete (as determined by the chair). MN degree-

seeking students should be ready to defend their Professional Project during their last fall semester

in the graduate program. DNP students should be ready to defend their DNP Scholarly Project

during their last fall semester in the graduate program.

The project defense is an exam and is defended by you in front of your committee. It is a formal

presentation that is open to all faculty and graduate students. Your formal presentation should

describe key components of your project. You should consult with the committee chairperson to

determine format and stylistic issues of the presentation. The use of visual aids is encouraged. The

Page | 21

CON Graduate Handbook AY2018-19

time allotted for the defense is 2 hours: 30 minutes for the presentation followed by 30 minutes for

audience questions. The remaining time will include committee questions without audience as well

as committee deliberation. The committee may formulate specific questions to ask the student or

may choose a more spontaneous format for questions.

Per Graduate School policy,

(http://www.montana.edu/gradschool/policy/degreq_general.html#degreq_general_video), the

student (including out-of-state students), committee chairperson, and all committee members

(including community members) must attend the project defense in person or via videoconference

from a College of Nursing campus site (Billings, Bozeman, Great Fall, Kalispell, Missoula). The

Graduate School does not allow other connection methods for defenses (e.g. teleconference).

Scheduling

The committee chairperson, committee, and student decide on a date that is at least 10

business days in advance of the defense to assure scheduling efficiency and to accommodate

IT staff workflow. Once a mutually acceptable date is determined, the chairperson schedules

the defense using the CON Graduate Program Video Conference Event Request Form found

on the Resources for Faculty & Staff page of the college website.

The Associate Dean’s office announces the defense presentation date, time, locations, title of

the MN Professional Project or DNP Scholarly Project, chairperson’s name, and graduate

student’s name to all college graduate students and faculty. The defense also is posted on the

Graduate School and MSU calendars by the Associate Dean’s office. All are welcome to attend.

Grading

The student is excused from the room while the committee determines adequacy of the student’s

paper, presentation, and responses to questions. A majority of the committee members must

deem the paper, presentation, and responses to be adequate for a judgment of “pass.”

At the time of the examination/defense, the Report on Qualifying Exam/Comprehensive

Exam/Thesis Defense **Masters Students Only** (Form 4, Appendix D) or Report on

Qualifying Exam/Comprehensive Exam/Dissertation Defense **Doctoral Students Only**

(Form 4, Appendix D) must be completed and signed by all committee members. The completed

form will be sent to the Associate Dean for Graduate Education for signature and forwarded to

the Graduate School. The Graduate School allows 5 business days after the project defense is

held to receive the signed form (for more details: www.montana.edu/gradschool/).

Please refer to the Graduate School policy for Defense of Thesis (which applies to MN

Professional Projects) or Dissertation (which applies to DNP Scholarly Projects).

Final Approval of Project

The chairperson is responsible for the final review of the scholarly paper before it is submitted to

the Graduate School. Final acceptance or rejection of the scholarly paper is the responsibility of

the Dean of the Graduate School.

Page | 22

CON Graduate Handbook AY2018-19

Scholarly papers from the College of Nursing graduate students are subjected to rigorous standards

and must be submitted electronically to the Graduate School by the published deadline before

graduation. Refer to the Electronic Thesis/Dissertation (ETD) website for further information. The

Certificate of Approval (Form 5, Appendix D) is used for archiving the ETD with the MSU library.

The Graduate School prefers that this form be typed prior to committee signatures. Note: The ETD Certificate of Approval Form (Form 5, Appendix D) requires original or digital

signatures. The Graduate School will accept more than one copy of the ETD Certificate of

Approval form if more than one copy is needed to obtain original signatures in a timely manner.

Students must factor in the extra time needed to circulate this document prior to the deadline,

which is published on the Graduate School website. For detailed information regarding ETD

preparation, formatting, submissions, including a checklist and template.

Graduation and MSU Commencement

The Master of Nursing (MN) degree or Doctor of Nursing Practice (DNP) degree will be conferred

at the completion of all requirements indicated on each student’s Program of Study including

passing the Project Defense.

The chairperson signs the student’s Graduation Application form near the beginning of the

semester in which the student expects to complete the degree requirements. The deadline for filing

the application plus other important Graduate School dates are provided on the Dates & Deadlines

page.

The date on the diploma will coincide with the end of the semester in which the MN or DNP degree

is granted. Students who have completed the degree requirements and who have confirmation from

their chairperson that they will complete all degree requirements may attend the University

Commencement (held in May or December). Graduates who attend the MSU Commencement

must purchase academic robes, hoods, and caps through the MSU Bookstore. It is the student's

responsibility to contact the MSU Bookstore for information on ordering academic regalia (usually

available the first week of February for spring commencement or the first week of September for

fall commencement). Students must complete all financial obligations to the University prior to

the degree award.

7. Graduate Teaching Assistants / Graduate Research Assistant Opportunities

A limited number of Graduate Teaching Assistant positions are available in the College of Nursing

each year. Interested students may respond to an annual announcement of available positions from

CON Campus Directors. This appointment is a union-represented position and students will be a

member of the Graduate Employee Organization (GEO) bargaining unit represented by MEA-MFT

and are bound by the terms and conditions in the Collective Bargaining Agreement, applicable

policies of the Univeristy and Board of Regents, and applicable state and federal laws. All students

must be in good academic standing to be eligible for an appointment. Non-degree graduate

students are ineligible for graduate assistantships or graduate tuition waivers. Please see the

Graduate School website for GTA details. GTAs are evaluated annually for their teaching and

overall performance.

Page | 23

CON Graduate Handbook AY2018-19

8. Graduate Student Resources

The MSU home page includes an A-Z Index tab to quickly find information and resources such

as Renne Library Information Technology Center (computer assistance), residency information,

academic calendar and University Health Partners (student health service). Other universities and

MSU campuses (University of Montana, MSU Billings) may have similar resources available

(student health clinic, library facilities). Keep in mind; however, you are a student at Montana

State University regardless of your geographical location.

MSU strives to create a culture of support and recognizes that your mental health and well-being

are equally as important as your physical health. We want you to know that it’s OK if you

experience difficulty, and there are several resources on each campus to assist you in succeeding

emotionally, personally, and academically. See the resource lists included in Appendix E.

Students are encouraged to become familiar with the Graduate School’s website for masters and

doctoral degree requirements, graduation requirements, dates and deadlines, procedures and forms.

Individual course descriptions are accessible online at

http://www.montana.edu/wwwcat/courses/courses2.html.

Teleconference Use and Etiquette

Course instructors may elect to use teleconference for graduate intensives. To make the

teleconference learning environment effective and pleasant, a few “rules of etiquette” are

suggested:

• Call in on time – when people arrive late, it disrupts the class and the learning environment.

• Mute your microphone unless you are ready to speak and contribute to class discussion –

it is disruptive to the class to hear papers shuffling, dogs barking, children crying, etc. If your

phone does not have a “mute” function, make sure you are on the phone in a quiet location.

• Identify yourself when you are ready to participate in a discussion so that everyone knows

who is speaking – remember that the teleconference system will only allow one person to

speak at a time.

• Be sure to “unmute” the microphone when speaking.

• Do not leave before class ends unless the class is on a break – it is disruptive to the class

for students to be leaving and returning in the middle of class. If the class is on a break, be

sure to come back on time to avoid disruption.

Your courtesy in teleconference classes is much appreciated by faculty and classmates.

Fax and Photocopy Use

The following guidelines have been established:

• College of Nursing faxes may be sent in response to a faculty member's specific request.

• Faxes should be no more than five pages.

Page | 24

CON Graduate Handbook AY2018-19

• Faxes must be sent through local campus Administrative Assistants

• Students are not allowed access to the College’s photocopy machines.

NOTE: Faxes that do not meet the guidelines listed above should be sent through an outside source

(for example, Kinko’s).

References

AACN. (2018). CNL certification FAQ. Washington, DC; Author Retrieved from

http://www.aacnnursing.org/Portals/42/CNL/faq.pdf

AACN. (2018) CNL certification Guide. Washington, DC; Author Retrieved from

http://www.aacnnursing.org/Portals/42/CNL/CNL-Certification-Guide.pdf?ver=2017-07-

17-112119-890

AACN. (2017) Common advanced practice registered nurse doctoral level competencies.

Washington, DC; Author Retrieved from

http://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Common-APRN-Doctoral-

Competencies.pdf?ver=2018-01-25-133127-767

AACN. (2013). Competencies and curricular expectations for clinical nurse leader education

and practice. Washington, DC; Author Retrieved from

http://www.aacnnursing.org/Portals/42/AcademicNursing/CurriculumGuidelines/CNL-

Competencies-October-2013.pdf?ver=2017-05-18-144336-663

AACN. (2013). Standards for accreditation of baccalaureate and graduate degree nursing

programs. Washington, DC; Author Retrieved from

http://www.aacnnursing.org/Portals/42/CCNE/PDF/Standards-Amended-2013.pdf

AACN. (2015). The doctor of nursing practice: Current issues and clarifying recommendations.

Retrieved from http://www.aacnnursing.org/Portals/42/DNP/DNP-Implementation.pdf

AACN. (2008). The Essentials of baccalaureate education for professional nursing practice.

Washington, DC; Author. Retrieved from

http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf

AACN. (2006). The essentials of doctoral education for advanced nursing practice.

Washington, DC; Author. Retrieved from

http://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

AACN. (2011). The essentials of master's education in nursing. Washington, DC: Author.

Retrieved from

http://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf

American Academy of Nurse Practitioners. (2013). Standards of practice for nurse

practitioners. Government Affairs, Washington, DC: Author. Retrieved from

https://www.aanp.org/images/documents/publications/standardsofpractice.pdf

Page | 25

CON Graduate Handbook AY2018-19

American Academy of Nurse Practitioners. (2015). Scope of practice for nurse practitioners.

Government Affairs, Washington, DC: Author. Retrieved from

https://www.aanp.org/images/documents/publications/scopeofpractice.pdf

American Nurses Association. (2015) Nursing scope and standards of practice. Silver Springs,

MD Retrieved from http://www.ananursepracticepackage.org/Content/Documents/ANA-

Nursing-Scope-and-Standards-of-Practice-2015-Review-Copy.pdf

American Nurses Association. (2016). ANA’s principles for advanced practice registered nurse

(APRN) full practice authority. Silver Spring, MD. Retrieved from

https://www.nursingworld.org/~4af5d1/globalassets/docs/ana/ethics/principles-

aprnfullpracticeauthority.pdf

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards

of practice. Silver Spring, MD: Nursesbooks.org.

Montana State University. (2012). Conduct guidelines and grievance procedures for students.

Retrieved from: http://www.montana.edu/policy/student_conduct/

National League for Nursing Task Force on Nurse Educator Competencies. (2005). Core

competencies of nurse educators with task statements. Washington, DC: author.

Retrieved from http://www.wgec.org/resources/art/nursing-core-competencies.pdf

National Organization of Nurse Practitioner Faculties (2017). Nurse Practitioner Core

Competencies with curriculum content. NP Core Competencies Content Work Group.

Retrieved from

http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreC

omps_with_Curric.pdf

National Organization of Nurse Practitioner Faculties. (2013). Population-focused nurse

practitioner competencies: family/across the lifespan, neonatal, pediatric acute care,

pediatric primary care, psychiatric/mental health, women’s health/gender-related.

Washington, DC: author. Retrieved from

http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/Competencies/CompilationPop

FocusComps2013.pdf

National Panel for Psychiatric Mental Health NP Competencies. (2003). Psychiatric-mental

health nurse practitioner competencies. Washington, DC: Author. Retrieved from

http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/imported/PMHNPcomps03.pdf

National Task Force on Quality Nurse Practitioner Education. (2016). Criteria for evaluation of

nurse practitioner programs. Washington, DC: Author. Retrieved from

http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/Docs/EvalCriteria2016Final.pd

f

Page | 26

CON Graduate Handbook AY2018-19

Appendix A – Programs of Study

Montana State University College of Nursing

ADRN to Master’s in Nursing - Clinical Nurse Leader

Year 1 – BSN Bridge **

Fall Semester Credits Spring Semester Credits

NRSG 489R Research and Statistics to Support

EBP

6 (1 lab) NRSG 479 Population Health and Leadership 6 (2 lab)

Fall (Semester 1) Credits Spring (Semester 2) Credits

NRSG 601 Advanced Health Assessment 3 (2 lec; 1 lab) NRSG 608 Design of Healthcare Delivery Systems 3

NRSG 604 Evidence-based Practice I 4 NRSG 612 Ethics, Law and Policy 3

NRSG 606 Statistical Applications for Graduate

Nursing (optional)

2 NRSG 613 Finance and Budget 2

Total Credits 7 (9) Total Credits 8

Year 2

Fall (Semester 3) Credits Spring (Semester 4) Credits

NRSG 509 Clinical Nurse Leader Lab I 2 lab NRSG 611 Program Planning and Evaluation, Outcomes &

Quality Improvement

3

NRSG 511 Pathophysiology/Pharmacology 3 NRSG 575 Professional Paper/Project 3

NRSG 575 Professional Paper/Project 1

Total Credits 6 Total Credits 6

Year 3

Fall (Semester 5) Credits

NRSG 508 Clinical Leadership Practicum 7 lab

Total Credits 7 Total Credits for Program 46

** Must obtain an overall GPA of 3.0 or greater to matriculate into the MN Program

Core Masters: N601, N511, N575

CNL Core: N604, N608, N611, N612, N613,

CNL Clinical: N508, N509.

Page | 27

CON Graduate Handbook AY2018-19

Montana State University College of Nursing

Master’s in Nursing - Clinical Nurse Leader

Template Program of Study

Year 1

Fall (Semester 1) Credits Spring (Semester 2) Credits

NRSG 601 Advanced Health Assessment 3 (2 lec; 1 lab) NRSG 608 Design of Healthcare Delivery Systems 3

NRSG 604 Evidence-based Practice I 4 NRSG 612 Ethics, Law and Policy 3

NRSG 606 Statistical Applications for Graduate

Nursing (optional)

2 NRSG 613 Finance and Budget 2

Total Credits 7 (9) Total Credits 8

Year 2

Fall (Semester 3) Credits Spring (Semester 4) Credits

NRSG 509 Clinical Nurse Leader Lab I 2 lab NRSG 611 Program Planning and Evaluation, Outcomes &

Quality Improvement

3

NRSG 511 Pathophysiology/Pharmacology 3 NRSG 575 Professional Paper/Project 3

NRSG 575 Professional Paper/Project 1

Total Credits 6 Total Credits 6

Year 3

Fall (Semester 5) Credits

NRSG 508 Clinical Leadership Practicum 7 lab

Total Credits 7 Total Credits for Program 34

Core Masters: N601, N511, N575

CNL Core: N604, N608, N611, N612, N613,

CNL Clinical: N508, N509.

Page | 28

CON Graduate Handbook AY2018-19

Montana State University College of Nursing

DNP Family Individual Full Time Program of Study

Year 1

Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 601 Advanced Health

Assessment

3 (1 lab) NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice

Nursing Leadership

2

NRSG 602 Advanced

Physiology/Pathophysiology

4 NRSG 605 Evidence-based Practice II 3 NRSG 620 Advanced

Pharmacology II

3

NRSG 604 Evidence-based

Practice I

4 NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 621 Advanced Clinical I 6 (3 lab)

NRSG 606 Statistical Applications

for Graduate Nursing

2 NRSG 608 Design of Healthcare Delivery

Systems

3

NRSG 674 DNP Scholarly Project Seminar 2(1 lab)

Total Credits 13 Total Credits 13 Total Credits 11

Year 2

Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR

NRSG 610 Health Care

Informatics

3 NRSG 611 Program Planning & Evaluation,

Outcomes & Quality Improvement

3 NRSG 623 Advanced Clinical III 6 (3 lab)

NRSG 622 Advanced Clinical II 6 (3 lab) NRSG 612 Ethics Law and Policy 3

NRSG 675 Scholarly Project 3 (2 lab) NRSG 613 Finance and Budget 2

NRGS 675 DNP Scholarly Project 3 (2 lab)

Total Credits 12 Total Credits 11 Total Credits 6

Year 3

Fall (Semester 7) CR Spring (Semester 8) CR

NRSG 614 Vulnerability and HealthCare in Diverse Communities 4 (2lab) NRSG 624 Advanced Clinical IV 7 (6 lab)

NRSG 615 Translational Research for Advanced Practice 3

NRSG 675 DNP Scholarly Project 3 (1 lab) Total Credits 7

Total Credits 10 Total Credits for Program 83

APRN Core: N601, N602, N603

DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675

DNP F/I Specialty Courses: N607, N620, N621, N622, N623, N624

Page | 29

CON Graduate Handbook AY2018-19

Montana State University College of Nursing

DNP 4 yr Part-time [Family/Individual] Program of Study

Year 1

Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 602 Advanced

Physiology/Pathophysiology

4 NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice

Nursing Leadership

2

NRSG 604 Evidence-based Practice

I

4 NRSG 605 Evidence-based Practice II 3 NRSG 620 Advanced Pharmacology

II

3

NRSG 606 Statistical Applications

for Graduate Nursing

2 NRSG 612 Ethics Law and Policy 3

NRSG 674 DNP Scholarly Project Seminar 2(1 lab)

Total Credits 10 Total Credits 10 Total Credits 5

Year 2

Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR

NRSG 601 Advanced Health

Assessment

3 (1 lab) NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 621 Advanced Clinical I 6 (3 lab)

NRSG 610 Health Care Informatics 3 NRSG 608 Design of Healthcare Delivery

Systems

3

NRSG 675 Scholarly Project 1 (lab) NRGS 675 DNP Scholarly Project 2 (1 lab)

Total Credits 7 Total Credits 8 Total Credits 6

Year 3

Fall (Semester 7) CR Spring (Semester 8) CR Summer (Semester 9)

NRSG 615 Translational Research

for Advanced Practice

3 NRSG 611 Program Planning and Evaluation,

Outcomes & Quality Improvement

3 NRSG 623 Advanced Clinical III 6 (3 lab)

NRSG 622 Advanced Clinical II 6 (3 lab) NRSG 613 Finance and Budget 2

NRSG 675 DNP Scholarly Project 2 (1 lab) NRSG 675 DNP Scholarly Project 2 (1 lab)

Total Credits 10 Total Credits 7 Total Credits 6

Year 4

Fall (Semester 10) CR Spring (Semester 11)

NRSG 614 Vulnerability and Healthcare in Diverse Communities 4 (2 lab) NRSG 624 Advanced Clinical IV 7 (6 lab)

NRSG 675 DNP Scholarly Project Defense 2 (1 lab) Total credits 7

Total Credits 6 Total Credits for Program 83

APRN Core: N601, N602, N603

DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675

DNP F/I Specialty Courses: N607, N630, N631, N632, N633, N634

Page | 30

CON Graduate Handbook AY2018-19

Montana State University College of Nursing

DNP Psych/Mental Health Full Time Program of Study

Year 1

Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 601 Advanced Health

Assessment

3 (1 lab) NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice

Nursing Leadership

2

NRSG 602 Advanced

Physiology/Pathophysiology

4 NRSG 605 Evidence-based Practice II 3 NRSG 620 Advanced

Pharmacology II

3

NRSG 604 Evidence-based

Practice I

4 NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 631 Advanced Clinical I 6 (3 lab)

NRSG 606 Statistical Applications

for Graduate Nursing

2 NRSG 608 Design of Healthcare Delivery

Systems

3

NRSG 674 DNP Scholarly Project Seminar 2(1 lab)

Total Credits 13 Total Credits 13 Total Credits 11

Year 2

Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR

NRSG 610 Health Care

Informatics

3 NRSG 611 Program Planning & Evaluation,

Outcomes & Quality Improvement

3 NRSG 633 Advanced Clinical III 6 (3 lab)

NRSG 632 Advanced Clinical II 6 (3 lab) NRSG 612 Ethics Law and Policy 3

NRSG 675 Scholarly Project 3 (2 lab) NRSG 613 Finance and Budget 2

NRGS 675 DNP Scholarly Project 3 (2 lab)

Total Credits 12 Total Credits 11 Total credits 6

Year 3

Fall (Semester 7) CR Spring (Semester 8) CR

NRSG 614 Vulnerability and HealthCare in Diverse Communities 4 (2lab) NRSG 634 Advanced Clinical IV 7 (6 lab)

NRSG 615 Translational Research for Advanced Practice 3

NRSG 675 DNP Scholarly Project Defense 3 (1 lab) Total Credits 7

Total Credits 10 Total Credits for Program 83

APRN Core: N601, N602, N603

DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675

DNP PMH Specialty Courses: N607, N630, N631, N632, N633, N634

Page | 31

CON Graduate Handbook AY2018-19

Montana State University College of Nursing

DNP 4 yr Part-time [Psych/Mental Health] Program of Study

Year 1

Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 602 Advanced

Physiology/Pathophysiology

4 NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice

Nursing Leadership

2

NRSG 604 Evidence-based Practice

I

4 NRSG 605 Evidence-based Practice II 3 NRSG 630 Advanced Pharmacology

II

3

NRSG 606 Statistical Applications

for Graduate Nursing (optional)

2 NRSG 612 Ethics Law and Policy 3

NRSG 674 DNP Scholarly Project Seminar 2(1 lab)

Total Credits 10 Total Credits 10 Total Credits 5

Year 2

Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR

NRSG 601 Advanced Health

Assessment

3 (1 lab) NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 631 Advanced Clinical I 6 (3 lab)

NRSG 610 Health Care Informatics 3 NRSG 608 Design of Healthcare Delivery

Systems

3

NRSG 675 Scholarly Project 1 (lab) NRGS 675 DNP Scholarly Project 2 (1 lab)

Total Credits 7 Total Credits 8 Total Credits 6

Year 3

Fall (Semester 7) CR Spring (Semester 8) CR Summer (Semester 9)

NRSG 615 Translational Research

for Advanced Practice

3 NRSG 611 Program Planning and Evaluation,

Outcomes & Quality Improvement

3 NRSG 633 Advanced Clinical III 6 (3 lab)

NRSG 632 Advanced Clinical II 6 (3 lab) NRSG 613 Finance and Budget 2

NRSG 675 DNP Scholarly Project 2 (1 lab) NRSG 675 DNP Scholarly Project 2 (1 lab)

Total Credits 10 Total Credits 7 Total Credits 6

Year 4

Fall (Semester 10) CR Spring (Semester 11)

NRSG 614 Vulnerability and Healthcare in Diverse Communities 4 (2 lab) NRSG 634 Advanced Clinical IV 7 (6 lab)

NRSG 675 DNP Scholarly Project Defense 2 (1 lab) Total credits 7

Total Credits 6 Total Credits for Program 83

APRN Core: N601, N602, N603

DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675

DNP PMH Specialty Courses: N607, N630, N631, N632, N633, N634

Page | 32

CON Graduate Handbook AY2018-19

Montana State University College of Nursing

MN to DNP Program of Study

Year 1

Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR

NRSG 610 Health Care

Informatics

3 NRSG 605 Evidence-based Practice

II

3 NRSG 609 Advanced

Practice Nursing Leadership

2

NRSG 604 Evidence-based

Practice I

4 NRSG 608 Design of Healthcare

Delivery Systems

3

NRSG 606 Statistical

Applications for Graduate

Nursing

2 NRSG 674 DNP Scholarly Project

Seminar

2 (1 lab)

Total Credits 9 Total Credits 8 Total Credits 2

Year 2

Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR

NRSG 615 Translational

Research for Advanced

Practice

3 NRSG 611 Program Planning &

Evaluation, Outcomes & Quality

Improvement

3

NRSG 675 Scholarly Project 3 (2 lab) NRGS 675 DNP Scholarly Project 3 (2 lab)

Total Credits 6 Total Credits 6

Year 3

Fall (Semester 7) CR Spring (Semester 8) CR

NRSG 614 Vulnerability and HealthCare in Diverse

Communities

4 (2lab) NRSG 612 Ethics Law and Policy 3

NRSG 675 DNP Scholarly Project 3 (1 lab) Total Credits 3

Total Credits 7 Total Credits for Program 41

Gap Analysis: All applicants to the MN to DNP program will be analyzed for gaps in the education and certification criteria as outlined in

by the National Task Force (NTF) on Quality Nurse Practitioner Education (NONPF, 2016). See Policy D-3.

DNP Core: N604, N605, N606, N609, N609, N610, N611, N612, N614, N615, N675

Page | 33

CON Graduate Handbook AY2018-19

Montana State University College of Nursing

Certificate in Nursing Education

Template Program of Study

Year 1

Fall Credits Spring Credits

NRSG 501 Teaching Concepts for Nursing

Educators

2 NRSG 502 Effective Clinical Teaching 2

Year 2

Summer – Even Years Credits Summer – Odd Years Credits

NRSG 503 Curriculum Development 3 NRSG 504 Assessment and Evaluation of Education 3

NRSG 574 Teaching Practicum (elective) 1-4 variable

Total Credits for Program 10-14

NRSG 503 and NRSG 504 are offered in alternate summer semesters: NRSG 504 is offered in odd years and

NRSG 503 is offered in even years.

♦ *NRSG 574 Teaching Practicum is a 1-4 variable credit elective clinical practicum that can be taken any semester.

Prerequisites are NRSG 504 or Consent of Instructor.

Page | 34

CON Graduate Handbook AY2018-19

Appendix B

Sample Project Design

This is to serve as a rough guide for the DNP project design. All of the numbered (1-9)

components should be present in your paper/project. Several explanations are given under each

number, but these serve as examples and can vary depending on the type of project you are

doing. Please review these guidelines with your chair and make sure you are both very clear as to

the extent and detail needed under each topic. Your chairperson may require you to write using

chapters or might prefer a manuscript or using Squire Guidelines for final paper format. Please

clarify this early with your chairperson. Use these guidelines in several ways: 1) as a guide for

successfully writing a summative paper of your project, 2) developing your final Power Point

defense, and 3) converting your paper into a manuscript for publication. Your paper must

conform to APA format. Your paper also needs to conform to the MSU Electronic Theses and

Dissertation (ETD) formatting Guides found here:

http://www.montana.edu/etd/format_standard.html. Be sure to review the formatting guides

before submitting a draft to the Graduate School’s ETD Formatting Advisor. Please discuss

paper length expectations with your chair.

1. Title

2. Abstract (approximately 150-250 words)

a. Single-spaced and usually no more than 350 words.

b. The abstract must contain the following elements: (1) statement of the problem,

(2) procedure or methods, (3) results, and (4) conclusions. Mathematical

formulas, abbreviations, diagrams, and other illustrative materials should not be

included. It should be written to be understood by a person who does not have

expertise in the field.

3. Introduction

a. Includes brief background, needs assessment/statement, and provide some eye-

catching information.

b. Should include a problem statement or project question.

4. Review of the Literature

a. Describes the nature of the issue, who is involved and who it affects.

b. Extensive background of the issue.

c. Summary of the current knowledge.

d. Extensive review of the literature with an evidence table in Appendix

5. Theoretical Underpinning

a. An explanation of the nursing theory or theories used to guide this project.

6. Methods

a. Ethical issues

i. What did you do?

ii. Describe the ethical issues, IRB review or exemption.

iii. Describe the ethical aspects of the project that might affect participants’

physical well-being.

iv. Include any HIPPA protection statements as appropriate.

Page | 35

CON Graduate Handbook AY2018-19

b. Sample and setting

i. Describe the sample (patient population if any) and those involved in the

project (#, ages, gender, etc.).

ii. Describe the specifics of where this project is taking place (rural clinic,

hospital, acute care setting, inpatient unit, legislature).

iii. What are the relevant elements of the setting (geography, physical

resources, organizational culture, staffing or leadership issues)?

c. Intervention

i. What is/are your interventions/actions that will be taken and why were

these chosen (rationale)?

ii. What outcomes are expected and why (rationale)?

iii. What factors contributed to your choice of the intervention?

iv. What are the steps of the intervention (what was to be done and by

whom)?

v. You might include a timeline of your project that includes the

baseline/pre-intervention data, interventions, post-intervention data using a

time-line diagram or flow chart.

vi. What instruments or procedures were used in the intervention? What is the

reliability or validity of this instrument?

vii. What methods are used to assure data quality and adequacy (i.e. blinding,

repeating measurements and data extraction, collection of sufficient

baseline measurements/data).

d. Analysis

i. Provide detail of qualitative or quantitative methods used to draw

inferences from the data.

ii. Explain ability of project design to detect effect (effect size).

iii. Describe analytic methods used to demonstrate effects of time as a

variable (i.e., statistical process control).

7. Outcomes/Results

a. What did you find in your project?

b. Consider benefit, harm, unexpected results, problems, failures.

8. Discussion

a. Summarize the most important successes and difficulties in implementing

intervention components.

b. Highlight the project’s strengths.

c. Compare and contrast your outcomes with the literature.

d. Were there any differences between observed outcomes and expected outcomes?

e. Draw inferences about causal mechanisms.

f. Review issues of financial cost.

g. Suggest steps to help improve future projects.

h. Limitations

Page | 36

CON Graduate Handbook AY2018-19

i. Consider sources of confounding bias or imprecision of project design,

measurement, and analysis that might have affected project outcome

(internal validity).

ii. Explore factors that could affect generalizability (external validity).

iii. Review efforts made to minimize and adjust for expected limitations.

9. Conclusion

a. Consider overall practical application and usefulness of the project.

b. How useful was the intervention?

c. Suggest implications for future studies.

Appendix C

Scholarly Project Defense Rubric

Project Title:____________________________________________________________

Student: _______________________________________________________________

Scholarly Title/Introduction 1. Includes brief background, needs

assessment/statement, and provides

some eye-catching information

2. Includes a problem statement or

question

Failed Met Exceeded Comments

Abstract 1. Single-spaced and no more than 350

words.

2. Contains the following elements: (1)

statement of the problem, (2) procedure

or methods, (3) results, and (4)

conclusions. Mathematical formulas,

abbreviations, diagrams, and other

illustrative materials should not be

included.

It should be written to be understood by a person who does not have expertise in the field.

Review of the Literature/Background 1. Describes the nature of the issue, who is

involved and who it affects.

Page | 37

CON Graduate Handbook AY2018-19

2. A thorough review of the literature with

synthesis of the evidence supporting the

clinical question and project.

3. Summary of the current knowledge

4. Literature search strategy and databases

used.

5. Is there an evidence table in Appendix?

Failed

Met

Exceeded

Comments

Theoretical Underpinnings There is an explanation of the nursing theory

or theories used as the conceptual

framework for this project. It is integrated

throughout the implementation and

evaluation.

Methods

1. Ethical Issues a. Describe the ethical issues, IRB

review or exemption

b. Describe the ethical aspects of

the project that might affect

participants’ physical well-being.

c. Include any HIPPA protection

statements as appropriate

2. Sample and Setting

a. Describe the sample (patient

population if any) and those

involved in the project (#, ages,

gender, etc.)

b. Describe the specifics of where

this project is taking place.

c. What are the relevant elements

of the setting (geography,

physical resources,

organizational culture, staffing or

leadership issues).

3. Intervention

a. What is/are the

interventions/actions that will be

taken and why were these

chosen (rationale)?

b. What outcomes are expected

and why (rationale)?

Failed

Met

Exceeded

Comments

Page | 38

CON Graduate Handbook AY2018-19

c. What are the steps of the

intervention? (what was to be

done and by whom)

d. What instruments or procedures

were used in the intervention?

What is the reliability or validity

of this instrument?

4. Analysis

a. Provide detail of qualitative or

quantitative methods used to

draw inferences from the data

b. Explain ability of project design

to detect effect (effect size)

c. Describe analytic methods used

to demonstrate effects of time as

a variable (i.e. statistical process

control)

d. What methods are used to

assure data quality and adequacy

(i.e. blinding, repeating

measurements and data

extraction, collection of

sufficient baseline

measurements/data)

Outcomes/Results

1. Consider benefit, harm, unexpected

results, problems, failures

Failed

Met

Exceeded

Comments

Discussion 1. Summarize the most important

successes and difficulties in

implementing intervention components.

2. Highlight the project’s particular

strengths

3. Compare and contrast your outcomes

with the literature

4. Note any differences between observed

outcomes and expected outcomes?

5. Draw inferences about causal

mechanisms

6. Review issues of financial cost

Page | 39

CON Graduate Handbook AY2018-19

7. Suggest steps to help improve future

projects

8. Limitations

a. Consider sources of confounding

bias or imprecision of project

design, measurement, and

analysis that might have affected

project outcome (internal

validity)

b. Explore factors that could affect

generalizability (external validity)

c. Review efforts made to minimize

and adjust for expected

limitations

Conclusion 1. Consider overall practical application and

usefulness of the project

2. How useful was the intervention?

3. Suggest implications for future projects

Failed Met

Exceeded Comments

References and Resources References are extensive, recent, and relevant to the problem.

Paper Conforms to APA Format

Overall Paper/Defense Comments:

Appendix D

Sequence of Required Forms

• Form 1: Graduate Program of Study & Committee Form and Instructions

This form must be on file at the Graduate School by the end of the second (MN degree) or

third (DNP degree) semester that you have registered for classes.

• Form 2: Non-MSU Committee Membership CV/Resume (College of Nursing form -

http://www.montana.edu/nursing/student/graduate.html)

Page | 40

CON Graduate Handbook AY2018-19

• Form 3: Professional (MN) and Scholarly (DNP) Project Proposal Approval Form (College

of Nursing form – http://www.montana.edu/nursing/student/graduate.html). This form is to

be completed and signed by your committee at your proposal meeting and submitted before

you submit to IRB and actually begin your project.

• Form 4: Report on Qualifying Exam/Comprehensive Exam/Dissertation Defense **Masters

Students Only** or **Doctoral Students Only** (Graduate School form –

http://www.montana.edu/gradschool/forms.html). Must be received by the Graduate School

within 5 business days of the exam or defense.

• Form 5: Certificate of Approval Form for Theses and Dissertations - (Graduate School

form – http://www.montana.edu/gradschool/forms.html) - electronic submission/ETDs

of project papers is required by the College of Nursing.

Appendix E

Mental Health Services

MSU strives to create a culture of support within our campus community. Students face many stressors

and taking care of your mental health is an important aspect of student well-being. On the MSU-Bozeman

campus, we see 1,700 students each year for counseling. Students seek counseling for an array of

concerns including depression, anxiety, stress, relationships, past trauma, and substance use.

CON students on the Bozeman campus pay the student health fee which allows them to access services

through University Health Partners Counseling and Psychological Services in Bozeman. Students on the

distant campuses DO NOT pay the Bozeman fee. For those of you on distant campuses, there are still

resources available for you to access counseling—please see information below for campus-specific

services.

BOZEMAN CAMPUS

Counseling

Services

MSU students taking at

least 7 credits have

access to services at

University Health

Partners Medical

Services and Counseling

and Psychological

Services

CPS: http://www.montana.edu/counseling 406-994-4531

UHP: http://www.montana.edu/health/ 406-994-2311

Community

Referrals

If students are interested

in using their insurance

and seeing a provider in

the community, they can

contact Counseling and

Psychological Services

CPS: 406-994-4531

Page | 41

CON Graduate Handbook AY2018-19

for assistance locating a

community provider.

Crisis Resources

Bozeman Help Center 406-586-3333

National Lifeline 1-800-273-8255

Crisis Text Line Text “MT” to 741741

For imminent crisis

situations

911

Online Resources

Mental Health

Screening-This free,

anonymous, confidential

service provides

screening for depression,

anxiety, PTSD,

substance use, and

eating disorders.

www.screening.mentalhealthscreening.org/montanastateuniv

Kognito Online Suicide

Prevention Training-

This one-hour, online

training helps explain

warning signs of suicide

and how to help a friend

who may be at-risk.

www.kognitocampus.com/login Access Key: msuboze16

WellTrack- online

modules to assist with

Depression, Anxiety,

Public Speaking; mood

tracking and relaxation

exercises.

https://montana.welltrack.com/register

Suicide Prevention Info www.montana.edu/suicide-prevention

Insurance

All MSU students are

required to have health

insurance. If students

need assistance signing

up for the MSU Student

Health Insurance plan,

they can contact Robin

Kuntzelman.

Robin Kuntzelman

University Health Partners

406-994-3199

robink@montana.edu

Medicaid may also be an

option for many

students.

For assistance determining eligibility, please contact Robin

Kuntzelman (above), or visit apply@mt.gov

BILLINGS CAMPUS

Counseling

Services

MSU CON students in

Billings have access to

mental health services at

the MSU-Billings

Student Health Services.

www.msubillings.edu/studenthealth/mentalhealth.htm

406-657-2153

Fees

MSU CON students can

pay the MSU-Billings

health fee

($80.75/semester) to

access mental health

Students can pay the fee at the Cashier’s window in

McMullen Hall basement, or at the cashier’s window at City

College. Students then bring the receipt as documentation to

the Student Health Services office and have access to

services through the semester.

Page | 42

CON Graduate Handbook AY2018-19

services through their

Student Health Services

Community

Referrals

If students are interested

in using their insurance

and seeing a provider in

the community, they can

contact the MSU-

Billings Student Health

Services for referrals in

the Billings area.

MSU-Billings Student Health Services: 406-657-2153

Additional support for community referrals can also be

obtained at MSU’s Counseling & Psychological Services:

406-994-4531.

Crisis Resources

National Lifeline 1-800-273-8255

Crisis Text Line Text “MT” to 741741

For imminent crisis

situations

911

Online Resources

Mental Health

Screening-This free,

anonymous, confidential

service provides

screening for depression,

anxiety, PTSD,

substance use, and eating

disorders.

www.screening.mentalhealthscreening.org/montanastateuniv

Kognito Online Suicide

Prevention Training-

This one-hour, online

training helps explain

warning signs of suicide

and how to help a friend

who may be at-risk.

www.kognitocampus.com/login

Access Key: msuboze16

WellTrack- online

modules to assist with

Depression, Anxiety,

Public Speaking; mood

tracking and relaxation

exercises.

https://montana.welltrack.com/register

Suicide Prevention Info www.montana.edu/suicide-prevention

Insurance

All MSU students are

required to have health

insurance. If students

need assistance signing

up for the MSU Student

Health Insurance plan,

they can contact Robin

Kuntzelman.

Robin Kuntzelman

University Health Partners

406-994-3199

robink@montana.edu

Medicaid may also be an

option for many

students.

For assistance determining eligibility, please contact Robin

Kuntzelman (above), or visit apply@mt.gov

MISSOULA CAMPUS

Counseling

Services

MSU students in

Missoula can access

mental health services

www.umt.edu/curry-health-center/Counseling/default.php

406-243-4711

Page | 43

CON Graduate Handbook AY2018-19

at the U of M Curry

Health Center.

Fees

MSU CON students

can pay the U of M

health fee ($271.59) to

access mental health

counseling services

through their Student

Health Services. The

fee also covers

medical, dental, and

health coaching

services. There is no

charge for the first

counseling visit, but

additional sessions are

$25/session. For

psychiatry visits at the

Curry Health Center,

students pay $35 for

that visit.

www.umt.edu/curry-health-center/Counseling/default.php

Community

Referrals

If students are

interested in using

their insurance and

seeing a provider in the

community, they can

access a database of

providers in the

Missoula area.

www.winapps.umt.edu/winapps/adminfin/counselnet/index.asp

Additional support for community referrals can also be

obtained at MSU’s Counseling & Psychological Services:

406-994-4531.

Crisis Resources

National Lifeline 1-800-273-8255

Crisis Text Line Text “MT” to 741741

For imminent crisis

situations

911

Online Resources

Mental Health

Screening-This free,

anonymous,

confidential service

provides screening for

depression, anxiety,

PTSD, substance use,

and eating disorders.

www.screening.mentalhealthscreening.org/montanastateuniv

Kognito Online

Suicide Prevention

Training-

This one-hour, online

training helps explain

warning signs of

suicide and how to

help a friend who may

be at-risk.

www.kognitocampus.com/login

Access Key: msuboze16

WellTrack- online

modules to assist with

Depression, Anxiety,

Public Speaking; mood

https://montana.welltrack.com/register

Page | 44

CON Graduate Handbook AY2018-19

tracking and relaxation

exercises.

Suicide Prevention

Info

www.montana.edu/suicide-prevention

Insurance

All MSU students are

required to have health

insurance. If students

need assistance signing

up for the MSU

Student Health

Insurance plan, they

can contact Robin

Kuntzelman.

Robin Kuntzelman

University Health Partners

406-994-3199

robink@montana.edu

Medicaid may also be

an option for many

students.

For assistance determining eligibility, please contact Robin

Kuntzelman (above), or visit apply@mt.gov

KALISPELL CAMPUS

Counseling

Services and

Community

Referrals

MSU students in

Kalispell can reach out to

these providers who have

agreed to be available to

see MSU CON students.

You can contact them

directly at the numbers

listed. If they do not have

availability in their

counseling practices,

they will provide

referrals to other

providers in the Kalispell

area.

Leah Dahlin 406-399-0003

Kari Greenberg 406-862-0337

Megan Keenan 406-249-9017

Carrie Thiel 406-212-2016

Additional support for community referrals can also be

obtained at MSU’s Counseling & Psychological Services:

406-994-4531.

Fees

Kalispell students do not

pay any university health

fees.

Crisis Resources

National Lifeline 1-800-273-8255

Crisis Text Line Text “MT” to 741741

For imminent crisis

situations

911

Online Resources

Mental Health

Screening-This free,

anonymous, confidential

service provides

screening for depression,

anxiety, PTSD,

substance use, and eating

disorders.

www.screening.mentalhealthscreening.org/montanastateuniv

Kognito Online Suicide

Prevention Training-

This one-hour, online

training helps explain

warning signs of suicide

www.kognitocampus.com/login

Access Key: msuboze16

Page | 45

CON Graduate Handbook AY2018-19

and how to help a friend

who may be at-risk.

WellTrack- online

modules to assist with

Depression, Anxiety,

Public Speaking; mood

tracking and relaxation

exercises.

https://montana.welltrack.com/register

Suicide Prevention Info www.montana.edu/suicide-prevention

Insurance

All MSU students are

required to have health

insurance. If students

need assistance signing

up for the MSU Student

Health Insurance plan,

they can contact Robin

Kuntzelman.

Robin Kuntzelman

University Health Partners

406-994-3199

robink@montana.edu

Medicaid may also be an

option for many students.

For assistance determining eligibility, please contact Robin

Kuntzelman (above), or visit apply@mt.gov

GREAT FALLS CAMPUS

Counseling

Services and

Community

Referrals

MSU students in Great

Falls can reach out to the

Great Falls Mental

Health Triage Services

which is a group of

mental health providers

who are available to

make appointments with

students within 24 hours.

Great Falls Mental Health Triage Services – 406-272-1086

Additional support for community referrals can also be

obtained at MSU’s Counseling & Psychological Services:

406-994-4531.

Fees

Great Falls students do

not pay any university

health fees.

Crisis Resources

National Lifeline 1-800-273-8255

Crisis Text Line Text “MT” to 741741

For imminent crisis

situations

911

Online Resources

Mental Health

Screening-This free,

anonymous, confidential

service provides

screening for depression,

anxiety, PTSD,

substance use, and eating

disorders.

www.screening.mentalhealthscreening.org/montanastateuniv

Kognito Online Suicide

Prevention Training-

This one-hour, online

training helps explain

warning signs of suicide

and how to help a friend

who may be at-risk.

www.kognitocampus.com/login

Access Key: msuboze16

Page | 46

CON Graduate Handbook AY2018-19

WellTrack- online

modules to assist with

Depression, Anxiety,

Public Speaking; mood

tracking and relaxation

exercises.

https://montana.welltrack.com/register

Suicide Prevention Info www.montana.edu/suicide-prevention

Insurance

All MSU students are

required to have health

insurance. If students

need assistance signing

up for the MSU Student

Health Insurance plan,

they can contact Robin

Kuntzelman.

Robin Kuntzelman

University Health Partners

406-994-3199

robink@montana.edu

Medicaid may also be an

option for many students.

For assistance determining eligibility, please contact Robin

Kuntzelman (above), or visit apply@mt.gov