STANBRIDGE UNIVERSITY
STUDENT CATALOG
JANUARY – DECEMBER 2021
Published: 8/16/2021
Please visit https://catalog.stanbridge.edu for the most current version of the enclosed information.
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TABLE OF CONTENTS
Student Catalog
Stanbridge University 10
Letter from the President 11
About Stanbridge 12
Diversity Statement 13
Legal Disclosures 14
Instructional Facilities 16
Admissions
Admissions Policies 19
Transfer Credit Policies 22
Financial Aid
Financial Aid Overview 24
Federal Financial Aid Programs 26
Federal Work Study 29
Cal Grants 31
Private Education Loans 35
Tuition Summary Charts 36
Program Specific Financial Aid Information 39
Cancellation 42
Returns 44
Return to Title IV 45
STRF 47
Academic Calendar
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Class Starts 48
Holidays 50
Institutional Policies
Student Records 51
Clock and Credit Hours 52
Attendance 53
Grading 54
Satisfactory Academic Progress (SAP)
Leave of Absence (LOA)
Withdrawal 60
Probation 66
Suspension 67
Dismissal 68
Readmission 69
Graduation 71
Transcripts 72
Code of Conduct 73
Non-Discrimination and Harassment 75
Grievance Process 77
Title IX 80
ADA 82
Safety and Security 83
Student Services
Student Services Resources 85
Administration 89
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Programs
VN Program
VN General Information 91
VN Program Overview 92
VN Faculty 94
VN Admission Policies 96
VN Transfer Credit Policies 100
VN Grading Policies 101
VN Attendance Policies 102
VN Dismissal Policies 105
VN Additional Policies 106
VN Graduation Requirements 109
VN Licensure Requirements 110
ADN Program
ADN General Information 113
ADN Program Overview 114
ADN Faculty 116
ADN Admission Policies 118
ADN Transfer Credit Policies 121
ADN Grading Policies 123
ADN Attendance Policies 125
ADN Dismissal Policies 127
ADN Additional Policies 128
ADN Graduation Requirements 130
VN to RN 45 Unit Option 131
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ADN Licensure Requirements 132
ASVT Program
ASVT General Information 133
ASVT Program Overview 134
ASVT Faculty 136
ASVT Admission Policies 137
ASVT Transfer Credit Policies 139
ASVT Grading Policies 140
ASVT Attendance Policies 141
ASVT Dismissal Policies 143
ASVT Additional Policies 144
ASVT Graduation Requirements 147
ASVT Licensure Requirements 148
OTA Program
OTA General Information 149
OTA Program Overview 150
OTA Faculty 152
OTA Admission Policies 154
OTA Transfer Credit Policies 156
OTA Grading Policies 157
OTA Attendance Policies 158
OTA Dismissal Policies 160
OTA Fieldwork Policies 161
OTA Additional Policies 163
OTA Graduation Requirements 165
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OTA Licensure Requirements 166
PTA Program
PTA General Information 167
PTA Program Overview 169
PTA Faculty 172
PTA Admission Policies 174
PTA Transfer Credit Policies 177
PTA Grading Policies 178
PTA Attendance Policies 182
PTA Dismissal Policies 185
PTA Fieldwork Policies 186
PTA Additional Policies 191
PTA Graduation Requirements 200
PTA Licensure Requirements 201
BHA Program
BHA General Information 202
BHA Program Overview 203
BHA Faculty 206
BHA Admissions Policies 207
BHA Transfer Credit Policies 208
BHA Grading Policies 209
BHA Attendance Policies 210
BHA Dismissal Policies 211
BHA Additional Policies 212
BHA Graduation Requirements 213
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BHA Licensure Requirements 214
BSN Program
BSN General Information 215
BSN Program Overview 216
BSN Faculty 219
BSN Admission Policies 221
BSN Transfer Credit Policies 223
BSN Grading Policies 224
BSN Attendance Policies 226
BSN Dismissal Policies 228
BSN Additional Policies 229
BSN Graduation Requirements 231
BSN Licensure Requirements 232
RNBSN Program
RNBSN General Information 233
RNBSN Program Overview 236
RNBSN Faculty 238
RNBSN Admissions Policies 239
RNBSN Transfer Credit Policies 240
RNBSN Grading Policies 241
RNBSN Attendance Policies 242
RNBSN Dismissal Policies 243
RNBSN Additional Policies 244
RNBSN Graduation Requirements 245
RNBSN Licensure Requirements 246
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MHA Program
MHA General Information 247
MHA Program Overview 248
MHA Faculty
MHA Admissions Policies 249
MHA Transfer Credit Policies 250
MHA Grading Policies 251
MHA Attendance Policies 252
MHA Dismissal Policies 253
MHA Additional Policies 254
MHA Graduation Requirements 255
MHA Licensure Requirements 256
MSN Program
MSN General Information 257
MSN Program Overview 258
MSN Faculty 260
MSN Admission Policies 261
MSN Transfer Credit Policies 262
MSN Grading Policies 263
MSN Attendance Policies 264
MSN Dismissal Polices 265
MSN Additional Policies 266
MSN Graduation Requirements 268
MSN Licensure Requirements 269
MSOT Program
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MSOT General Information 270
MSOT Program Overview 273
MSOT Faculty 277
MSOT Admission Policies 278
MSOT Transfer Credit Policies 281
MSOT Grading Policies 282
MSOT Attendance Policies 283
MSOT Dismissal Policies 284
MSOT Additional Policies 285
MSOT Professional Behavior and Code of Conduct 289
MSOT Graduation Requirements 292
MSOT Licensure Requirements 293
All Course Descriptions 294
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STANBRIDGE UNIVERSITY
© Copyright 2019, All Rights Reserved
No part or parts of this handout may be copied, or duplicated by electronic means without prior permission from Stanbridge
University
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LETTER FROM THE PRESIDENT
For over two decades, we at Stanbridge University have been working to provide quality education that bridges the gap between
where people are and where they dream to be. As we rise to meet new challenges, we are reminded that it is our student body,
beautifully diverse and unflinchingly bold, that makes our institution strong. Their stories, strengths and tenacity breathe life into our
philosophy: that every person has the potential to soar, and when given the right tools, can learn to believe not only in themselves,
but in others. This personal metamorphosis is what changes the world for the better, and we as educators are thrilled and honored
to be a part of it.
Yasith Weerasuriya | President and CEO
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ABOUT STANBRIDGE
HISTORY
Stanbridge University was founded in June of 1996 as Executive 2000. Our organization officially changed its name from Executive
2000, Inc. to Stanbridge College in August of 2004, then to Stanbridge University in January of 2017. We have operated from our
present location since September 1997. Our curriculum began in 1996 with certificate programs in Information Technology and has
since expanded to include programs in Nursing, Occupational Therapy Assistant, Physical Therapist Assistant as well as associate
and baccalaureate degrees in Information Technology and Nursing and master’s degrees in Nursing and Occupational Therapy.
MISSION STATEMENT
Stanbridge University asserts that a high quality, accessible, and relevant education is the right of every individual. The central
purpose of all programs and services offered by Stanbridge University is to prepare people for occupations and professions. As
such, we are dedicated to meeting the learning needs of our students. To these ends, we offer and commit to the allocation of
resources in support of a variety of programs. These programs are offered in ways that recognize the needs of a diverse, changing
population. Stanbridge University’s programs provide an educational environment that allows students to meet their long-term
learning needs. In a time of dynamic technological change, students are encouraged to address the impact of information systems
on their academic and occupational planning.
INSTITUTIONAL LEARNING OUTCOMES
ILO1. Apply critical thinking skills to investigate issues or problems and use relevant and adequate support to reach conclusions.
ILO2. Demonstrate mastery in written communication skills by producing fluent, clear, and accurate writing assignments.
ILO3. Construct presentations that orally communicate a variety of messages using compelling language and support.
ILO4. Demonstrate information literacy and be able to apply information accurately and ethically to accomplish a specific purpose.
ILO5. Apply appropriate conclusions based on the quantitative analysis of data.
ILO6. Recognize, respect, and articulate the complexities of human diversity through professional, safe, and ethical professional
practice.
ILO7. Value education, advocacy, and collaboration through leadership and a commitment to the public good.
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DIVERSITY STATEMENT
Stanbridge University takes great pride in its recognition as an institution of higher learning, and is dedicated to maintaining a
campus which honors and values diversity. As evidenced by our motto, “Strength through Diversity,” Stanbridge University
encourages and celebrates the diverse nature of our faculty, staff, students, and the communities we all serve in a variety of ways.
The University recognition of diversity is evident in the following Diversity Statement, which can be found in the University Catalog:
DIVERSITY OF STUDENTS, ADMINISTRATION, FACULTY AND STAFF
The University strives to support and celebrate diversity with recognition of the rights and abilities of all members of the University
community, to include religion or philosophical thought, age, ethnicity, sexual orientation, and gender. Our institutional mission,
values, and commitments are best evidenced through the diverse nature of the populations of which we are constituted.
DIVERSITY IN TEACHING, PROMOTION OF STUDENT CULTURAL AWARENESS,
AND SCHOLARLY EFFORTS
The University values the academic, intellectual, and experiential background of our administration and instructional faculty, and
encourages the ways in which they lend this expertise to the benefit of cultural and intellectual awareness to our student population.
This is accomplished through our curriculum, in which we expand students’ conceptual framework as they research and acquire the
skills and competencies in the subject areas for the programs to which they have committed, with a focus on the importance of
viewing their work through a lens which acknowledges and honors diversity.
DIVERSITY IN STYLES OF LEADERSHIP, MENTORING, AND STRATEGIC
DEVELOPMENT
The University benefits from the variety of cultural and philosophical differences that constitute the wide range of governance,
leadership, and management that makes up this higher education environment. The strength and direction provided by leadership
at all levels is dependent on the organizational contributions of each member.
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LEGAL DISCLOSURES
Stanbridge University reserves the right to make changes at any time to any provision of this catalog, including academic programs
and courses, course and program schedules, school policies and procedures, faculty and administrative staff, the school calendar
and other dates, and other provisions. Stanbridge University will notify students of any of the foregoing changes via email at the
time the changes are made and in accordance with the requirements of accrediting and governmental regulatory agencies. The
catalog will be provided either in writing or electronically to a prospective student or to any person upon request. Any program
specific brochures shall also be disclosed to any interested person upon request.
Stanbridge University is accredited by the Accrediting Commission of Career Schools and Colleges (ACCSC). Located at 2101
Wilson Boulevard / Suite 302, Arlington, VA 22201, ACCSC can be reached at 703-247-4212. Their website iswww.accsc.org.
Stanbridge University Los Angeles is a branch campus of Stanbridge University Irvine, California. Stanbridge University Los Angeles
is accredited by the Accrediting Commission of Career Schools and Colleges (ACCSC), an accrediting agency recognized by the
U.S. Department of Education.
Stanbridge University Riverside is a satellite campus of Stanbridge University Irvine, California. Stanbridge University’s Riverside
Satellite Campus is included within Stanbridge University, Irvine, California’s accreditation by the Accrediting Commission of Career
Schools and Colleges (ACCSC), a recognized accrediting agency by the U.S. Department of Education.
The Stanbridge University Irvine Campus, Los Angeles, Alhambra Branch Campus and Riverside Satellite Campus are private
institutions that are approved to operate by the California Bureau for Private Postsecondary Education. The approval to operate
demonstrates compliance with the California Private Postsecondary Education Act of 2009 and Division 7.5 of Title 5 of the
California Code of Regulations. For more information, contact the Bureau for Private Postsecondary Education at 1747 North Market
Blvd., Suite 225 Sacramento, CA 95834, www.bppe.ca.gov, toll-free telephone number (888) 370-7589 or by fax (916) 263-1897.
The entry-level occupational therapy master’s degree program at the Orange County Campus is accredited by the Accreditation
Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116
Executive Boulevard, Suite 200 North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its
web address is www.acoteonline.org.
The entry-level occupational therapy master’s degree program at Riverside has applied for accreditation and has been granted
Candidacy Status by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy
Association (AOTA), located at 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number
c/o AOTA is (301) 652-AOTA and its web address is www.acoteonline.org. The program must have a preaccreditation review,
complete an on-site evaluation, and be granted Accreditation Status before its graduates will be eligible to sit for the national
certification examination for the occupational therapist administered by the National Board for Certification in Occupational
Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In
addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT
Certification Examination. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination
or attain state licensure.
The baccalaureate degree program in nursing (RN to BSN Degree Completion) at Stanbridge University is accredited by the
Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org).
The Stanbridge University Bachelor of Science in Nursing degree is approved by the California Board of Registered Nurses at the
Orange County, Los Angeles and Riverside campuses. Their website is http://www.rn.ca.gov/education/rnprograms.shtml.
The Bachelor of Science in Nursing degree is accredited by the Commission on Collegiate Nursing Education (
http://www.ccneaccreditation.org).
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The Associate of Science in Veterinary Technology degree program is accredited by the American Veterinary Medical Association
(AVMA) Committee on Veterinary Technician Education and Activities (CVTEA) (1931 North Meacham Road, Suite 100,
Schaumburg, IL 60173-4360; phone;800.248.2862;www.avma.org). The Associate of Science in Veterinary Technology degree has
been approved by the Accrediting Commission of Career Schools and Colleges, ACCSC.
The Physical Therapist Assistant Program (Orange County and Los Angeles campuses) at Stanbridge University is accredited by the
Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Avenue, Suite 100, Alexandria, Virginia 22305-
3085; telephone: 703-706-3245; email: [email protected]; website: http://www.capteonline.org. If needing to contact the
program/institution directly, please call 949-794-9090 or email [email protected].
The Occupational Therapy Assistant program is accredited by the Accreditation Council for Occupational Therapy Education
(ACOTE) of the American Occupational Therapy Association (AOTA) through 2028/2029 in Orange County and Los Angeles. AOTA
is located at 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-49299. ACOTE’s telephone number, c/o AOTA is
(301) 652-AOTAand its web address iswww.acoteonline.org.
The Stanbridge University Vocational Nursing Program is approved by the California Board of Vocational Nursing and Psychiatric
Technicians (BVNPT) in Orange County and Los Angeles. The Stanbridge University Vocational Nursing program at the Riverside
Satellite Campus is pending approval. The BVNPT is located at 2535 Capitol Oaks Drive Suite 205, Sacramento, CA 95833 and can
be reached at (916) 263-7800. Their website is www.bvnpt.ca.gov.
Stanbridge University is approved for veterans education benefits under Title 38 of the GI Bill® in addition to WIOA training benefits
from various Workforce Investment Boards including those in Irvine, Westminster, Santa Ana, Anaheim, South Bay and Riverside.
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INSTRUCTIONAL FACILITIES
Orange County, Irvine Campus Address:
2041 Business Center Drive, Suite 107, Irvine, CA 92612
Tel: 888-789-6208
Fax: 949-794-9094
http://www.stanbridge.edu
Los Angeles, Alhambra Branch Campus Address:
2215 W. Mission Road, Alhambra, CA 91803
Tel: 888-742-1130
Fax: 626-283-5787
http://www.stanbridge.edu
Riverside, Satellite Campus Address:
1325 Spruce Street, Ste 500, Riverside, CA 92507
Tel: 866-931-1078
http://www.stanbridge.edu
ADDRESSES WHERE INSTRUCTION IS OFFERED
Stanbridge University provides instruction for its Orange County, Irvine, on-campus courses at 2021, 2041 and 2061 Business
Center Drive, Irvine, CA 92612. The Los Angeles, Alhambra Branch Campus provides instruction for on-campus courses at 2215 W.
Mission Road, Alhambra, CA 91803. The Riverside Satellite Campus provides instruction for on-campus courses at 1325 Spruce
Street, Ste 500, Riverside, CA 92507.
The university provides instruction for clinical and fieldwork courses in off-campus facilities that are contracted by the university for
this purpose.
Stanbridge University also offers online education not offered in real time. Coursework is completed at a location determined by
the student.
Stanbridge University delivers some courses in an online format with the first class session only held on campus and/or a clinical
component.
PROGRAMS OFFERED
IRVINE MAIN CAMPUS
Program Credit-Hour
Diploma in Vocational Nurse 105
Associate of Science in Nursing 119.5
Associate of Occupational Science in Occupational Therapy Assistant 112
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Associate of Science in Physical Therapist Assistant 122
Associate of Science in Veterinary Technology 112.5
Bachelor of Science in Nursing (Degree Completion) 180
Bachelor of Science in Healthcare Admnistration 180
Master of Science in Healthcare Administration 45
Master of Science in Nursing 46
Master of Science in Occupational Therapy 121.5
LOS ANGELES, ALHAMBRA BRANCH CAMPUS
Program Credit-Hour
Diploma in Vocational Nurse* 105
Associate of Science in Nursing 119.5
Associate of Occupational Science in Occupational Therapy Assistant* 112
Associate of Science in Physical Therapy Assistant 122
RIVERSIDE SATELLITE CAMPUS
Program Credit-Hour
Diploma in Vocational Nurse* 105
*Pending approval from programmatic approval agency
MAXIMUM NUMBER OF STUDENTS IN A TYPICAL CLASSROOM OR LABORATORY
The maximum number of students and instructors assigned to any given lecture classroom or laboratory may be determined
by the applicable programmatic accrediting or approval body requirements; and
typical classroom lecture settings range from approximately 25 to 64 students. Typical laboratory settings range from
approximately 8 to 16 students
WORKSHOPS
Workshops are prefixed with the acronym EXT and currently include the following:
EXT 1005 Introduction to Wound Care: 1 Day, 6:00 – 10:00 p.m.
Each year, millions of people suffer from acute and chronic non-healing wounds. Because non-healing wounds are one of the most
significant complications of disease, healthcare organizations seek professionals skilled in proper wound care. Workshop topics
include: wound assessment guidelines; wound care procedures; stages of wounds and ulcers; infections and treatments; and skin
integrity.
EXT 1006 Infection Prevention and Control: 1 Day, 6:00 – 10:00 p.m.
According to the Department of Health and Human Services, 1 in every 20 hospitalized patients will develop a healthcare-
associated infection (HAI), making HAIs one of the leading causes of death and illness in the U.S. In your professional career, you will
need to know how to safely handle and help prevent the spread of HAIs.Course topics include: identify infection prevention
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programs; identify hospital-acquired infections “HAI’s”;identify the HAI’s and organisms most common in hospitals, chain of
infection and mode of transmission;identify portals of entry and exit of infection;promoting a culture of safety and making a
difference;standard precautions and hand hygiene; demonstrate proper use of personal protective equipment;describe
transmission-based precautions and reasons for their use;and post-exposure procedures.
EXT 1007 Hospice Care: 1 Day, 6:00 – 9:00 p.m.
As the demand for skilled hospice care professionals grows, many home care and senior living facilities will be looking for
candidates with requisite experience. As a healthcare professional, this workshop can help increase your visibility as a potential
hospice and healthcare employee. Course topics include: types of comfort care including pain management; communication
between patient, family, and medical team; and how to assist family with mental and spiritual needs.
EXT 1009 Dementia Care: 1 Day, 6:00 – 9:00 p.m.
“My Patient Has Dementia: How to Prevent/Deescalate Challenging Behaviors in a Hospital Setting”. Learn how changes in the brain
map to changes in your patient’s personality and behavior; learn how to adjust your approach so that you don’t contribute to their
anxiety/agitation; and gain tips and tools that can help you reduce and even prevent agitation and challenging behavior.
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ADMISSIONS POLICIES
HIGH SCHOOL DIPLOMA REQUIREMENT
†
All applicants must hold a diploma from an accredited high school or the recognized equivalent, e.g., General Education
Development (GED) certificate.
Provision of any one of the following documents will satisfy the high school diploma requirement:
A copy of an accredited high school diploma;
A copy of the final official accredited high school transcript that shows the date when the diploma was awarded;
A copy of the GED certificate or GED transcript that indicates passage of the exam, or a state-authorized high school
equivalent certificate;
A copy of an academic transcript that indicates successful completion of an associate’s degree or higher from an institution
accredited by an accrediting agency recognized by the United States Department of Education;
A copy of a credential for completion of a homeschool secondary school program equivalent to a high school diploma per
state law; OR
A copy of Form DD214 that indicates the holder is a high school graduate.
High school diplomas must be granted by (1) an institution (or program in the case of a homeschooled applicant) recognized by the
Department of Education in the state in which the applicant acquired the diploma, or (2) an institution accredited by an accrediting
agency that is recognized by the U.S. Department of Education.
Transcripts for degrees and diplomas awarded by foreign schools must be translated and evaluated for U.S. high school education
equivalency (at applicant expense) before being accepted.
If you are interested in attending the university but need reasonable accommodations, please visitada.stanbridge.edufor further
assistance. Stanbridge University complies with Section 504 of the Rehabilitation Act of 1973 and Title III of the Americans with
Disabilities Act of 1990. ADA policies are addressed in this catalog under the institutional policies section.
ENGLISH LANGUAGE REQUIREMENT
All classes at Stanbridge University are taught in English. Stanbridge University does not provide courses in ESL (English as a
Second Language). To be admitted to a program offered by the university, all students must provide proof of graduation from a
secondary school or higher in which English is the language of instruction or give proof of obtaining the required minimum score
on the Reading Comprehension part of the Accuplacer, as stated for each program, or on the Test of English as a Foreign Language
(TOEFL): 470 paper-based format, 150 computer-based format, 52 internet-based format.
ADMISSIONS PROCEDURES
Applicants seeking admission to programs delivered on-campus must meet with an admissions representative to receive an
overview of their desired program and information on the minimum requirements for admission to the program, including, if
applicable, the assessment exam score requirement. Applicants seeking admission to programs delivered online must fill out an
application and speak to an admissions representative (before or after filling out the application) in order to have any questions
answered about the overview of their desired program and information on the minimum requirements for admission to the
program.
During the in-person meetings on campus or telephone conversations for online programs:
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Applicants are given an overview of the programs and courses of interest to them, including the length, cost, policies,
student and career services and fields of employment relevant to the program.
Applicants must submit an online application. The application fee for the Bachelor of Science in Nursing is $50, for the
Master of Science in Occupational Therapy is $150.
Applicants are asked to schedule a time to take the assessment exam in the Test Center for those programs requiring an
assessment exam and if the exam is applicable to the student. N.B.: Please see program-specific requirements for
admission under each program.
Applicants are required to submit a copy of a high school diploma or the equivalent or an official transcript of record from an
accredited postsecondary institution showing completion of the required postsecondary degree or credits and coursework,
according to the requirements of the program. Applicants seeking admission to the Bachelor of Science in Nursing (Degree
Completion) and Master of Science in Nursing programs will also have to show proof of unencumbered RN licensure.
Students are required to provide an email address upon registration. This address will be used to send information to
students, including schedule confirmations, changes and reminders, notices of deficiency, reports of progress,
administrative action, probation, and other official communications. Students must review daily the messages to the email
address provided to the university and update the email address on file when it changes. If a student does not have an email
address at enrollment, assistance will be provided for the student to establish a no-charge email account and access the new
account from the Learning Resource Center.
Applicants to an online program or program with online courses must complete an online readiness assessment prior to
enrollment in the program. Applicants to an online program must also complete the Orientation to Online Learning course
prior to participation in the program in order to address the skills, competencies, and access to technology necessary to
succeed in a distance education environment.
Minimum Computer Technical Requirements for Distance Education Courses
Applicants to an online program or program with online course(s) must have access to the following computer hardware and
software.
BROWSER
Google Chrome (version 38+) FireFox (version 31+)
Safari (version 9+)
Microsoft Edge (version 25.10586+) Internet Explorer 10 (not preferred)
INTERNET
High-speed Internet connection
At least 20mbps is recommended
OPERATING SYSTEM
MAC
Mac OS X 10.10 or later
WINDOWS
Windows 7 SP1/8/8.1/10 (32/64 bit) Microsoft .Net 4.5
DirectX 10 compatible graphics card
Microsoft Visual C++ 2015 Redistributable Update 3
Notice Concerning Transferability of Credits and Credentials Earned at Our Institution
The transferability of credits you earn at Stanbridge University is at the complete discretion of an institution to which you may seek
to transfer. Acceptance of the certificate, diploma, or degree you earn in the Associate of Occupational Science in Occupational
Therapy Assistant, Master of Science in Occupational Therapy, Associate of Science in Physical Therapist Assistant, Vocational
Nurse, Associate of Science in Nursing, Bachelor of Science in Nursing (Degree Completion), Master of Science in Nursing, or
Associate of Science in Veterinary Technology program is also at the complete discretion of the institution to which you may seek to
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transfer. If the credits or certificate, diploma, or degree in the Associate of Occupational Science in Occupational Therapy Assistant,
Master of Science in Occupational Therapy, Associate of Science in Physical Therapist Assistant, Vocational Nurse, Associate of
Science in Nursing, Bachelor of Science in Nursing (Degree Completion), Master of Science in Nursing, or Associate of Science in
Veterinary Technology program that you earn at this institution are not accepted at the institution to which you seek to transfer, you
may be required to repeat some or all of your coursework at that institution. For this reason, you should make certain that your
attendance at this institution will meet your educational goals. This may include contacting an institution to which you may seek to
transfer after attending Stanbridge University to determine if your credits or certificate, diploma, or degree will transfer.
Articulation Agreements
This institution has not entered into any transfer or articulation agreements with any other school for the currently offered programs.
Arbitration and Class Action Waiver Disclosure
Arbitration and Class Action Waiver Disclosure: Stanbridge University requires each student to agree to a predispute
arbitration agreement and a class action waiver as a condition of enrollment (“Arbitration Agreement”).
The Arbitration Agreement does not, in any way, limit, relinquish, or waive a student’s ability to pursue filing a
borrower defense claim, pursuant to 34 C.F.R. § 685.206(e) at any time. The Arbitration Agreement does not require
that the student participate in arbitration or any internal dispute resolution process offered by the College prior to
filing a borrower defense to repayment application with the U.S. Department of Education pursuant to 34 C.F.R. §
685.206(e). Any arbitration, required by the Arbitration Agreement, tolls (pauses) the limitations period for filing
a borrower defense to repayment application pursuant to 34 C.F.R. § 685.206(e)(6)(ii) for the length of time that
the arbitration proceeding is under way. Any questions about the Arbitration Agreement or a dispute relating to a
student’s Title IV Federal student loans or to the provision of educational services for which the loans were provided
should be directed to the Financial Aid Department, 2041 Business Center Drive, Irvine, CA 92612, or by email at
†
All ADMISSION POLICIES and PROCEDURES, TUITION AND FINANCIAL AID, STUDENT SERVICES, CAREER SERVICES, and other
policies, procedures, and services in this catalog that are offered to academic programs at the Irvine Campus are offered to the
OTA, ADN, and VN programs at the Los Angeles, Alhambra Branch Campus, unless otherwise noted.
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TRANSFER CREDIT POLICIES
Students who have completed coursework at a university or college that is regionally or nationally accredited by an agency
recognized by the United States Department of Education may request an evaluation for transfer credit.
Transfer credit may be awarded credit if the course:
includes the same or similar content;
requires the same or similar prerequisite course work;
is equivalent in learning and hour components;
is offered at the same level of instruction;
has been completed with a grade of C (or better);
has a P/Pass grade and the minimum required grade to earn a pass is equivalent to a C (or better);
has been completed within ten (10) years of enrollment; and
meets any program-specific transfer credit requirements.
To receive an evaluation for transfer credit, students must:
Provide the university’s registrar with all official transcripts, course descriptions, and/or course syllabi (if requested) prior to
enrollment. Failure to do so results in a forfeiting of any and all future transfer credit requests.
Official transcripts can be mailed directly from a school or delivered in person by the student. Seals must be unbroken, and
the transcript must bear the official seal and/or signature of the registrar of the school sending the transcript.
For military veterans, the DD214 and accompanying documentation will serve as a transcript for the evaluation of a course of
study or training in the Armed Forces.
Students seeking re-enrollment may request an evaluation of transfer credit for courses taken preceding dismissal or
withdrawal and prior to re-enrollment.
Under no circumstances will an unofficial transcript be accepted for evaluation of possible transfer credit.
If a student chooses to decline credit for any course for which the student is eligible to receive transfer credit, the student will
document the declination of credit on the Transfer of Credit Acknowledgement form to be filed in the student’s record. The student
must accept or decline transfer credit prior to enrollment in the program for which transfer credit was requested.
U.S. Military Service Courses
Students may be awarded transfer credit for DANTES education courses that have been completed if the courses are consistent with
the university’s policy on awarding credit.
Advanced Placement Credit
Advanced Placement (AP) credit may be awarded for select General Education (GE) courses with an examination grade of 3 or
better. Official test results are required to award transfer credit.
The following AP exams may be used for credit transfer for specific courses as indicated in the table below:
AP Exam Course Satisfied
AP English Language and Composition or AP English Literature and Composition ENG 1005, ENG 1015 or ENG 1060
AP Psychology PSY 1010
AP Calculus AB or AP Calculus BC MATH 1010 or MATH 1014
AP Statistics MATH 1040 or MATH 2020
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AP Exam Course Satisfied
AP Biology BIO 1010
AP Chemistry CHEM 1010
Competency-Based Testing
Stanbridge University will award credit based on competency-based testing in the ADN, BSN and VN programs.
Stanbridge Courses
Courses from a previous Stanbridge enrollment, or enrollment at one of its campuses, are transferrable if the courses are consistent
with the university’s policy on awarding credit.
Limitations on Transfer Credits
Students will be awarded up to 25% of credit for lower-division coursework completed at any institution or any combination
of institutions.
Credit for previous life experience is not awarded in any program.
Stanbridge credit calculation is based on quarter hours. Transfer credits based on other credit systems will have credits
converted to quarter values upon transfer.
Transfer Credit Appeal Process
All students have the right to appeal a transfer credit decision. An appeal must be filed within fifteen (15) calendar days after
receiving a transcript evaluation and should be sent in writing to: [email protected].
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FINANCIAL AID OVERVIEW
General Information
Stanbridge University is an eligible institution participating in federal and state financial aid programs and private educational
lending programs. Financial aid is available to those who qualify.
Title IV Federal Funds
The university complies with Title IV of the federal Higher Education Act of 1965.
Student Loan Information
If the student obtains a loan to pay for an educational program, the student will have the responsibility to repay the full amount of
the loan plus interest, less the amount of any refund.
If the student is eligible for a loan guaranteed by the federal or state government and the student defaults on the loan, both of the
following may occur:
(1) The federal or state government or a loan guarantee agency may take action against the student, including applying any income
tax refund to which the person is entitled to reduce the balance owed on the loan.
(2) The student may not be eligible for any other federal student financial aid at another institution or other government assistance
until the loan is repaid.
Financial Aid Procedures
The process of determining eligibility for financial aid uses standard formulas and standard student budgets. The Financial Aid
Office recognizes that some students have unusual or special circumstances that may not be reflected in the standard process of
determining eligibility. While funds are limited and it is not always possible to fund students to their maximum eligibility for financial
aid, students with special circumstances are encouraged to contact the Financial Aid Office for review of these special
circumstances. Assistance in filing private loan applications is available from the Financial Aid office.
Each student is processed for financial aid based on the standard enrollment status, as defined by Stanbridge University for each
program. Eligibility and disbursements of financial aid may change based on enrollment status. Because of federal financial aid
regulations (excluding Pell), students whose enrollment status is less than half-time will have zero financial aid eligibility for that
period. A change from full-time enrollment status could cause a loss of financial aid and create a cash pay situation for some
students.
Please consult the Financial Aid Office with any questions regarding enrollment status and financial aid eligibility.
To be eligible for federal and state student financial aid programs, students must:
be U.S. Citizens or eligible Non-Citizens;
be admitted to the university;
be enrolled at least half-time (6 units) in a program leading to a degree or certificate;
be making satisfactory academic progress toward their educational objectives;
be registered with the Selective Service, if required;
not be in default on a Title IV student loan or owe a refund on a Title IV student grant;
demonstrate financial need for need based programs through the defined application process of the university; and
attend an Entrance Interview if applying for student loans.
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Students (and parents of dependent students) will be asked to fill out a FAFSA form to establish eligibility for federal financial aid.
Tuition Guidelines
Applicants in the ADN and MSOT programs are charged an application fee.
Tuition changes do not affect currently enrolled students.
Replacement books, eBooks, and supplies for lost or stolen ones, or for retaken courses, will not be provided without cost to
students. Students will be charged for all replacement items.
Make-up and review sessions, Student Central access, Learning Resource Center usage, and Career Placement Services are
provided to all students.
Tuition
Students may pay tuition via personal or bank check or through private loans or federal aid (for those programs which
qualify).
The lending companies are not affiliated with the school and award loans to those who qualify.
Those paying with a loan must have signed loan paperwork submitted before attending the program.
Students whose entire tuition and fees are paid by a third-party organization are not entitled to receive a refund for the
tuition and fees; the organization providing the funding receives any refund.
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FEDERAL FINANCIAL AID PROGRAMS
The following is a description of the financial aid programs available at Stanbridge University. Additional information can be
obtained through the Financial Aid Office.
FEDERAL PELL GRANT
The Federal Pell Grant program provides a foundation of assistance to which other forms of aid may be added. Eligibility for the
Federal Pell Grant program is determined by a standard formula that is revised and approved every year by the federal
government. Unlike loans, grants do not have to be paid back
FEDERAL DIRECT LOAN PROGRAM
Federal Direct Loan Programs are administered by the Department of Education. Qualified students and their parents can borrow
money for school through federally subsidized, low interest loans. The Federal Direct Stafford, Federal Direct Unsubsidized
Stafford, and Federal Direct PLUS loans are available through this program.
FEDERAL DIRECT SUBSIDIZED STAFFORD LOAN
Federal Direct Subsidized Stafford Loans are available to students with financial need. Students may borrow up to $3,500 for their
first academic year at a fixed interest rate of 4.53 percent, which is established annually by the Department of Education. The
interest is paid by the federal government while students are in school and for six months after students cease their enrollment.
Regular payments begin six months after students cease enrollment or fail to carry at least half the normal, full-time school workload.
FEDERAL DIRECT UNSUBSIDIZED STAFFORD LOAN
Unsubsidized Stafford Loan programs are available for students to borrow for additional education costs. Students can borrow up
to $6,000 for their first academic year as a combined total with the Federal Direct Subsidized Stafford Loan, at a fixed interest rate of
4.53 percent. With the exception of demonstrating financial need, borrowers must meet all eligibility criteria of the regular Direct
Federal Stafford Loan program. Interest payments begin immediately after the loan is fully disbursed or may be added to the
principal balance. Regular payments begin six months after students cease enrollment or fail to carry at least half the normal, full-
time school workload.
Time Limitation on Direct Subsidized Loan Eligibility for First-Time Borrowers On or After July 1, 2013
There is a limit on the maximum period of time (measured in academic years) that a student can receive Direct Subsidized Loans. In
general, a student may not receive Direct Subsidized Loans for more than 150% of the published length of the program. This is
called the “maximum eligibility period.” The published length of any program of study is found in the Stanbridge University student
catalog.
The maximum eligibility period is based on the published length of the current program in which a student is enrolled. As a result, a
change in program may affect maximum eligibility. If Direct Subsidized Loans were received for one program and then a program
change occurs, the Direct Subsidized Loans received for the earlier program will generally count against the new maximum
eligibility period.
FEDERAL DIRECT PARENT LOANS FOR UNDERGRADUATE STUDENTS (PLUS)
Federal Direct Parent Loans for Undergraduate Students (PLUS) provide additional funds for creditworthy parents to help pay for
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students’ educational expenses. The interest rate for these loans is 7.08 percent and the repayment schedule differs.
Federal Direct Student Loans 2019-2020 Interest
Rates Effective for Loans First Disbursed on or
after July 1, 2019 and prior to July 1, 2020
Loan Type Borrower Type
Index 10-Year
Treasury Note
Add-On
Fixed
Interest Rate
Direct Subsidized Loans Undergraduate Students 2.479% 2.05% 4.53%
Direct Unsubsidized Loans Undergraduate Students 2.479% 2.05% 4.53%
Direct Unsubsidized Loans Graduate/Professional Students 2.479% 3.60% 6.08%
Direct PLUS Loans
Parents of Dependent Undergraduate
Students and Graduate/Professional
Students
2.479% 4.60% 7.08%
CALCULATING PELL GRANT LIFETIME ELIGIBILITY USED
The amount of Federal Pell Grant funds a student may receive over his or her lifetime is limited by a new federal law to be the
equivalent of six years of Pell Grant funding. Since the maximum amount of Pell Grant funding a student can receive each year is
equal to 100%, the six-year equivalent is 600%.
How is my Pell Grant Lifetime Eligibility Used calculated?
Scheduled Award: The maximum amount of Pell Grant funding you can receive is calculated for an “award year.” An award year is a
period from July 1 of one calendar year to June 30 of the next calendar year. Your “scheduled award” is partially determined by
using your expected family contribution (EFC) that is calculated from the information you (and your family) provided when you filed
your FAFSA. Your scheduled award is the maximum amount you would be able to receive for the award year if you were enrolled
full-time for the full school year. Your scheduled award represents 100% of your Pell Grant eligibility for that award year.
Percent Used: To determine how much of the maximum six years (600%) of Pell Grant you have used each year, the Department
compares the actual amount you received for the award year with your scheduled award amount for that award year. If you receive
the full amount of your scheduled award, you will have used 100%. Some students do not receive their entire scheduled award for
an award year. There are a number of reasons for this, the most common of which are that the student was not enrolled for the full
year or that the student was not enrolled full-time, or both.
If you did not receive the full amount of your scheduled award, we calculate the percentage of the scheduled award that you did
receive. For example, if your scheduled award for an award year is $5,000, but because you were enrolled for only one semester
you received only $2,500, you would have received 50% of the scheduled award for that award year. Or if you received only $3,750
for the award year because you were enrolled three-quarter-time and not full-time, you would have received 75% for that year.
Lifetime Eligibility Used (LEU): The Federal Department of Education keeps track of your LEU by adding together the percentages of
your Pell Grant scheduled awards that you received for each award year. You can determine how much Pell you have used and what
you have remaining at http://www.studentaid.ed.gov/
Supplemental Educational Opportunity Grant
The Supplemental Educational Opportunity Grant is one of the Campus Based Programs. Stanbridge University determines which
students receive this grant based on students with the lowest Expected Family Contribution (EFC), starting with students with a “$0”
EFC.
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The maximum award for a full academic year in the SEOG program is $4000. The minimum amount is $200. The amount of awards
that Stanbridge may give depends in large part on the amount of money we receive from the Federal Government for this program.
For the 2018-2018 Award Year, Stanbridge University has determined that it will award each student in the amount of $200 per
Academic Year. The SEOG award is given in two disbursements per Academic Year, andStanbridge University is required to
provide a 25% non-federal share as a method to match each SEOG award.
Loss of Eligibility for Federal Financial Aid if Convicted of a Controlled Substance Offense
Students are advised that if they are convicted under federal or state law of an offense involving the possession or sale of a
controlled substance while they are enrolled in an institution of higher education and while they are receiving federal financial aid,
they may lose eligibility for such federal assistance.
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FEDERAL WORK STUDY
The Federal Work Study Program is a financial aid program funded by the Federal Government and is intended to provide part-time
employment opportunities for eligible students who need additional financial resources to pursue a college education.
ISIR: The Institutional Student Information Report is an electronic record received by Stanbridge University from the Federal
Government when the student files a FAFSA form (Free Application for Federal Student Aid).
EFC: The Expected Family Contribution is the eligibility value delivered on the ISIR. Financial Need equals the cost of attendance
minus the federal Expected Family Contribution.
Unmet need: The amount remaining after the total financial aid resources and awards have been awarded to the student to meet
financial need. The formula for calculating FWS is as follows: COA- EFC- PELL- SUB- UNSUB- PLUS- SEOG= Remaining unmet need.
Eligibility
A student must apply for financial aid each year with the Free Application for Federal Student Aid (FAFSA) to become eligible.
Students who have applied for financial aid through the FAFSA application process and have been awarded Federal Work Study
funds may participate. To be eligible, a student must demonstrate need that meets or exceeds the award amount authorized by the
Financial Aid office. Students may reduce their student loan eligibility to be eligible for FWS. Students must be currently enrolled at
least half time (9 units) to be eligible toparticipate.
FWS employment must be suspended or terminated in all cases where a student no longer meets federal requirements for financial
aid or campus requirements for employment. A student’s FWS employment must be terminated by the last day of the pay period in
which his/her award expires. If a student becomes ineligible to participate in the Federal Work Study Program, the employer
immediately becomes responsible to pay the full earnings of the student.The employer is also responsible for paying student
earnings once the full federal work study award has been earned.
Awarding
Funds are limited and not all eligible students will be able to participate in the program. Employment and funding are awarded on
a first-come, first-served basis. Priority is given to students who demonstrate the highest need and who applied for financial aid on
or before the priority deadline of March 2nd. Federal Work Study award amounts will be determined by the Financial Aid Office to
maximize program effectiveness. Awards will continue to be awarded until all funds have been exhausted. FWS awards may be
withdrawn or reduced according to fund availability. Students should plan on working their scheduled hours and cannot earn more
than their allocated FWS award.
Job Placement
Students are responsible for finding employment on campus through Career Services or in Federal Work Study approved off-
campus positions. Job placement is not guaranteed.
Employment Guidelines
The wages for the student will meet the minimum wage guidelines for the state of California, i.e. $13/hr. Eligible Federal Work Study
(FWS) students earn money by working a limited number of hours per week. During non-enrollment periods, such as semester
breaks, FWS students may work up to a maximum of 40 hours per week. There are no exceptions to allow a student to work during
the time they should be in class. Under no circumstance can a student be authorized to earn over-time pay. Wages earned during a
period of non-enrollment (excluding winter and spring breaks) must be used to cover costs associated with educational expenses
for the next period of enrollment (34 CFR 375.25b).
No campus department shall charge a student’s employment to the FWS program without the approval of the Financial Aid Office.
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The FWS program will be administered in accordance with all Stanbridge University Human Resources (HR) policies and
procedures. All standards of employment will be met including, but not limited to, job descriptions, pay rates, hours of
employment, payroll certification, and other HR requirements.
Stanbridge University will offer employment both on and off campus. In accordance with federal regulations, Stanbridge University
establishes contracts with non-profit agencies that serve a community need. A contract will be developed with each agency
employing FWS students that outlines the responsibilities of the agency, including any administrative fees that may be applicable as
well as the employer’s share of student payroll.
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CAL GRANTS
Cal Grants are awarded by the California Student Aid Commission (CSAC). There are three different Cal Grants. Each category of
Cal Grants may be renewed, but each has a different renewable policy. Cal Grants are no longer automatically renewed. Students
must be eligible based on the established income and asset eligibility requirement and information based on the results of a current
Free Application for Federal Student Aid.
To apply for a Cal Grant, students must complete the Free Application for Federal Student Aid (FAFSA) and turn in any additional
documentation needed to complete the file. In addition, students must submit a Grade Point Average Verification form, as follows:
Stanbridge University will submit GPAs for current students to CSAC who completed at least 36 quarter credits or 900 clock
hours at Stanbridge University by March. The Financial Aid Office will electronically submit GPA by March 2
nd
.
Students who have not yet completed 36 quarter credits or 900 clock hours of college coursework, at Stanbridge University
must have the GPA Verification form completed accordingly.
If the student never attended college prior to enrolling at Stanbridge University, the form must be completed by their
high school.
If the student attended and earned at least 36 quarter credits, 900 clock hours, or equivalent of college coursework at
other colleges prior to enrolling at Stanbridge University, the form must be completed by college where credits/clock
hours were earned.
If the student attended other colleges prior to enrolling at Stanbridge University but did not earn the equivalent of 36
quarter credits or 900 clock hours, the form must be completed by their high school.
Both the FAFSA and GPA Verification form must be mailed by March 2nd, to meet the Cal Grant deadline.
CAL GRANT A
Cal Grant A is awarded to students based on financial need and GPA.
Cal Grant A is for students enrolled in a program of instruction of not less than two academic years that leads to an associate or
baccalaureate degree requiring 48 semester units or that results in eligibility for transfer from a community college to a
baccalaureate degree program.
There are three Cal Grant A awards: Entitlement, Transfer Entitlement, and Competitive
Cal Grant A Entitlement Award
Graduating high school senior who has at least a 3.0 high school GPA
California resident at the time of graduation
Meets the March 2 deadline
Cal Grant A Transfer Entitlement Award
High school seniors who graduate after June 30, 2000
Attend a California Community College, and then transfer to a qualifying baccalaureate degree-granting institution
may be eligible for a California Community College Transfer Entitlement Cal Grant A
Must have at least a 2.4 community college GPA (of at least 24 semester units, or the equivalent, of degree credit)
Meet the financial and eligibility requirements
Are no more than 27 years of age during the time of transfer
Meets the March 2 deadline
Cal Grant A Competitive Award
Other students who meet all the Cal Grant eligibility requirements and who have at least a 3.0 GPA may compete for
a Cal Grant A Competitive award. Selection is based on a composite score that takes into consideration of family
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income, parents’ educational level, GPA, time out of high school, high school performance standards and other
factors, such as whether the student comes from a single-parent household or is a former foster youth
CAL GRANT B
Cal Grant B is for students from disadvantaged or low-income families. The award for most first-year students covers living
expenses, books, supplies and transportation, but not tuition and fees. When renewed or awarded beyond the freshman year, the
grant covers tuition and fees. The tuition and fee award amounts are the same as those for Cal Grant A. Award amounts are
determined through the state budget process and may change annually. Coursework must be for at least one academic year, and
students must be enrolled at least half time.
There are three Cal Grant B awards: Entitlement, Transfer Entitlement, and Competitive
Cal Grant B Entitlement Award
Every graduating high school senior who has at least a 2.0 high school GPA
California resident at the time of graduation
Meets the March 2 deadline
Cal Grant B California Community College Transfer Entitlement Award
High school seniors who graduate after June 30, 2000
Attend a California Community College and then transfer to a qualifying baccalaureate-degree granting institution
may be eligible for a California Community College Transfer Entitlement Cal Grant B
Must have at least a 2.4 community college GPA (of at least 24 semester units, or the equivalent, of degree credit),
meet the financial and eligibility requirements
Are no more than 27 years of age during the time of transfer
Meets the March 2 deadline
Cal Grant B Competitive Award
Other students who meet all the Cal Grant eligibility requirements and who have at least a 2.0 GPA may compete for
a Cal Grant B Competitive award. Selection is based on a composite score that takes into consideration family
income, parents’ educational level, GPA, time out of high school, high school performance standards and other
factors, such as whether the student comes from a single-parent household or is a former foster youth
CAL GRANT C
Cal Grant C helps vocationally oriented students acquire marketable job skills within a short time. Training must lead to a
recognized occupational goal—diploma, associate degree, license qualification or certificate, which indicates at least an entry-level
job skill. Students must be enrolled at least half-time in a course of study at least four months in length. Funding is available for up to
two years, depending on the length of the program, as long as academic progress is satisfactory. Cal Grant C recipients may attend
occupational, career, or technical training courses at any California Community College. In addition, the awards may be used for
nursing and allied health programs at a hospital school, selected courses at several independent colleges and specialized courses
at eligible proprietary colleges. Cal Grant C is not for students seeking a broad general education background and may not be used
for a four-year degree program, graduate study, course prerequisites, or general education. All applicants who did not receive a Cal
Grant A or B award and who are eligible at the first Cal Grant C-eligible school listed in their FAFSA will be sent a Cal Grant C
Supplement form as part of the competition. The Supplement must be completed by the student, endorsed by the appropriate
school representative or the student’s employer, and returned to the Commission by the May 15 deadline if the student wishes to
remain in the competition. Supplements are scored with an emphasis on educational background, vocational or occupational
experience and aptitude. Additional points come from vocational or educational endorsements and grades. A counselor’s review of
the completed Supplement is recommended.
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CERTIFYING CAL GRANT
Cal Grant Term Stanbridge Terms FT Enrollment 1/2 terms Date
Fall September 1st – November 30th 1/2 terms completed 10/16
Winter December 1st – February 28th or 29th 1/2 terms completed 1/14
Spring March 1st – May 31st 1/2 terms completed 4/15
Summer June 1st – August 31st 1/2 terms completed 7/16
Cal Grant awards will be certified only if the student has reached full-time enrollment, which is the midpoint of Stanbridge terms
and meet the following criteria:
State resident – California Resident only
Award Year FAFSA
All verifications and C-codes have been completed/cleared
Income Ceiling
Asset Ceiling
Transcripts
Verify GPA
Minimum 2.0 GPA
4 Community College GPA for Transfer Entitlement (E2)
Education Level Verification (if required): EL verification only required if students are selected for verification by Cal
Grants Commission and only for students that are getting Cal Grant B.
CAL GRANTS AND ELIGIBILITY
*For WebGrants System EL verification purposes, if a student has completed the required number of credits they will be certified for
the next grade level (36 credits completed will be certified as Level 2 Sophomore)
Cal Grant Award
Correct Award Type
Cal Grant A- AA, BA
Cal Grant B- Certificate (at least 1 year in length), AA, BA
Cal Grant C- Certificate (at least 4 months length), AA
Minimum Need
Cal Grant A: Maximum program award amount plus $1,500
Cal Grant B: $700
Cal Grant C: Maximum program award amount plus $1,500
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CAL GRANT REFUND POLICY
Cal Grant policies state that if a student is charged tuition that meets or exceeds the Cal Grant award, the Cal Grant does not need
to be adjusted based on a withdrawal or leave of absence. However, Cal Grant recipients may want to rescind their Cal Grant and
notify the California Student Aid Commission of their leave or withdrawal in order to preserve their eligibility for a future term.
Students can process a leave of absence request with the California Student Aid Commission online at www.csac.ca.gov and click
the link “WebGrants4Students.” In this case, the student would be responsible for covering the tuition balance on his/her student
account. If a student is dismissed or withdraws from school, all unearned Title IV funds will be refunded to the Department of Ed,
and any unearned funds will be returned to Cal Grant or State Funds and lastly, to Private Loans accordingly.
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PRIVATE EDUCATION LOANS
VETERANS ADMINISTRATION POLICY
Stanbridge University permits any covered individual to attend or participate in the course of education (after meeting admission
requirements) during the period beginning on the date on which the individual provides to the educational institution a certificate
of eligibility for entitlement to educational assistance under chapter 31 or 33 (a “certificate of eligibility” can also include a
“Statement of Benefits” obtained from the Department of Veterans Affairs’ (VA) website – eBenefits, or a VAF 28-1905 form for
chapter 31 authorization purposes) and ending on the earlier of the following dates:
1.
The date on which payment from VA is made to the institution.
2.
90 days after the date the institution certified tuition and fees following the receipt of the certificate of eligibility.
Stanbridge University will not impose any penalty, including the assessment of late fees, the denial of access to classes, libraries, or
other institutional facilities, or the requirement that a covered individual borrow additional funds, on any covered individual because
of the individual’s inability to meet his or her financial obligations to the institution due to the delayed disbursement funding from
VA under chapter 31 or 33.
PRIVATE EDUCATION LOANS
Stanbridge University offers private loans to students through various lending institutions. Private loans, which are privately insured,
cover educational expenses beyond what is covered by the federal direct loans. The student must be a U.S. Citizen, a U.S. National,
or Permanent Resident and must be creditworthy. Students may be enrolled full- or half-time. If the student has no credit or a poor
credit history, he/she may still qualify for a loan by applying with a creditworthy co-borrower.
If Stanbridge University authorizes payments in an installment agreement, it is attached as an addendum to the enrollment
agreement. If interest is charged, all terms and conditions comply with the Federal Truth In Lending Act requirements.
After 30 days of delinquency on a student account, the student may be withdrawn from school and the refund policy will be
applied. The student and/or financial sponsors agree to and are notified that the account may be turned over to a collection
agency. The student and/or financial sponsors will be responsible for all costs associated with collections.
Stanbridge University complies with the Federal Truth in Lending Act pursuant to Title 15 of the United States Code.
(FTC) Notice: I may request that the initial disclosures prescribed in the Truth in Lending Act (15 United States Code §§ 1601
through 1666) be provided in Spanish before signing any loan documents.
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TUITION SUMMARY CHARTS
PROGRAM
(Irvine Campus)
BOOKS/
EBOOKS
FEES
VOUCHERS/
SUPPLIES
TUITION
THE TOTAL
CHARGES
FOR A
PERIOD OF
ATTEN-
DANCE *
THE ESTIMATED
TOTAL CHARGES
FOR THE ENTIRE
EDUCATIONAL
PROGRAM
NONREFUN-
DABLE
STUDENT
TUITION
RECOVERY
FUND (STRF)
THE ESTIMATED
TOTAL CHARGES
FOR THE ENTIRE
EDUCATIONAL
PROGRAM WITH
NONREFUN-DABLE
STRF **
Vocational Nurse
(Full Time)
$350 $0 $2,370 $34,256.50 $12,818.40 $36,976.50 $18.50 $36,995
Vocational Nurse
(Part Time)
$350 $0 $2,370 $34,256.50 $8,119.50 $36,976.50 $18.50 $36,995
Associate of
Science in
Physical
Therapist
Assistant
$1,721 $0 $989 $57,255 $14,200.80 $59,965 $30.00 $59,995
Associate of
Occupational
Science in
Occupational
Therapy Assistant
(Full Time)
$1,005 $0 $1010 $57,950 $11,219.32 $59,935 $30.00 $59,965
Associate of
Occupational
Science in
Occupational
Therapy Assistant
(Part Time)
$1,005 $0 $925 $58,065 $7,226.64 $59,995 $- $59,995
Associate of
Science in
Veterinary
Technology
$1,735 $0 $1,185 $37,055 $8,633.09 $39,975 $20 $39,995
Associate of
Science in
Nursing
(including
Prerequisite
courses)
$1,310 $0 $3,230 $80,455 $16,098.20 $84,995 $- $84,995
Bachelor of
Science in
Healthcare
Administration -
Online
$1,555 $0 $0 $39,995.00 $7,998.64 $41,550 $- $41,555
Page 36 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
PROGRAM
(Irvine Campus)
BOOKS/
EBOOKS
FEES
VOUCHERS/
SUPPLIES
TUITION
THE TOTAL
CHARGES
FOR A
PERIOD OF
ATTEN-
DANCE *
THE ESTIMATED
TOTAL CHARGES
FOR THE ENTIRE
EDUCATIONAL
PROGRAM
NONREFUN-
DABLE
STUDENT
TUITION
RECOVERY
FUND (STRF)
THE ESTIMATED
TOTAL CHARGES
FOR THE ENTIRE
EDUCATIONAL
PROGRAM WITH
NONREFUN-DABLE
STRF **
Bachelor of
Science in
Nursing Degree
$2,340 $0 $3,350 $124,240 $15,674.62 $129,930 $65.00 $129,930
Bachelor of
Science in
Nursing (Degree
Completion) -
Online
$2,220 $0 $100 $19,995 $3,673.39 $22,315 $- $22,315
Master of Science
in Occupational
Therapy
$1,555 $0 $1,355 $107,115 $19,757.68 $109,940 55.00 $109,995
Master of Science
in Nursing -
Online
$635 $0 $0 $14,995 $2,884.25 $15,630 $- $15,630
PROGRAM
(Los
Angeles,
Alhambra
Branch
Capus)
BOOKS/
EBOOKS
FEES
VOUCHERS/
SUPPLIES
TUITION
THE TOTAL
CHARGES FOR
A PERIOD OF
ATTENDANCE*
THE
ESTIMATED
TOTAL
CHARGES FOR
THE ENTIRE
EDUCATIONAL
PROGRAM
NONREFUNDABLE
STUDENT TUITION
RECOVERY FUND
(STRF)
THE ESTIMATED
TOTAL CHARGES
FOR THE ENTIRE
EDUCATIONAL
PROGRAM WITH
NONREFUNDABLE
STRF**
Vocational
Nurse (Full
Time)
$350 $0 $2,370 $34,256.50 $12,818.40 $36,958 $18.50 $36,976.50
Vocational
Nurse (Part
Time)
$350 $0 $2,370 $34,256.50 $7,816.34 $36,976.50 $18.50 $36,995
Associate of
Occupational
Science in
Occupational
Therapy
Assistant (Full
time)
$1,005 $0 $1,010 $57,980 $9,567.92 $59,995 $- $59,995
Page 37 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
PROGRAM
(Los
Angeles,
Alhambra
Branch
Capus)
BOOKS/
EBOOKS
FEES
VOUCHERS/
SUPPLIES
TUITION
THE TOTAL
CHARGES FOR
A PERIOD OF
ATTENDANCE*
THE
ESTIMATED
TOTAL
CHARGES FOR
THE ENTIRE
EDUCATIONAL
PROGRAM
NONREFUNDABLE
STUDENT TUITION
RECOVERY FUND
(STRF)
THE ESTIMATED
TOTAL CHARGES
FOR THE ENTIRE
EDUCATIONAL
PROGRAM WITH
NONREFUNDABLE
STRF**
Associate of
Occupational
Science in
Occupational
Therapy
Assistant (Part
time)
$1,005 $0 $925 $58,065 $7,708.72 $59,995 $- $59,995
Associate of
Science in
Physical
Therapist
Assistant
$1,721 $0 $989 $57,285 $12,559.69 $59,995 $- $59,995
Associate of
Science in
Nursing
(including
Prerequisite
courses)
$1,310 $0 $3,230 $80,455 $15,148.21 $84,995 $- $84,995
Bachelor of
Science in
Nursing
Degree
$2,340 $0 $3,350 $124,240 $15,674.62 $129,930 $65.00 $129,995
PROGRAM
(Riverside
Satellite
Campus)
BOOKS/
EBOOKS
FEES
VOUCHERS/
SUPPLIES
TUITION
THE TOTAL
CHARGES FOR
A PERIOD OF
ATTENDANCE*
THE ESTIMATED
TOTAL
CHARGES FOR
THE ENTIRE
EDUCATIONAL
PROGRAM
NONREFUNDABLE
STUDENT TUITION
RECOVERY FUND
(STRF)
THE ESTIMATED
TOTAL CHARGES
FOR THE ENTIRE
EDUCATIONAL
PROGRAM WITH
NONREFUNDABLE
STRF**
Bachelor of
Science in
Nursing
Degree
$2,340 $0 $3,350 $124,240 $15,674.62 $129,930 $65.00 $129,995
* The “PERIOD OF ATTENDANCE” delineated here is “THE CURRENT PERIOD OF ATTENDANCE” in the Enrollment Agreement for
each program. The data in this column is only for a specific cohort in the program that enrolls on a particular start date. The data
may change for other cohorts in the program that enroll on other start dates. The data in this column may also differ for those who
are not required to pay the California Student Tuition Recovery Fund (STRF) fee.
**
The data in this column may differ for those who are not required to pay the California Student Tuition Recovery Fund (STRF) fee.
Page 38 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
PROGRAM SPECIFIC FINANCIAL AID INFORMATION
VN PROGRAM
PLEASE NOTE
In addition to the NONREFUNDABLE Background Check Fee of $56.50, THE ESTIMATED TOTAL CHARGES FOR THE ENTIRE
EDUCATIONAL PROGRAM WITH NONREFUNDABLE STRF does not include the following, if applicable: Parchment, Inc. fee for
official transcripts; Return Check Fee $25, Additional Immunizations and Titers, Retake Tuition (as described in the catalog), Non-
Attendance at Clinical Remediation Sessions (as described in the catalog), and Additional Fees (if applicable).
Near the completion of the Vocational Nurse program, students will be expected to pay for the Board of Vocational Nursing and
Psychiatric Technicians (BVNPT) Application for Vocational Nurse Licensure, Live Scan Background Check, NCLEX-PN licensing
exam registration fee, and BVNPT license fee in order to apply for authorization to take the national licensing examination, register
for and take the national licensing examination, and obtain a license from the BVNPT.
ADN PROGRAM
PLEASE NOTE
In addition to the NONREFUNDABLE Application Fee of $50 and Background Check Fee of $56.50, THE ESTIMATED TOTAL
CHARGES FOR THE ENTIRE EDUCATIONAL PROGRAM WITH NONREFUNDABLE STRF does not include the following, if
applicable: Parchment, Inc. fee for official transcripts; Urgent Official Transcript Fee $25, Return Check Fee $25, Additional
Immunizations and Titers, Retake Tuition (as described in the catalog), Non-Attendance at Clinical Remediation Sessions (as
described in the catalog), and Additional Fees (if applicable). The application fee remains the same for students applying directly
with Stanbridge University or through the Centralized Application Service (CAS).
Near the completion of the Associate of Science in Nursing (ADN) program, students will be expected to pay for the Board of
Registered Nursing (BRN) Application for Registered Nurse Licensure, Live Scan Background Check, NCLEX-RN licensing exam
registration fee, and BRN license fee in order to apply for authorization to take the national licensing examination, register for and
take the national licensing examination, and obtain a license from the BRN.
OTA PROGRAM
PLEASE NOTE
In addition to the NONREFUNDABLE Background Check Fee of $56.50, THE ESTIMATED TOTAL CHARGES FOR THE ENTIRE
EDUCATIONAL PROGRAM WITH NONREFUNDABLE STRF does not include the following, if applicable: Parchment, Inc. fee for
official transcripts; Return Check Fee $25; Live Scan Background Investigation Fee, Drug Test, Additional Immunizations and Titers,
and Chest X-Ray per site; Special Uniforms at specific Clinical Facilities that may be required, Retake Tuition (as described in the
catalog), and Additional Fees (if applicable).
After completion of the Occupational Therapy Assistant program, students will be expected to pay for the NBCOT application fee,
certification exam registration fee, and NBCOT certification fee in order to apply for authorization to test, take the national
certification exam and obtain certification from the California Board of Occupational Therapy.
PTA PROGRAM
Page 39 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
PLEASE NOTE
In addition to the NONREFUNDABLE Background Check Fee of $56.50, THE ESTIMATED TOTAL CHARGES FOR THE ENTIRE
EDUCATIONAL PROGRAM WITH NONREFUNDABLE STRF does not include the following, if applicable: Parchment, Inc. fee for
official transcripts; Return Check Fee $25; additional pre-clinical education background check; Drug Test, Additional Immunizations
and Titers, and Chest X-Ray per site; Special Uniforms at specific Clinical Facilities that may be required; and Additional Fees (if
applicable).
After completion of the Physical Therapist Assistant program, students will be expected to pay for the Physical Therapy Board of
California (PTBC)-required Live Scan, the PTBC application fee, National Physical Therapy Exam for Physical Therapist Assistants
(NPTE for PTA) exam registration fee, and California Law Exam fee in order to apply for authorization to take the national and state
licensure exam and obtain licensure from the PTBC.
BSN AND MSN – ONLINE PROGRAMS
PLEASE NOTE
THE ESTIMATED TOTAL CHARGES FOR THE ENTIRE EDUCATIONAL PROGRAM WITH NONREFUNDABLE STRF does not
include the following, if applicable: Parchment, Inc. fee for official transcripts; Return Check Fee $25, Retake Tuition (as described in
the catalog), and Additional Fees (if applicable).
VET TECH PROGRAM
PLEASE NOTE
In addition to the NONREFUNDABLE Background Check Fee of $56.50, THE ESTIMATED TOTAL CHARGES FOR THE ENTIRE
EDUCATIONAL PROGRAM WITH NONREFUNDABLE STRF does not include the following, if applicable: Parchment, Inc. fee for
official transcripts; Return Check Fee $25, Additional Immunizations and Titers, Retake Tuition (as described in the catalog), Non-
Attendance at Clinical Remediation Sessions (as described in the catalog), and Additional Fees (if applicable).
Near the completion of the Veterinary Technology program, students will be expected to pay for the California Veterinary Medical
Board (VMB) examination Application fee, the separate Examination fee, and the LiveScan Background Check fee in order to apply
for authorization to take the Registered Veterinary Technician Examination. In addition, graduates must pay the American
Association of Veterinary State Boards Examination Application fee to take the Veterinary Technician National Examination. Upon
passing both examinations, the student will be required to pay a licensing fee to the California VMB in order to obtain a license.
MSOT PROGRAM
PLEASE NOTE
In addition to the NONREFUNDABLE Application Fee of $150 and Background Check Fee of $56.50, THE ESTIMATED
TOTAL CHARGES FOR THE ENTIRE EDUCATIONAL PROGRAM WITH NONREFUNDABLE STRF does not include the following, if
applicable: Parchment, Inc. fee for official transcripts; Return Check Fee $25; Live Scan Background Investigation Fee, Drug Test,
Additional Immunizations and Titers, and Chest X-Ray per site; Special Uniforms at specific Clinical Facilities that may be required,
Retake Tuition (as described in the catalog), and Additional Fees (if applicable). The application fee remains the same for students
applying directly with Stanbridge University or through the Centralized Application Service (CAS).
Page 40 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
After completion of the MSOT program, students will be expected to pay for the Live Scan, NBCOT application fee, certification
exam registration fee, and NBCOT certification fee in order to apply for authorization to test, take the national and state licensure
exam, and obtain certification from the California Board of Occupational Therapy.
Page 41 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
CANCELLATION
CANCELLATION AND REFUND: ON-CAMPUS PROGRAMS
Student’s Right to Cancel
You have the right to cancel your agreement for a program of instruction, without any penalty or obligations, and obtain a
refund of charges paid through attendance at the first class session or the seventh day after enrollment, whichever is later.
After the end of the cancellation period, you also have the right to stop your enrollment at any time; and you have the right
to receive a pro rata refund if you have completed 60 percent or less of the scheduled hours in your program through the
last day of attendance.
Cancellation may occur when the student at the Irvine campus provides a written notice of cancellation by mail or hand
delivery at the following address: Office of the Registrar, 2041 Business Center Drive, Suite 107, Irvine, CA 92612, or by
email to the Office of the Registrar at [email protected]. Cancellation may occur when the student at the Alhambra
campus provides a written notice of cancellation by mail or hand delivery at the following address: Student Services, 2215 W
Mission Rd, Alhambra, CA 91803, or by email to the Office of the Registrar at [email protected].
The written notice of cancellation, if sent by mail, is effective when deposited in the mail properly addressed with proper
postage.
The written notice of cancellation need not take any particular form and, however expressed, it is effective if it shows that the
student no longer wishes to be bound by the Enrollment Agreement.
If the Enrollment Agreement is cancelled by the student before midnight of the date of cancellation, or the prospective
student is not accepted for enrollment, the university will refund the student any money he/she paid, less an application fee
and the value of supplies not returned in good condition for a total amount not to exceed $150, within 45 days after the
notice of cancellation.
If the program is cancelled before instruction begins, the university will refund the student any money he/she paid, less any
deduction for an application fee and the value of supplies not returned in good condition for a total amount not to exceed
$150, within 45 days after the notice of cancellation.
CANCELLATION AND REFUND: ONLINE (DISTANCE EDUCATION) PROGRAMS
This institution offers distance educational programs where the instruction is not offered in real time. The institution shall transmit
the first lesson and any materials to any student within seven days after the institution accepts the student for admission.
Student’s Right to Cancel
The student has the right to cancel the agreement and receive a full refund before the first lesson and materials are received.
Cancellation is effective on the date the written notice of cancellation is sent by mail or hand delivered to: Office of the Registrar,
Stanbridge University, 2041 Business Center Drive, Suite 107, Irvine, CA 92612, or by email to the Office of the Registrar at
[email protected]. If the institution sent the first lesson and materials before an effective cancellation notice was received,
the institution shall make a refund within 45 days after the student’s return of the materials.
Cancellation must occur prior to the receipt of the first lesson and materials, which will occur within seven days after the institution
accepts the student for admission.
This institution shall transmit all of the lessons and other materials to the student if the student (a) has fully paid for the educational
program; and (b) after having received the first lesson and initial materials, requests in writing that all of the material be sent. If the
institution transmits the balance of the material as the student requests, the institution shall remain obligated to provide the other
educational services it agreed to provide, such as responses to student inquiries, student and faculty interaction, and evaluation and
Page 42 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
comment on lessons submitted by the student, but shall not be obligated to pay any refund after all of the lessons and material are
transmitted.
Page 43 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
RETURNS
Books, supplies, uniforms, supply kits, gait belts, laptops, software, and medical supplies can be returned for a refund prior to
midnight of the date of cancellation, less the value of any such items in a NON-RETURNABLE condition and an application fee, for a
total amount not to exceed $150.
Should a student decide to withdraw after the date of cancellation, items which a student seeks to return will be thoroughly
inspected by the university and considered for refund. If an item is deemed to be in a condition that is NON-RETURNABLE, the
student is personally responsible for paying for the items if the tuition has still not been paid or if the loan tendered does not cover
the cost of the items. No return of books, supplies, and uniforms will be accepted after three (3) business days from the date the
items were received by the student.
If any portion of the tuition was paid from the proceeds of a loan, the refund shall be sent to the lender or, if appropriate, to the
state or federal agency that guaranteed or reinsured the loan. Any amount of the refund in excess of the unpaid balance of the loan
shall be first used to repay any student financial aid program from which the student received benefits, in proportion to the amount
of the benefits received, and any remaining amount shall be paid to the student.
Of special note:
The Shadow Health Digital Clinical Experience charge is for Bachelor of Science in Nursing students only. For the BSN and
MSN programs, the cost of the books and supplies is to be borne by the student and is nonrefundable.
Page 44 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
RETURN TO TITLE IV
RETURN TO TITLE IV FUNDS
If a recipient of an FSA grant or loan funds cancels or is dismissed from school after beginning attendance, the amount of FSA grant
or loan assistance earned by the student must be determined. If the amount disbursed to the student is greater than the amount the
student earned, unearned funds must be returned. If the amount disbursed to the student is less than the amount the student
earned, and for which the student is otherwise eligible, s/he is eligible to receive a post dismissal/cancellation disbursement of the
earned aid that was not received.
The law specifies how your school must determine the amount of Federal Student Aid (FSA) assistance that you earn if you cancel or
are dismissed from school. The FSA programs that are covered by this law are: Federal Pell Grants, Stafford Loans, PLUS Loans,
Federal Supplemental Educational Opportunity Grants (FSEOGs), Federal Perkins Loans and in some cases, certain state grant aid
(LEAP/SLEAP).
When you cancel during your payment period or period of enrollment (your school can define these for you and tell you which one
applies), the amount of FSA program assistance that you have earned up to that point is determined by a specific formula. If you
received (or your school or parent received on your behalf) less assistance than the amount that you earned, you may be able to
receive those additional funds. If you received more assistance than you earned, the excess funds must be returned by the school
and/or you.
The amount of assistance that you have earned is determined on a pro rata basis. For example, if you completed 30% of your
payment period or period of enrollment, you earn 30% of the assistance you were originally scheduled to receive. Once you have
completed more than 60% of the payment period or period of enrollment, you earn all the assistance that you were scheduled to
receive for that period.
If you did not receive all of the funds that you earned, you may be due a post dismissal/cancellation disbursement. If the
disbursement includes loan funds, you may choose to decline the loan funds so that you do not incur additional debt. Your school
may automatically use all or a portion of your post-dismissal/cancellation disbursement (including loan funds, if you accept them) for
tuition, fees, and room and board charges (as contracted with the school). For all other school charges, the school needs your
permission to use the post-dismissal/cancellation disbursement. If you do not give your permission (which some schools ask for
when you enroll), you will be offered the funds. It may be in your best interest, however, to allow the school to keep the funds to
reduce your debt at the school.
There are some FSA funds that you were scheduled to receive that you cannotearnonce you cancel because of other eligibility
requirements. For example, if you are a first-time, first-year undergraduate student and you have not completed the first 30 days of
your program before dismissal/cancellation, you will not earn any FFEL or Direct loan funds that you would have received had you
remained enrolled past the 30
th
day. If you receive (or your school or parent receive on your behalf) excess FSA program funds that
must be returned, your school must return a portion of the excess equal to the lesser of
1.
Your institutional charges multiplied by the unearned percentage of your funds; or
2.
the entire amount of excess funds.
The school must return this amount even if it did not keep this amount of your FSA program funds.
Page 45 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
If your school is not required to return all of the excess funds, you must return the remaining amount. Any loan funds that you must
return, you (or your parent for a PLUS Loan) repay in accordance with the terms of the promissory note. That is, you make scheduled
payments to the holder of the loan over a period of time. Any amount of unearned grant funds that you must return is called an
overpayment. The amount of a grant overpayment that you must repay is half of the unearned amount. You must make
arrangements with your school or the Department of Education to return the unearned grant funds.
The requirements for FSA program funds when you cancel or are dismissed are separate from any refund policy that your school
may have. Therefore, you may still owe funds to the school to cover unpaid institutional charges. Your school may also charge you
for any FSA program funds that the school was required to return.
Cancellation and Refund Polices are also provided in the Enrollment Agreement.
Refer to the respective sections in this catalog on the policies for Withdrawal, Leave of Absence and Dismissal.
Page 46 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
STRF
The State of California established the Student Tuition Recovery Fund (STRF) to relieve or mitigate economic loss suffered by a
student in an educational program at a qualifying institution, who is or was a California resident while enrolled, or was enrolled in a
residency program, if the student enrolled in the institution, prepaid tuition, and suffered an economic loss. Unless relieved of the
obligation to do so, you must pay the state-imposed assessment for the STRF, or it must be paid on your behalf, if you are a student
in an educational program, who is a California resident, or are enrolled in a residency program, and prepay all or part of your tuition.
You are not eligible for protection from the STRF and you are not required to pay the STRF assessment, if you are not a California
resident, or are not enrolled in a residency program.
It is important that you keep copies of your enrollment agreement, financial aid documents, receipts, or any other information that
documents the amount paid to the school. Questions regarding the STRF may be directed to the Bureau for Private Postsecondary
Education, 2535 Capitol Oaks Drive, Suite 400, Sacramento, CA 95833, (916) 431-6959 or (888) 370-7589.
To be eligible for STRF, you must be a California resident or are enrolled in a residency program, prepaid tuition, paid or deemed to
have paid the STRF assessment, and suffered an economic loss as a result of any of the following:
1.
The institution, a location of the institution, or an educational program offered by the institution was closed or discontinued,
and you did not choose to participate in a teach-out plan approved by the Bureau or did not complete a chosen teach-out
plan approved by the Bureau.
2.
You were enrolled at an institution or a location of the institution within the 120 day period before the closure of the
institution or location of the institution, or were enrolled in an educational program within the 120 day period before the
program was discontinued.
3.
You were enrolled at an institution or a location of the institution more than 120 days before the closure of the institution or
location of the institution, in an educational program offered by the institution as to which the Bureau determined there was
a significant decline in the quality or value of the program more than 120 days before closure.
4.
The institution has been ordered to pay a refund by the Bureau but has failed to do so.
5.
The institution has failed to pay or reimburse loan proceeds under a federal student loan program as required by law, or has
failed to pay or reimburse proceeds received by the institution in excess of tuition and other costs.
6.
You have been awarded restitution, a refund, or other monetary award by an arbitrator or court, based on a violation of this
chapter by an institution or representative of an institution, but have been unable to collect the award from the institution.
7.
You sought legal counsel that resulted in the cancellation of one or more of your student loans and have an invoice for
services rendered and evidence of the cancellation of the student loan or loans.
To qualify for STRF reimbursement, the application must be received within four (4) years from the date of the action or event that
made the student eligible for recovery from STRF.
A student whose loan is revived by a loan holder or debt collector after a period of noncollection may, at any time, file a written
application for recovery from STRF for the debt that would have otherwise been eligible for recovery. If it has been more than four
(4) years since the action or event that made the student eligible, the student must have filed a written application for recovery
within the original four (4) year period, unless the period has been extended by another act of law.
However, no claim can be paid to any student without a social security number or a taxpayer identification number.
Page 47 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
CLASS STARTS
ORIENTATION AND CLASS START DATES
Program - Irvine Campus Cohort Orientation Start Dates Course Start Dates
Vocational Nurse - Full-Time VNFT056 02/01/2021 02/22/2021
VNFT057 05/10/2021 05/31/2021
VNFT058 08/16/2021 09/06/2021
Vocational Nurse - Part-Time VNPT054 01/18/2021 02/15/2021
VNPT055 03/08/2021 04/19/2021
VNPT056 06/28/2021 07/26/2021
Associate of Science in Veterinary Technology Program VETFT022 01/11/2021 01/18/2021
VETFT023 05/03/2021 05/10/2021
VETFT024 08/23/2021 08/20/2021
Associate of Occupational Science in Occupational Therapy
Assistant
OTAFT031 02/22/2021 03/01/2021
OTAFT032 06/07/2021 06/14/2021
OTAFT033 10/12/2021 10/19/2021
Associate of Science in Physical Therapist Assistant PTAFT012 04/28/2021 05/03/2021
PTAFT013 11/03/2021 11/08/2021
Bachelor of Science in Healthcare Administration - Online BHA002 01/11/1900 11/08/2021
Bachelor of Science in Nursing BSNOC001 02/15/2021 02/22/2021
BSNOC002 05/03/2021 05/10/2021
BSNOC003 07/19/2021 07/26/2021
Bachelor of Science in Nursing (Degree Completion) - Online RNBSN015 online 10/04/2021
Master of Science in Healthcare Admnistration - Online MHA001 online 11/08/2021
Master of Science in Nursing - Online MSNED003 online 09/27/2021
Master of Science in Occupational Therapy MSOT010 07/19/2021 07/26/2021
Program - Los Angeles, Alhambra Branch Campus Cohort Orientation Start Dates Course Start Dates
Vocational Nurse - Full-Time VNLAFT005 02/01/2021 02/22/2021
VNLAFT006 05/10/2021 05/31/2021
VNLAFT007 08/16/2021 09/06/2021
Vocational Nurse - Part-Time VNLAPT003 01/18/2021 02/15/2021
VNLAPT004 06/28/2021 07/26/2021
Page 48 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Program - Los Angeles, Alhambra Branch Campus Cohort Orientation Start Dates Course Start Dates
Associate of Occupational Science in Occupational
Therapy Assistant
OTALAFT006 10/13/2021 10/19/2021
Associate of Science in Physical Therapist Assistant PTALAFT002 08/02/2021 08/23/2021
Bachelor of Science in Nursing BSNLA001 02/15/2021 02/22/2021
BSNLA002 05/03/2021 05/10/2021
BSNLA003 07/19/2021 07/26/2021
BSNLA004 10/04/2021 11/01/2021
Program - Riverside Satellie Campus Cohort Orientation Start Dates Course Start Dates
Vocational Nurse - Full-Time* VNRSFT001 01/06/1900 01/06/1900
Bachelor of Science in Nursing BSNRS001 07/19/2021 07/26/2021
BSNRS002 10/04/2021 10/11/2021
BSNRS003 10/04/2021 10/11/2021
*pending approval of the Calfornia Board of Vocational Nursing and
Psychiatric Technicians (BVNPT).
Stanbridge University reserves the right to reschedule the start of a program, when necessary or when beneficial to
student success, for a period of no greater than 4 weeks. Students will receive a refund should they not wish to
attend the rescheduled program.
Page 49 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
HOLIDAYS
2021 Holidays Observed
President's Day February 15, 2021
Memorial Day May 31, 2021
Independence Day July 4 - 5, 2021
Labor Day September 6, 2021
Thanksgiving November 25 - 26, 2021
Christmas December 24 - 26, 2021
New Year December 31, 2021 and January 1, 2022
Note: The Learning Resource Center lab hours may change during holiday periods. Enrolled students will be notified via email of
computer lab hours during holidays.
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STUDENT RECORDS
STUDENT RECORDS RETENTION
This institution permanently retains the transcripts of students as required by the Standards of Accreditation of ACCSC and section
94900(b) of the California Education Code. The school maintains a permanent educational record for all currently enrolled students
that consists of all admissions, academic, and financial records and information upon which a student’s enrollment is based. At a
minimum, the institution maintains current records on campus for five years after a student’s date of completion or withdrawal. The
school also maintains student financial records related to financial aid, tuition and fee payments, and tuition refunds for a minimum
of five years. In addition, the institution maintains records relating to federal financial aid programs as provided by federal law. All
of these records (physical or electronic) are securely maintained and protected against damage or loss (e.g., fire, water, theft,
tampering, etc.).
Confidentiality of Student Records
TheFamily Educational Rights and Privacy Act(FERPA), a Federal law, requires that Stanbridge University, with certain exceptions,
obtain your written consent prior to the disclosure of personally identifiable information from your education records. The
university, however, may disclose appropriately designated “directory information” without written consent, unless you have
advised to the contrary in accordance with the university’s procedures.
The Notification of Student Rights Under FERPA is available on the Stanbridge University Website (FERPA Link).
Upon receiving academic records or personal information, Stanbridge University personnel assume the responsibility of
maintaining the security and privacy of these records. To assure this security and privacy, it is the responsibility of the campus
Registrar to allow only campus personnel with specific needs (determined by job function) access to this information.
In instances where an individual or organization outside Stanbridge University (other than those with specified legal permission)
request access to student academic records or personal information, the campus Registrar must obtain a written authorization from
the student for the release of the information.
Please note: in the case of a student who is not above the age of eighteen, “individual” does include the student’s parents,
regardless of their financial relationship with the institution or student.
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CLOCK AND CREDIT HOURS
CLASS HOURS
Students must refer to their schedule for their actual class dates and times. For a general overview of dates and times students can
be expected to be in class please refer to your program’s attendance policy.
DEFINITION OF CLOCK AND CREDIT HOURS
A clock hour is defined as 50 minutes of instruction in a 60-minute period of time
A credit hour is defined as an amount of work represented in intended learning outcomes and verified by evidence of
student achievement for academic activities as established by the institution comprised of the following units: didactic
learning environment; supervised laboratory setting of instruction; externship; and out-of-class work/preparation
One quarter credit hour equals 30 units comprised of the following academic activities:
One clock hour in a didactic learning environment = 2 units
One clock hour in a supervised laboratory setting of instruction = 1.5 units
One hour of externship = 1 unit
One hour of out-of-class work and/or preparation for the didactic learning environment or supervised laboratory setting of
instruction that are designed to measure the student’s achieved competency relative to the required subject matter
objectives = 0.5 unit
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ATTENDANCE
Stanbridge University’s attendance policy is as follows:
Consistent attendance is a requirement for graduation. Absences are recorded and become part of the student’s permanent
record regardless of the reason for the absences.
To graduate, students must complete all units and all courses of a program.
Students absent from three consecutive sessions for reasons of illness must provide a physician’s release to be allowed to
return to classes or clinical education.
Students dismissed from school will receive a refund as described in the Financial Aid policy section of this catalog.
Students not returning after 14 consecutive days of absence (starting from the last date of attendance) will be dismissed.
Attendance Requirement for all Online Courses
Students enrolled in online courses will have attendance monitored by participation in scheduled threaded discussions before or on
the due date of the discussion. An attendance period for online classes is defined as 12:01AM PST on Monday through 11:59PM
PST on the following Sunday. Those not participating for 14 consecutive days of absence (starting from the last date of attendance)
will be dismissed.
Additional Attendance Requirements for Degree Program General Education Courses
With the approval of the program director, students in a degree program may drop a General Education course if the dropped
course is not a prerequisite to another course in the program. The student will no longer be required to attend the dropped course
but will still remain in the program. In order for the student to complete the program, the dropped course must be completed.
Retake tuition will be charged for the next attempt to complete the course. A grade of Incomplete will be assigned to the course
and zero grade points will be assigned. In addition, the student must attend the first session of the course that follows the dropped
course in order to maintain attendance and registration in the program. If a General Education course is a prerequisite to a
program core course or another General Education course, failure to attend the prerequisite course will result in dismissal from the
program.
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GRADING
Stanbridge University’s grading policy is as follows:
Students must pass all the courses within a program in order to graduate (or complete their studies).
Students will only be graded once for each course. A student wishing to repeat a course to improve his/her grade must
submit a written request to the Dean of Instruction. The original grade will be marked as “Retake,” and the new grade will be
reflected on the student’s transcript, regardless of which is higher. Only one course may be repeated for grade
improvement.
Students who withdraw will receive a grade of “Incomplete” for courses in progress. Enrolled students who do not complete
a course on time will receive a grade of “F” twenty-one (21) days after the conclusion of the course, if not
remediated/completed by then.
Transfer students will receive a notation of “TR” for courses granted transfer credit.
Diploma, associate, and bachelor’s degree students must have a cumulative grade point average of C (2.0) or above in order
to graduate. Master’s degree students must have a GPA of 3.0 in order to graduate.
Late submission of assignments, projects and papers will result in grade reductions.
Students may check exam grades for on-campus courses by logging in to Student Central and clicking on the “Exam Scores”
link and for online courses by logging into their course to view the course grade book.
Qualitative Measure of Satisfactory Academic Progress (SAP)
Grade Meaning Grade-Point Value
A+ 97% – 100% 4.0
A 93% – 96% 4.0
A- 90% – 92% 3.7
B+ 87% – 89% 3.3
B 83% – 86% 3.0
B- 80% – 82% 2.7
C+ 77% – 79% 2.3
C 75% – 76% 2.0
C- 70% – 74% 1.7
D+ 67% – 69% 1.3
D 65% – 66% 1.0
D- 60% – 64% 0.7
F 59% and below 0
PASS Satisfactory Performance 4.0
FAIL Unsatisfactory Performance 0.0
In Progress Course not completed 0
TR Received Transfer Credit for coursework at another Institution Not Computed in GPA
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SATISFACTORY ACADEMIC PROGRESS (SAP)
The following describes Stanbridge University’s Satisfactory Academic Progress (SAP) policy. The university’s SAP policy for Title IV,
HEA students is the same as the university’s standards for students enrolled in the same educational programs who are not
receiving Title IV aid.
Quantitative Requirement: Program Completion Time Limit and GPA
Students have a maximum of 1.5 times beyond the normal length of the program to complete their chosen course of study (or
program). Students not completing by the extended timeframe will be dismissed. Students must meet the attendance
requirements established for their program.
Attainment of satisfactory progress (attendance, credit earned and GPA) is monitored at the completion of each term for MSOT,
MSN, BSN (Degree Completion), ADN, VN, OTA, PTA, and ASVT students. At 50% of program completion, a minimum GPA and a
minimum of 34% of total program credits must be earned. Students failing to meet these benchmarks will be placed on probation.
At the 100% mark of the original program the student must have accumulated 67% of the required program quarter hours of credit,
the student’s GPA must meet the required minimum, and the student must be able to attain the required graduation GPA by 150%
of original program length. Any student not able to meet the 150% benchmark will be dismissed.
DIPLOMA PROGRAMS
Percent of Original Program Length Minimum GPA Credits Attained Outcome if either benchmark not met
50% 1.5 34% of Program Probation
100% 1.5 67% of Program Probation
150% 2.0 100% of Program Dismissal
PROGRAMS GREATER THAN TWO YEARS IN LENGTH (EXCEPT MSN and MSOT*)
Percent of Original Program Length Minimum GPA Credits Attained Outcome if either benchmark not met
100% 1.5 67% of Program Probation
150% 2.0 100% of Program Dismissal
*The MSN and MSOT programs require a minimum GPA of 3.0 to graduate.
Appeal of Determination of Unsatisfactory Progress (All Students)
A student may appeal for a reversal of a determination of unsatisfactory academic progress on the following grounds:
incorrect recording of attendance or examination grades;
incorrect assignment of grades for projects, assignments, or remediation work;
failure to meet satisfactory progress requirements based upon
the death of a relative of the student;
an injury or illness of the student; or
other special circumstances.
Removal of probationary status is based on remediation of absences, reestablishment of satisfactory academic progress by passing
or remediating a failed course, or adhering to the Code of Conduct or professional clinical objectives.
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The appeal must be filed in writing by the student through the appeal process documented below.
Additional Satisfactory Academic Progress Requirements: Veterans Administration
Veterans or eligible persons will be evaluated weekly to determine satisfactory progress. Students not meeting the 65% passing
requirement will be placed on probation. Those not meeting the 65% passing requirement in the next week will have their benefits
terminated.
Financial Aid Warning
Stanbridge University evaluates SAP at the end of each payment period. Students who do not meet SAP measures described above
will be put on Financial Aid Warning for one payment period. Students who are put on a Financial Aid Warning continue to receive
Title IV aid for the next payment periods after they receive the warning status. The status will be conferred automatically without the
student appealing the SAP status.
If a student falls below a 2.0 GPA, or if the student is not completing the required amount of clock hours to keep Pace with the
requirements for graduation within the 150% time frame, will result in the student being placed on Financial Aid Warning for one
payment period. A student who is put on a Financial Aid Warning can continue to receive Title IV, HEA funding for the next
payment period after they receive the warning status.
If the student is not meeting Satisfactory Academic Progress at the end of the Financial Aid Warning Period, the student will be
placed on Academic Development Status, with a loss of Title IV, HEA funding and will be required to meet specific criteria of an
improvement plan to assist them in regaining SAP and Title IV, HEA eligibility. During this period, students will not be eligible to
receive Title IV, HEA funds but he/she may continue on a cash pay basis with an approved payment plan. Arrangements for
payment must be approved within 10 school days of notification of development status.
If a student is making SAP at the end of the Financial Aid Warning, they shall be returned to normal SAP status with no loss of Title IV
eligibility.
Appeal Process
Students who do not make SAP at the end of the Financial Aid Warning period lose their Title IV financial aid eligibility and will be
placed on Academic Development Status, with a loss of Title IV, HEA funding. The student may have the opportunity to have their
Title IV, HEA financial aid eligibility reinstated by appealing the Academic Development Status, with a loss of Title IV, HEA funding
decision and will be placed on Financial Aid Probation if the appeal is granted.
Students have five (5) business days after being notified to institute an appeal. The appeal must be in writing and provided to the
Office of Student Services at [email protected]. Student Services will meet with the Financial Aid Academic
Appeals Committee to make a decision on the appeal.
If dissatisfied with the appeal response, the student may submit a second-level written appeal to the Office of Instruction:
Office of Instruction
If dissatisfied with the second-level appeal response, the student may submit a third-level written appeal to the Office of the
President. A third-level appeal decision is final:
Office of the President
The basis on which a student may file an appeal are: injury or illness; death of a relative; or other special circumstance. Students
must provide supporting documentation and describe in writing any unusual circumstances that warrant special consideration.
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Students must provide information as to why they did not make SAP and what has changed that will allow them to make SAP by the
next evaluation point.
Financial Aid Probation
If Probation Status is granted, students regain Title IV, HEA eligibility for the next eligible payment period only. Students must be
making SAP at the end of the payment period to regain Title IV, HEA funding for the next payment period.
Students who regain SAP at the next reporting period regain full eligibility for Title IV, HEA funding. Students not making SAP
continue to be ineligible to receive Title IV funds without the option to appeal.
Reinstatement of TITLE IV and HEA Aid
Reinstatement of aid is limited to the period under evaluation. Students making SAP by the conclusion of the Warning or Probation
period will be removed from the warning/probation status and will regain eligibility for Title IV, HEA funding.
A former student requesting to be reinstated as an active student should do so in writing. Supportive documentation and/or
information concerning any mitigating circumstances should be noted in the request. The requesting prior student shall be notified
of the Reinstatement Review within five (5) business days following the decision of the Financial Aid Academic Appeals Committee.
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LEAVE OF ABSENCE (LOA)
A student may request a Leave of Absence for a period of up to 90 days. An approved Leave of Absence will be granted when the
absence is emergent or unforeseen and there is a reasonable expectation that the student will return to the university. The reasons
for granting an approved Leave of Absence may include, but are not limited to, the student having serious medical problems,
military duty, pregnancy, or jury duty. For an approved Leave of Absence, the student must provide a written request that is signed
and dated and documentation that supports the reason for the request. Extensions may be requested if the student’s circumstances
warrant; the student, however, may be on approved Leave of Absence for a maximum of 180 days in any twelve month period
(Note: Extensions must be requested; they are not automatically granted if the student remains absent). The student will be
dismissed from the university if he/she does not return at the conclusion of the approved Leave of Absence, unless an extension has
been granted.
If a student does not return from an approved Leave of Absence on the expected return date, the student will be dismissed from the
university and a Return of Title IV Funds calculation will be processed.
RETURN TO TITLE IV FUNDS
If the student is the recipient of a Title IV, HEA loan, failure to return from an approved Leave of Absence may result in changes to
loan repayment terms, including exhaustion of some or all of the grace period. If a student does not return from the Leave of
Absence, the 6-month grace period is retroactively applied back to the beginning of the leave of absence date.
CHANGES TO PRIVATE LOANS
The student is solely responsible for contacting any financial aid sources/lenders from which they may receive financial aid in order
to determine any changes that may occur in any grace period or repayment schedule for financial aid based on the increased length
of their program due to a Leave of Absence. The student must also contact any financial aid source or lender to determine whether
interest on the loan(s) will continue to accrue while on Leave of Absence.
RESUMPTION OF CLASSES
If the Leave of Absence is of sufficiently short duration, students will be allowed to rejoin their track and resume their studies.
Remediation of theory course material per the requirements of the student’s program is required, as is remediation of missed
clinical education for Vocational Nurse students. Missed sessions during a Leave of Absence, however, will not be counted as
absences for attendance purposes, and students will not be placed on Attendance Probation or dismissed for absent periods
during a Leave of Absence.
If the leave is of longer duration, and the student cannot rejoin his/her original cohort, the student will be readmitted to the
beginning of the course during which the leave commenced.
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WITHDRAWAL
You may withdraw from the school at any time after the cancellation period (described above) and receive a pro rata refund if you
have completed 60 percent or less of the scheduled days in the current payment period of your program through the last day of
attendance. The amount of that refund is “pro-rated” according to the not completed portion of the program less the cost of any
supplies not returned in good condition (good condition does not include supplies that have a broken seal, for which a log-on
occurred, or that are marked or damaged in any way) and an application fee, for a total amount not to exceed $150.
If you have completed more than 60% of the period of attendance for which you were charged, the tuition is considered earned and
you will not receive a refund.
The Date of Determination is the date that the institution determines the student has withdrawn from the program and is no longer
than 14 days after the Last Date of Attendance. The Last Date of Attendance will be the basis for calculating the amount of the
refund. The Date of Determination starts the clock for timely refunds of funds, within 45 days after the Date of Determination.
If the student has received federal student financial aid funds, the student is entitled to a refund of moneys not paid from federal
student financial aid program funds. All federal financial aid refunds shall be calculated according to the Department of Education
Guidelines.
Return to Title IV Funds Policy
This policy applies to students who withdraw officially, unofficially, fail to return from a leave of absence, or are dismissed from
enrollment at the university. It is separate and distinct from the university refund policy (refer to Institutional Refund Policy).
The calculated amount of the Return of Title IV, HEA (R2T4) funds that are required to be returned for the students affected by this
policy, are determined according to the following definitions and procedures as prescribed by regulations.
The amount of Title IV, HEA aid earned is based on the amount of time a student spent in academic attendance, and the total aid
received; it has no relationship to student’s incurred institutional charges. Because these requirements deal only with Title IV, HEA
funds, the order of return of unearned funds do not include funds from sources other than the Title IV, HEA programs.
Title IV, HEA funds are awarded to the student under the assumption that he/she will attend school for the entire period for which
the aid is awarded. When student withdraws, he/she may no longer be eligible for the full amount of Title IV, HEA funds that were
originally scheduled to be received. Therefore, the amount of Federal funds earned must be determined. If the amount disbursed is
greater than the amount earned, unearned funds must be returned.
The Payment Period for Clock Hour Schools is one-half of the academic year or program length (whichever is less).
The Date of Determination is the date that the institution determines the student has withdrawn from the program. For schools that
are required to take attendance, the date of determination is no longer than 14 days after the Last Date of Attendance. The Date of
Determination starts the clock for timely refunds of Title IV funds, within 45 days after the Date of Determination.
The Withdrawal Date for schools required to take attendance is the Last Date of Attendance (LDA).
The institution has 45 days from the date that the institution determines that the student withdrew to return all unearned funds for
which it is responsible. The school is required to notify the student if they owe a repayment via written notice.
The school must advise the student or parent that they have 14 calendar days from the date that the school sent the notification to
accept a post withdraw disbursement. If a response is not received from the student or parent within the allowed time frame or the
student declines the funds, the school will return any earned funds that the school is holding to the Title IV, HEA programs.
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Post-withdraw disbursements will occur within 90 days of the date that the student withdrew.
Withdrawal Policy
“Official” Voluntary Withdrawal
A student is considered to be “Officially” withdrawn on the date the student notifies the Financial Aid Director, Registrar, or School
Director in writing of their intent to withdraw. The date of the determination for return and refund purposes will be the earliest of the
following for official withdrawals:
Date student provided official notification of intent to withdraw, in writing.
or
The date the student began the withdrawal from the School’s records.
A student will be permitted to rescind his notification in writing and continue the program, if so chosen. However, if the student
subsequently drops, the student’s withdrawal date is the original date of notification of intent to withdraw.
Upon receipt of the withdrawal information the university will complete the following:
Determine the student’s last date of attendance as of the last recorded date of academic attendance on the school’s attendance
record, and perform two calculations:
The student’s ledger card and attendance record are reviewed to determine the calculation of Return of Title IV, HEA funds
the student has earned, and if any, the amount of Title IV, HEA funds for which the school is responsible. Returns made to the
Federal Funds Account are calculated using the Department’s Return of Title IV, HEA Funds Worksheets, scheduled
attendance and are based upon the payment period.
Calculate the school’s refund requirement (see school refund calculation).
The student’s grade record will be updated to reflect his/her final grade.
Stanbridge University will return the amount for any unearned portion of the Title IV, HEA funds for which the school is responsible
within 45 days of the date the official notice was provided.
If applicable, the university will provide the student with a letter explaining the Title IV, HEA requirements. To include:
The amount of Title IV, HEA assistance the student has earned. This amount is based upon the length of time the student was
enrolled in the program based on scheduled attendance and the amount of funds the student received.
Any returns that will be made to the Federal program on the student’s behalf as a result of exiting the program. If a student’s
scheduled attendance is more than 60% of the payment period, he/she is considered to have earned 100% of the Federal
funds received for the payment period. In this case, no funds need to be returned to the Federal funds.
Advise the student of the amount of unearned Federal funds and tuition and fees that the student must return, if applicable.
Supply the student with ledger card record noting outstanding balance due to the school and the available methods of
payment. A copy of the completed worksheet, check, letter and final ledger card will be kept in the student’s file.
In the event a student decides to rescind his or her official notification to withdraw, the student must provide a signed and dated
written statement indicating he/she is continuing his or her program of study, and intends to complete the payment period. Title IV,
HEA assistance will continue as originally planned. If the student subsequently fails to attend or ceases attendance without
completing the payment period, the student’s withdrawal date is the original date of notification of intent to withdraw.
Unofficial Withdrawal
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Any student that does not provide official notification of his or her intent to withdraw and is absent for more than 14 consecutive
calendar days, fails to maintain satisfactory academic progress, fails to comply with the school’s attendance and/or conduct policy,
does not meet financial obligations to the school, or violates conditions mentioned in the School contractual agreement, will be
subject to termination and considered to have unofficially withdrawn.
Within two weeks of the student’s last date of academic attendance, the following procedures will take place.
The Student Services office will make three attempts to notify the student regarding his/her enrollment status.
Determine and record the student’s last date of attendance as the last recorded date of academic attendance on the
attendance record.
The student’s withdrawal date is determined as the date the day after 14 consecutive calendar days of absence.
Notify the student in writing of their failure to contact the school and attendance status resulting in the current termination of
enrollment.
Stanbridge University calculates the amount of Federal funds the student has earned, and, if any, the amount of Federal
funds for which the school is responsible.
Calculate the school’s refund requirement (see school refund calculation).
Stanbridge University’s Controller will return to the Federal fund programs any unearned portion of Title IV funds for which
the school is responsible within 45 days of the date the withdrawal determination was made, and record on student’s ledger
card.
If applicable, the School will provide the student with a refund letter explaining Title IV requirements:
The amount of Title IV aid the student has earned based upon the length of time the student was enrolled and
scheduled to attend in the program and the amount of aid the student received.
Advise the student in writing of the amount of unearned Title IV, HEA aid and tuition and fees that he/she must return,
if applicable.
Supply the student with final student ledger card showing outstanding balance due the school and available
methods of repayment.
A copy of the completed worksheet, check, letter, and final ledger card will be kept in the student’s file.
Withdraw Before 60%
The institution must perform a R2T4 to determine the amount of earned aid through the 60% point in each payment period. The
institution will use the Department of Education’s prorate schedule to determine the amount of the R2T4 funds the student has
earned at the time of withdrawal.
Withdraw After 60%
After the 60% point in the payment period, a student has earned 100% of the Title IV, HEA funds he or she was scheduled to receive
during this period. The institution must still perform a R2T4 to determine the amount of aid that the student has earned.
Stanbridge University measures progress in clock hours, and uses the payment period for the period of calculation.
The Calculation Formula
Determine the amount of Title IV, HEA aid that was disbursed plus Title IV, HEA aid that could have been disbursed.
Calculate the percentage of Title IV, HEA aid earned:
Divide the number of clock hours scheduled to be completed (from the first day of class until the last date of attendance) in the
payment period as of the last date of attendance in the payment period by the total clock hours in the payment period.
(rounded to one significant digit to the right of the decimal point, e.g. .4493 = 44.9%.)
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If this percentage is greater than 60%, the student earns 100%.
If this percent is less than or equal to 60%, proceed with calculation.
Percentage earned from (multiplied by) Total aid disbursed, or could have been disbursed = AMOUNT STUDENT EARNED.
Subtract the Title IV aid earned from the total disbursed = AMOUNT TO BE RETURNED.
100% minus percent earned = UNEARNED PERCENT
Unearned percent (multiplied by) total institutional charges for the period = AMOUNT DUE FROM THE SCHOOL.
If the percent of Title IV aid disbursed is greater than the percent unearned (multiplied by) institutional charges for the period, the
amount disbursed will be used in place of the percent unearned.
If the percent unearned (multiplied by) institutional charges for the period are less than the amount due from the school, the student
must return or repay one-half of the remaining unearned Federal Pell Grant.
Student is not required to return the overpayment if this amount is equal to or less than 50% of the total grant assistance that was
disbursed /or could have been disbursed. The student is also not required to return an overpayment if the amount is $50 or less.
Stanbridge University will issue a grant overpayment notice to student within 30 days from the date the school’s determination that
student withdrew, giving student 45 days to either:
Repay the overpayment in full to Stanbridge University
OR
Sign a repayment agreement with the U.S. Department of Education.
Order of Return
Stanbridge University is authorized to return any excess funds after applying them to current outstanding Cost of Attendance (COA)
charges. A copy of the Institutional R2T4 work sheet performed on your behalf is available through the office upon student request.
In accordance with Federal regulations, when Title IV, HEA financial aid is involved, the calculated amount of the R2T4 Funds is
allocated in the following order:
Unsubsidized Direct Stafford loans (other than PLUS loans)
Subsidized Direct Stafford loans
Direct PLUS loans
Federal Pell Grants for which a Return is required
Federal Supplemental Educational Opportunity Grant
Iraq and Afghanistan Service Grant for which a Return is required
Other Title IV assistance
State Tuition Assistance Grants (if applicable)
Private and institutional aid
The Student
Earned AID
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Title IV, HEA aid is earned in a prorated manner on a per diem basis (clock hours) up to the 60% point in the semester. Title IV, HEA
aid is viewed as 100% earned after that point in time. A copy of the worksheet used for this calculation can be requested from the
financial aid director.
Post-Withdraw
If you did not receive all of the funds that you have earned, you may be due a post-withdraw disbursement. Stanbridge University
may use a portion or all of your post-withdraw disbursement for tuition and fees (as contracted with the school). For all other school
charges, the university needs your permission to use the post-withdraw disbursement. If you do not give permission, you will be
offered the funds. However, it may be in your best interest to allow the school to keep the funds to reduce your debt at the school.
The post-withdrawal disbursement must be applied to outstanding institutional charges before being paid directly to the student.
Both grants and loans must be disbursed within 180 days of the date of determination in a post-withdrawal disbursement.
Institution Responsibilities
Stanbridge University’s responsibilities in regard to Title IV, HEA funds follow:
providing students information with information in this policy;
identifying students who are affected by this policy and completing the return of Title IV funds calculation for those students;
and
returning any Title IV, HEA funds due to the correct Title IV programs.
The institution is not always required to return all of the excess funds; there are situations once the R2T4 calculations have been
completed in which the student must return the unearned aid.
Overpayment of Title IV, HEA Funds
Any amount of unearned grant funds that a student must return is called an overpayment. The amount of grant overpayment that
you must repay is half of the grant funds you received. You must make arrangements with the school or Department of Education to
return the amount of unearned grant funds.
Student Responsibilities in regard to return of Title IV, HEA funds
Returning to the Title IV, HEA programs any funds that were dispersed to the student in which the student was determined to be
ineligible for via the R2T4 calculation.
Any notification of withdraw should be in writing and addressed to the appropriate institutional official.
A student may rescind his or her notification of intent to withdraw. Submissions of intent to rescind a withdraw notice must be filed
in writing. Either these notifications, to withdraw or rescind to withdraw must be made to the Registrar.
Refund vs. Return to Title IV
The requirements for the Title IV, HEA program funds when you withdraw are separate from any refund policy that Stanbridge
University may have to return to you due to a cash credit balance. Therefore, you may still owe funds to the school to cover unpaid
institutional charges. Stanbridge University may also charge you for any Title IV, HEA program funds that they were required to
return on your behalf.
If you do not already know what the university’s refund policy is, you may ask your Financial Planner for a copy.
Return to Title IV questions: If you have questions regarding Title IV, HEA program funds after visiting with your financial aid
director, you may call the Federal Student Aid Information Center at 1-800-4-fedaid (800-433-3243). TTY users may call 800-730-
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8913. Information is also available on student aid on the webwww.studentaid.ed.gov.
WITHDRAWAL FROM ONLINE (DISTANCE EDUCATION) PROGRAMS
You may withdraw from the university at any time after the cancellation period (described above) and receive a pro rata refund if
you have completed 60 percent or less of the scheduled days in the current payment period in your program through the last day of
attendance. The amount of that refund is “pro-rated” according to the not completed portion of the program less the cost of an
application fee not to exceed $150.00.
If you have completed more than 60% of the period of attendance for which you were charged, the tuition is considered earned and
you will not receive a refund.
The Date of Determination is the date that the institution determines the student has withdrawn from the program and is no longer
than 14 days after the Last Date of Attendance. The Last Date of Attendance will be the basis for calculating the amount of the
refund. The Date of Determination starts the clock for timely refunds of funds, within 45 days after the Date of Determination. For
distance education students, scheduled days is based on a five-day week, which does not include Saturday or Sunday, or any
defined holiday as enumerated in Section 6700 of the California Government Code (specific holidays published in the catalog).
If the student has received federal student financial aid funds, the student is entitled to a refund of moneys not paid from federal
student financial aid program funds. All federal financial aid refunds shall be calculated according to the Department of Education
Guidelines.
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PROBATION
Students will be notified in writing once they are placed on probation. Students on probation will have a Notice of Probation placed
in their permanent academic file. Students on probation will not be able to print unofficial transcripts or use the services of Career
Services. Students placed on academic or conduct probation will not be eligible for the Dean’s List for the term during which the
probation was enforced. A Notice of Probation will be issued if the student fails to meet the stipulation(s) or requirements on a
Notice of Deficiency. For any persistent violation of their respective programs policies and/or procedures and for any ongoing
pattern of unsatisfactory behavior which is identified by program administration to be unrepresentative of a Stanbridge University
student.
FINANCIAL AID PROBATION
The student does not make Satisfactory Academic Progress at the end of a Financial Aid Warning Period, and successfully
appeals the loss of Title IV financial aid eligibility.
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SUSPENSION
A student will be suspended if the student is judged to have violated the Code of Conduct and his/her actions or expressions
indicate remaining on campus or at a clinical facility can reasonably be expected to lead to further incidents. The period of
suspension may encompass on-site lecture or off-campus (clinical education) activities. Students who are suspended must
remediate absences as required in the attendance policy. Students will not have absences due to suspension counted against
remediation limits for either theory or clinical education. A record of the suspension will be placed in the student’s file.
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DISMISSAL
Dismissal from school may occur if:
The student does not finish a program within the maximum number of credit hours allowed, i.e. the credit hours attempted
exceed 1.5 times the credit hours required to complete the program.
The student does not return from an approved Leave of Absence.
The student grossly violates the university’s Code of Conduct.
The student fails to meet the terms stipulated in a Notice of Probation.
The student is absent for more than 14 days without notifying the university.
Dismissal Appeal Process
Stanbridge University students have the right to appeal an academic dismissal. There are two levels of appeal for a dismissal.
Students who have been dismissed may submit a letter of appeal detailing the reason for dismissal and the rationale for the appeal
to the Office of Instruction at [email protected]. Should an unfavorable decision occur at the Office of Instruction
level, a final appeal may be made to the Office of the President at [email protected]. Decisions by the Office of the
President are final and not subject to further university appeal. Students whose dismissal is upheld by the Office of the President
and who are eligible for readmission may apply for readmission using the guidelines below.
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READMISSION
READMISSION AFTER DISMISSAL
Students who have been dismissed from Stanbridge University may apply for readmission. All readmission requests must be made
in writing to the Director of Student Services, with a copy to the Program Director. A student who is requesting readmission may be
required to attend a readmission meeting with various members of the administration and instruction teams. The Office of the
President, Office of Instruction, Office of Student Services, and Program Director will evaluate each student’s case to make a
decision regarding readmission, and they will set forth guidelines for said student’s readmission. The decision and subsequent
guidelines, if any, will be communicated in specific detail by the Student Services Officer to the student via email within three (3)
weeks of the conclusion of readmission meeting.
The assessment to be collected from a re-enrolling student shall be limited to any amount that is due after crediting any prior
assessment amount paid by the student. The enrollment agreement shall clearly identify any prior STRF assessment paid by the
student. If a tuition change occurred after the original enrollment and before the readmission enrollment, the new tuition amount
will be used to calculate the amount due for readmission enrollment. Readmission is dependent on sufficient space in the cohort the
student desires.
READMISSION AFTER DISMISSAL FOR ATTENDANCE REASONS
Students dismissed for clinical or theory course attendance deficiencies may apply for readmission at the university in a new track of
their program of study. If readmitted, students dismissed for attendance deficiencies will resume their studies at the beginning of
the course from which they were dismissed. Students will be financially responsible for retake tuition for hours of theory and clinical
education associated with courses not previously satisfactorily completed and being retaken.
READMISSION AFTER DISMISSAL FOR ACADEMIC REASONS
Students dismissed for failing to remediate an unsatisfactory course grade may apply for readmission in another track in their
program, commencing at the beginning of the failed course. Students will be financially responsible for retake tuition for hours of
theory and clinical education associated with courses not previously satisfactorily completed and being retaken.
Students dismissed for failing four (4) courses may apply for readmission in a new track at the point of the term from which they
were dismissed. Students repeating coursework in a required repeat of a term are financially responsible only for prorated tuition
for repeated hours of theory and the hours of clinical education associated with courses not satisfactorily completed.
Failure to pass a course after multiple attempts is an indication that a student is unable to comprehend or learn the knowledge
required to perform the occupational tasks afforded by the education, making it necessary for Stanbridge University to dismiss the
student without the opportunity for readmission.
READMISSION AFTER DISMISSAL FOR UNSAFE NURSING /FIELDWORK/CLINICAL
EDUCATION OR CLINICAL PRACTICE REASONS
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Students dismissed for reasons of unsafe nursing/fieldwork/clinical education or clinical practice reasons may apply for readmission
to Stanbridge University. Each case will be evaluated individually, based on the severity of the actions that resulted in the student’s
dismissal. Students may be refused readmission, allowed to re-enroll with additional conditions specified in writing as part of the
enrollment contract, or re-enrolled without conditions. Students will be financially responsible for retake tuition for hours of theory
and clinical education associated with courses not previously satisfactorily completed and being retaken.
READMISSION AFTER DISMISSAL FOR CONDUCT REASONS
Students dismissed for conduct infractions may apply for readmission to Stanbridge University. Each case will be evaluated
individually, based on the severity of the actions that resulted in the student’s dismissal. Students may be refused readmission,
allowed to re-enroll with additional conditions specified in writing as part of the enrollment contract, or re-enrolled without
conditions. Students will be financially responsible for retake tuition for hours of theory and clinical education associated with
courses not previously satisfactorily completed and being retaken.
READMISSION AFTER WITHDRAWAL
Students who have withdrawn from Stanbridge University may apply for readmission. The Director of Student Services, Dean of
Students, and Program Administration will evaluate each student’s case to make a decision regarding readmission, and they will set
forth guidelines (if necessary) for said student’s readmission. The assessment to be collected from a re-enrolling student shall be
limited to any amount that is due after crediting any prior assessment amount paid by the student. The enrollment agreement shall
clearly identify any prior STRF assessment paid by the student. If a tuition change occurred after the original enrollment and before
the readmission enrollment, the new tuition amount will be used to calculate the amount due for readmission enrollment.
Readmission is dependent on sufficient space in the cohort the student desires to join.
DENIAL OF READMISSION APPEAL PROCESS
Stanbridge University students have the right to appeal a denial of readmission. There are two levels of appeal for a denial of
readmission. Students who have been denied readmission may submit a letter of appeal to the Office of Instruction at
[email protected]. The letter of appeal will specify the reason for dismissal, the reason(s) for denial of readmission
cited by the readmission committee, and the rationale for the appeal. An unfavorable decision at the Office of Instruction level may
be appealed to the Office of the President at[email protected]. Decisions by the Office of the President are final
and not subject to further university appeal. Students whose denial of readmission is upheld by the president may not apply for
readmission.
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GRADUATION
GRADUATION REQUIREMENTS FOR DIPLOMA STUDENTS
Diploma students must achieve a GPA of at least 2.0 in order to graduate. Satisfactory completion of all the courses in a program
must occur within 150% of the program quarter hours of credit attempted for diploma programs greater than 40 weeks in length. A
diploma appropriate to the student’s program will be issued to each graduate.
GRADUATION REQUIREMENTS FOR MASTER’S, BACHELOR’S, AND ASSOCIATE
DEGREE STUDENTS
Bachelor’s and associate degree students must achieve a GPA of at least 2.0 in order to graduate. Master’s degree students must
achieve a cumulative GPA of 3.0 in order to graduate. Only those graduate level courses in which a student earns the equivalent of a
2.0 or better may be applied toward the total number of credits required for graduation. Satisfactory completion of all the courses in
a program must occur within 150% of the program quarter hours of credit attempted. Bachelor of Science in Nursing (degree
completion) program students must complete 90 quarter hours of credit in their program (of which up to 20% of the 90 quarter
hours of credit in the program may be transfer credit from other institutions).
N.B.: Please refer to specific graduation requirements under each program.
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TRANSCRIPTS
An official transcript is a certified copy of a student’s permanent academic record created by the university. It is printed on unique,
security-marked paper and sealed in the university’s envelope. In electronic form, the transcript is protected by data encryption. An
unofficial transcript does not grant the same assurance, since it does not come directly from the Office of the Registrar. Before
requesting a transcript, it is important that students check with the intended recipient to see what type of transcript is accepted
and/or required.
Ordering Official Transcripts
At any time, a student may order an official transcript online in electronic or paper form. The university has partnered with
Parchment, Inc. to deliver secure and certified electronic and paper transcripts.
Students and former students may request official transcripts utilizing the Parchment, Inc. link found in their Student Central account.
Official Transcript Fees
Individuals ordering an official transcript are responsible for all fees associated with each request, including shipping and handling
charges. The cost per transcript is dependent upon how quickly you need your transcript to be sent.
The university will honor the previous policy of providing three (3) no-cost official transcripts through December 31
st
, 2020 for all
students who start class prior to December 31, 2019. Students will still be required to request their official transcript utilizing the
Parchment link and pay any associated fees. Stanbridge University will reimburse up to $3 (USD) of the completed transcript
request. All reimbursement requests should be submitted to the Office of the Registrar at [email protected].
Accessing Unofficial Transcripts
Students and former students may view and print their unofficial transcript through their Student Central account.
Transcript Policies
The Office of the Registrar maintains the official transcript of academic record. A student may not be eligible to receive an official
transcript if they have a transcript hold placed on their student record. A hold is placed on a student record when a student has not
met a particular enrollment or academic requirement.
It is the sole responsibility of the student to clear any holds prior to requesting an official transcript. The Office of the Registrar will
remove a hold within forty-eight (48) working hours after verification of the hold removal from the issuing department.
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CODE OF CONDUCT
Students at Stanbridge University are responsible for regulating their own conduct and for respecting the rights and privileges of
others. Students are expected to conduct themselves in a manner compatible with the function of the university as an educational
institution. Students are expected to respect and obey all civil and criminal laws. Failure to show respect for the standards of
behavior is cause for disciplinary action.
A student may be disciplined for one or more of the following causes related to university activity or attendance:
1.
The unlawful use, sale, or possession on university property of any controlled substance, or presence on university property
under the influence of any controlled substance (including medical marijuana and alcohol).
2.
The unlawful use, sale, or possession of any poison on university property, or presence on university of any poison.
3.
Continued disruptive behavior, continued willful disobedience, habitual profanity or vulgarity, or the open and persistent
defiance of the authority of, or persistent abuse of, university personnel.
4.
Assault, battery, bullying, or any threat of force or violence upon a student or university personnel.
5.
Willful misconduct resulting in injury or death to a student or university personnel, or willful misconduct resulting in cutting,
defacing, theft, or other injury to any real or personal property owned by the university personnel, or students in attendance
at the university.
6.
Willful or persistent smoking in an area where smoking has been prohibited by law or by university policy.
7.
Persistent, serious misconduct where other means of correction have failed to bring about proper conduct.
8.
The forgery, alteration, or misuse of university documents, records, or identification, or knowingly furnishing false
information to the university.
9.
Cheating, plagiarizing or any other form of dishonesty in relation to a university course or program.
10.
The unauthorized entry or use of university property.
11.
Disorderly, lewd, indecent, or obscene conduct on university property.
12.
The possession or use of any firearms, explosives, dangerous chemicals, or other potentially harmful implements or
substances while on university property or at a university-sponsored function without the prior authorization of the Office of
the President.
13.
Rape, sexual assault, or harassment, including, but not limited to, sexual harassment of any student, university personnel or
personnel or patients at a clinical facility.
14.
The obstruction or disruption of the university’s educational or administrative process.
15.
Attempting to perform any previously identified act that constitutes a cause for disciplinary action.
16.
The unauthorized interaction with animals participating in the Veterinary Technology program.
17.
Any misconduct which endangers the health and well-being of animals being used in the Veterinary Technology program.
18.
Any other cause not previously listed which is identified as good cause by the university administration.
All rules apply to both on-campus and off-site classes, activities, and functions, including clinical education and externships.
SUBSTANCE ABUSE
To assist in achieving a campus free of the problems of substance abuse, the university has adopted policies prohibiting the
unlawful manufacture, sale, distribution, possession or use of controlled substances and alcohol, including medical marijuana, on
Stanbridge property or at official functions on/off-campus. Any member or group of the Stanbridge community violating these
policies and regulations will be subject to disciplinary action. In order to enforce this policy Stanbridge University reserves the right
to request persons subject to the policy to take fitness for duty tests. Positive results from a fitness for duty test shall be grounds for
disciplinary action. Also, the university may perform inspections of persons, personal property, or vehicles located on university
property or off-site at official university functions (such as clinical education or externships) in order to assure a drug-free, alcohol-
free environment. Failure to agree to a fitness for duty test or inspection will be considered a violation of this policy, and appropriate
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disciplinary measures will be taken as described above.
Reasonable Suspicion Testing: A student will be asked to take a Fitness for Duty Test after an instance of Reasonable Suspicion has
been documented. Such a test is voluntary, but failure to take the test will result in disciplinary action, up to and including dismissal.
ACADEMIC INTEGRITY
Stanbridge University is committed to academic excellence built on honesty, trust, and respect. All academic community members
depend upon the integrity of work that is submitted for academic credit. Any student who engages in academic dishonesty,
including, but not limited to, plagiarizing another person’s work; cheating on an examination or assignment; distributing copies of
examinations, assignments, or answer sheets to other students; passing off another’s work as one’s own; and/or aiding one or more
other students in committing the same or similar acts of academic dishonesty will be given a grade of zero for the exam or
assignment in which the infraction occurred. If a student commits a second act of academic dishonesty, he or she will be dismissed
from the university. All acts of academic dishonesty will be recorded on a Notice of Deficiency form and placed in the student’s
permanent academic file. A student may appeal his/her dismissal from the university for academic dishonesty. The appeal must be
made in writing to the Office of Instruction.
BULLYING
Definition
Bullying is defined as the aggressive and hostile acts of an individual or group of individuals who are intended to humiliate, mentally
or physically injure, or intimidate, and/or control another individual or group of individuals.
Such aggressive and hostile acts can occur as a single, severe incident or repeated incidents, and may manifest itself in the
following forms:
Physical Bullying includes pushing, shoving, kicking, poking, and/or tripping another; assaulting or threatening a physical
assault; damaging a person’s working or studying space or personal property; and/or damaging or destroying a person’s
work or study product.
Verbal/Written Bullying includes ridiculing, insulting, or maligning a person, either verbally or in writing; addressing abusive,
threatening, derogatory, or offensive remarks to a person; and/or attempting to exploit an individual’s known intellectual or
physical vulnerabilities.
Nonverbal Bullying includes directing threatening gestures toward a person or invading personal space, after being asked
to move or step away.
“Cyber Bullying” is defined as bullying an individual using electronic form, including, but not limited to, the Internet,
interactive and digital technologies, or mobile phones.
Freedom of expression and thought are essential for colleges and universities; however, there are rules of conduct that need
to be enforced in light of a college’s mission and goals statements. Bullying does not fit within our organizational values,
which include a culture of mutual respect.
Bullying can foster a climate of fear and disrespect, which seriously impairs the physical and psychological health of its victims and
creates conditions that negatively affect any learning and working environment. The university is committed to maintaining high
standards of behavior for every member of the university community so that all members conduct themselves in a manner that
demonstrates proper regard for the rights and welfare of others. This Anti-Bullying statement therefore, seeks to educate the
university community about bullying and to promote civility and respect among all its members, including the administration,
faculty, staff, and students. Bullying is a violation of the Code of Conduct, and may lead to administrative action, up to and including
dismissal.
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NON-DISCRIMINATION AND HARASSMENT
Stanbridge University prohibits discrimination on the basis of race, color, sex, religion, national origin, ethnic group identification,
ancestry, age, physical or mental disability, medical condition, military service, marital status, pregnancy, sexual orientation, or on
any other basis prohibited by law. The university is committed to providing equal opportunities to all individuals in all programs
and activities which it conducts.
Individuals who feel they have been subjected to discrimination or harassment through words or actions, including intimidation, or
bullying, may file a complaint with the Office of Student Services.
FRATERNIZATION POLICY
Consensual Relationships
Stanbridge University is committed to the principle that the learning and working environment of its students, employees, and
guests should be free from sexual harassment and inappropriate sexual conduct. Sexual harassment is a form of sex discrimination
that is illegal and is proscribed by institutional policy. All employees and students are accountable for compliance with this policy.
Established violations will lead to disciplinary actions which may include termination of employment or permanent dismissal of a
student from the university. This policy applies to all officers, administrators, and supervisors; regular, contract and temporary
faculty members; and teaching assistants, staff members and students. This policy also pertains to actions that affect any employee,
student, or guest of Stanbridge University.
Professional Risks
It is in the interest of Stanbridge University to provide clear direction and educational opportunities to the university community
about the professional risks associated with consensual/romantic or consensual/sexual relationships between members of the
university community where a conflict of interest and/or a power differential between the parties exists. A consensual relationship is
defined as a romantic and/or social engagement arranged by personal invitation between two individuals or arranged by a third
party. Romantic relationship is defined in this policy as a mutually desired courting activity between two unmarried individuals.
Individuals entering such relationships must recognize that:
1.
CONFLICTS OF INTEREST may arise when such relationships occur between and among faculty or staff and
students. University policies and ethical principles preclude individuals from evaluating the academic
performance of others with whom they have consensual/romantic or consensual/sexual relationships.
2.
POWER DIFFERENTIALS between the parties in consensual/romantic or consensual/sexual relationships may
cause serious consequences even when conflicts of interest are resolved. Individuals entering into such
relationships must recognize that:s for entering, maintaining, or terminating such a relationship may be a
function of the power differential;
where power differentials exist, even in a seemingly consensual relationship, there are limited after-the-fact defenses against
charges of sexual harassment. Furthermore, under certain situations, consensual relationships may be outside the scope of
employment for university employees and, if so, an individual would not be covered by the university’s liability protection in
subsequent litigation.
Consensual/Romantic or Consensual/Sexual Relationships
A consensual/romantic or consensual/sexual relationship between individuals who occupy different levels of authority in the
university automatically and inevitably carries the potential for evolving into a sexual harassment case of very serious implications,
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either from a subsequent change of attitude by the subordinate partner or from a contemporary complaint from a disadvantaged
third party. Relationships of this sort are against university policy and forbidden in those instances in which the partner with higher
status and/or power has explicit or implicit authority over, or the power to reward or punish, the partner with lower status and/or
power. It follows that consensual/romantic or consensual/sexual relationships between staff or faculty members and students are
also forbidden and against university policy.
Reporting Policy
Where a conflict of interest exists, or may exist, in the context of a consensual/romantic or consensual/ sexual relationship, both
individuals shall notify their instructor or immediate supervisor. In conjunction with the university administration, the instructor or
supervisor shall have the responsibility for making arrangements to eliminate or mitigate a conflict whose consequences might
prove detrimental to the university or to either party in the relationship, including action which may result in termination of an
employee of the university or dismissal of a student. The instructor, supervisor and university administrator shall act with the proviso
that it is almost always the case that the individual with the power or status advantage in the relationship will bear the burden of
accountability.
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GRIEVANCE PROCESS
Complaints may be made in person or via telephone, e-mail, fax, postal mail, or any other type of correspondence. Please see the
telephone and fax numbers of the universityhere.
Students who have a complaint are encouraged to resolve the issue in good faith without escalation. If the issue remains
unresolved, a student may report the complaint to the program director. If dissatisfied with the proposed resolution by the program
director, the student may file a written appeal to the Office of Student Services:
Office of Student Services
If dissatisfied with the appeal response, the student may submit a second-level written appeal to the Office of Instruction:
Office of Instruction
If dissatisfied with the second-level appeal response, the student may submit a third-level written appeal to the Office of the
President. A third-level appeal decision is final:
Office of the President
OTHER GRIEVANCE RESOLUTION AUTHORITIES
Accrediting Commission of Career Schools and Colleges (ACCSC)
Schools accredited by the Accrediting Commission of Career Schools and Colleges must have a procedure and operational plan for
handling student complaints. If a student does not feel that the school has adequately addressed a complaint or concern, the
student may consider contacting the Accrediting Commission. All complaints reviewed by the Commission must be in written form,
and should grant permission for the Commission to forward a copy of the complaint to the school for a response. This can be
accomplished by filing the ACCSC Complaint Form. The complainant(s) will be kept informed as to the status of the complaint as
well as the final resolution by the Commission. Please direct all inquiries to:
Accrediting Commission of Career Schools and Colleges:
2101 Wilson Blvd., Suite 302
Arlington, VA 22201
(703) 247-4212
www.accsc.org
A copy of the ACCSC Complaint Form is available at the school and may be obtained by contacting the Office of the President of
the university or online atwww.accsc.org.
Bureau for Private Post-secondary Education (BPPE)
Any questions a student may have regarding this catalog that have not been satisfactorily answered by the institution may be
directed to the Bureau for Private Postsecondary Education at:
1747 North Market, Suite 225
Sacramento, California, 95834,
www.bppe.ca.gov
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toll-free phone number (888) 370-7589 or by fax (916) 263-1897.
As a prospective student, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also
encouraged to review the School Performance Fact Sheet, which must be provided to you prior to signing an enrollment agreement.
A student or any member of the public may file a complaint about this institution with the Bureau for Private Postsecondary
Education by calling (888) 370-7589 toll-free or by completing a complaint form, which can be obtained on the bureau’s Internet
Web sitewww.bppe.ca.gov.
Board of Vocational Nursing and Psychiatric Technicians (BVNPT): Vocational Nurse Students
The Board of Vocational Nursing and Psychiatric Technicians
2535 Capitol Oaks Drive, Suite 205
Sacramento, California 95833
Telephone (916) 263-7800; FAX (916) 263-7855
Board of Registered Nursing: Associate Degree in Nursing Students
PO Box 944210,
Sacramento, CA 94244- 2100
Phone (916) 322-3350 Fax (916) 574-8637
http://www.rn.ca.gov
Accreditation Council for Occupational Therapy Education (ACOTE®): Occupational Therapy and Occupational
Therapy Assistant Students
The American Occupational Therapy Association, Inc.
6116 Executive Boulevard
Suite 200
North Bethesda, MD 20852-4929
Phone: (301) 652-2682
Commission on Accreditation in Physical Therapy Education (CAPTE): Physical Therapist Assistant Students
To obtain the materials necessary for submitting a complaint, contact the APTA Accreditation Department at 703/706-3245 or at
3030 Potomac Avenue, Suite 100
Alexandria, Virginia 22305-3085
Telephone: 703-706-3245
Email:[email protected]
website:http://www.capteonline.org.
Committee on Veterinary Technician Education and Activities (CVTEA) – American Veterinary Medical
Association (AVMA): Veterinary Technician Students
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The CVTEA is interested in sustained quality and continued improvement in veterinary education programs and will accept
complaints directed at a program. See the CVTEA Accreditation Policies and Procedures – Complaints VII. Standard Protocol for
Handling Complaints Directed at a Veterinary Technology Program and CVTEA Complaint Form at
https://www.avma.org/ProfessionalDevelopment/Education/Accreditation/Programs/Pages/cvtea-pp-complaints.aspx The
completed form, accompanied by required evidence, may be submitted via the United States Postal Service or other mail carrier or
email to the following address:
Ms. Julie Horvath
1931 N. Meacham Road
Schaumburg, IL 60173
Email:[email protected]
Commission on Collegiate Nursing Education (CCNE)
The baccalaureate degree program in nursing is accredited by the Commission on Collegiate Nursing Education (
http://www.ccneaccreditation.org).A complaint regarding an accredited program may be submitted by anyone, including students,
faculty, staff, administrators, nurses, patients, employees, or the public.Guidelines for the complaint include: a) an illustration of the
full nature of the complaint in writing, describing how CCNE standards or procedures have been violated, and b) an indication of
the willingness of the complainant to allow CCNE to notify the program and the parent institution of the exact nature of the
complaint, including the identity of the originator of the complaint.The Board may take whatever action it deems appropriate
regarding verbal complaints, complaints that are submitted anonymously, or complaints in which the complainant has not given
consent to being identified.Complaints may be directed to:
CCNE Complaints Administrator
655 K Street, Suite 750
Washington, DC 20001
Veterans Administration: Reimbursement to Veterans and Eligible Persons
For information or for resolution of specific payment problems, the veteran should call the Department of Veterans Affairs
nationwide toll free number at 1-800-827-1000.
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TITLE IX
Stanbridge University is committed to providing and maintaining a learning environment that is free of discrimination, harassment,
and retaliation on the basis of sex. The university is dedicated to ensuring that all people get equal access to the university’s
programs, activities, and services, in compliance with Title IX. The university will respond promptly and effectively to reports of
discrimination, harassment, and retaliation in an expeditious manner. This includes the provision of further information regarding
Title IX policies, the provision of support services, and the initiating and processing of complaints and/or reports.
Title IX of the Education Amendments Act of 1972 prohibits discrimination on the basis of sex in any education program or activity
operated by a recipient that receives federal financial assistance. As an educational institution subject to Title IX, Stanbridge
University has adopted a Title IX Non-Discrimination & Grievance Process Policy.
Stanbridge University:
Does not discriminate on the basis of sex, including in admissions and employment, and is committed to providing an
educational and workplace environment that is free from sex-based discrimination, harassment, and retaliation;
Prohibits discrimination on the basis of sex in its educational programs and activities, as required by law;
Is committed to promoting fairness and equity in all aspects of its operations; and
Values and promotes the equal dignity of all community members and is committed to the pursuit of just resolutions with
respect to the rights of all parties involved.
The university’s Title IX Coordinators are identified below and may be contacted with questions or to file a report or formal
complaint. Full Title IX policy and procedures, including appeal, can be found here.
Stanbridge University – Orange County
Title IX Coordinator: Carrie McCraw
Director of Student Services
Address: 2041 Business Center Drive, Suite 107
Irvine, CA 92612
Tel.: (949) 794-9090 Ext. 5036
Email: [email protected]
Title IX Coordinator: Cynthia Barahona
Director of Student Services
Address: 2041 Business Center Drive, Suite 107
Irvine, CA 92612
Tel.: (949) 794-9090 Ext. 5158
Email: [email protected]
Stanbridge University – Los Angeles
Title IX Coordinator: Gary Lopez
Interim Campus Director
Address: 2215 W. Mission Road
Alhambra, CA 91803
Tel.: (949) 794-9090 Ext. 5525
Email: [email protected]
Title IX Coordinator: Charles Gover
Director of Student Services
Address: 2215 W. Mission Road
Alhambra, CA 91803
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Tel.: (949) 794-9090 Ext. 5230
Email: [email protected]
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ADA
Stanbridge University does not discriminate in admission or access to our program on the basis of age, race, color, sex, disability,
religion, sexual orientation, or national origin. The university’s ADA Compliance Office is responsible for coordinating compliance
with Section 504 of the Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990. Applicants who are
persons with disabilities, as defined in paragraph 104.3(j) of the regulation under Section 504 of the Rehabilitation Act of 1973, may
apply for admittance into the program. You may request academic adjustments or auxiliary aids at any time by submitting a request
through the online ADA Portal located on Student Central. The university will work with the applicant or student to determine
whether reasonable accommodations can be effective and/or are available.
Any qualified individual with a disability requesting an accommodation or auxiliary aid or service should follow this procedure:
1.
Go to the online ADA Portal atada.stanbridge.edu, and
2.
Submit a Request for Accommodation.
The request should be made at least four weeks in advance of the date needed. You may contact the university’s ADA Compliance
Office via email at[email protected].
1) The university’s ADA Compliance Office will respond within three business days of receiving the Request for Accommodation.
2) If you would like to request reconsideration of the decision regarding your request, please contact the university’s ADA
Compliance Office within one week of the date of the Letter of Accommodation. Please provide a statement of why and how you
think the response should be modified.
Pregnancy ADA
Students who are or who become pregnant during their program must inform their Program Director and submit to the Americans
with Disabilities Act (ADA) Office at [email protected]the following items:
1.
A signed Pregnancy Disclaimer form
2.
The Essentials Skills List for your respective program signed by a licensed healthcare provider of your choice prior to
attending theory classes or performing the essential functions and abilities of the job in laboratory classes or
clinical/fieldwork rotations
ADA accommodations for students who are pregnant must be requested by the student in advance of the anticipated need, and no
accommodation will be granted retroactively. See ADA Section. Pregnant students must actively communicate with the Students
Service Department, Program Director and Program Administration in order to plan for possible interruptions during the program.
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SAFETY AND SECURITY
CAMPUS SAFETY AND SECURITY
Stanbridge University is located in an office building complex, which provides public access to other tenant businesses and their
visitors. The building management does not provide security patrols because the complex is located in the service area of the Irvine
Police Department. Parking lots are lighted at night as are building entrances. The normal exercise of personal awareness of
surroundings in any public area is recommended while on campus during daylight and evening hours.
OFF-SITE SECURITY DURING CLINICAL EDUCATION EXPERIENCES
When participating in a clinical education experience, the student will follow the facility-specific emergency action plan. This
includes the safety measures that are in place, whether in the form of a security guard or service or via a phone call to 911. Each
student is oriented by a facility designee on the policies and procedures related to security at that facility.
REPORTING OF POLICE, FIRE, AND MEDICAL EMERGENCIES
Police, fire, or medical emergencies can be reported by dialing 911 from any telephone on campus because all telephones on the
university campus are tied into the 911 emergency system and the emergency numbers are posted throughout the campus.
Students, faculty, and staff are also informed that non-emergency calls for service can be made by calling the appropriate non-
emergency contact number from any campus phone.
Reporting of Criminal Activity
Stanbridge University requires that all criminal activity be reported to its administration and, in most instances, to the local police
agency. In the event that any student, faculty, or staff witnesses or becomes a victim of criminal activity on the campus of Stanbridge
University, including the clinical facilities attended by students in any program, or any activity in which students are engaged at off-
campus locations of student activity officially recognized by the university, student, faculty, or staff must immediately notify the
administration of Stanbridge University, and a written report must be filed by the end of the next business day with the Office of the
President. Responsibility for filing the written report lies with the person(s) in charge of the premises or the function involved. The
Office of the President, or designee, will report the criminal activity to the appropriate police agency in cases when the victim
desires to file but has not yet filed a report.
In consultation with other appropriate administrative personnel, the Office of the President will determine any next steps necessary
to investigate the criminal activity and to take any steps toward disciplinary action warranted against an employee or student of the
university. The Office of the President, or designee, will also issue a formal report to all appropriate persons involved. With
incidents of criminal activity where internal disciplinary action is taken against the offender, Stanbridge University reserves the right
to disclose to the alleged victims the result of such disciplinary action. This action will be taken at the discretion of the Office of the
President.
Stanbridge University does not have its own campus law enforcement or security department. Administrative and faculty personnel
have enforcement authority with regard to all school policies and procedures, work closely with state and local law enforcement
agencies in the reporting of criminal activity, and encourage accurate and prompt reporting of all crimes to appropriate police
agencies.
Confidential Reporting Procedures
If you are the victim of a crime and do not want to pursue action within the university’s system or the criminal justice system, you may
still want to consider making a confidential report for the annual security report of the university. With your permission, the Office of
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the President, or designee, can file a report on the details of the incident without revealing your identity. The purpose of a
confidential report is to comply with your wish to keep the matter confidential while taking steps to ensure the future safety of
yourself and others. With such information, the university can keep an accurate record of the number of incidents involving
students, faculty, or staff; determine where there is a pattern of crime with regard to a particular location, method, or assailant; and
alert the campus community to potential danger. Reports filed in this manner are counted and disclosed in the annual crime
statistics of the university. Please click on the following link to learn more about campus security policies and crime statistics at
Stanbridge University Annual Security Report.
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STUDENT SERVICES RESOURCES
NEW STUDENT ORIENTATION
From day one of your education at Stanbridge you will be supported in every way possible. During your orientation session, we will
walk you through every facet of our academic community. We will review your program, your schedule, all of the facilities and
resources available to you and will introduce you to the Stanbridge University Student Central online portal. Students in programs
delivered online will receive their orientation through Edverum while students taking only selected courses of study online will
receive an orientation to their program on campus and an additional orientation to their online courses via Edverum.
ACADEMIC ADVISING
Students can request one-on-one advising with a faculty advisor or student services officer to discuss academic or personal issues at
any time.
TUTORING SERVICES
Our programs are rigorous and designed to challenge. Occasionally students may need additional help outside of the classroom.
Students may request individual tutoring by their instructors during office hours or other scheduled times. Additionally, students
may use the Peer Tutoring App to schedule peer and virtual tutoring as needed through the LRC.
STUDENT LIFE
As dedicated as we are to providing facilities, technology, test preparation and placement assistance, we are equally dedicated to
the greater good. This is what makes Stanbridge a community like no other – a living, breathing, compassionate society with the
opportunity to not only change the lives of students, but the lives of others as well.
Whether it is building homes with Habitat for Humanity, holding community blood drives for the American Red Cross or fund-raising
for groups like The Free Wheel Chair Mission, Smile Train, Mercy Corps or Doctors Without Borders, Stanbridge students are
serving the world and making a difference every day. Students in online programs are also encouraged to engage in community
service activities in the area in which they reside.
STANBRIDGE STUDENT ASSISTANCE PROGRAM
Stanbridge University recognizes that balancing academic excellence and a complicated life outside of school can be stressful, and
at times, overwhelming. Because no one should deal with a personal crisis without a listening ear or guidance toward a resolution,
we offer the Stanbridge Student Assistance Program (SSAP). The program is a free, comprehensive, and fully confidential
counseling service that helps students manage or resolve a wide variety of difficult situations and is part of Stanbridge University’s
commitment to student success:
Stress and Anxiety Depression and Suicide Family Conflict
Feeling Like an Outsider Alcohol and Drug Abuse Performance Related Fears
Identity Theft Recovery Financial and Legal Services Prescription Drug Costs
Students may contact the Stanbridge Student Assistance Program (SSAP) by dialing 800.977.7728
or by visiting http://stanbridgesoar.acisoar.com/. The SSAP, available 24 hours a day, 365 days a
year, is designed to help students overcome personal challenges and succeed to graduation. The
program provides access to professional clinicians, school-life specialists, and legal and financial
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experts to help students reduce stress, build resilience, and better manage responsibilities at
school, at home and in life.
LEARNING RESOURCE SYSTEM (LRC) *
At Stanbridge University learning continues beyond the classroom. To better serve the students the university has developed a
comprehensive Learning Resource System that is uniquely effective and includes the Learning Resource Center and Online Library
resources.
*All of the Learning Resource System’s online services are available to students at the Los Angeles, Alhambra
Branch Campus. The Librarian and writing specialists provide virtual support to students via phone and email.
Students can access the electronic library resources on classroom computers.
Learning Resource Center
The Stanbridge Learning Resource Center is open:
Monday-Thursday: 6:30am-12:00pm;
Friday: 6:30am-10:00pm; and
Saturday and Sunday: 9:00am-8:00pm.
Holiday hours are disclosed by email. In the Learning Resource Center students can access computer-based training modules, lab
simulations and practice examinations; there are printers and copiers for student use, private collaboration rooms, library books to
borrow, and internet access for research for all students.
The Center is staffed by the Librarian on Monday-Friday from 9:00 a.m. to 5:30 p.m. to assist students. The Librarian is also available
via phone and email to assist students in online courses and programs with reference materials and research projects. Specializing
in study skills, time management, and test-taking strategies, the Academic Success Coordinator is also available to assist students in
the Learning Resource Center.
Stanbridge University Electronic Library Resource
Stanbridge University offers access to electronic resources through its Learning Resource System website. Students can log in to
their Student Central account and access the resources anywhere, at any time. Students in the medical or allied health fields have
access to the Cumulative Index of Nursing and Allied Health Literature (CINAHL) with full-text database, the MEDLINE Complete
database, and the ProQuest Nursing and Allied Health Source database, which combined offer access to over 5,000 full-text
journals and related resources. In addition, the Academic Search Complete database offers students over 10,700 full-text journals in
a variety of subjects, including science and technology, psychology, education, and many others. Other resources include the
Cochrane Library of Systematic Review, and the PsychINFO and ERIC databases. There is also a video database for the Veterinary
Technician students—On the Floor @Dove—that allows students to watch veterinary professionals work with animals in a variety of
settings. If students are not able to find the full-text of the resource that they want through Stanbridge University’s resources, the LRS
offers Interlibrary Loan, which allows students to send their request to the librarian. The latter will then request the article from
another educational institution.
Students also have access to Grammarly, an automated grammar and plagiarism checker that can proofread assignments and give
advice on revisions, and Turnitin, a service that checks for plagiarism.
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STUDENT HOUSING
Stanbridge University does not offer student housing services and assumes no responsibility to find or assist a student in finding
housing. The University does not have dormitory facilities under its control. Local accomodation information can be found at
www.rentals.com. This policy applies to the Irvine Campus and the Los Angeles, Alhambra Branch Campus.
CAREER SERVICES
The benefits of being a Stanbridge University graduate do not end after you start your first job. Our placement services are available
to you at any time following your graduation. Stanbridge University takes a personal interest in mentoring and encouraging our
graduates to meet their career goals. We are committed to the success of our graduates and offer a comprehensive four-step career
placement process.
Career Placement Orientation
During a classroom presentation or personal consultation, our Career Placement Assistance staff will orient the graduate to the
placement services program.
Resume Preparation
Our in-house experts will help guide our job-ready applicants in writing a powerful and creative resume that will help them stand
out from the competition.
Mock Interview Sessions
We will take graduates through personality mapping, salary negotiations, role-playing and other specialized interview techniques
that will help them to take control of the interview.
Exclusive Access to Placement Online for Job Leads
Stanbridge University maintains an exclusive job placement web site for our graduates. By using an assigned user ID and password,
our graduates can access targeted job openings in Southern California that are updated daily. Additionally, graduates and alumni
can access a database of Southern California recruiting organizations, companies, and upcoming job fairs.
PARKING SERVICES*
Vehicles on Campus
Student parking permits are provided to every student during Student Orientation. A student has full responsibility for the security
of his/her vehicle and its contents. As outlined in the student code of conduct, a student will be held responsible for any prohibited
items that are kept in his/her car and will be subject to disciplinary action as well as criminal prosecution.
Rules
The first parking permit is issued at no cost to the student. If lost or destroyed, the student can request a replacement permit
from the receptionist in the front lobby for $5.00. If additional permits are needed, the third and subsequent permits will
cost $25 each.
The parking permit must be displayed by affixing it in the lower left or right hand corner of the back window when parked at
Stanbridge. The permit numbers must be clearly visible. If windows have a heavy tint, then parking permits may be affixed in
the lower left or right-hand corner of the windshield. The permit numbers must be clearly visible.
If your program has alternate parking assignments, then the appropriate additional parking permit must be displayed as
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directed.
Street parking is available along Business Center Drive. Be aware of red curbs and any “no parking” signs.
Please refer to the map of Stanbridge parking lots with student-designated spaces on Student Central. Students may only
park in these designated areas.
Do not park in the spaces reserved for guests (3-hour parking). These spaces require a special permit obtained from the
receptionist at the front lobby.
If there is no available campus student parking, there is additional parking at Stanbridge’s shuttle lot located at 18842 Teller
Ave. in the Saddleback Church parking lot. A map to the shuttle lot along with the shuttle lot schedule is available through
Student Central or you may ask the receptionist at the front lobby for the next available pickup.
Parking permits may not be shared or exchanged for another student to use.
Vehicles parked in undesignated areas or in surrounding lots are subject to be towed from the premises at students’
expense.
Do not take up more than one parking space or straddle over the painted lines.
After 5pm on weekdays and any time on weekends, students may park in any designated Stanbridge parking space that may
be available.
Any vehicle damage should be reported to the local police department by calling the non-emergency line (949-724-7000) or
911 if it is an emergency. Stanbridge will not investigate these claims nor release any video footage of the parking lots.
Parking Enforcement
The parking lots are patrolled daily and if a student is found to be parking in an undesignated space, the student may be
pulled out of class to move their vehicle. This may result in missed instructional time that may have to be remediated and the
student will receive a Notice of Deficiency (NoD) as outlined in the student Code of Conduct.
Towing of Vehicles
Parking in spaces for people with disabilities, in fire lanes, and in “no parking” areas may result in immediate towing.
Building management reserves the right to tow any vehicle in violation of the parking rules.
Vehicles are towed by private tow services, and all associated towing and storage fees are the responsibility of the
owner/operator of the vehicle.
In the event your car is in violation of the parking rules and is towed, you can locate and retrieve your car by calling the
following;
Company Phone Number Website
DTS (714) 530 – 8697 http://www.dedicatedtransportationservices.com/
MetroPro Road Services (714) 556-7600 www.metro-pro.com
Irvine Police (949) 724-7000
*Parking for students in the OTA and VN programs is available at the Los Angeles, Alhambra Branch campus.
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ADMINISTRATION
Chief Executive Officer Yasith Weerasuriya*^
Chief Financial Officer Nazi Masoum*^
Executive Vice President Monir Boktor
Vice President of Instruction Dr. Kelly Hamilton
Vice President of Information and Web Technology Jesse Davis
Assistant Director of Accreditation and Compliance Gary Lopez
Director of Student Services Cynthia Barahona
Director of Student Services Carrie McCraw
Interim Program Director - ADN/BSN Minerva Valdenor
Assistant Program Director - ADN/BSN Kelli Jo Paul
Director of Nursing - VN Renee Hypolite
Assistant Director of Nursing - VN Kandace Husted
Director of Nursing - RN-BSN Annabelle Anglo
Program Director - BHA Kathy Doeschot
Program Director - OTA Satch Purcell
Assistant Program Director - OTA Tina Huang
Program Director - PTA Dr. Lauren Eberhadt
Assistant Program Director - PTA Rebecca de Ruyter
Interim Program Director - MSOT Dr. Vikas Sharma
Assistant Program Director - MSOT Eileen Wang
Program Director - ASVT Dr. Silvia Colladay
Associate Program Director - ASVT Kristin Ilardi
Associate Program Director - ASVT Maribel Fort
Director of Career Services John Andrews
Director of Admissions Michael Mirabella
Director of Admissions Operations Greg Low
Director of Financial Services Brian Silvano*
Librarian Fred Poling
Director of Media & Communications Sarah Hamilton
Director of Marketing Victoria Sauer
Los Angeles, Alhambra Branch Campus
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Campus Director Gary Lopez
Director of Student Services Charles Gover
Assistant Director of Admissions Katherine Bailey
Director of Nursing - VN Dr. Annabelle Anglo
Assistant Director of Nursing - VN Dr. Jesse Santoyo
Assistant Program Director - ADN/BSN Dr. Jeny Joy
Site Coordinator - OTA Jordan Warlick
Director of Financial Aid Robelyn Oropesa
Librarian Fred Poling
* VA CERTIFYING OFFICIALS
^ WIA CERTIFYING OFFICIALS
Admissions management may work at the Irvine Campus and the Los Angeles, Alhambra Branch Campus
Stanbridge University does not have a pending petition in bankruptcy, is not operating as a debtor in possession, has not filed a
petition within the preceding five years, nor has had a petition in bankruptcy filed against it within the preceding five years that
resulted in reorganization under Chapter 11 of the United States Bankruptcy Code (11 U.S.C. Sec 1101 et seq.)
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VN GENERAL INFORMATION
VOCATIONAL NURSE PROGRAM (VN)
Licensed Vocational Nurses (LVNs) provide basic bedside nursing care to clients under the direction of a physician or registered
nurse. The Vocational Nurse utilizes scientific and technical expertise and manual skills. Duties within the scope of practice of a
vocational nurse typically include, but are not limited to, provision of basic hygienic and nursing care; measurement of vital signs;
basic client assessment; documentation; performance of prescribed medical treatments; administration of prescribed medications;
and performance of non-medicated intravenous therapy and blood withdrawal (requires separate Board certification). Upon
satisfactory completion of all requirements for this program, Stanbridge University will confer a diploma in Vocational Nurse and
notify the Board of Vocational Nursing and Psychiatric Technicians (BVNPT) of satisfactory completion for licensing exam
authorization.
After passing the national licensing examination (NCLEX-PN) and being issued a license from the BVNPT, students are eligible to
obtain employment as a Licensed Vocational Nurse.
This program exceeds the state requirements for 576 hours of theory instruction and 954 hours of clinical experience.
Students are assigned to clinical facilities according to their abilities, group dynamics, and the availability of facilities. Students are
responsible for their transportation to and from facilities. When a facility is over fifty (50) miles from the campus, the students’
addresses are also considered.
Program Learning Outcomes
PLO1. Use the nursing process as a framework to individualize person-centered care in diversified healthcare settings.
PLO2. Demonstrate proficiency of oral and written communication skills to present information clearly, logically, and critically.
PLO3. Demonstrate proficiency in the standards of practice necessary to provide care based upon biological and behavioral
sciences and nursing theory.
PLO4. Locate, retrieve, integrate, and apply relevant and reliable information concepts from nursing practice as the basis for
evidence-based care.
PLO5. Apply leadership skills by managing and directing other members of the healthcare team within the vocational nurse’s scope
of practice.
PLO6. Demonstrate clinical judgment using knowledge and problem-solving skills when contributing to and implementing the plan
of care.
PLO7. Display the principals of self-reflection required to evaluate effectiveness and experiences for ongoing lifelong learning and
growth.
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VN PROGRAM OVERVIEW
1808 Clock Hours including theory and clinical/105 Quarter Credit Hours/$18.56 tuition rate per clock hour (The approximate time
to complete the program will vary according to the start and end dates of a cohort and ranges from 13 – 14 months for full time and
26 – 28 months for part time, including holidays and breaks.
All academic policies and procedures in this catalog for the Vocational Nurse program are in effect for the Irvine Campus and the
Los Angeles, Alhambra Branch Campus.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
MED 2060 Nursing
Fundamentals I
36 0 2.5 Yes
MED 2061 Nursing
Fundamentals II
36 0 2.5 Yes
MED 2062 Nursing
Fundamentals III
36 0 2.5 Yes
MED 2044 Pharmacology
Fundamentals
54 0 3.5 Yes
CLI 2215A Term 1 Clinical Skills
Lab
0 144 7.5 Yes
CLI 2215B Term 1 Clinical 0 112 6 No
MED 2261 Term 1 Cumulative
Exam
18 0 1 No
MED 2045 Integumentary
System
24 0 1.5 No
MED 2046 Sensory System 12 0 0.5 No
MED 2047 Musculo-Skeletal
System
30 0 2 No
MED 2048 Digestive System 36 0 2.5 No
MED 2049 Fluid and Electrolyte
Balance and Renal System
44 0 3 No
MED 2050 Emergency and
Surgical Nursing
16 0 1 No
MED 2262 Term 2 Cumulative
Exam
18 0 1 No
CLI 2216A Term 2 Prefacility
Clinical Proficiency
0 48 2.5 No
CLI 2216B Term 2 Clinical 0 208 11 No
MED 2051 Cardiovascular
System
44 0 3 No
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
MED 2052 Immune System 24 0 1.5 No
MED 2053 Oncology 30 0 2 No
MED 2054 Respiratory System 32 0 2 No
MED 2056 Endocrine System 32 0 2 No
MED 2263 Term 3 Cumulative
Exam
18 0 1 No
CLI 2217A Term 3 Prefacility
Clinical Proficiency
0 48 2.5 No
CLI 2217B Term 3 Clinical 0 208 11 No
MED 2057 Neurological System 38 0 2.5 No
MED 2118 Mental Health
Nursing
56 0 3.5 No
MED 2058 Reproductive and
Maternal Nursing
42 0 2.5 No
MED 2059 Pediatric Nursing 60 0 4 No
MED 2107 Nursing Leadership
and Supervision
28 0 1.5 No
MED 2115 Community Nursing 8 0 0.5 No
CLI 2214 Term 4 Clinical 0 222 12 No
MED 2264 Exit Exam and
NCLEX Preparation
46 0 3 No
Standard Occupational Classification (SOC): 29-2061
Employment/Job Title: Licensed Practical and Licensed Vocational Nurses
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VN FACULTY
Marian Achenie MSN, RN
Amelia Adams MSN, RN
Kimberly Advincula BSN, RN
Sopida Andronaco MSN, RN
Sheryl Antido MSN-FNP, RN
Daisy Banzon LVN, Instructor Assistant
Jennifer Baron BSN, RN
Sherry Bearden MSN, RN
Esther Jade Bedard BSN, RN
Barbara Buck MSN, RN
Patricia Canright MSN, RN
Jessely Carino MSN, RN
Conrado Del Castillo BSN, RN
Julieann Collier BSN, RN
Laurie Ruiz Collins BSN, RN
Clarice Crossley BSN, MHA, RN
Marissa Dacumos‡ BSE, LVN
Adrian Demian BSN, MGM, RN
Josephine Favis AS, LVN
Dena Ford MSN, RN
Marita Gethers MSN, PNP-BC, RN
Kandace Husted BSN, RN
Renee Hypolite MSN, RN
Rhonda Infante MSN, RN
Kurt James BSN, RN
Elizabeth Kikkawa ‡ LVN, BSN
Bessie Lane ‡ RN, BSN
Guadalupe Leon BSN, RN
Dr. Ameerah Mahdi DNP, RN
Bernie Malabanan ‡ BSN, RN
Anna Marie Murphy ‡ RN
Kathleen Overton MSN, RN
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Jonas Quaynor BHA, LVN
Dora Ratcliff MSN, RN
Pamela Robinson MSN, RN
Dr. Jesse Santoyo ‡ RN, FNP, DNP
Houman Shahraz BSN, RN
Tambra Sincerbox AS, LVN
Kathleen Sixsmith MSN, RN
Dr. Annabelle Velasco ‡ RN, BSN, MSN, DNP
Rosario Villasor ‡ RN, MSN
Gale Wasif BSN, RN
Emilee Young EdD, RN
‡ Faculty are located at Los Angeles, Alhambra campus.
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VN ADMISSION POLICIES
AGE REQUIREMENT
Vocational Nurse applicants must be at least 17 years old.
TheACCUPLACERTest of the College Board is administered to Vocational Nurse applicants for admission to the program.
Minimum scores for admission are:
Reading 232
Arithmetic 212
The applicant may take each of the Accuplacer tests required for admission to a program up to three (3) times initially, with at least
48 hours between attempts. If the applicant does not achieve a passing score on the required tests after three attempts, the
applicant must wait two months before retaking the failed test(s). After the two-month waiting period, the applicant may take the
failed Accuplacer test(s) up to three more times. If the applicant does not achieve a passing score after these three attempts, the
applicant must wait one (1) calendar year before retaking all of the Accuplacer tests required for admission to the program. The
applicant will be allowed to take each of the Accuplacertests up to three times after the one calendar year waiting period. If the
applicant does not achieve a passing score on each of the required test(s) after these three attempts, the applicant will not be able
to take the Accuplacer tests again for admission to a program at the university.
APPLICANTS WITH CRIMINAL CONVICTIONS
Applicants to the Vocational Nurse Program are required to complete a background check form and pay the background check fee
at least one business day prior to the start of classes. Applicants with criminal convictions should refer to the Supplement for
Vocational Nurse Applicants on page 42 for information on BVNPT licensing policies.
Many clinical facilities will not permit applicant nurses (or employees/volunteers) in the facility with certain felony or misdemeanor
convictions as part of an overall employment policy. Stanbridge University cannot admit VN applicants who cannot attain the state
mandated requirement of 954 clinical instruction hours. Accordingly, applicants for admission with a felony conviction will not be
granted admission to the university. Certain types of convictions, regardless of whether a felony or misdemeanor, will result in
denial of admission. These types of convictions include drug/substance abuse offenses, violent crimes and offenses requiring
mandatory reporting, such as elder abuse or child abuse.
Applicants with misdemeanor convictions, other than those listed above, may be asked to provide additional information regarding
the conviction in order for university administration to make a decision on admission based on the type, age, and gravity of the
offense.
BACKGROUND CHECK
Some clinical facilities require background checks for all employees, volunteers and students working in the facility, independent of
the required licensure background check (see below). Students will be required to submit their personal information for a
background check in order to attend clinical sessions.
Each facility judges the background of student nurses with misdemeanors or felonies on an individual basis. Denial of
admission to the Vocational Nurse Program for students with convictions will be based on a pattern of convictions, felonies,
or certain misdemeanors that will bar a student from completing a clinical rotation.
Failure to disclose a previous conviction is typically viewed as seriously as the conviction itself, if not more so.
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Some clinical facilities require submission of fingerprints as part of the background check.
VOCATIONAL NURSE STUDENTS ADMITTED UNDER ALTERNATE STATUS
Vocational Nurse program students admitted under “Alternate” status are allowed to attend class until the first clinical experience
session at a clinical facility. No more than 10% of the authorized number of students for a class will be enrolled under alternate
status. If these students cannot be accommodated with clinical facility experience due to lack of space, they will be given
preference for regular admission to the next program start.
Students enrolled under alternate status will be charged for (and issued) courseware and supplies necessary for the on-campus
portion of the curriculum. If classroom space permits, and the student converts to regular status, tuition will be due immediately. If
classroom space precludes enrolling the alternate status student for the remainder of the Term, they will be enrolled in the next
cohort to start at the beginning of the program and tuition (less the amount for courseware and supplies) becomes due for the new
program.
VOCATIONAL NURSE PROGRAM
Vocational Nurse students who have been admitted to the program must indicate all previous coursework taken at other institutions
on Stanbridge University’s “Request for Transfer or Competency-based Credit” form. Students may request an evaluation of their
previous coursework for possible transfer credit, provided that before the beginning of their program at Stanbridge University, they
provide the Registrar of the university with an official transcript of record from a school that is:
regionally or nationally accredited;
or a program that is approved or accredited by a state board of practical, vocational, or registered nursing;
or a course of study or training in the Armed Forces of the United States.
Vocational Nursing Vaccinations Part 1
If you are accepted into the Stanbridge University Vocational Nursing program, one of the next steps in the admissions process is to
submit Part 1 of your required vaccinations for your clinical requirements.
You are required to provide proof of vaccinations, physical, and tests in two steps:
Part 1 is due 7 days after your first day of class for both full-time and part-time students.
Part 2 is due prior to Term 4 and for part-time students starting at the beginning of Term 2. After completing Part 1, you will
receive an alert to complete Part 2.
If you need any assistance with submitting these requests, your Program Administration will be available to assist you as needed.
Part 1 – Vaccination and Test Details
Tuberculosis (TB) Test
1 negative TB skin test (PPD) OR TB QuantiFERON Gold (blood test) result within the past 6 months OR
If TB Skin Test or TB Gold test results are positive, you must get a Chest X-Ray indicating a negative result completed
within the past 2 years.
Expires after 1 year.
Hepatitis B (3-Dose Series):
At least 1 vaccine of the series within 12 months OR Proof of completed vaccination series (3-doses [Energix-B] or 2-doses
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[Heplisav-B]) OR Quantitative titer (blood test) stating you are immune (positive – result) to Hepatitis B OR
If the titer states you are not immune to Hepatitis B, the vaccine series must be repeated.
Titers must be from within the past 5 years.
Option – Decline vaccination – but you must sign the Hepatitis B declination form (provided in the VN Office).
Measles, Mumps, Rubella (MMR):
Proof of previous vaccination OR Titer (blood test) results stating you are immune (positive – result) to Measles (Rubeola),
Mumps, AND Rubella.
If results state that you are not immune to ALL 3, you will need to receive the vaccine.
Titers must be from within the past 5 years.
Varicella (Chickenpox):
Proof of previous vaccination OR Titer (blood test) results stating you are immune (positive – result) to Varicella.
If results state you are not immune to Varicella, you will need to receive the vaccine.
Titers must be from within the past 5 years.
TDAP:
Vaccine administered within the past 10 years.
COVID-19:
Most clinical partner sites require COVID-19 vaccinations. Proof of at least the first of two doses or the 1 dose vaccination.
The 2
nd
of the 2-dose vaccinations must occur within 2-3 weeks after the first and can be submitted at that time.
Flu Shot – Seasonal:
Required when clinicals are conducted in any months between September and March.
Physical Exam:
Completed within the past year.
Vocational Nursing Vaccinations Part 2
Students in the Stanbridge University Vocational Nursing program are required to submit Part 2 of required vaccinations for clinical
requirements.
Full-time students are required to submit Part 2 prior to Term 4
Part-time students are required to submit Part 2 before the end of Term 2, prior to the start of the second year.
Part-time students are required to submit their Drug Screen prior to Term 4.
If you need any assistance with submitting these requests, your Program Administration will be available to assist you as needed.
Part 2 – Vaccination and Test Details:
Tuberculosis (TB) Test – Part-Time Students:
TB tests expire after 1 year requiring part-time students to get a 2
nd
TB skin test before the end of Term 2 and prior to the
start of the second year.
Tuberculosis (TB) Test – All Students:
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2-Step TB Test – submit ONE of the following:
2 negative TB skin test (PPD) results within the past year.
If results are positive, provide a copy of your positive results and get a TB QuantiFERON Gold (blood test)
indicating a negative result. If your TB Gold results are positive, you’ll need to get a Chest X-ray indicating a
negative result.
If you have submitted a negative Chest X-ray in Term 1, you do not need to submit a new TB test prior to the
start of the second year.
1 negative TB QuantiFERON Gold results.
Measles, Mumps, Rubella (MMR) – All Students:
Proof of 2
nd
dose of vaccination OR Titer (blood test) results stating you are immune (positive – result) to Measles (Rubeola),
Mumps, AND Rubella.
If results state that you are not immune to ALL 3, you will need to receive the vaccine.
Titers must be from within the past 5 years.
Varaicella (Chickenpox) – All Students:
Proof of 2
nd
dose vaccination OR Titer (blood test) results stating you are immune (positive – result) to Varicella.
If results state you are not immune to Varicella, you will need to receive the vaccine.
Titers must be from within the past 5 years.
Drug Screens – All Students:
Due 3 months prior to Term 4 for OB/Peds clinicals
10-panel drug test that includes: Amphetamines, Barbiturates, Benzodiazepines, Cocaine, Marijuana, Methadone, Opiates,
PCP, Propoxyphene and Alcohol.
Click here to access the CastleBranch myCB account for drug test processing: Drug Screen Step by Step.
Flu Shot:
Please visit your health care provider or a local pharmacy/clinic to receive your shot. Required when clinicals are conducted
in any months between September and March.
Required for Term 4 OB/Peds clinicals
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VN TRANSFER CREDIT POLICIES
Vocational Nurse students who have been admitted to the program must indicate all previous coursework taken at other institutions
on Stanbridge University’s “Request for Transfer or Competency-based Credit” form. Students may request an evaluation of their
previous coursework for possible transfer credit, provided that before the beginning of their program at Stanbridge University, they
provide the Registrar of the university with an official transcript of record from a school that is:
regionally or nationally accredited;
or a program that is approved or accredited by a state board of practical, vocational, or registered nursing;
or a course of study or training in the Armed Forces of the United States.
In addition, students requesting evaluation of their transcripts must provide a course syllabus or outline for each course for which
transfer credit is requested.
Transfer credit will be granted only for those courses:
which have been completed within the last five calendar years;
for which a grade of “C” or better was earned; and
which are determined to be equivalent in credit hours, content, and academic level as those required in the student’s
program at Stanbridge University.
Students will not be required to take an examination to determine whether transfer credit will be granted if transfer credit is
granted. A student, however, may be tested to determine whether specific deficiencies still exist that require remediation.
Official transcripts can be mailed directly from a school or delivered in person by the student and must be sent or given to the
Registrar of Stanbridge University. To be considered official, a transcript must be received by the Registrar of the university in an
envelope with an unbroken seal, and the transcript must bear the official seal and/or signature of the Registrar of the school sending
the transcript. For military veterans, the DD214 and accompanying documentation will serve as a transcript for the evaluation of a
course of study or training in the Armed Forces. Under no circumstances will an unofficial transcript be accepted for evaluation of
possible transfer credit.
If a student chooses to decline credit for any course for which the student is eligible to receive transfer credit, the student will
document the declination of credit on the “Declination of Equivalent Credit” form to be filed in the student’s record. The student
must accept or decline transfer credit before commencing the program for which transfer credit was requested.
Competency-based credit will be granted on the basis of a written examination for theory courses and a demonstration of the
mastery of clinical objectives and a written examination for clinical courses. Each student requesting credit for previous work
experience will meet with the Director of Nursing, who will describe the specific tasks, work environment, and time-frames for the
written examinations for theory courses and the written examinations and demonstration of mastery of clinical objectives for clinical
courses. The amount of credit which is granted will be determined on a case-by-case basis and documented in the student’s record.
Prior to taking written examinations or demonstrating mastery of clinical objectives to determine whether competency-based credit
can be granted, students will be charged a one-time, non-refundable fee of $50 for each written examination and a one-time,
nonrefundable fee of $100 for each demonstration of the mastery of clinical objectives. A student may appeal a denial of
competency-based credit by providing a written appeal to the Director of Nursing within 3 business days after a notification of
denial of credit. The Director of Nursing will review the appeal and provide the student with a copy of the decision in writing within
3 business days after receipt of the appeal. The decision of the Director of Nursing is final.
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VN GRADING POLICIES
GRADING REQUIREMENTS: VOCATIONAL NURSE
Vocational Nurse students must attain a cumulative grade point average of C (75%) in each course to graduate. If a course grade is
below 75%, or clinical skills are not all successfully demonstrated, the nursing student is placed on Academic Probation and the
deficiencies must be remediated.
RE-ENROLLMENT POLICY
Students re-enrolling after a leave of absence, withdrawal or dismissal will be required to complete academic and prefacility
requirements to ensure their retention of knowledge and safe nursing practice.
SATISFACTORY ACADEMIC PROGRESS REQUIREMENTS: VOCATIONAL NURSE
Attainment of satisfactory progress (attendance, credit earned, and GPA) is monitored at the completion of each term for LVN
students. Tutorial sessions may be mandatory for students at risk of not meeting satisfactory academic performance requirements.
CLASS RETAKES: VOCATIONAL NURSE
Vocational Nurse students who elect to repeat a previously passed course (due to dismissal/withdrawal and subsequent re-
enrollment) will have the grade earned in the repeat course recorded on the official transcript.
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VN ATTENDANCE POLICIES
CLASS HOURS
Students must refer to their schedule for the actual class dates.
VN PART-TIME PROGRAM
Tuesdays and Thursdays 6:00 P.M. to 10:00 P.M. PST or Mondays and Wednesdays 6:00 P.M. to 10:00 P.M. PST; Clinical: Saturday
7:00 A.M. to 3:30 P.M. PST and/or Sundays 7:00 A.M. to 3:30 P.M. PST. All part-time class hours for the VN program are in effect for
the Irvine Campus and the Los Angeles, Alhambra Branch Campus.
VN FULL-TIME PROGRAM
Mondays through Fridays 7:00 A.M. to 1:30 P.M. PST for Theory Classes and 7:00 A.M. to 3:30 P.M. for Clinical Education (Tutorial
periods for theory classes are scheduled between 1:30 P.M. and 3:30 P.M. PST). All full-time class hours for the VN program are in
effect for the Irvine Campus and the Los Angeles, Alhambra Branch Campus.
Note: Alternate days or different shifts may be required for certain VN clinical education, due to clinical facility student census
restrictions or facility availability. Some clinical education or fieldwork may be offered on a 10 or 12 hour shift to match clinical
facilities’ schedules.
Tutorial sessions occur after class from 1:30 P.M. to 3:30 P.M. PST for full-time students and before class from 5:00 P.M. to 6:00 P.M.
PST for part-time students. Students should plan to attend each tutoring session accordingly. NCLEX Review is conducted Monday
through Friday from 8:00 A.M. to 4:30 P.M. PST one week near the end of the program. It is the student’s responsibility to arrange
for a leave from work or other obligations to attend the NCLEX review.
ABSENCE AND TARDINESS
In support of the state requirements for Vocational Nurse Programs, VN students may not graduate without completing the
objectives for theory classes, performing the clinical objectives, and completing a minimum of 960 hours of clinical education.
Students not returning after 14 consecutive days of (starting from the last date of attendance) will be dismissed.
THEORY CLASS ATTENDANCE
The following rules govern the theory and clinical absences that a Vocational Nurse student may acquire during his/her program.
Remediation and limit of Theory Absences
The student is permitted to remediate a maximum of twenty-four (24) hours of theory absences per term. Documentation for an
absence is no longer necessary and will not be collected as there are no “excused absences.” An absence will simply count towards
the maximum allowable twenty-four (24) hours permitted. Each absence will stand alone with or without documentation. All missed
theory periods must be remediated by fulfilling course objectives through the completion of a specific assignment given to the
student by his/her instructor, Director of Nursing, or other designated Stanbridge University staff member. Remediation
assignments are due on the next class day, but in any case, not later than the 7th day after the assignment is issued to the student.
Should the student not remediate each absence from theory sessions prior to the start of the new term, he/she will be dismissed
from the program and will have the opportunity to request re-enrollment.
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If the student accumulates greater than twenty-four (24) hours of absence, he/she will be dismissed from the program and will have
the opportunity to request re-enrollment.
Tardiness for VN Theory Classes
Students are tardy when they arrive 5 minutes late at the start of class or are 5 minutes late returning from any break. Students are
tardy if they leave any class period prior to class being dismissed by the instructor. Tardy students may remain in class for the
lecture, but will receive an assignment (before leaving class if arriving late and via email if leaving early) to ensure any missed
material is presented to the student. The assignment is due at the next meeting for that theory class. If the assignment is not
handed in at the next meeting, an additional assignment will be issued. Failure to turn in both assignments at the next session will
result in issuance of a Notice of Deficiency, placement on Attendance Probation or, based on an accumulation of Notices of
Deficiency, dismissal from the university.
Students are tardy when they arrive more than 5 minutes late at the start of class or after a break. A Notice of Deficiency (NOD) will
be given for each tardy. Three (3) tardies constitute one (1) absence.
Remediation for VN Theory Classes
The length of the Vocational Nurse program renders retakes for remediation purposes impossible if the student is to continue in
his/her program. Remediation actions for unsatisfactory academic progress are required to be allowed to continue in the program.
The student will be expected to take an alternate exam on the material covered in the original course exam and will be considered
to have successfully remediated the course when he/she has achieved a passing score on the alternate exam. Regardless of the
score achieved on the alternate exam, the maximum grade that will be entered into the student’s grade record for any remediated
course will be 75%.
Remediation of any failed course must be performed within twenty-one (21) days of the end of the course or prior to the start of the
next term, whichever is shorter. Students may take up to three (3) remediation examinations (if necessary), one per week during the
remediation period. If a remediation examination is not taken in one of the seven day periods after failing a course, the examination
is forfeited and may not be taken. If a course is not successfully remediated, the student’s failing grade will be recorded as the grade
for the un-remediated course and the student will be dismissed. An exception to this policy is the End of Program Examination for
VN students. This exam has only one remediation attempt. Remediation of a Term Exit Exam must occur prior to the start of the next
term. Students who fail to successfully remediate a failed Term Exit Exam will be dismissed from the Vocational Nurse program.
Students may not remediate more than three (3) courses in Term. If a student fails a fourth (4) course, during Term 1, the student
will be dismissed from the program. Term 1 course failure allowance resets at the beginning of Term 2. The student can only fail
three (3) courses for the remainder of the program. Students are also required to make up any examination(s) missed because of an
absence from class. Any examination(s) missed due to absence from a theory class must be made up on the seventh (7) day that the
student returns to school. Regardless of the score achieved on the makeup exam, the maximum grade that will be entered into the
student’s grade record for any makeup examination in a theory class will be 75%. The Term Exit Exam is not counted as a course for
the purpose of calculating the number of failed courses.
Makeup of Course Examinations Due to Absence
Any examination(s) missed due to absence from a theory class must be made up by the 7th day after the student returns to school
or a grade of zero will be assigned to the examination. Regardless of the score achieved on the makeup exam, the maximum grade
that will be entered into the student’s grade record for any makeup examination in a theory class will be 75%.
CLINICAL ATTENDANCE
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Clinical Attendance Requirements for Term 4 Students
No clinical hours may be missed during term 4 due to the length and availability of the specialty rotations. Students in the VN
Program who are absent during any specialty rotation (i.e. Mental health/Psych, Obstetrics/Maternal Health, Pediatrics, and Medical
Surgical) will be required to repeat the specialty rotation which, will likely result in a delay in graduation. Specialty rotations include
pre-facility, laboratory and clinical days. Students may continue with the remainder of their theory and clinical courses in the term.
Remediation and Limit of Clinical Absences
The student is permitted to remediate a maximum of twenty-four (24) hours of clinical absences during terms 1-3. Clinical absences
include pre-facility, laboratory, and clinical days. If a student accumulates greater than twenty-four (24) hours of absence, he/she
will be dismissed from the program. Some clinical facilities have limited capacity to orient the student to the facility (which occurs
only once per facility rotation). Students absent from such orientation may not attend clinical education at that facility. If an alternate
facility or orientation opportunity cannot be obtained, the student may not attend clinical education and will be dismissed.
All clinical absences in a given term must be remediated within twenty-one (21) calendar days or prior to the start of the new term,
whichever is shorter. Students may select and register to remediate a clinical absence within fourteen (14) days following the
absence. If the student has not registered for the remediation date of their choice by the fifteenth (15) day, the remediation day will
be scheduled for the student by their Student Services Officer and the student will be informed of the scheduled date by email.
Should a student not remediate each hour of absence from clinical sessions prior to the start of the new term, he/she will be
dismissed from the program and will have the opportunity to request re-enrollment, and will have to repeat the course(s) for which
the clinical experience was not completed.
Non-attendance at Clinical Remediation Sessions
There is no charge for remediation of clinical absences. Students who do not attend a scheduled remediation session will be
deemed a “No call, no show.” “No call, no show” students will be charged a fee of $50. A second (and subsequent) occurrence(s) of
nonattendance at a scheduled remediation session during the remainder of the program will incur a fee of $100. These fees must
be paid prior to the university forwarding the student’s Record of Nursing Program form to the California Board of Vocational
Nursing and Psychiatric Technicians (BVNPT).
Tardiness for VN Clinical Sessions
Students are tardy when they arrive 5 minutes late at the start of a skills lab session or a clinical facility preconference or are 5
minutes late returning from any break. Students are tardy if they leave any clinical session period prior to being dismissed by the
instructor. Students who are tardy at a clinical rotation may be sent home and given an absence for the day.
Clinical Objective Remediation
Students are required to complete remediation for any unmet clinical objectives: clinical experience not demonstrated during the
normal clinical schedule must be performed in the skills lab or in the clinical facility within twenty-one (21) calendar days of the
original clinical absence. In the event the objective cannot be physically performed (for example, the student is no longer in a
Maternal or Pediatric environment), the Program Director will arrange for a suitable clinical environment (if available) or give a
suitable assignment.
Students accomplishing technical clinical objectives but deficient in professional objectives, such as manner/attitude, effort, or
respect for others, may be placed on probation as specified in this catalog. Probation requires written notification to the student of
the deficiency, outlining actions necessary to be removed from probationary status and a date by which the actions must be
completed.
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VN DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The student in a Vocational Nurse program accumulates more than 24 hours (3 days or 2 days depending if the rotation is on
a 12-hour schedule) of clinical absences in a term or fails to remediate clinical absences prior to the start of the next term.
The student in a Vocational Nurse program accumulates greater than 24 hours (4 sessions in a full-time program and 6
sessions in a part-time program) of theory absence in a single term or fails to remediate theory absences prior to the start of
the next term.
The student in a Vocational Nurse program is absent from a mandatory facility orientation period, and an alternate facility
and orientation cannot be arranged.
The student does not remediate a failed course in 3 attempts within 21 days or before the start of the next term, whichever is
shorter. The student must take one attempt per week or the attempt is forfeited.
The student in a Vocational Nurse program fails to remediate a course after three attempts in Term I or fails four courses in
Terms II through IV.
The student in a Vocational Nurse program commits an unsafe nursing practice in the clinical facility.
The student in a Vocational Nurse program does not remediate a failed term cumulative exam after 3 attempts before the
start of the next term.
The student in a Vocational Nurse program does not remediate a failed program exit examination with a minimum score of
92% predicted probability of passing the NCLEX-PN on 1 attempt (in accordance with the scoring rubric of the examination).
The student in a Vocational Nurse program does not complete a minimum of twelve (12) hours of community service by the
end of the program.
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VN ADDITIONAL POLICIES
DRESS CODE
Professional image policies are to be enforced while on campus grounds and/or clinical facilities premises, which include the
parking lot, shuttle lot and while riding on the Stanbridge Shuttle Service. The student must adhere to the professional image policy
guidelines listed below. If the student is off campus and wearing Stanbridge University attire, they should demonstrate awareness
that they are a representative of the University and are expected to have professional behavior and demonstrate good judgement.
Failure to do so may result in disciplinary action for a violation of the code of conduct. In the event of inclement weather, only
program administration may approve a temporary modification of the dress code standards listed below.
Dress Code for Theory Classes
Students must wear Stanbridge uniform polo shirt and khaki dress trousers. No leggings, jeggings, or any tight-fitted items
are permitted. Scrubs are for clinical sessions only.
Clothing must be clean and unwrinkled.
Undershirts worn underneath the polo top may be short sleeve or long sleeve but must be white if visible and V-neck style.
No other undergarments may be visible.
Stanbridge hoodie is the only outer garment allowed.
No active wear, athletic clothing, trendy clothing, i.e. holes or tears in pants.
No caps, hats, beanies or hoods in class.
Hair accessories must be plain (head bands, scarves).
Students MUST wear CLEAN, black, grey, or white sneakers.
Socks/hosiery of any color may be worn.
The student ID must be worn at chest level and be conspicuous at all times.
Tattoos cannot be visible. White, long sleeved shirts or “sleeves” must be worn with polo shirt to cover the tattoos. No facial
or tongue jewelry.
Nails must be trimmed and kept clean at all times. Nail length must be kept at a maximum of 2 mm overhang. Only clear nail
polish is acceptable – other colors/designs are not allowed. Artificial nails are not allowed.
Dress Code for Clinicals
The Student ID must be worn at chest level and be conspicuous at all times.
Scrubs must bear the Stanbridge University name and logo on the left front chest. Scrubs must be clean and unwrinkled.
Undershirts worn underneath the scrub uniform top may be short sleeve or long sleeve but must be white if visible and V-
neck style. No other undergarments may be visible.
Plain white hosiery must be worn at all times.
Shoes must have a rubber/non-conductive, slip-proof sole, must be non-penetrable, completely white, and clean at all times.
For women: The only visible, pierced jewelry that is acceptable is a small, single, stud earring (may be in ear lobe or tragus).
Hoops or dangling earrings are not allowed. Jewelry on the tongue, eyebrows, nose, or lips is not allowed. No gauged ears.
Only a plain wedding band is acceptable. No other visible jewelry is permitted.
For men: No jewelry except for plain wedding band. No gauged ears. No other visible jewelry is permitted.
Facial hair must be neatly trimmed to a maximum length of ½ inch (as recommended by the Centers for Disease Control),
and not be of a faddish or unusual appearance.
Tattoos cannot be visible. White, long sleeved shirts or “sleeves” must be worn with polo shirt to cover the tattoos.
A watch with a sweep second hand is mandatory at all times.
Hair must be pulled back out of the face and off the neck and Hair color must be of a natural color; faddish or unnatural
colors or styles are not permitted.
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Hair accessories must be plain.
Nails must be trimmed and kept clean at all times. Nail length must be kept at a maximum of 2 mm overhang. Only clear nail
polish is acceptable – other colors/designs are not allowed. Artificial nails are not allowed.
Consequences for Violations of the VN Professional Image Policy
If a student is determined to be in violation of any specific item(s) of the dress code, the student will be issued a Notice of Deficiency
and sent home for the remainder of the day. Additionally, the student will acquire an absence for that respective class day. The
student will not have the option to return to class to avoid acquiring an absence. Please refer to the attendance policy for the
remediation of absences.
STUDENT ACKNOWLEDGEMENT OF RISK
Students are responsible for the following while at clinical facilities:
Protecting, first and foremost, the health and safety of patients at clinical facilities where they perform their clinical rotations.
Honoring the preservation of patient privacy by scrupulously observing confidentiality of patient information. Violation of
patient confidentiality may lead to dismissal of the student from the program.
Seeking the guidance of a Stanbridge University clinical instructor when unsure of what to do.
Arranging for transportation to and from school, clinical facilities, and other designated locations for instruction in the VN
program (Note: Some periods of clinical facility education may not match other clinical schedules for days of the week or
hours of clinical education due to facility-driven scheduling). Students are responsible for arranging their personal
schedules to meet prearranged facility schedules.
Making the didactic and clinical schedule in the VN program the top priority in their personal schedule.
Abiding by the rules and regulations of the clinical facilities during clinical rotations.
Vocational Nurse students will be required to sign, as a condition of their presence in clinical facilities for clinical education, the
following acknowledgement:
I understand that due to my clinical rotations at various clinical facility settings, I will be exposed to potentially infectious materials
and diseases. I agree to follow all clinical facility protocols regarding patient safety, personal safety, and all other protocols I have
been taught at school during clinical facility orientations and during my clinical rotations.
I hereby confirm that I will seek the direction of my instructor or a clinical facility nurse should I be unclear as to how to proceed with
patient care or any other procedure, protocol, or process at the clinical facility.
I hereby indemnify and hold harmless Stanbridge University, its employees, agents, owners and partnering clinical facilities from any
liability pertaining to any infectious disease, illness, or injury I may acquire or get as a result of my participation in my clinical
rotations, including any infectious disease, illness, or injury I may acquire as a result of my participation in a potentially dangerous
clinical rotation such as at a Mental Health Unit/Ward/Facility.
PHYSICAL MEDICAL EXAM
Prior to any activities at clinical facilities, students must undergo a physical examination, PPD skin test (and/or chest X-ray if PPD is
positive). These are paid for as part of the VN equipment and supplies cost and must be completed with that of the other students in
the cohort (with the exception of a chest X-ray). A three-injection series Hepatitis B vaccination is also provided to all students and is
strongly recommended but not required by Stanbridge University. Students absent from on-campus health clinics are required to
complete and provide proof of the aforementioned information within two weeks. Any absences accrued due to missing health
records will be unexcused. Also, any student who fails to submit the required health records by the due date will receive a notice of
deficiency from the nursing administration. If a student has documentation of previous Hepatitis B vaccination (as proven by titer or
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documentation of administration of the vaccine series), he/she will not have to undergo a second vaccination. The MMR, Tdap and
Varicella vaccinations are required.
BLS CERTIFICATION
Completion of a course in Basic Life Support for Healthcare Workers is required prior to clinical education in a clinical facility and is
included in the Stanbridge University VN curriculum. Students absent from the BLS class must obtain certification at their own
expense before attending a clinical facility. Only the American Heart Association Certification will be accepted.
MAINTAINING REQUIREMENTS FOR CLINICAL EDUCATION
All students are responsible for maintaining the accuracy of the foregoing student health information. This includes, but is not
limited to, PPD, chest X-ray, (if PPD is positive), Hepatitis B series, physical and the American Heart Association BLS. It is mandatory
for each student to keep these health records current at all times. No student is allowed to attend clinical with expired health
information. It is the responsibility of the student to bring documentation of new health records prior to their expiration; this
includes, but is not limited to, PPD tests and the American Heart Association BLS. Student Services provides optional health center
referrals upon request for any student needing to update their health records. Students are responsible to pay for any necessary
renewals of health records. Any student with expired health information will not be allowed to attend clinical education without
updating the expired information. Any absences accrued due to expired health records may not have remediation limits waived.
Also, any student who accrues absences due to expired health records will receive a Notice of Deficiency for each absence.
Health Record Expiration Timeline
PPD skin test/TB test 1 year
AHA Basic Life Support 2 years
Chest X-ray 4 years
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VN GRADUATION REQUIREMENTS
In addition to passing each course with a 75% or better grade, Vocational Nurse students must pass the Vocational Nurse Program
exit examination with a minimum score of 92% predicted probability of passing the NCLEX-PN on the first attempt (in accordance
with the scoring rubric of the examination). If the predicted probability of passing the licensure examination is not calculated, the
required minimum score for passing is at or above the National Mean for that version of the examination.
In order to graduate, students in the Vocational Nurse program must complete a minimum of four (4) hours of community service
per term during terms 1 through 3, or a total of twelve (12) community service hours by the end of the program.
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VN LICENSURE REQUIREMENTS
Vocational Nurses in California are licensed by the Board of Vocational Nursing and Psychiatric Technicians in accordance with the
provisions of the Nurse Practice Act, California Code of Regulations, Division 25, Chapter 1, Vocational Nurses. Completion of the
BVNPT-accredited Stanbridge University VN program satisfies the requirement for completion of a course in vocational nursing.
Students must apply to the BVNPT for authorization to take the licensing examination after completion of their program. Note:
Tuition paid to Stanbridge University does not include fees payable to the State of California or other entities (such as those for Live
Scan services or photographs) related to application for state-mandated licensing examinations or the state licensing fees
themselves.
LICENSURE FOR STUDENT WITH CONVICTIONS
By law, the Board of Vocational Nursing, and Psychiatric Technicians (BVNPT) must review the criminal record of all applicants for
Vocational Nursing licenses. The Board only performs this review upon receipt of an application for licensure and cannot “pre-
approve” or “pre-screen” a record to determine eligibility for licensure. Stanbridge University, likewise, cannot determine if a
conviction will be a bar to receiving a license. Full disclosure is mandatory, and failure to disclose a conviction may be grounds for
denial of your application.
Because determination of eligibility is made on a case-by-case basis, having a conviction on your record will not necessarily prevent
the Board from granting a license. Likewise, if you have a conviction, you may not be granted a license even if you have completed
all coursework and passed the licensing examination.
The Board’s brochure on “Disciplinary Overview, Convictions, Frequently Asked Questions” is reproduced here for your
information. Additional questions may be directed to the BVNPT’s Enforcement Unit at (916) 263-7827.
Q. Do you have to report an arrest if you were not convicted?
A. No. You only need to report an arrest if you were convicted.
Q. Do you have to report traffic violations and/or automobile accidents?
A. Yes, if a traffic ticket was issued and you were fined over $500.
Q. What happens if you can’t obtain certified court documents and police reports on convictions?
A. You must submit written proof from the court or police department specifying inability to locate the required documents. The
Board verifies this and bases its decision on other substantial information (e.g., letters of recommendation, evidence of
rehabilitation, etc.).
Q. Do you have to report non-payment of child support?
A. No. However, if your case is in the District Attorney’s (DA) Office for non-payment, the DA notifies the Department of Consumer
Affairs Family Support Unit. If you are deemed eligible for licensure, your license is issued on a temporary basis for 150 days. If at
the end of that time period, you have not established a payment agreement with the DA’s Office, your license is suspended.
Q. Do you have to report a conviction that was expunged (i.e., conviction was stricken or deleted from official records)?
A. Yes. Pursuant to Penal Code section 1203.4, you are required to report a conviction that was expunged. The law specifies that it
does not relieve you from the obligation to disclose the conviction in response to any direct questions contained in any
questionnaire or application for public office or for licensure by any state or local agency.
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Q. What happens if you fail to disclose all or part of your convictions?
A. Failure to disclose all or part of your convictions may be grounds for denial or disciplinary action as you falsified information
required on your application for licensure or renewal of licensure.
Q. Do you have to report misdemeanors, felonies and/or convictions which you pled nolo contendere?
A. Yes. Pursuant to Business and Professions Code, section 2878.6 (VN Practice Act) and section 4523 (PT Law), a plea or verdict of
guilty or a conviction following a plea of nolo contendere is considered a conviction. Any conviction substantially related to the
qualifications, functions and duties of a licensee can be grounds for denial or discipline of a license.
Q. Do you have to report convictions if you were under 18 years old and tried as an adult?
A. Yes. If you were under 18 years of age, but were tried and convicted as an adult, you are required to disclose the conviction.
Q. Do you have to report military convictions or dishonorable discharge?
A. Yes. Any offense or violation during your military career must be reported to the Board on the Record of Conviction form.
Q. How does the Board determine which violations are substantially related to the applicant’s license?
A. Pursuant to Title 16, California Code of Regulations, section 2521 (VN Regulations) and section 2578 (PT Regulations), a crime or
act shall be considered to be substantially related to the qualifications, functions, or duties of a LVN or PT if to a substantial degree it
evidences present or potential unfitness to perform the functions authorized by the license in a manner consistent with the public
health, safety, or welfare. Such crimes or acts shall include but not be limited to those involving the following issues:
Procuring a license by fraud, misrepresentation, or mistake.
A conviction of practicing medicine without a license.
Violating or attempting to violate, directly or indirectly, or assisting in or abetting the violation of, or conspiring to violate any
provision or term of the VN Practice Act or PT Law.
Aiding or assisting, or agreeing to aid or assist any person or persons, whether a licensed physician or not, in the
performance of or arranging for a violation of any of the provisions of the Medical Board of California Practice Act.
Conviction of a crime involving fiscal dishonesty.
Any crime or act involving the sale, gift, administration, or furnishing of “narcotics or dangerous drugs or dangerous devices”
as defined in the Pharmacy Practice Act, Section 4022.
How does the Board determine satisfactory rehabilitation of an applicant for licensure or licensee?
Pursuant to Business and Professions Code sections 480 and 490, and Title 16 California Code of Regulations, sections 2522 and
2522.5 (VN Regulations) and sections 2579 and 2579.1 (PT Regulations), the Board utilizes the following general criteria to
determine satisfactory rehabilitation:
The nature and severity of the act(s) or crime(s) under consideration.
Evidence of any act(s) committed subsequent to the act(s) or crime(s) under consideration.
The time that has elapsed since commission of the act(s) or crime(s) under consideration.
The extent to which the applicant has complied with any terms of parole, probation, restitution, or any other sanctions
lawfully imposed.
Evidence, if any, of rehabilitation.
Q. What does the Board look for on the Department of Justice (DOJ) and/or Federal Bureau of Investigation (FBI) reports?
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A. The Board reviews the RAP sheets (i.e., criminal record reports) to ensure that the conviction history matches what you provided
on your Record of Conviction form and to determine if the violation is related to the qualifications of a licensee.
Q. How can you get a copy of your RAP sheet (i.e., criminal record report)?
A. You may request a copy of your RAP sheet from the Department of Justice (DOJ). DOJ requires you to complete a “Record
Review Process” form, complete another fingerprint card and pay a fee for processing. To obtain more information on this process,
you must contact DOJ directly.
Q. How long does a conviction stay on your RAP sheet?
A. The information contained on your RAP sheet is retained indefinitely. Therefore, you should always report all convictions. Failure
to disclose all past convictions may result in disciplinary action.
Q. Why doesn’t the Board delineate the criteria for denial of a license?
A. The Board looks at each application for licensure on a case-by-case basis. There are many factors which must be evaluated to
determine a person’s qualifications to practice.
Q. Why do you have to take and pass the examination before a decision is made on your conviction history?
A. The Board does not have any authority to deny your application for examination, only your application for licensure. Therefore,
the Board can only make its official determination when you have successfully met all the requirements for initial licensure.
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ADN GENERAL INFORMATION
ASSOCIATE OF SCIENCE IN NURSING (ADN)
Registered nurses (RN), regardless of specialty or work setting, treat and educate patients and the public about various medical
conditions and provide advice and emotional support to patients’ family members. RNs record patients’ medical histories and
symptoms, help perform diagnostic tests and analyze results, operate medical equipment, administer treatment and medications,
and help with patient follow-up and rehabilitation.
RNs teach patients and their families how to manage their illnesses or injuries by explaining post-treatment home care needs; diet,
nutrition, and exercise programs; and self-administration of medication and physical therapy. Some RNs may work to promote
general health by educating the public on warning signs and symptoms of disease. RNs also run general health screening or
immunization clinics, blood drives, and public seminars on various conditions.
When caring for patients, RNs establish a care plan or contribute to an existing plan. Plans may include numerous activities, such as
administering medication, including careful checking of dosages and avoiding interactions; starting, maintaining, and discontinuing
intravenous (IV) lines for fluid, medication, blood, and blood products; administering therapies and treatments; observing the
patient and recording those observations; and consulting with physicians and other healthcare clinicians. Some RNs provide
direction to licensed vocational nurses and nursing aides regarding patient care.
Program Learning Outcomes
PLO1. Apply principles of health promotion, illness prevention and restorative or end of life care using ethical, legal and social
principles to assist patients, families and the community across the lifespan to their optimum level of human flourishing.
PLO2. Identify and apply evidence-based concepts and theories related to caring, the development of holism in the mind, body and
spirit and the nursing process to assist patients, families and the community to develop or live within an optimal range of human
flourishing across the lifespan.
PLO3. Demonstrate critical thinking and nursing judgment in situations that require acute, chronic and complex care and teaching
that utilizes knowledge of the sciences, current evidence and the nursing process.
PLO4. Recognize and practice personal professional development, including lifelong learning that leads to evidence-based nursing
judgment for patients, families and communities across the lifespan.
PLO5. Apply the principles of quality and safety to patient and family care in all healthcare locations, including ethical decision
making, patient advocacy and demonstration of integrity that are integral to the professional identity of the nurse.
PLO6. Describe and demonstrate the ability to use information technology for communication with the healthcare team,
development of knowledge and prevention of errors in order to support nursing professional identity in clinical practice.
PLO7. Describe and demonstrate patient-centered care with communication practices (verbal, nonverbal, electronic) that develop
relationships with the patient and family, acknowledge diversity and cultural competence and demonstrate the professional identity
of the nurse.
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ADN PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Associate of Science in Nursing degree:
119.5 Quarter Credit Hours/$670.46 tuition rate per quarter credit hour
The approximate time to complete the program will vary according to the start and end dates of a cohort and ranges from 24 – 25
months, including holidays and breaks.
Scholarship requirements: A minimum of a “C+” in the theory component and a Pass in the clinical component of each nursing
course; a minimum of a “B” in all prerequisite science courses and a minimum of a “C” in the prerequisite English and Algebra
courses and the co-requisite (i.e., general education) courses; a cumulative GPA of “C+” or above in the program; and a minimum
score of 94% predicted probability in the ATI exit predictor on the first attempt at the end of NUR 1800. This test correlates with a
high probability of passing NCLEX.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
SCI 1030 Human Anatomy 40 0 40 6 Yes
SCI 1050 General Microbiology 50 0 55 7.5 Yes
SCI 1040 Human Physiology 40 0 40 6 Yes
*ENG 1060 English
Composition
45 0 0 4.5 Yes
MATH 1010 College Algebra I 40 0 0 4 Yes
NUR 1100 Fundamentals of
Nursing I
50 64 26 8 No
NUR 1101 Medication
Administration
0 0 13.5 1.5 No
*NUR 1060 Gerontology 24 0 0 2.5 No
NUR 1200 Fundamentals of
Nursing II
25 45 0 4 No
NUR 1201 Psychiatric Mental
Health Nursing
45 36 0 6.5 No
*PSY 1020 Developmental
Psychology
45 0 0 4.5 Yes
NUR 1300 Medical-Surgical
Nursing I
70 120 30 12 No
NUR 1400 Medical-Surgical
Nursing II
70 89 16 10.5 No
NUR 1500 Maternal and
Newborn Nursing
50 63 12 7.5 No
ENG 1050 Fundamentals of
Speech Communication
45 0 0 4.5 Yes
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
NUR 1600 Family and Child
Nursing
50 63 12 7.5 No
*SOC 1010 Introduction to
Sociology
45 0 0 4.5 Yes
NUR 1700 Advanced Nursing I 50 74 16 8 No
NUR 1800 Advanced Nursing II 60 108 12 10 No
NUR 1900 NCLEX-RN Review
and Exam
0 0 0 0 No
* Online Course
Standard Occupational Classification (SOC): 29-1141
Employment/Job Title: Registered Nurses
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ADN FACULTY
Julie Amenta MSN-Ed, RN
Sherry Choquette BSN, RN
Jeremy Christie BSN, RN
Karyn Dickinson MSN, RN
Tina Ghazarian‡ MSN, RN, FNP
Aneta Giz BSN, RN
Gwen Hunt‡ BSN, RN
Kelli Jo Paul MSN, RN
Dr. Jeny Joy‡ PhD, RN
Dr. Zoya Minasyan‡ PhD, RN, FNP
Bien Nguyen MSN, RN
Karen Nguyen‡ MSN-Ed, RN
Lisa Runels MSN, RN
Ali Tehrani MSN, RN, CCRN
Jincy Thomas‡ BSN, RN
Brian Tran BSN, RN
Katy Upadhyaya MSN, RN
Minerva Valdenor MSN, RN, CCRN
Dr. Lucy VanOtterloo PhD, RNC, CNS
Diedre Yarak‡ MSN, RN
‡ Faculty are located at Los Angeles, Alhambra campus.
GENERAL EDUCATION FACULTY
Dr. Alexander Moran PhD Faculty Chair, Written and Oral Communication
Annabella Kraut MA GE Chair, Life and Physical Science
Edmund Pula MS Life and Physical Science
Dr. Jolie Bell PhD Social and Behavioral Sciences
Kristen Chrisman MA Written and Oral Communication
Linda Silva MA Written and Oral Communication; Social and Behavioral Sciences
Natalie CongHuyen MS Life and Physical Science, Mathematics
Nathaniel Nesbitt MA Written and Oral Communication
Dr. Peter Poon PhD Life and Physical Science; Mathematics
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Steve Ryan MA Written and Oral Communication, Computer Applications
Dr. Warren Washington PhD Social and Behavioral Sciences
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ADN ADMISSION POLICIES
Please read and complete the following steps:
1.
Complete an online application for the Associate of Science in Nursing degree program. Click hereto apply now and start
your admissions application process for an early decision.
If you are not ready to apply, but would like more information, please attend a virtual information session and campus tour offered
on campus. Click hereto view the info session schedule. Please note, all prospective students must apply online before moving on
to the entrance exam step.
2.
After submitting your online application, take the Accuplacer examination. Secure online testing for the Accuplacer is now
available. Please contact your Admissions Representative to learn more. The following preferred minimum scores on each
test of this examination are required: Reading Comprehension 250; Sentence Skills 234; Arithmetic 226; and Elementary
Algebra 206. Scheduling your exam will be coordinated by your dedicated Admissions Representative.
The university will also accept the TEAS VI admissions test scores from applicants, taken at outside institutions, for consideration of
admission into the Associate of Science in Nursing in both Orange County and Los Angeles branch campuses:
For the TEAS VI to be considered for admission into the program, the applicant must have achieved a TEAS score of
70% or higher composite (proficient level).
The TEAS VI must have been taken and passed within three years from the date of acceptance by the university.
3.
Take the ATI Critical Thinking Assessment Entrance Exam and achieve a minimum score of 68% to be eligible for an
interview and write a timed essay. If the minimum score is not achieved, applicants are required to wait 90 days before the
next exam attempt.
Upon completion of steps 1 through 3, applicants may proceed to the following:
4.
Submit an official transcript of record showing possession of a high school diploma or its equivalent, such as GED, from an
accredited secondary school or an associate degree or higher from an accredited college or university.
5.
Complete a background check.
6.
Schedule and attend a meeting with a Financial Aid Officer.
7.
Submit Official Transcripts of all courses taken at all high schools, colleges, and/or universities.
8.
Interview with the Program Director or designee. Interviews are offered virtually through Zoom video conferencing meeting
temporarily.
The interviewer will use a Candidate Interview form for the interview and will award points for the applicant’s essay
and responses during the interview according to a departmental rubric. The interviewer will also award points
according to the departmental rubric for the applicant’s score on the Accuplacer examination; completion of an
academic degree; completion of relevant prerequisite courses; grade point average for the completed prerequisite
courses; and current certificates and/or work experience or volunteer work. The interviewer will combine these points
with the points awarded for the interview into a total score according to the departmental rubric. Based on the total
score, the applicant will be ranked among the other applicants who are applying for admission to the program with
the current cohort.
The thirty (30) applicants who have met the minimum requirements for admission to the ADN program, and who
have the highest number of combined points awarded according to the departmental rubric, will be accepted for
admission to the current cohort. Should an opening occur, the applicant who has the next highest number of
combined points may be accepted for admission.
If there are more than thirty (30) individuals qualified for admission to a given cohort, those who are not admitted to
the current cohort may reapply to be considered for admission to a subsequent cohort.
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9.
Submit the Transfer of Credit Request form and related documentation for evaluation of possible transfer credit. Transfer
credit will only be granted under the following conditions:
The course is equivalent to one required in the ADN program.
Required prerequisite science courses must have been completed within two (2) years of the date of enrollment.
Prerequisite English and math courses must be completed prior to the date of enrollment. Nursing courses must
have been completed within three (3) years of the date of enrollment.
The grade in a prerequisite course in science (Human Anatomy, Physiology, General Microbiology) is 3.0 or higher; in
another prerequisite course (English Composition, College Algebra I) or general education course (Introduction to
Sociology, Developmental Psychology, Speech Communication) is 2.0 or higher; or in an RN nursing course is 77% or
higher.
An applicant may receive competency-based credit for an RN nursing course by passing a written examination on the
theory objectives and a skills demonstration on the clinical objectives of the course. The Program Director will
administer this process.
10.
File all required documents with Admissions at least two (2) calendar weeks prior to the interview with the Program Director
or designee and ensure all required proof of physical examination, immunizations, and valid CPR card issued by the
American Heart Association is submitted to Admissions seven (7) days prior to the start of orientation.
The applicant may take each of theAccuplacertests required for admission to a program up to three times initially, with at least 48
hours between attempts. If the applicant does not achieve a passing score on the required tests after three attempts, the applicant
must wait three months before retaking the failed test(s). After the three month waiting period, the applicant may take the failed
Accuplacertest(s) up to three more times. If the applicant does not achieve a passing score after these three attempts, the applicant
must wait one calendar year before retaking all of theAccuplacertests required for admission to the program. The applicant will be
allowed to take each of theAccuplacertests up to three times after the one calendar year waiting period. If the applicant does not
achieve a passing score on each of the required test(s) after these three attempts, the applicant will not be able to take the
Accuplacertests again for admission to a program at the university.
Applicants will be notified of admission to the program by a letter of invitation. An applicant may only decline the letter of invitation
twice and must repeat steps 2-10 above if he or she reapplies for admission to the program.
Applicants who are not admitted to the ADN program may reapply for admission by repeating steps 2-10.
Applicants reapplying for admission only have to resubmit official transcripts of record if they have taken additional courses since
the previous application for admission.
APPLICANTS WITH CRIMINAL CONVICTIONS
Background Check and Licensure
California law allows for the denial of registered nursing licensure on the basis of any prior convictions substantially related to
nursing practice. The California Board of Registered Nursing (BRN) requires that all convictions be reported, except for minor traffic
violations, on applications for licensure. Both misdemeanor and felony convictions must be reported. This includes “driving under
the influence.” Convictions must be reported even if they have been expunged. All prior or current disciplinary action against a
healthcare related license must be reported, whether it occurred in California or in another state or territory. The BRN reviews all
prior convictions substantially related to the qualifications, functions, or duties of a registered nurse. Each application for licensure
is evaluated on a case-by-case basis. See the California Board of Registered Nursing website athttp://www.rn.ca.gov/applicants/lic-
faqs.shtml#discfor further information.
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Background Check and Clinical Facilities
Some clinical facilities require background checks for all employees, volunteers, and students working in the facility, independent of
the required licensure background check (see below). Students will be required to submit their personal information for a
background check in order to attend clinical sessions.
Each facility judges the background of student nurses with misdemeanors or felonies on an individual basis. Denial of
admission to the ADN program for students with convictions will be based on a pattern of convictions, felonies, or certain
misdemeanors which will bar a student from completing a clinical rotation.
Failure to disclose a previous conviction is typically viewed as seriously as the conviction itself, if not more so.
Some clinical facilities may require submission of fingerprints as part of the background check.
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ADN TRANSFER CREDIT POLICIES
Prior to enrollment, a student desiring entry into the Associate of Science in Nursing (ADN) program may receive transfer credit for
courses in Anatomy, Physiology, and Microbiology for health pre-professionals or Biology majors taken previously at another
institution as long as the student has achieved a minimum grade of 3.0 in these courses. The courses must include a laboratory
component and have been taken in the last two (2) years.
Transfer credit will only be granted under the following conditions:
The course is equivalent to one required in the ADN program.
Required prerequisite science courses must have been completed within two (2) years of the date of enrollment. Prerequisite
English and math courses must be completed prior to the date of enrollment. Nursing courses must have been completed
within three (3) years of the date of enrollment.
The grade in a prerequisite course in science (Human Anatomy, Physiology, General Microbiology) is “B” or higher; in
another prerequisite course (English Composition, University Algebra I) or general education course (Introduction to
Sociology, Developmental Psychology, Speech Communication) must be a “C” or higher; or in an RN nursing coursework a
77% must be maintained to pass each course.
An applicant may receive competency-based credit for an ADN nursing course by passing a written examination on the
theory objectives and a skills demonstration on the clinical objectives of the course. The Program Director or designee will
administer this process.
Competency-based credit will be granted on the basis of a written examination for nursing theory courses and a demonstration of
the mastery of clinical objectives and a written examination for clinical courses.
Any student who wishes to challenge a nursing course (with an NUR prefix), Anatomy and Anatomy Lab, Physiology and Physiology
Lab, or Microbiology and Microbiology Lab courses to earn academic credit by examination must successfully complete the
culminating examination appropriate to the course. In the nursing theory or non-clinical courses, the terminal measures are often a
final examination and/or term paper. In the case of the challenge examination, the student must receive a passing grade of 80% or
higher to receive credit. In the nursing clinical laboratory classes, students must demonstrate competent clinical practice by way of
a return demonstration for all skills listed in the course syllabus being challenged. In the clinical courses where critical or life-
threatening maneuvers are required, the student must perform the demonstration with 100% skill and accuracy.
Prior to taking written examinations or demonstrating mastery of clinical objectives to determine whether competency-based credit
can be granted, students will be charged a one-time, non-refundable fee of $50 for each written examination and a one-time,
nonrefundable fee of $100 for each demonstration of the mastery of clinical objectives.
Prior to enrollment, a student desiring entry into the VN 45-Unit Option may receive transfer credit for courses in Physiology and
Microbiology designed for health pre-professionals or Biology majors taken previously at another institution as long as the student
has achieved aGPA of 3.0 or greaterin these courses. The courses must include a laboratory component.
AWARDING OF CREDIT FOR PREVIOUS EDUCATION OR COMPETENCY-BASED
CREDIT, INCLUDING MILITARY EDUCATION AND EXPERIENCE
Stanbridge University will conduct an evaluation of previous education and training for all veterans and will grant appropriate credit,
shorten the training period proportionately, and notify the VA and student accordingly.
Stanbridge University complies with California Board of Registered Nursing regulations SB 466 as follows:
1.
The University Student Catalog shall include a section referring to Awarding of Credit for Previous Education or Competency-
Based Credit, Including Military Education and Experience for all students, including those who have served or are serving in
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the United States Armed Forces.
2.
The University Associate of Science in Nursing webpage shall provide a link identified as “Transfer Credit for Military
Experience” that directs to the policy.
3.
A form outlining the procedures will be provided and kept as a record in the student’s file.
4.
The student’s file will reflect the awarding of credit on the student transcript.
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ADN GRADING POLICIES
GRADING
Regardless of the overall course grade, all assigned work must be completed in order to pass each nursing course. The theory and
clinical components of each nursing course must be taken concurrently. In accordance with Associate Degree Nursing Program
requirements, a student must pass both theory and clinical components of a course to be allowed to continue with the program. If a
student fails either the theory or clinical component of a nursing course, he/she must repeat both components of the course and
successfully complete these components before progressing in the program. Students must have a cumulative grade point average
of “C+” or above in order to graduate.
Theory Grades
Students will be given a grade from “A+” to “F” based on points earned on all assignments, quizzes, presentations, and
examinations in the theory component of each nursing course and in the prerequisite and co-requisite courses of the nursing
program. Nursing students must earn a minimum grade of a “C+” in all prerequisite science courses and in the theory component
of all nursing courses, and a grade of “C” in the prerequisite English and Algebra courses and the co-requisite (i.e., general
education) courses in order to progress in the program.
Clinical Grades
Students will be given a PASS or FAIL grade based on the demonstration of clinical objectives in the clinical component of each
nursing course.
Clinical Performance Requirements
Performance and practice of clinical skills constitute a large portion of the student’s time in the program. Students unprepared for
the clinical experience will be asked to leave the clinical setting and time lost will be considered a clinical absence. Make-up of
clinical absences will be determined on an individual basis. Evaluation of clinical performance is obtained through the objectives on
the Clinical Performance Evaluation Tool. The evaluation tool is completed at midterm and end of quarter.
Content Master Series (CMS) Examinations
In addition to passing each course with the minimum passing grade, students must pass the program exit examination on the first
attempt (in accordance with the scoring rubric of the examination). If the predicted probability of passing the licensure examination
is not calculated, the required minimum score for passing is at or above the National Mean for that version of the examination.
Grading Requirements: Online Courses
Online courses are delivered through Stanbridge University’s Edverum platform, a learning management system, providing
students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and assignments for each
course.
Assignments or projects received for online course credit will be graded and the evaluation or response to the submission will be
provided within 5 business days. Late submission of assignments, with a grade penalty for late submission, may be allowed by
individual instructors as specified in the course syllabus. Students in the BSN (Degree Completion) program should review the BSN
Program Catalog Supplement in the BSN Program section of this catalog for additional information regarding online submission of
assignments.
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Remediation of Online Courses
Remediation for unsatisfactory course performance is required in the event an online course is failed. The student will be expected
to take an alternate exam on the material covered in the original course exam or complete a remediation assignment and will be
considered to have successfully remediated the course when he/she has achieved a passing score on the alternate exam or
assessment. Regardless of the score achieved on the alternate exam or assignment, the maximum grade that will be entered into
the student’s grade record for any remediated course will be 75%.Remediation of any failed course must be performed within
twenty-one (21) days of the end of the course or prior to the start of the next term, whichever is shorter. Students may take up to
three remediation examinations or submit three assignments (if necessary). Exams may be taken or assignments submitted one per
week during the remediation period. If an exam or assignment is not taken or submitted during one of the three weeks following
the course, it is forfeited and may not be included as a remediation attempt. Note: BSN (Degree Completion) Program students
may not remediate failed courses. Please see the BSN Program Catalog Supplement in the BSN Program section of this catalog.
Satisfactory Academic Progress Requirements: (ADN)
Attainment of satisfactory progress (attendance, credit earned, and GPA) will be monitored at the completion of each quarter.
Students must achieve a “C+” or 77% or higher in the theory component and a Pass in the clinical component of each nursing
course. In the prerequisite science courses, students must achieve a “C+” or 77% or higher. In the prerequisite English and algebra
courses and the co-requisite (i.e., general education) courses a C must be maintained. Tutorial sessions may be mandatory for
students at risk of not meeting course requirements. Students may also be referred to the Academic Success Coordinator in the
Learning Resource Center for assistance with study skills and time management in order help the student make academic progress.
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ADN ATTENDANCE POLICIES
CLASS HOURS
Students must refer to their schedule for the actual class dates.
Associate Degree in Nursing (ADN): Theory and clinical coursework may occur any day of the week (Monday through Sunday). This
may include weekends, mornings, afternoons, or some evening sessions.
Note: Alternate days or different shifts may be required for certain ADN clinical education due to clinical facility, community site
availability, or student census restrictions. Clinicals are formatted in 8 or 12-hour shifts and include day and evening shifts.
THEORY CLASS ATTENDANCE
Regular and timely attendance in the classroom and clinical area is necessary for students to meet the stated objectives of each
course. Regular attendance demonstrates professional and responsible behavior. Patterns of tardiness, early outs, and absences
are not consistent with the professional standards expected of ADN students and will result in disciplinary action.
Students may be absent one (1) day from each theory course in a 10-week quarter except in the theory component of the Mental
Health course. Students may be absent no more than three (3) hours in the theory component of the Mental Health course.
Documentation for an absence will not be collected, as there is no “excused absence.” An absence will simply count towards the
maximum allowable absence. Students must notify the instructor in advance of any absence. Failure to provide advanced
notification will result in a Notice of Deficiency.
Students who accumulate greater than one (1) day of absence from each theory course in a 10-week quarter or more than three (3)
hours in the theory component of the Mental Health course will be placed on attendance probation by the Dean of Students.
Students who violate the stipulations of their attendance probation will be dismissed from the program. Students may request to re-
enroll in the program, repeat the course from which they were dismissed, and continue with the sequence of other courses in the
program provided space is available.
Students must make-up the theory hours missed due to an absence before progressing to the next quarter. The theory instructor
will determine the make-up assignment appropriate for the hours missed as well as the deadline for submission.
Students are responsible for signing in the e-roster at the beginning of each theory course. Failure to sign in the e-roster will result
in an absence. Having a proxy student sign in the e-roster will result in disciplinary action, up to and including dismissal.
Leaving Early and Tardiness (Theory)
It is required that students attend all classroom hours. This is a mandate from the Board of Registered Nursing, ACCSC, and
financial aid resources. Early leave is when a student leaves class prior to the instructor dismissing the class. Tardiness is when a
student arrives after the start of class or after a scheduled return from a break. Students must notify the instructor in advance when
leaving early or arriving late at the start of class. Failure to provide advanced notification will result in a Notice of Deficiency.
Students must make-up theory hours missed due to leaving early or tardiness before progressing to the next quarter. Students who
miss more than 5% of total class time for the course or have more than 2 occurrences of leaving early or tardiness will meet with the
program director or designee for disciplinary action, up to and including dismissal. The theory instructor will determine the make-
up assignment appropriate for the hours missed as well as the deadline for submission.
Make-up of Course Examinations Due to Absence
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If the absence occurs on an exam day, students must notify the instructor prior to the scheduled exam time that they will not be
present for the exam. If the student does not notify the instructor, the exam grade will be a zero. Only one make-up exam per
course, per quarter, will be allowed. The alternate make-up exam will be administered after class on the next scheduled exam day.
Regardless of the score achieved on the make-up exam, the maximum grade that will be entered into the student’s grade record for
any make-up exam in a theory class will be 77%.
CLINICAL ATTENDANCE
Students are required to attend all clinical days. This is a mandate from the Board of Registered Nursing, ACCSC, and financial aid
resources. Students MUST attend the first hospital orientation day and electronic charting in-service for each clinical facility. Failure
to attend the first clinical day and/or mandatory computer training will result in dismissal from the program.
Students may be absent one (1) day from each clinical course in a 10-week quarter except in the quarter when the Mental Health
course is offered. Students may not miss any clinical hours in the clinical component of the Mental Health course. Hospital
rotations, skills labs, simulation labs, and any required community shifts are all counted as clinical hours. An absence on any of
these scheduled days will be counted as the one (1) allowed absence. Students must make-up any clinical absence before
progressing to the next quarter or they will be dismissed from the program. A missed clinical make-up will count as a second
clinical absence and will result in disciplinary action, up to and including dismissal from the program. The lead instructor or clinical
manager will determine the make-up assignment appropriate for the hours missed as well as the deadline for submission.
Students who are unable to attend clinical must do the following:
1.
Call the clinical instructor at leastone (1) hour priorto the scheduled clinical time. Failure to provide proper advanced
notification may result in disciplinary action, up to and including being dropped from the course.
2.
Give the clinical instructor a physician’s release prior to returning to the clinical area if the absence was due to a contagious
illness or injury. Boots, slings or other support devices are not allowed in the clinical area.
3.
Arrange for make-up of missed clinical time/clinical objectives on the scheduled day or by arrangement with instructor.
4.
Submit satisfactory make-up assignment in a timely manner to the clinical instructor.
Leaving Early and Tardiness (Clinical)
Students are required to attend all clinical hours. This is a mandate from the Board of Registered Nursing. Failure to complete a
clinical shift or leaving a clinical session prior to being dismissed by the instructor is considered an absence and subject to the same
policy as a clinical absence.
Tardiness results in unsafe patient care due to lack of or a curtailed shift report. Students are considered tardy when they arrive later
than the designated start time at the designated location as defined by each clinical instructor. Failure to notify the instructor of
tardiness will result in disciplinary action and/or the student may be sent home and incur an absence if deemed unsafe by the
clinical instructor.
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ADN DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The student in an ADN program receives below a “C+” in any of the prerequisite science courses, below a C in any of the
other prerequisite or co-requisite courses, or below a “C+” in the theory component or a Fail in the clinical component of a
nursing course.
The student in an ADN program accumulates greater than three (3) hours of absence in the theory component of the Mental
Health course, or more than one (1) day of absence in the theory component of one (1) course in any quarter other than that
in which the Mental Health course is offered.
The student in an ADN program misses any clinical hours in the clinical component of the Mental Health course, or more
than one (1) day of clinical absence in the clinical component of one (1) course in any quarter other than that in which the
Mental Health course is offered.
The student in an ADN program fails to attend the first clinical day and/or mandatory computer training.
The student in an ADN program fails to make up all clinical absences before progressing to the next quarter.
The student in an ADN program commits an unsafe nursing practice in the clinical facility.
The student in an ADN program does not complete a minimum of twenty-eight (28) hours of community service by the end
of the program.
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ADN ADDITIONAL POLICIES
In addition to meeting the requirements for admission as stated above under ADMISSION POLICIES, applicants to the Associate of
Science in Nursing (ADN) program must provide the following prior to admission to the program:
ADN DRESS CODE
Students are expected to comply with the dress code as outlined below. Students who do not comply with the dress code will be
requested to leave campus or the clinical facility. The student will be marked absent for the period and a Notice of Deficiency will be
given.
Student ID badge must be worn at all times above the waist.
All students must be neat and well groomed. Students will bathe daily and use deodorant. The student should have no
offensive body odor or cigarette smell. Appropriate top and bottom undergarments are required.
Clothing must fit properly and not tight-fitting.
On campus uniform includes red polo shirt with the Stanbridge polo, plain white under shirt or white “sleeves” to cover
tattoos, plain black scrub pants (no print, no colorful embroideries or borders, no jogger scrub pants), white socks or neutral
nylons, and white or black shoes.
Shoes must be closed-toed, closed-heeled and low-heeled. Shoes must be without print except for the shoe logo.
White shoes must be clean.
Only white or black shoelaces are allowed.
In clinical, blue scrubs with Stanbridge logo must be neat and pressed.
Pregnant students must adopt a similar maternity scrub uniform.
Only clean white, closed-toed, closed-heeled and low-heeled shoes with non-skid soles and white vinyl or leather top
is acceptable. Shoe logo and shoelaces, if present, must be white.
Only white socks or neutral nylons may be worn in clinical.
Stethoscope, penlight, bandage scissors, watch with second hand, calculator, black pen, paper pad are part of the
clinical uniform. A “fanny pack” or “apron” may be worn over the uniform to increase the number of pockets.
Sweaters on campus and in clinical must be solid color (only black, grey, blue, or white) without print except for Stanbridge
logo.
Sweaters in clinical may not have a hood.
No hats or scarves are permitted.
Hair must be pulled back out of the face and off the shoulders.
Hair in a ponytail is acceptable on campus but must be pulled out of the face.
Hair must be pulled back out of the face and in a bun in clinical or when in scrubs for Skills Lab or Simulation Lab.
Hair color must be of a natural color. Faddish or unnatural colors or styles are not permitted.
Facial hair must be neatly trimmed to a maximum length of ½ inch to permit proper fit of personal protective equipment as
recommended by the Centers for Disease Control. Facial hair must not be of a faddish or unusual appearance.
Gum is not allowed.
Makeup must be suitable. Perfume, cologne or after-shave is not permitted.
New tattoos and piercings are discouraged while in school due to increased risk of infection and the ability to comply with
clinical site policy.
Tattoos cannot be visible. Plain white long-sleeved shirts or “sleeves” must be worn to cover the tattoos.
Except for pierced ears, body piercings with jewelry (brow, nose, tongue, and/or lip) are not allowed.
Jewelry must be kept to a minimum for safety and to be consistent with professional appearance. Jewelry may include only a
watch, wedding ring, engagement ring, and small-post earrings if ears are pierced (only one pair of post earrings).
Nails must be clean, short and neatly trimmed. Only clear nail polish is permitted. Artificial nails and nail wraps or extenders
are not permitted.
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PHYSICAL EXAM
Proof of Health Exam signed by a medical provider (MD, NP, or PA) with no restrictions. Students are required to carry health
insurance and may be asked to provide a copy to the nursing department along with their immunization.
Immunizations
MMR:Students must submit a titer or proof of immunization. If previously immunized, the student should get a titer
drawn before being immunized again. If the titer is positive, the student is immune to the disease. If the titer is
negative, the student needs to be vaccinated.
Students who have had measles-mumps-rubella do not need to be immunized, but will need to submit proof of
immunity.
Varicella: The student must submit a titer or proof of immunization. If previously immunized, the student should get
a titer drawn before being immunized again. If the titer is positive, the student is immune to the disease. If the titer is
negative, the student needs to be vaccinated.
Students who have had chickenpox do not need to be immunized, but need to submit proof of having the disease.
TDaP:Students must submit proof of immunization within the last 5 years.
Hepatitis B: Students must submit proof of a 3-shot series of immunization (or proof the series has been started). If
the student wishes to decline the Hepatitis B vaccine series, he or she must sign a declination form provided by
Stanbridge University.
The student may also present a titer if previously immunized for Hepatitis B.
PPD: Students must submit proof of a PPD skin test within one year. If the student has a previous positive PPD or
BCG vaccine, the student will have to submit results from a current chest X-ray. Students must initially provide a two-
step TB test unless they can provide proof of previous annual testing. A regular one-step TB test must be updated
annually.
Influenza Vaccine or Declination: Students must submit proof of influenza vaccine. If the student wishes to decline
the influenza vaccine series, he or she must sign a declination form provided by Stanbridge University. Students
should be aware that declining the influenza vaccine may result in inability to attend clinical education at some
facilities and may lead to delay of graduation.
BLS/CPR CARD
A BLS/CPR card must be obtained from the American Heart Association. Students are responsible for maintaining the currency of
their BLS/CPR card during the entire duration of the program. Students without a current CPR card will be removed from the clinical
rotation until the CPR card is renewed. Make up of missed clinical time will be required as outlined in the Attendance Policies.
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ADN GRADUATION REQUIREMENTS
In addition to passing each course with the minimum passing grade, ADN and LVN-to-ADN Nursing students must achieve a
cumulative GPA of “C+” or above in the program and pass the nursing program exit examination with a minimum score of 94%
predicted probability of passing the NCLEX-RN on the first attempt (in accordance with the scoring rubric of the examination). If the
predicted probability of passing the licensure examination is not calculated, the required minimum score for passing is at or above
the National Mean for that version of the examination.
To graduate, students in the ADN and LVN-to-ADN program must complete a minimum of four (4) hours of community service per
term during terms 1 through 7, or a total of twenty-eight (28) community service hours by the end of the program.
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VN TO RN 45 UNIT OPTION
41 units (total time to complete the program may vary based on school holidays and breaks and averages 10 months)
Employment Job Title:
Registered Nurse
Licensed Vocational Nurses (LVNs) who desire to complete the minimum number of units required to take the licensure examination
may apply for this option. LVNs who select the “30- Unit Option” method to satisfy the requirements for licensure as a Registered
Nurse must consult the Director of Nursing (RN Programs) for an individual program consultation to discuss the advantages and
disadvantages of this option prior to enrollment. Students who satisfactorily complete all required courses and pass the program
exit examination at the required level will be awarded Diploma, and a notice will be sent to the Board of Registered Nursing of
satisfactory completion (for licensing exam authorization).
Course Number and Title Theory Lab Clinical Total Units
Units Units Units
SCI 1040 Human Physiology 5 1 0 6
SCI 1050 General Microbiology 6 1.5 0 7.5
NUR 1302V-Transitions in Nursing 3 0 0 3
NUR 1201 Psychiatric Mental Health Nursing 4.5 0 2 6.5
NUR 1700 Advanced Nursing I 5 0 3 8
NUR 1800 Advanced Nursing II 6 0 4 10
Program Total 41
GRADUATION REQUIREMENTS FOR VN 45 UNIT OPTION STUDENTS
In addition to passing each course with a minimum passing grade, VN 45 Unit Option students must achieve a cumulative GPA of
“C+” or above in the program and pass the nursing program exit examination with a minimum score of 90% predicted probability of
passing the NCLEX-RN on the first attempt (in accordance with the scoring rubric of the examination). If the predicted probability of
passing the licensure examination is not calculated, the required minimum score for passing is at or above the National Mean for
that version of the examination. In order to graduate, VN 45 Unit Option students must complete a minimum of 4 hours of
community service per term during terms 1 through 7, or a total of 28 community service hours by the end of the program.
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ADN LICENSURE REQUIREMENTS
Graduates with an Associate of Science in Nursing degree from a BRN-accredited nursing program may apply to the Board of
Registered Nursing for permission to take the examination required for licensure, the National Council Licensure Examination for
Registered Nurses (NCLEX-RN) ®
After passing this examination and receiving a license from the BRN, the student will be eligible to obtain employment as a licensed
Registered Nurse.
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ASVT GENERAL INFORMATION
ASSOCIATE OF SCIENCE IN VETERINARY TECHNOLOGY PROGRAM (ASVT)
The Associate of Science in Veterinary Technology program prepares graduates to enter the field as professional veterinary team
member. Upon passing the Veterinary Technician National Exam and State licensing requirements, which includes a background
check, graduates may seek employment as veterinary technicians.Veterinary technicians support veterinarians in a variety of duties
under either immediate, direct, or indirect supervision, and include observing the behavior and condition of animals; monitoring
and reporting their clinical symptoms; maintaining controlled drug inventory and related log books; administering anesthesia,
preparing the patient and assisting in surgery and recovery, performing dental cleaning, dental x-ray and extractions, collecting
samples for laboratory diagnostic testing on blood, urine, and feces; administering first aid, such as emergency resuscitation or
other life-saving procedures, placing splints and bandages; treating wounds and burns, preparing and administering medications,
vaccines, or treatments; filling prescriptions and taking and developing diagnostic radiographs.
Program Learning Outcomes
PLO1. Students demonstrate critical thinking skills by constructing evidence-based solutions in their field of study.
PLO2. Students demonstrate effective written communication skills in addressing topics in their field of study.
PLO3. Students demonstrate effective verbal and non-verbal communication skills in discussion of topics in their field of study.
PLO4. Students demonstrate information literacy skills by utilizing appropriate resources in their field of study.
PLO5. Students demonstrate quantitative reasoning skills by utilizing numerical evidence to make clinical decisions in their field of
study.
PLO6. Students demonstrate effective customer service to all stakeholders in support of the business needs of an organization.
PLO7. Students demonstrate social responsibility in addressing the needs of underserved communities.
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ASVT PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Associate of Science in Veterinary Technology
degree.
112.5 Quarter Credit Hours/$328.10 tuition rate per quarter credit hour
The approximate time to complete the program will vary according to the start and end dates of a cohort and ranges from 23 – 24
months, including holidays and breaks.
Scholarship requirements: A 2.0 GPA must be achieved for each course in the program and thus a cumulative GPA of 2.0 must be
achieved in order to graduate from the program.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
VET 1001 Veterinary Medical
Terminology
28 0 2 0 No
VET 1020 Veterinary Business
Management and Ethics
28 0 2 0 No
VET 1100 Small Animal Handling
and Husbandry
35 42 4.5 0 No
VET 1111 Anatomy 42 42 5 0 Yes
VET 1112 Physiology 28 0 2 0 Yes
VET 1200 Veterinary Clinical
Nursing
28 42 4 0 No
VET 1205 Veterinary Immunology 21 0 1.5 0 No
VET 1211 Veterinary
Microbiology
21 28 2.5 0 No
VET 1215 Dentistry I 28 0 2 0 No
VET 1218 Dentistry II 28 28 3.5 0 No
VET 1300 Veterinary Lab
Diagnostics †
42 42 5 0 No
VET 1311 Diagnostic Imaging † 42 49 5.5 0 No
VET 1322 Small Animal Medicine
I
28 0 2 0 No
VET 1325 Small Animal Medicine
II
28 0 2 0 No
VET 1331 Pharmacology I 42 0 3 0 No
VET 1332 Veterinary
Pharmacology II
42 0 3 0 No
VET 2000 Internship I 0 0 1.5 52 No
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
VET 2102 Large Animal and
Equine Procedures and Public
Health †
39 39 4.5 0 No
VET 2103 Program Review and
Exam
10 0 0.5 0 No
VET 2111 Veterinary Parasitology 35 35 4 0 No
VET 2130 Veterinary Anesthesia
& Analgesia
42 49 5.5 0 No
VET 2201 Emergency and
Critical Care Nursing†
42 42 5 0 No
VET 2210 Veterinary Surgical
Nursing
42 56 5.5 0 No
VET 2221 Laboratory and Exotic
Animal Medicine †
28 21 3 0 No
VET 2300 Veterinary Technician
Internship II
28 0 11 280 No
BIO 1010 Biology 42 0 4 0 Yes
CHM 1010 Chemistry 42 0 4 0 Yes
COM 1047 Public Speaking 35 0 3.5 0 Yes
ENG 1015 College Writing I 35 0 3.5 0 Yes
MATH 1014 College Algebra I 42 0 4 0 Yes
PSY 1001 Introduction to
Interpersonal Relationships
35 0 0 3.5 0 No
† This course is designated as having non-repeated essential skills.
Standard Occupational Classification (SOC): 29-2056
Employment/Job Title: Veterinary Technicians
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ASVT FACULTY
Dr. Britany Aguilar DVM
Dr. Silvia Colladay DVM
Emma Cusack RVT
Jana Erven RVT
Maribel Fort RVT
Claribel Gimeno RVT
Kristin Ilardi RVT
Fove Juarez-Hardy RVT
Dr. Lawrence Kosmin DVM
Dr. Elana Maibor DVM
Amanda Rofe RVT
GENERAL EDUCATION FACULTY
Dr. Alexander Moran PhD Faculty Chair, Written and Oral Communication
Annabella Kraut MA GE Chair, Life and Physical Science
Edmund Pula MS Life and Physical Science
Dr. Jolie Bell PhD Social and Behavioral Sciences
Kristen Chrisman MA Written and Oral Communication
Linda Silva MA Written and Oral Communication; Social and Behavioral Sciences
Natalie CongHuyen MS Life and Physical Science, Mathematics
Nathaniel Nesbitt MA Written and Oral Communication
Dr. Peter Poon PhD Life and Physical Science; Mathematics
Steve Ryan MA Written and Oral Communication, Computer Applications
Dr. Warren Washington PhD Social and Behavioral Sciences
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ASVT ADMISSION POLICIES
Veterinary Technology program applicants will be considered for admission into the program if they achieve the minimum scores
on the required sections of theACCUPLACERtest of the College Board administered at the university, as defined in the following
chart.
Reading 232
Writing 234
Arithmetic 212
Statistics Algebra 206
The applicant may take each of theAccuplacer tests required for admission to a program up to three times initially, with at least 48
hours between attempts. If the applicant does not achieve a passing score on the required tests after three attempts, the applicant
must wait two months before retaking the failed test(s). After the two-month waiting period, the applicant may take the failed
Accuplacertest(s) up to three more times. If the applicant does not achieve a passing score after these three attempts, the applicant
must wait one calendar year before retaking all of theAccuplacertests required for admission to the program. The applicant will be
allowed to take each of theAccuplacertests up to three times after the one calendar year waiting period. If the applicant does not
achieve a passing score on each of the required test(s) after these three attempts, the applicant will not be able to take the
Accuplacertests again for admission to a program at the university.
In addition to meeting the minimum scores on the Accuplacer tests, each applicant must complete a questionnaire and an essay,
and have an interview with the Program Director or designee. The interviewer will use a Candidate Interview form for the interview
and will award points for the applicant’s questionnaire, essay, and responses in the interview according to a departmental rubric.
The interviewer will award points according to the departmental rubric for the applicant’s scores on theAccuplacer examination,
other examinations, or a grade point average earned for a degree or diploma. The interviewer will combine these points with the
points awarded for the questionnaire, essay, and interview into a total score according to the departmental rubric. Based on the
total score, the applicant will be ranked among the other applicants who are applying for admission to the program with the current
cohort.
The applicants who have met the minimum admission policies for an associate degree program, and who have the highest number
of points awarded for the questionnaire, essay, interview and examination scores or grade point average, will be accepted for
admission to the current cohort. Should an opening occur, the applicant who has the next highest number of combined points may
be accepted for admission. If there are more than 45 individuals qualified for admission in a given cohort, those who are not
admitted to the current cohort will be considered for admission into a subsequent cohort.
Applicants to the veterinary technology program are required to complete a background check form and pay the background
check fee at least one business day prior to the start of classes.
Applicants with Criminal Convictions
Individuals with a criminal history may not be able to obtain licensure from the California Veterinary Medical Board. Licensure is
required to work in this field. Without a license, you will not be able to obtain a job as a Veterinary Technician.
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The university does not determine whether persons with a criminal history are eligible for licensure. California state law requires a
criminal background check be conducted on anyone applying for licensure as a registered veterinary technician. Determination of
eligibility is made on a case-by-case basis by The California Veterinary Medical Board. The Board determines licensure eligibility at
the time you apply for licensure, following a required criminal background check. State law requires that the background check be
conducted on anyone applying for licensure as a registered veterinary technician.
Individuals with a criminal history may be considered for admission to the Veterinary Technician Program on a case-by-case basis.
Stanbridge University will consider the nature and the severity of the acts or crime, the time that has elapsed since the commission
of the act/crimes, the extent to which the applicant has complied with any terms or conditions of the probation imposed, and any
other relevant evidence of rehabilitation.
Admission to the Veterinary Technician Program is NOT a guarantee that the California Veterinary Medical Board will determine that
an individual is qualified for licensure.
Internship facilities may require release of background check data and criminal convictions may affect the ability of the Veterinary
Technology program to place the student in an internship and, thus, may delay the student’s graduation date or affect the student’s
ability to complete the program.
The following is an excerpt from the Veterinary Medical Board RVT application instructions document and is provided for
clarification:
Section 144(b) of the Business and Professions Code authorizes the Veterinary Medical Board (Board) to collect fingerprints for
background checks of applicants for registration. Fingerprints must be submitted electronically via Live Scan pursuant to Penal
Code Section 11077.1. Fingerprinting is required to take the RVT Examination; the results from Live Scan must be received by the
Board prior to examination.
Criminal Offender Record Information (CORI) is information identified through fingerprint submission to the California Department
of Justice (DOJ). CORI information includes criminal history information maintained by California local law enforcement, the DOJ,
the Federal Bureau of Investigation (FBI) and other state law enforcement. CORI information is confidential and used solely for the
purpose of determining whether an applicant has criminal history that would-be grounds for denial of an application, or suspension
or revocation of a registration pursuant to Section 475 – 499 of the Business and Professions Code.
Candidates must disclose on the application whether or not there has been any disciplinary action taken against any registration,
license, or certificate as a veterinary technician or any veterinary related license including revocation, suspension, probation,
voluntary surrender, or any other proceeding in any state, territory or province. A separate letter explaining the action is required.
Candidates who have been convicted of, or pled no contest to, any violation of any law of the United States, any state or local
jurisdiction, or any foreign country, must attach a letter of explanation that includes the type of violation, the date, circumstances
and location, and the complete penalty received. Also include certified copies of arrest records and court documents. You must
include all misdemeanor and felony convictions, regardless of the age of the conviction, including those which have been set aside
and/or dismissed under Penal Code Section 1000, 1203.4 or 1210.1. (Traffic violations involving driving under the influence, injury
to persons or providing false information must be reported).
For more information regarding Live Scan, please refer to the “Fingerprinting Requirements” information in this package, or the
Board’s web site (www.vmb.ca.gov/applicants/examinations.shtml). Your fingerprints must be processed at a Live Scan facility, and
service must include both the DOJ and the FBI. Fingerprint processing fees are paid directly to the Live Scan facility.
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ASVT TRANSFER CREDIT POLICIES
Students who have completed coursework at a university or college that is regionally or nationally accredited by an agency
recognized by the United States Department of Education may request an evaluation for transfer credit prior to program enrollment.
Transfer credit may be awarded for ASVT program animal science courses:
Animal Anatomy (VET1111) and Animal Physiology (VET1112) if the course:
was taken within two (2) years of enrollment;
was completed with a B (or better);
is equivalent in didactic/lab learning and hour components; and
meets the university’s transfer credit requirements.
Transfer credit may be awarded credit for General Education (GE) courses:
Biology (BIO1010), Chemistry (CHM1010), Public Speaking (COM1047), College Writing I (ENG1015), and College Algebra I
(MATH1014) if the course:
was completed with a C (or better);
is equivalent in didactic/lab learning and hour components; and
meets the university’s transfer credit requirements.
All other transfer credit policies of the university apply.
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ASVT GRADING POLICIES
Grading
Veterinary Technology students must attain a cumulative grade point average of C (75%) in each course, including general
education courses, to graduate excluding the program exit exams for which the requirements are listed under graduation
requirements. If a course grade is below 75%, the course must be remediated. Students may not remediate more than three (3)
courses in a program. If the student fails a fourth (4th) course, the student will be dismissed. End-of-term cumulative exams are not
counted as courses for the purpose of calculating the number of failed courses.
Essential Skills Policies
Students will receive a copy of the essential skills book in booklet form for their own reference. All successfully completed skills will
be signed off by the course instructor and documented in each cohort’s essential skills binder which is maintained in the ASVT
office. All essential skills required for graduation must be completed with a “pass” score by the end of VET 2103.
Remediation Policy
Remediation actions for unsatisfactory academic progress in a theory course are required for a student to continue in the program.
If a student fails a course with a final grade below 75%, the student will be expected to remediate the course failure by taking an
alternate cumulative examination on the material covered in the original course. The student will be considered to have successfully
remediated the course if he/she achieves a passing score of 75% or higher on the alternate examination. Students will not be
allowed to take a course remediation exam until all assignments for the course have been turned in and the student is cleared by
the instructor.
Students may attempt the alternate theory remediation examination three (3) times. Regardless of the score achieved on the
alternate examination and completed homework assignments, the maximum grade that will be entered into the student’s grade
record for any remediated course will be 75%. Remediation of any failed course must be performed prior to the start of the next
term. If a course is not successfully remediated, the student’s failing grade will be recorded as the grade for the un-remediated
course, and the student will be dismissed from the program.
Failure of a laboratory or clinical course cannot be remediated and will result in dismissal from the program.
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ASVT ATTENDANCE POLICIES
Theory Class Hours and Attendance
Students must refer to their schedule for the actual class dates.
Veterinary Technology Program: Four or five days per week (depending on term) Monday through Friday from 8:00 A.M. PST and
concluding on or before 4:30 P.M. PST. Internship hours total 280 hours over 13 weeks with the hours determined by the facility or
practice attended. An on-campus review of 40 hours distributed over 13 weeks is also required.
Note: Alternate days or different shifts may be required for certain Veterinary Technician facility labs and Internship.
Absence and Tardiness
The maximum number of allowable missed theory class sessions in a single term is nine (9) with the exception of VET2300 Internship
where only one (1) on campus review session can be missed. Students will be marked absent if they miss more than 50% of a class
session at the beginning, during or towards the end of a session. Students not remediating theory class sessions prior to the start of
the new term or exceeding the limit of missed class sessions will be dismissed from the program.
Absences and tardies for theory class sessions will be remediated by completion of an assignment associated with the objectives for
the missed class sessions/tardy at the discretion of the course instructor.
Remediation assignments are due no later than the 7th day after the missed session. When a student misses a class session, it is
his/her responsibility to contact the instructor to schedule the remediation of the missed coursework.
LAB AND CLINICAL ATTENDANCE
It is the student’s responsibility to attend all clinical training sessions, both on and off campus in order to complete AVMA-required
skills necessary for graduation.
One (1) lab/clinical absence is allowed per term. Exceptions occur with all designated lab courses where a student’s absence on
specific essential skills lab days are prohibited which are noted in the syllabi and the Program Overview course table. Students
missing more than the allowed lab or clinical sessions per term are subject to dismissal from the program
Laboratory or clinical absences will be remediated by completion of an assignment associated with the objectives for the missed
session at the discretion of the course instructor.
Absences during VET 2300 Veterinary Internship and VET 2000 Veterinary Preceptorship must be remediated on an hour-for-hour
basis with the clinical site prior to the end of the term.
MAKEUP OF COURSE QUIZZES OR EXAMINATIONS DUE TO ABSENCE
Any examination(s) missed due to absence from a theory class must be made up within 1 week from the date the examination was
given or a grade of zero will be assigned to the examination. Regardless of the score achieved on the makeup exam, the maximum
grade that will be entered into the student’s grade record for any makeup quiz or examination in a theory class will be 75%.
STUDENT RESPONSIBILITIES AT CLINICAL FACILITIES
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Students are responsible for the following while at clinical facilities (this includes facilities visited during VET 1100C, VET 1200C, VET
1300L, VET 2000, VET 2102C, VET 2221L, and VET 2300 or any other ASVT course):
Protecting, first and foremost, the health and safety of patients at clinical facilities.
Honoring the preservation of client/patient privacy by scrupulously observing confidentiality of client/patient information.
Violation of client/patient confidentiality may lead to dismissal of the student from the program.
Seeking the guidance of a Stanbridge University instructor or clinical site when unsure of what to do.
Arranging for transportation to and from school, clinical facilities, and other designated locations for instruction in the ASVT
program. Students are responsible for arranging their personal schedules to meet prearranged facility schedules.
Making the didactic and clinical schedule in the ASVT Program the top priority in their personal schedule.
Abiding by the rules and regulations of the clinical facilities.
Notifying the externship and preceptorship site and their instructor of any absences from a clinical facility. Failure to notify
the site and their instructor will result in disciplinary action up to and including dismissal from the program.
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ASVT DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The student in a Veterinary Technology program commits an unsafe practice in the clinical facility.
The student in a Veterinary Technology program that does not remediate each absence prior to the start of the new term.
The student in a Veterinary Technology program accumulates greater than nine (9) missed theory course sessions per term
and fails to provide sufficient documentation for the absences.
The student in a Veterinary Technology program accumulates more than one absence in any laboratory or clinical course per
term.
The student does not remediate a failed course in 3 attempts within 21 days or before the start of the next term, whichever is
shorter. The student must take one attempt per week or the attempt is forfeited.
The student in a Veterinary Technology program fails a laboratory or clinical course.
The student in a Veterinary Technology program does not pass the Program Exit Exam with a minimum required score of
750.
The student in a Veterinary Technology program does not remediate a failed term exam after 3 attempts or before the start
of the next term or program exit exam after 2 attempts.
The student in a Veterinary Technology program does not complete a minimum of four (4) hours of community service by
the end of the each term.
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ASVT ADDITIONAL POLICIES
SERVICE AND VOLUNTEER REQUIREMENTS
In order to graduate, students in the Veterinary Technology program must complete a minimum of four (4) hours of community
service per term during terms 1 through 5.
ASVT DRESS CODE
The Student ID must be worn at chest level and be conspicuous at all times.
Scrubs provided by the university must be worn unless otherwise indicated.
Scrubs must be clean and unwrinkled.
Shirts worn underneath the scrub uniform top may be short sleeve or long sleeve but must be black if visible. No other
undergarments may be visible.
During visits to large animal facilities, short or long sleeve coveralls may be worn.
Shoes and Stockings
Shoes must have a rubber/non-conductive sole and completely cover the foot, including the heel and toes.
Shoes must be clean at all times.
During visits to large animal facilities, closed toed, sturdy boots that can be fully disinfected are required.
Jewelry, Hair, and Nails
The only visible, pierced jewelry that is acceptable is a small, single, stud earring. Hoops, rings, or dangling earrings are not
allowed. Jewelry on other visible parts of the body are not allowed.
For men: Facial hair must be neatly trimmed and permit proper fit of personal protective equipment.
Rings may be worn, but may need to be removed during surgery rotation.
A watch with a second hand is mandatory at all times.
Hair must be pulled back out of the face and off the shoulders during labs. Hair color must be of a natural color; faddish or
unnatural colors or styles are not permitted.
Nails must be trimmed and kept clean at all times. Only clear nail polish is acceptable –other colors/designs are not allowed.
Artificial nails are not allowed during surgical rotations.
Tattoos
Tattoos and piercings are discouraged while in school due to increased chance of infection and the ability to comply with
Stanbridge and hospital policy.
Tattoos cannot be visible. Black, long sleeved shirts or “sleeves” must be worn with scrubs to cover any tattoos.
(Note: Clinical facilities may have uniform regulations in addition to the requirements listed above. Students must
comply with any additional uniform requirements at the clinical facilities in the program.)
Students not in compliance with the uniform standards policy will be issued a Notice of Deficiency and repeated violations may
result in disciplinary measures up to and including dismissal from the program.
Student Liability Insurance
The university provides professional liability insurance (malpractice insurance) for all students during all levels of clinical education.
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Students are required to provide their own health insurance. The student should carry a copy with him/her to the clinical facility as
the student may be requested to provide it to the facility for its records.
Student Acknowledgement of Risk
Veterinary Technology students will be required to sign, as a condition of their presence in clinical facilities, the following
acknowledgement:
I understand that due to my attendance at various veterinary clinical facilities, I will be exposed to potentially dangerous animals as well as
potentially infectious materials and diseases. I agree to follow all clinical facility protocols regarding patient safety, personal safety, and all
other protocols I have been taught at school.
I hereby confirm that I will seek the direction of my instructor or a facility supervisor should I be unclear as to how to proceed with patient
treatment or any other procedure, protocol, or process at the clinical facility.
I hereby indemnify and hold harmless Stanbridge University, its employees, agents, owners, and partnering clinical facilities from any liability
pertaining to any infectious disease, illness, or injury I may acquire or get as a result of my attendance at clinical facilities.
Immunizations
All students enrolled in the veterinary technology program are required to have proof of tetanus toxoid immunization and pre-
exposure rabies immunization and/or proof of a protective titer (where appropriate). Within 30 days of enrollment, students must
provide proof of rabies vaccination or a protective titer against rabies and proof of tetanus toxoid immunization within 5 years prior
to enrollment. Students unable to provide proof of vaccinations or protective titers will be expected to participate in a vaccination
program coordinated by the university which is included in the cost of the program.
Immunity to tetanus and rabies must be documented by either:
Written documentation providing evidence of current immunization for each organism.
Laboratory results verifying immunity.
Rabies: Rabies is a preventable viral disease of mammals most often transmitted through the bite of a rabid animal.
Rabies virus infects the central nervous system, causing encephalopathy and ultimately death. Pre-exposure rabies
vaccination is recommended for persons in high-risk groups, such as veterinarians, veterinary technicians, animal
handlers, and laboratory workers. Prophylaxis is given for several reasons; although pre-exposure vaccination does
not eliminate the need for additional medical attention after a possible rabies exposure, it simplifies therapy by
eliminating the need for human rabies immune globulin (HRIG) and decreasing the number of vaccine doses
needed, and it minimizes adverse reactions to multiple doses of vaccine. Second, it may enhance immunity in
persons whose post-exposure therapy might be delayed. Finally, it may provide protection to persons with an
apparent exposure to rabies.
Tetanus: Tetanus is an acute, often fatal, disease caused by an exotoxin produced by Clostridium tetani. It is
characterized by generalized rigidity and convulsive spasms of skeletal muscles. The muscle stiffness usually involves
the jaw (lockjaw) and neck and then becomes generalized. Seizures and death may occur. C. tetani is a bacterial
organism widely distributed in soil and in the intestine and feces of horses, sheep, cattle, dogs, cats, rats, guinea pigs,
and chickens. The organism usually enters the body through an open wound. Persons who received childhood
tetanus toxoid vaccines (DTP) typically only receive booster vaccines every 10 years.
Students absent from on-campus health clinics are required to complete and provide proof of the aforementioned
information within two weeks. Any absences accrued due to missing health records will be unexcused. Also, any
student who fails to submit the required health records by the due date will receive a Notice of Deficiency and will
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not be allowed to participate in activities involving live animals.
Personal Pet Policy
It is the policy of the ASVT program that no animals of any type be brought or allowed on campus property without prior permission
from the course instructor or program director. The veterinary technology program may, at times, invite certain people to bring
certain animals to campus for participation in teaching laboratories. However, veterinary technology students, like any other student
on campus, cannot make the decision to bring their personal pet(s) to campus without specific, prior invitation and/or permission
from a veterinary technology program faculty member. In addition, it is inappropriate for animals to be maintained in your personal
vehicle during any classroom or laboratory session. If a student is found to have an animal in their vehicle during class hours, the
student will be asked to leave and return without the animal. The student will be issued a Notice of Deficiency and may be subject
to dismissal from the program.
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ASVT GRADUATION REQUIREMENTS
All essential skills required for graduation must be completed with a “pass” score by the end of VET 2103.
A minimum grade of 800 on the Program Exit HESI Exam is required for graduation.
In order to graduate, students in the Veterinary Technology program must complete a minimum of four hours of community service
per term during terms 1 through 5.
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ASVT LICENSURE REQUIREMENTS
As of March 1 2014, upon graduation from the Associate of Science inVeterinary Technology(ASVT) program, students must pass
the Veterinary Technician National Examination (VTNE) and apply to the California Veterinary Medical Board to receive a California
veterinary technician license and thus become eligible for employment as a Registered Veterinary Technician (RVT). The VTNE is
given three times per year and is administered by the American Association of Veterinary State Boards (AAVSB).
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OTA GENERAL INFORMATION
ASSOCIATE OF OCCUPATIONAL SCIENCE IN OCCUPATIONAL THERAPY
ASSISTANT
Certified/Licensed occupational therapy assistants may seek employment as members of the rehabilitation team under the
supervision of a registered occupational therapist in hospitals, skilled nursing facilities, out-patient facilities, schools, mental health
facilities, and community-based programs and as an Activity Director (independent of supervision by a registered occupational
therapist) in adult day care programs, assisted living facilities, and skilled nursing facilities.
Program Learning Outcomes
PLO1. Produce graduates who are competent critical thinkers with effective clinical, quantitative reasoning, oral and written
communication, and information literacy skills.
PLO2. Produce graduates who demonstrate awareness of the diverse and changing nature of the patient populations served by
occupational therapy personnel.
PLO3. Graduate students with demonstrated academic and entry level clinical proficiency in occupational therapy knowledge,
intervention techniques, and skills applications.
PLO4. Provide an effective educational program leading to passage of the National Certification Examination administered by the
NBCOT.
PLO5. Provide an effective educational program leading to entry-level employment opportunities within the occupational therapy
profession.
PLO6. Graduate service-oriented professionals with the desire to seek out opportunities to serve society and the profession.
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OTA PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Associate of Occupational Science in
Occupational Therapy Assistant degree:
112 Quarter Credit Hours/$517.68 tuition rate per quarter credit hour
The approximate time to complete the program will vary according to the start and end dates of a cohort and ranges from 22 – 23
months for full time and 29 – 30 months for part-time, including holidays and breaks.
Scholarship requirements: a final GPA of 2.0 for all units attempted at Stanbridge University is required to graduate.
All academic policies and procedures in this catalog for the Associate of Occupational Science in Occupational Therapy Assistant
program are in effect for the Irvine Campus and the Los Angeles, Alhambra Branch Campus.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
OTA 1000 OTA Foundations 45 0 0 4.5 Yes
OTA 1001 Terminology 45 0 0 4.5 Yes
OTA 1002 Occupational Life-
Span Development
45 0 0 4.5 Yes
OTA 1003 Disease Conditions 42 0 0 4 Yes
OTA 1004 Mental Health
Basics
45 0 0 4.5 Yes
OTA 1005 Kinesiology 45 0 0 4.5 Yes
OTA 1005L Kinesiology Lab 0 0 30 1.5 Yes
OTA 1006 Fundamentals of
OTA Practice
42 0 0 4 No
OTA 1007 Physical
Dysfunction I
42 0 0 4 Yes
OTA 1008 Physical
Dysfunction II
42 0 0 4 Yes
OTA 1009 Pediatric OT 42 0 0 4 Yes
OTA 1010 Psychosocial
Dysfunction
42 0 0 4 Yes
OTA 2001 OTA Lab I 0 0 56 3.5 No
OTA 2002 OTA Lab II 0 0 56 3.5 No
OTA 2003 OTA Lab III 0 0 56 3.5 No
OTA 2010 First Level I
Fieldwork
0 40 0 1 No
OTA 2020 Second Level I
Fieldwork
0 40 0 1 No
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
OTA 2030 First Level II
Fieldwork
0 320 0 10.5 No
OTA 2040 Second Level II
Fieldwork
0 320 0 10.5 No
OTA 2050 Competencies 16 0 16 2 No
OTA 2060 End of Program
Review
56 0 0 4.5 No
OTA 1011 Documentation 48 0 0 4.5 Yes
ENG 1030 Effective
Professional English
35 0 0 3.5 Yes
HUM 1030 The Socio-Cultural
Experience
35 0 0 3.5 Yes
CIS 1006 Computer
Applications
35 0 0 3.5 No
SCI 1021 Anatomy and
Physiology
60 0 0 6 Yes
SCI 1021L Anatomy and
Physiology Lab
0 0 60 3 Yes
Standard Occupational Classification (SOC): 31-2011
Employment/Job Title: Occupational Therapy Assistants
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OTA FACULTY
Erika Agustin BA , COTA/L
Samantha Bajema ‡ MS, OTR/L
Eric Chung ‡ MA, OTR/L
Karen Donnelly BS, COTA/L
Karina Fakheri ‡ MOT, OTR/L
Cheryl Freels BS, OT/L
Frances Gee MS, OTR/L
Royya Guevarra AA, COTA/L
Jenna Hiebert BS, COTA/L
Dr. Candice Huang OTD
Tina Huang MS, OTR/L
Dana Lane‡ BA, COTA/L
Jane Liu ‡ MA, OTR/L
Jordan Major ‡ MOT, OTR/L
Maisoon Mangrio Bachelors
Myrha Mariano Bachelors
Nancy Olsen MA, OTR/L
Michelle Pak ‡ Masters
Satch Purcell MOT, OTR/L
Batstone Raja ‡ Masters
Adam Sanchez Bachelors
Cris Scionti Masters
Ashely Short Masters
Yorda Vasquez ‡ Masters
Dr. Bill Wong ‡ OTD, OTR/L
Lacy Wright ‡ MS, OTR/L
‡ Faculty are located at Los Angeles, Alhambra campus.
GENERAL EDUCATION FACULTY
Dr. Alexander Moran PhD Faculty Chair, Written and Oral Communication
Annabella Kraut MA GE Chair, Life and Physical Science
Edmund Pula MS Life and Physical Science
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Dr. Jolie Bell PhD Social and Behavioral Sciences
Kristen Chrisman MA Written and Oral Communication
Linda Silva MA Written and Oral Communication; Social and Behavioral Sciences
Natalie CongHuyen MS Life and Physical Science, Mathematics
Nathaniel Nesbitt MA Written and Oral Communication
Dr. Peter Poon PhD Life and Physical Science; Mathematics
Steve Ryan MA Written and Oral Communication, Computer Applications
Dr. Warren Washington PhD Social and Behavioral Sciences
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OTA ADMISSION POLICIES
Occupational Therapy Assistant program applicants will be considered for admission into the program if they achieve the minimum
scores on the required sections of theACCUPLACERtest of the College Board administered at the university, as defined in the
following chart.
Reading 232
Writing 234
Arithmetic 212
Statistics Algebra 206
The applicant may take each of theAccuplacer tests required for admission to a program up to three times initially, with at least 48
hours between attempts. If the applicant does not achieve a passing score on the required tests after three attempts, the applicant
must wait two months before retaking the failed test(s). After the two-month waiting period, the applicant may take the failed
Accuplacertest(s) up to three more times. If the applicant does not achieve a passing score after these three attempts, the applicant
must wait one calendar year before retaking all of theAccuplacertests required for admission to the program. The applicant will be
allowed to take each of theAccuplacertests up to three times after the one calendar year waiting period. If the applicant does not
achieve a passing score on each of the required test(s) after these three attempts, the applicant will not be able to take the
Accuplacertests again for admission to a program at the university.
In addition to meeting the minimum admission policies for an associate degree program, each applicant must complete a
questionnaire and have an interview with a designated member of the OTA faculty. The interviewer will use a candidate interview
form for the interview and will award points for the applicant’s responses on the questionnaire and in the interview according to a
departmental rubric.
The interviewer will also award points according to the departmental rubric for the applicant’s scores on the Accuplacer
examination, other examinations, or a grade point average earned for a degree or diploma. The interviewer will combine these
points with the points awarded for the questionnaire and interview into a total score according to the departmental rubric. Based
on the total score, the applicant will be ranked among the other applicants who are applying for admission to the program with the
current cohort.
The 35 applicants who have met the minimum admission policies for an associate degree program and, who have the highest
number of combined points awarded for the questionnaire, interview, and examination scores or grade point average, will be
accepted for admission to the current cohort. Should an opening occur, the applicant who has the next highest number of
combined points may be accepted. If there are more than 35 individuals qualified for admission in a given cohort, those who are
not admitted to the current cohort will be considered for admission into a subsequent cohort.
APPLICANTS WITH CRIMINAL CONVICTIONS
Applicants to the OTA program are required to complete a background check form and pay the background check fee at least one
business day prior to the start of classes.
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Many clinical facilities will not permit OTA applicants (or employees/volunteers) in the facility with certain felony or misdemeanor
convictions as part of an overall employment policy. Stanbridge University cannot admit OTA applicants who cannot attain the
mandated requirement of 640 level 2 fieldwork hours. Accordingly, applicants for admission with a felony conviction will not be
granted admission to the university. Certain types of convictions, regardless of whether felony or misdemeanor, will result in denial
of admission. These types of convictions include certain drug/substance abuse offenses, violent crimes and offenses requiring
mandatory reporting, such as elder abuse or child abuse.
Graduates of the program will be eligible to sit for the national certification examination for the occupational therapy assistant,
administered by the National Board For The Certification Of Occupational Therapy (NBCOT). After successful completion of this
exam, the graduate will be a certified occupational therapy assistant (COTA). In addition, all States require licensure to practice;
however, State licenses are usually based on the results of the NBCOT certification examination. A felony conviction may affect a
graduate’s ability to sit for the NBCOT certification examination or attain State licensure. The NBCOT describes the nature of the
character questions asked on the exam candidate applications in the Exam Handbook under the section titled,Character Review.
Please see the following link:
https://www.nbcot.org/-/media/NBCOT/PDFs/Cert_Exam_Handbook.ashx?la=en
For more information regarding this and other certification questions, or to obtain a Character Review prior to starting your
program, please contact the NBCOT:
NBCOT
One Bank Street, Suite 300, Gaithersburg, MD 20878
Phone: (301) 990-7979. Email: [email protected]
Individual State regulatory boards that issue licenses for the practice of occupational therapy must be contacted individually to
inquire about licensing questions or restrictions.
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OTA GRADING POLICIES
REMEDIATION POLICIES
Theory Course Remediation
The length of the Occupational Therapy Assistant program renders retakes for remediation purposes impossible if the student is to
continue in his/her program. Remediation actions for unsatisfactory academic progress are required to be allowed to continue in
the program. The student will be expected to take an alternate exam on the material covered in the original course exam and/or
complete a remediation assignment and will be considered to have successfully remediated the course when he/she has achieved a
passing score on the alternate exam or assignment. Regardless of the score achieved on the alternate exam or remediation
assignment, the maximum grade that will be entered into the student’s grade record for any remediated course will be 75%.
Remediation of any failed course must be performed within twenty-one (21) days of the posting of the failing course grade or prior
to the start of the next term, whichever is shorter. Students may take up to three remediation attempts (if necessary), one per week
during the remediation period. If a course is not successfully remediated, the student’s failing grade will be recorded as the grade
for the un-remediated course and the student will be dismissed. An exception to this policy is the End of Program Examination for
OTA Students. This exam has only one remediation attempt. Remediation of Term Exit Exams must occur prior to the start of the
next term. Students who fail to successfully remediate a failed Term Exit Exam will be dismissed from the Occupational Therapy
Assistant Program.
Students may not remediate more than 3 courses in a program. If a student fails a fourth (4) course, the student will be dismissed.
Students that are dismissed due to four (4) course failures who re-enroll to the program will be dismissed upon failing a second (2)
course after their return. Students that are dismissed, re-enroll, and fail a second course will be dismissed and will have the
opportunity to re-enter the program only as a new student to repeat the entire program. The term review courses are counted as
failed courses. The OTA 2060-Phase II Review course is the only theory course that is an exception to this policy of repeating the
OTA program upon a 6th course failure.
Laboratory Course Remediation
Laboratory courses are Pass/Fail based on the student achieving a minimum number of points on the Skills Checklist, which includes
demonstrated skills, completion of projects, quizzes, exams and professionalism points. Lab course failures are not eligible for
course remediation and must be repeated. In the event that a student does not receive a passing laboratory grade due primarily to
a deficiency in professionalism points, the student must submit a written plan of correction to address the professionalism
deficiencies to the laboratory instructors, program director, or program director’s designee. The plan must demonstrate that the
student understands what the deficits were and how the deficits will be corrected. The student will have one (1) opportunity to
submit the plan of correction within seven (7) calendar days of the end of the laboratory course. An unsatisfactory plan of correction
will result in a failing grade for the laboratory course, and the student will be dismissed from the occupational therapy assistant
program.
Satisfactory Academic Progress Requirements: Occupational Therapy Assistant
Tutorial sessions and meetings with the university’s Academic Success Coordinator may be mandatory for students at risk of not
meeting satisfactory academic performance requirements.
The level I and level II fieldwork portions of the OTA program are considered to be part of the entire curriculum and must be
completed within a maximum of 1 ½ times beyond the normal length of the program. Students who do not finish level I and level II
fieldwork within this time frame will be required to apply for admission and repeat the program as a new student. Tutorial sessions
and meetings with the university’s Academic Success Coordinator may be mandatory for students at risk of not meeting satisfactory
academic performance requirements.
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OTA ATTENDANCE POLICIES
CLASS HOURS
Students must refer to their schedule for the actual class dates.
Theory classes occur three or four days per week, depending on term: (Monday through Thursday or Tuesday through Friday).
Theory class schedule is 8:00 A.M. to 2:30 P.M. PST (tutorial periods for theory classes are scheduled between 2:30 P.M. and 4:30
P.M. PST). OTA Laboratory days are 8:00 A.M. to 4:30 P.M. PST. Students must complete fieldwork days and hours based on the
practices at each individual location, which is typically Monday through Friday from 8:00 A.M. to 4:30 P.M. PST. Students must be
prepared to follow earlier or later starts as required by the particular practices of the location. Typically, fieldwork days are Monday
through Friday from 8:00 A.M. to 4:30 P.M. PST (Terms 3, 4, 5, and 6). Part-Time OTA evening classes are Tuesday and Thursday
evenings or Monday and Wednesday evenings from 6:00 P.M. to 10:00 P.M. PST and Saturdays from 8:00 A.M. to 2:30 P.M. PST.
Part-time OTA Laboratory (Saturdays) days are 8:00 A.M. to 4:30 P.M. PST. All full-time class hours for the OTA program are in effect
for the Irvine Campus and the Los Angeles, Alhambra Branch Campus.
Part-Time OTA students must complete fieldwork days and hours based on the practices at each individual location, which is
typically Monday through Friday from 8:00 A.M. to 4:30 P.M. PST. Students must be prepared to follow earlier or later starts as
required by the particular practices of the location. Typically, fieldwork days are Monday through Friday from 8:00 A.M. to 4:30 P.M.
PST. Part-time program hours are in effect for the Irvine Campus and Los Angeles, Alhambra Branch Campus.
Note: Alternate days or different shifts may be required for certain OTA fieldwork experiences, due to clinical facility student census
restrictions or facility availability. Some fieldwork may be offered on a 10 or 12 hour shift to match clinical facilities’ schedules.
In support of the requirements for OTA programs, OTA students may not graduate without completing the objectives for theory
classes, performing fieldwork objectives and completing a minimum of two weeks of Level I fieldwork and 16 full-time weeks of
Level II fieldwork. No part of Level I fieldwork can be substituted for any part of Level II fieldwork.
THEORY CLASSES
Remediation and Limit of Theory Absences
Absences from theory classes will be remediated by completion of an assignment associated with the theory objectives for the day
of absence. A maximum of 3 sessions of theory absence may be remediated in a single term.
Makeup of Course Examinations Due to Absence
Any examination(s) missed due to absence from a theory class must be made up by the 7th day after the student returns to school
or a grade of zero will be assigned to the examination. Regardless of the score achieved on the makeup exam, the maximum grade
that will be entered into the student’s grade record for any makeup examination in a theory class will be 75%.
LAB CLASSES
Remediation and Limit of Lab Absences
OTA Lab absences will be remediated by demonstrating proficiency in the lab objectives for the day of absence. A maximum of two
days of OTA lab absence may be remediated in a single term. Students are responsible for obtaining their remediation
assignments from their lab instructor per the directions written on the Skills Checklist
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CLINICAL FIELDWORK
Fieldwork Absences
Absences from Level I and Level II fieldwork will be remediated by performing additional fieldwork assignments on a day-for-day
basis for each absence. Students are responsible for obtaining their remediation assignments from the Academic Fieldwork
Coordinator in conjunction with the fieldwork site supervisor(s). Students are limited to remediating 2 days of Level I fieldwork per
placement. Students are limited to remediating 3 days of Level II fieldwork in a Level II placement and 6 total days in both
placements. Remediation of all absences incurred in the first Level II fieldwork must be remediated prior to commencing the
second Level II fieldwork. Remediation of all second Level II fieldwork absences must be completed prior to graduation and
recommendation to NBCOT for the student to be allowed to take the certification examination. Multiple tardies or early outs from
fieldwork are possible grounds for dismissal and are evaluated on an individual basis in collaboration with site personnel. A no-
show, no-call at a fieldwork site is also possible grounds for dismissal and is evaluated on an individual basis in collaboration with
site personnel. Failure to submit fieldwork time sheets per the time sheet instructions is possible grounds for failure and dismissal.
Failure to submit fieldwork-related assignments per the assignment instructions, including additional projects requested by
fieldwork site personnel, is possible grounds for failure and dismissal.
Additional Requirements Requested by Sites
A fieldwork site may have additional requirements for students to meet in order for the students to attend the site for fieldwork. It is
the responsibility of students to meet these additional requirements. These additional requirements include, but are not limited to,
proof of:
DMV driving record
Double TB test within a specific timeframe, MMR Vaccination and/or proof of immunity (titer)
Drug testing
Flu shot
Health insurance
Live Scan or other additional background checks
Updated Physical Examination
Varicella (chicken pox) Vaccination or proof of immunity
It is the student’s personal and financial responsibility to complete these additional requirements and, depending on the site, to
allow 4-6 weeks for the processing of results prior to the start of any fieldwork at the site. If a student is having difficulty completing
the additional requirements, the student must immediately inform his or her fieldwork coordinator.
If one or more of your assigned fieldwork sites have any of these additional requirements, and you are not able to complete the
additional requirements, it could impact your ability to attend fieldwork and keep you from progressing in the program. It is the
student’s responsibility to prepare ahead of time for the cost of any of these additional requirements.
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OTA DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The student in an Occupational Therapy Assistant program exceeds greater than 18 hours of theory absence, exceeds 16
hours of Lab absence, exceeds 2 days of Level I fieldwork absence in a term, exceeds 3 days of absence in a Level II
fieldwork and fails to provide sufficient or acceptable documentation for the absences.
The student has multiple tardies or early outs or is a no-show, no-call at a facility.
The student commits an ethical violation in, or related to, the fieldwork facility.
The student who does not complete all fieldwork requirements within a maximum of 1 ½ times beyond the normal length of
the program will be dismissed and required to reapply for admission and repeat the Occupational Therapy Assistant
program as a new student.
The student commits an unsafe practice in the fieldwork facility.
The student fails a fourth (4th) course.
The student that is previously dismissed due to four (4) course failures, and re-enrolls into the Occupational Therapy
Assistant program and fails a 2
nd
course
The student does not remediate a failed course in 3 attempts within 21 days or before the start of the next term, whichever is
shorter. The student must take one attempt per week or the attempt is forfeited.
The student does not remediate a failed term exit exam after 3 attempts or before the start of the next term.
The student does not pass the Program Exit Exam with a minimum required score of 80%, and is unable to obtain 80%
through remediation via the remediation policy. Only one (1) remediation attempt is permitted for the program exit exam.
Should a student fail the remediation attempt for the program exit exam they must repeat the OTA 2060-Phase II Review
course, which may require dismissal from the program, before repeating the course.
The student does not complete a minimum of sixteen (16) hours of community service by the end of the program.
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OTA FIELDWORK POLICIES
MAINTAINING REQUIREMENTS FOR CLINICAL EDUCATION
All OTA students are responsible for maintaining the accuracy of the foregoing student health information. This includes, but is not
limited to, PPD, chest X-ray, (if PPD is positive), Hepatitis B series, physical, and the American Heart Association BLS. It is mandatory
for each student to keep these health records current at all times. No student is allowed to attend Fieldwork with expired health
information. It is the responsibility of the student to bring documentation of new health records prior to their expiration; this
includes, but is not limited to, PPD tests and the American Heart Association BLS. Student Services provides optional health center
referrals upon request for any student needing to update their health records. Students are responsible to pay for any necessary
renewals of health records. Any student with expired health information will not be allowed to attend Fieldwork without updating
the expired information. Any absences accrued due to expired health records may not have remediation limits waived. Failure to
provide any of these health records in a timely manner may result in the student missing a fieldwork course and may result in
dismissal from the program. Also, any student who accrues absences due to expired health records may receive a Notice of
Deficiency.
Health Record Expiration Timeline
PPD skin test/TB test 1 year
AHA Basic Life Support 2 years
Chest X-ray 4 years
STUDENT RESPONSIBILITIES AT FIELDWORK FACILITIES
Students are responsible for the following while at clinical facilities:
Protecting, first and foremost, the health and safety of patients at facilities where they perform their fieldwork.
Honoring the preservation of patient privacy by scrupulously observing confidentiality of patient information. Violation of
patient confidentiality may lead to dismissal of the student from the program.
Seeking the guidance of a Stanbridge University Fieldwork Coordinator or faculty member when unsure of what to do.
Arranging for transportation to and from school, fieldwork facilities and other designated locations for instruction in the OTA
program. Note: Some periods of fieldwork facility education may not match other schedules (for days of the week or hours
of clinical education) due to facility-driven scheduling. Students are responsible for arranging their personal schedules to
meet prearranged facility schedules.
Making the didactic and clinical schedule in the OTA Program the top priority in their personal schedule.
Abiding by the rules and regulations of the clinical facilities during clinical rotations.
Notifying the fieldwork site and the school’s fieldwork coordinator of any absences from a fieldwork placement. Failure to
notify the site and the fieldwork coordinator will result in disciplinary action up to and including dismissal from the program.
STUDENT ACKNOWLEDGEMENT OF RISK AT FIELDWORK FACILITY ROTATIONS
Occupational Therapy Assistant students will be required to sign, as a condition of their presence in clinical facilities for clinical
education, the following acknowledgement:
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I understand that due to my fieldwork rotations at various facility settings, I will be exposed to potentially infectious materials and
diseases. I agree to follow all fieldwork facility protocols regarding patient safety, personal safety, and all other protocols I have
been taught at school during clinical facility orientations and during my clinical rotations.
I hereby confirm that I will seek the direction of my instructor or a facility mentor should I be unclear as to how to proceed with
patient treatment or any other procedure, protocol or process at the clinical facility.
I hereby indemnify and hold harmless Stanbridge University, its employees, agents, owners and partnering clinical facilities from any
liability pertaining to any infectious disease, illness, or injury I may acquire or get as a result of my participation in my fieldwork
rotations, including any infectious disease, illness, or injury I may acquire as a result of my participation in a potentially dangerous
clinical rotation such as at a Mental Health Unit/Ward/Facility.
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OTA ADDITIONAL POLICIES
OTA DRESS CODE
General
The Student ID must be worn at chest level and be conspicuous at all times.
Polos must bear the Stanbridge University logo on the left breast of the shirt.
Polos must be clean and unwrinkled.
Undershirts worn underneath the polo uniform top may be short sleeve or long sleeve but must be white, grey, or black if
visible and V-neck style. No other undergarments may be visible.
Shoes and Stockings
Shoes must have a rubber/non-conductive sole. No high heels.
Shoes must be closed toe and must be clean at all times.
Plain, non-flashy sneakers are acceptable in solid, non-bright or non-fluorescent colors.
Jewelry, Hair, and Nails
For women: The only visible, pierced jewelry that is acceptable is a small, single, stud earring. Hoops, rings, or dangling
earrings are not allowed. Jewelry on the tongue, eyebrows, nose, or lips is not allowed.
For men: Visible pierced jewelry is not allowed. Facial hair must be neatly trimmed to a maximum length of ½ inch to permit
proper fit of personal protective equipment (as recommended by the Center for Disease Control), and not be of a faddish or
unusual appearance.
Only a plain wedding band is acceptable.
Hair must be pulled back out of the face and off the shoulders. Hair color must be of a natural color; faddish or unnatural
colors or styles are not permitted.
Hair accessories must be plain.
Nails must be trimmed and kept clean at all times. Nail length must be kept at a maximum of 2 mm overhang. Artificial nails
are not allowed.
Tattoos cannot be visible. Tattoos and piercing are discouraged while in school due to increased chance of infection and the
ability to comply with Stanbridge and hospital policy.
Clinical facilities may have other requirements or regulations in addition to the requirements listed above. Students must
comply with any additional uniform requirements at the fieldwork facility.
PHYSICAL MEDICAL EXAM
Prior to any activities at clinical facilities, students must undergo a physical examination, PPD skin test (and/or chest X-ray if PPD is
positive). Failure to provide timely documentation of these medical requirements may result in the student missing a fieldwork
course, and this may result in dismissal from the program. Students who do not complete these medical requirements will not be
provided with special clinical sites that do not require the missing items. Only students who are unable to take particular
vaccinations due to healthcare restrictions, and who provide appropriate documentation from their physician, are eligible for
special accommodations regarding clinical site placement. These vaccinations are paid for as part of the OT equipment and
supplies cost and must be completed with that of the other students in the cohort (with the exception of a chest X-ray). A three
injection series Hepatitis B vaccination is also provided to all students and is strongly recommended but not required by Stanbridge
University. Students absent from on-campus health clinics are required to complete and provide proof of the aforementioned
information within two weeks. Any absences accrued due to missing health records may be unexcused. Also, any student who fails
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to submit the required health records by the due date will receive a Notice of Deficiency from the administration. If a student has
documentation of previous Hepatitis B vaccination (as proven by titer or documentation of administration of the vaccine series),
he/she will not have to undergo a second vaccination. The annual influenza vaccination is not required by Stanbridge University,
but is highly recommended and may be required by fieldwork sites.
BLS CERTIFICATION
Completion of a course in Basic Life Support for Healthcare Workers is required prior to clinical education in a clinical facility and is
included in the Stanbridge University OTA curriculum. Students absent from the BLS class must obtain certification at their own
expense before attending a clinical facility. Only the American Heart Association Certification will be accepted.
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OTA GRADUATION REQUIREMENTS
Occupational Therapy Assistant students must attain a cumulative grade point average of C (75%) in each course to graduate. If a
course grade is below 75%, or clinical skills are not all successfully demonstrated, the OTA student may be placed on Academic
Probation and the deficiencies must be remediated within three (3) attempts and within sufficient time, as determined by the
faculty/administration, to continue in the program without disruption of the program continuity. The OTA Program Exit Exam
requires a score of 80% in order to pass the course and graduate.
In order to graduate, students in the Occupational Therapy Assistant program must complete a minimum of four (4) hours of
community service per term during terms 1 through 4 for a total of 16 community service hours by the end of the program.
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OTA LICENSURE REQUIREMENTS
Following graduation from the program, students must pass the National Board for the Certification of Occupational Therapy
(NBCOT) examination and apply to the appropriate State Regulatory Board for the State(s) they plan to work in to receive a license
and thus become eligible for employment as a certified occupational therapy assistant, licensed (COTA/L).
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PTA GENERAL INFORMATION
ASSOCIATE OF SCIENCE IN PHYSICAL THERAPIST ASSISTANT (PTA)
Graduates with an Associate of Science in Physical Therapist Assistant degree from a CAPTE-accredited PTA program may apply to
the Physical Therapy Board of California (PTBC) for permission to take the two examinations required for licensure, the National
Physical Therapy Examination (NPTE) for physical therapist assistants and the California Law Examination (CLE).
After passing these examinations and receiving a license from the PTBC, the student will be eligible to obtain employment as a
licensed physical therapist assistant.
MISSION
The mission of the Physical Therapist Assistant Program is to provide high quality education that encompasses the theory,
knowledge, and clinical skills needed to produce caring, competent, and qualified entry-level physical therapist assistants.
PROGRAM GOALS
1.
The program will prepare graduates to serve as entry-level generalist physical therapist assistants who function effectively
under the direction and supervision of a licensed physical therapist.
2.
The program will offer a current, evidence-based, comprehensive curriculum that will prepare students to practice as
licensed physical therapist assistants in a variety of care settings and communities.
3.
The program will engage students in clinical education experiences that provide a variety of settings and locations where
learners apply didactic knowledge and further develop clinical skills.
4.
The program will prepare graduates to meet state licensure requirements and attain gainful employment.
STUDENT GOALS
1.
Students will demonstrate proficiency in the standards of practice necessary to provide quality physical therapy services.
2.
As advocates for the profession, students will demonstrate social responsibility in the community.
3.
Students will provide physical therapy care in an ethical, compassionate, and effective manner.
FACULTY GOALS
1.
Faculty will maintain academic and clinical currency in the physical therapy field.
2.
Faculty will provide supportive, active and stimulating learning environments.
3.
Faculty will foster a learning environment of integrity, equity, and mutual respect.
SCHEDULE
PTA students will be on campus three to five days a week. Theory classes meet 8:00 A.M. to 2:30 P.M. PST with a 30-minute lunch.
Lab courses are held 8:00 A.M. to 4:30 P.M. PST with a 30-minute lunch. The Clinical Practicum and two Clinical Affiliations are forty
(40) hours per week each for 4 and 6 weeks each, respectively.
Practicum: 4 weeks
Affiliation I: 6 weeks
Affiliation II: 6 weeks
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PTA PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Associate of Science in Physical Therapist
Assistant degree:
122 Quarter Credit Hours/$469.55 tuition rate per quarter credit hour
The approximate time to complete the program will vary according to the start and end dates of a cohort and ranges from 20-21
months, including holidays and breaks.
Quarter Hours of Credit: minimum 122 quarter hours of credit.
Scholarship requirements: a final GPA of 2.0 for all units attempted at Stanbridge University is required to graduate. A minimum
grade of C or ≥75% in each theory course, ≥ 80% in each lab course, and passing of all clinical education courses are also required to
graduate.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
PTA 1001 Introduction to PTA* 15 10 2 No
PTA 1002 Pathology* 36 3.5 No
PTA 1003 Documentation* 20 4 2 No
PTA 1102 Term 2 Review** 22 1.5 No
PTA 1004 Kinesiology 22 12 2.5 No
PTA 1005 Therapeutic Exercise I 31.5 22.5 4 No
PTA 1006 Procedures 20 28 3 No
PTA 1007 PTA Practice I* 12 12 1.5 No
PTA 2001 PTA Lab I 48 3 No
PTA 1103 Term 3 Review 22 1.5 No
PTA 1008 Therapeutic
Measurement and Testing
14 28 2.5 No
PTA 1009 Modalities 15 21 2.5 No
PTA 1010 Therapeutic Exercise II 31.5 22.5 4 No
PTA 1011 PT thru the Lifecycle 36 18 4.5 No
PTA 2002 PTA Lab II 48 3 No
PTA 1104 Term 4 Review 22 1.5 No
PTA 1012 Neurologic
Interventions I
10 10 1.5 No
PTA 1013 Electrotherapy 12 12 1.5 No
PTA 1014 Orthopedic
Interventions I
10 10 1.5 No
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
PTA 2003 PTA Lab III 24 1.5 No
PTA 2010 Practicum 160 6 No
PTA 1105 Term 5 Review 12 1 No
PTA 1015 Neurologic
Interventions II
27 22 3.5 No
PTA 1016 Orthopedic
Interventions II
27 22 3.5 No
PTA 1017 PTA Practice II 27 22 3.5 No
PTA 2004 PTA Lab IV 48 3 No
PTA 1106 Term 6 Review 22 1.5 No
PTA 1018 Professional Issues* 18 1.5 No
PTA 2030 Affiliation I 240 9 No
PTA 1107 Program Review I* 24 2 No
PTA 2040 Affiliation 240 9 No
PTA 1108 Program Review II* 50 4.5 No
SCI 1010 Human Anatomy I 24 27 3.5 No
COM 1050 Fundamentals of
Public Speaking**
30 3 Yes
SCI 1020 Physiology 36 3.5 No
MATH 1040 Elementary
Statistics**
30 3 Yes
PSY 1010 Introduction to
Psychology**
30 3 Yes
SCI 1015 Human Anatomy II 24 27 3.5 No
ENG 1005 Introduction to
Written Communication**
30 3 Yes
SOC 1030 Social Trends and
Issues**
30 3 Yes
* Blended course
** Online course
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Standard Occupational Classification (SOC): 31-2021
Employment/Job Title: Physical Therapist Assistants
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PTA FACULTY
Dr. Soraya Allie PT, DPT
Dr. Dilyana Aly PT, DPT
Dr. Rodiel Baloy PT, DPT, MS, CSCS
Randi Berry PT
Mr. Joseph Blanscet PT, FAAOMPT
Dr. Jordan Cardoza PT, DPT
Ms. Rebecca DeRuyter PT, MPT, Cert. MDT
Dr. Lauren Eberhardt PT, DPT, NCS
Dr. Guillermo Escalante DSc, MBA, PTA, ATC, CSCS, CISSN
Dr. Sheila Espina‡ PT, DPT
Rebekah Green PTA
Dr. Makenzie Heisdorf PT, DPT
Dr. Jenny Huang‡ PT, DPT
Ms. Samantha Klabius PT, OCS, FAAOMPT
Dr. Matthew Klein‡ PT, DPT, OCS, FFAOMPT
Dr. Tierney Loveland Grace PT, DPT
Dr. Jennifer Manning PT, DPT, OCS, CSCS
Dr. Linsey Neglio PT, DPT
Dr. Denny Patel PT, DPT, CSCS
Dr. Amanda Peeler PT, DPT
Dr. Roberta Pennington PT, DPT
Dr. Lori Roelofs PT, DPT
Dr. Michael Traficante PT, DPT, PTA
Dr. Christopher Witt‡ PT, DPT
‡ Faculty are located at Los Angeles, Alhambra campus.
GENERAL EDUCATION FACULTY
Dr. Alexander Moran PhD Faculty Chair, Written and Oral Communication
Annabella Kraut MA GE Chair, Life and Physical Science
Edmund Pula MS Life and Physical Science
Dr. Jolie Bell PhD Social and Behavioral Sciences
Kristen Chrisman MA Written and Oral Communication
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Linda Silva MA Written and Oral Communication; Social and Behavioral Sciences
Natalie CongHuyen MS Life and Physical Science, Mathematics
Nathaniel Nesbitt MA Written and Oral Communication
Dr. Peter Poon PhD Life and Physical Science; Mathematics
Steve Ryan MA Written and Oral Communication, Computer Applications
Dr. Warren Washington PhD Social and Behavioral Sciences
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PTA ADMISSION POLICIES
Physical Therapist Assistant program applicants will be considered for admission into the program if they achieve the minimum
scores on the required sections of theACCUPLACERtest of the College Board administered at the university, as defined in the
following chart.
Reading 232
Writing 234
Arithmetic 212
Statistics Algebra 206
The applicant may take each of theAccuplacer tests required for admission to a program up to three times initially, with at least 48
hours between attempts. If the applicant does not achieve a passing score on the required tests after three attempts, the applicant
must wait two months before retaking the failed test(s). After the two-month waiting period, the applicant may take the failed
Accuplacertest(s) up to three more times. If the applicant does not achieve a passing score after these three attempts, the applicant
must wait one calendar year before retaking all of theAccuplacertests required for admission to the program. The applicant will be
allowed to take each of theAccuplacertests up to three times after the one calendar year waiting period. If the applicant does not
achieve a passing score on each of the required test(s) after these three attempts, the applicant will not be able to take the
Accuplacertests again for admission to a program at the university.
In addition to meeting the minimum scores on the Accuplacer tests, each applicant must complete a minimum of twenty (20)
hours of documented paid or volunteer work experience or observation in a physical therapy facility with a licensed PT or
PTA.
Additionally, each applicant must complete a questionnaire immediately prior to an interview with the Program Director or
designee. The interviewer will use a Candidate Interview form for the interview and will award points for the applicant’s
responses in the interview according to a departmental rubric.
The interviewer will also award points according to the departmental rubric for the applicant’s scores on the Accuplacer
examination, other examinations, or a grade point average earned for a degree or diploma. Points will also be awarded for
the level of prior education and experience in the medical or human service field. The interviewer will combine these points
with the points awarded for the questionnaire and interview into a total score according to the departmental rubric. Based
on the total score, the applicant will be ranked among the other applicants who are applying for admission to the program
with the current cohort.
The 45 applicants who have met the minimum admission policies for an associate degree program, and who have the
highest number of points awarded for the questionnaire, interview and examination scores or grade point average, will be
accepted for admission to the current cohort. Should an opening occur, the applicant who has the next highest number of
combined points may be accepted for admission. If there are more than 45 individuals qualified for admission in a given
cohort, those who are not admitted to the current cohort will be considered for admission into a subsequent cohort in the
following calendar year.
Applicants with Criminal Convictions
Criminal background checks are required by most facilities providing clinical experiences. Students are responsible for the fees
incurred. Facilities may require criminal background checks of students in addition to the ones already completed during the
program. The student has one background check done during the admissions process, and one done later in the program prior to
clinical experiences. The student is responsible for notifying the ACCE if there is any newly reported criminal action(s) since the
original admissions check.
Applicants to the PTA program are required to complete a background check form and pay the background check fee at least one
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business day prior to the start of classes. Individuals with a criminal history may be considered for admission. Stanbridge University
will consider the nature and the severity of the acts or crime; time that has elapsed since the commission of the act or crime; the
extent to which the applicant has complied with any terms or conditions of the probation imposed; and any other relevant evidence
of rehabilitation. Permission, however, to take the two examinations required for licensure – the National Physical Therapy
Examination for Physical Therapist Assistants (NPTE for PTAs) and the California Law Examination (CLE) – after graduating from an
accredited PTA program is determined by the Physical Therapy Board of California (PTBC) and involves the mandatory disclosure of
any and all criminal offenses as part of the application process.
The following is an excerpt from the PTBC website and is provided for clarification:
“ANYANDALLCONVICTIONS OF CRIMINAL OFFENSES MUST BE DISCLOSEDincluding a citation, misdemeanor and/or felony,
etc. Convictions following a plea of nolo contendere MUST be disclosed. If your plea or verdict has been dismissed pursuant to
Section 1203.4 of the California Penal Code and Section 2661 of the Business and Professions Code, you are required to disclose
the conviction(s) on your application.
Serious traffic convictions such as reckless driving, driving under the influence of alcohol and/or drugs, hit, and run, evading a
police officer, failure to appear, driving while the license is suspended or revoked MUST be reported. This list is not all-inclusive. If in
doubt as to if a conviction should be disclosed, it is better to disclose the conviction on the application.
Failure to submit proper documents of conviction(s) and/or disciplinary action(s) may delay processing of your application.
Applicants with prior conviction(s) (citation, infraction, misdemeanor and/or felonies, etc.), must submit the following documents:
A descriptive written explanation, written by the applicant, of the circumstances surrounding the conviction or disciplinary
action.
Certified copies of the arresting agency report. (If the arresting agency has purged documents, provide a letter from the
arresting agency with explanation.)
Certified copies of the court documents to include the final disposition and order. (If the court has purged documents,
provide a letter from the court with explanation.)
Copies of letters from substance related programs verifying successful completion or evidence of current participation of a
personal recovery program (such as Alcoholics/Narcotics Anonymous) and other recovery support and relapse prevention
groups.
Documentation of substance assessment discharge records, intake/exit interviews and summaries of counselor’s notes, or
similar types of evaluations from the program you attended.
Compliance letters from probation officers.
Documentation of successful completion of any other court ordered programs.
In deciding whether you qualify for a license, the PTBC will consider the nature and the severity of the act or crime; time that has
elapsed since the commission of the act/crime; the extent to which the applicant has complied with any terms or conditions of the
probation imposed; and any other relevant evidence of rehabilitation.
The Physical Therapy Board of California’s primary responsibility is consumer protection. To that end, the Physical Therapy Board of
California has the authority to deny a license due to a conviction of a crime or offense substantially related to the qualifications,
functions, or duties of a licensee. Per Section 1399.21 of the California Code of Regulations, the Physical Therapy Board of California
will determine if the applicant has met the rehabilitation criteria for denial and reinstatement of licensure.
For more information regarding this and other certification questions, please contact the PTBC:
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PTA TRANSFER CREDIT POLICIES
Students who have completed coursework at a university or college that is regionally or nationally accredited by an agency
recognized by the United States Department of Education may request an evaluation for transfer credit prior to program enrollment.
All other transfer credit policies of the university apply.
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PTA GRADING POLICIES
STUDENT PROGRESS
The Stanbridge University PTA Program bases its program goals and student expected competencies on the American Physical
Therapy Association’s (APTA) document, Minimum Required Skills of Physical Therapist Assistant Graduates at Entry-Level and
CAPTE’s Standards and Required Elements for Accreditation of Physical Therapist Assistant Education Programs.
Grading
Physical Therapist Assistant students must attain 75% in each theory course and 80% in each PTA lab course in order to graduate. If
a theory course grade is below 75%, a laboratory course grade is below 80%, or clinical skills are not all successfully demonstrated,
the PTA student will be placed on Academic Probation and the deficiencies must be successfully remediated. The deficiencies will
have been successfully remediated if the student achieves a minimum score of 75% for theory courses or 80% for laboratory
courses, or a successful demonstration of clinical skills.
Remediation Policy
Theory Course Remediation
The length of the Physical Therapist Assistant program renders retakes of an entire course for remediation purposes impossible if
the student is to continue in the program. Remediation actions for unsatisfactory academic progress are required to be allowed to
continue in the program. The progression into the clinical education coursework involved in the program is an exception to the
rule. In general, the student may progress to clinical education experiences (PTA 2010, 2030, and 2040) if he/she has passed all
PTA courses in the curriculum prior to any given clinical education course. This includes the demonstration of competency in
performing the specific clinical skills that are appropriate for the level of coursework that has been completed up to the point of
time in which the clinical education course is to occur. This policy operates in compliance with the current program guidelines on
the “Clinical Skills Competency Checklist” found in the Clinical Education Handbook.
1.
In order for a student to be eligible to take the Clinical Practicum (PTA 2010), he/she must successfully complete all
coursework in Terms 1, 2 and 3. Any course or competency that is not successfully completed must be successfully
remediated prior to beginning PTA 2010. Students must demonstrate satisfactory academic progress in the concurrent
courses in Term 4 prior to beginning PTA 2010.
2.
In order for a student to be eligible to take Clinical Affiliation I (PTA 2030), he/she must successfully complete all coursework
in Terms 1, 2, 3, and 4 and demonstrate competency in all clinical skills identified on the Clinical Skills Competency
Checklist. Any course or competency that is not successfully completed must be successfully remediated prior to beginning
PTA 2030.
3.
In order for a student to be eligible to take Clinical Affiliation II (PTA 2040), he/she must successfully complete all coursework
in Terms 1, 2, 3, and 4 and demonstrate competency in all clinical skills identified on the Clinical Skills Competency
Checklist. The student must also successfully complete PTA 2030 prior to beginning the clinical education coursework for
PTA 2040.
In regard to theory courses a student will be expected to take an alternate exam on the material covered in the course that was
failed. A student will be considered to have successfully remediated the course when he/she has achieved a passing score on the
alternate exam. Regardless of the score achieved on the alternate exam, the maximum grade that will be entered into a student’s
grade record for any remediated course will be 75%. Remediation of any failed course must be performed within twenty-one (21)
days of the posting of the failing course grade or prior to the start of the next term, whichever is shorter. Students may not sit for the
Term or Program Exit Examination until all courses in the respective Term are successfully remediated. Students may utilize up to
three course remediation exams, if necessary, per failed theory course with a maximum of one every two days during the
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remediation period. If a course is not successfully remediated, the student’s failing grade will be recorded as the grade for the un-
remediated course and the student will be dismissed. Exceptions to this policy include the Term 1-4 Exit Examinations and the End
of Program Examination for PTA Students. Term Exit Exams for terms 1-4 allow for two remediation exam attempts and the Program
Exit Exam in Term 5 has one remediation attempt. Remediation of the Term Exit Exam must occur prior to the start of the next term.
Students who fail to successfully remediate a failed Term Exit Exam or the Program Exit Exam will be dismissed from the Physical
Therapist Assistant Program.
Students may not remediate more than three (3) courses in a program. If the student fails a fourth (4) course, the student will be
dismissed. End-of-Term cumulative exams are not counted as courses for the purpose of calculating the number of failed courses.
Lab Course Remediation
In order to achieve passing grades for PTA Lab I, II and III, students must complete the following skills checks:
1.
Lab Activity List: All of the activities listed in each of the respective sections must be signed off by an instructor, signifying
that the student has performed each of the activities listed. The lab list must be completed by the end of the same lab day
and turned in on the due date listed on the course schedule in order to earn full points, and before the student can qualify to
participate in the subsequent lab practical exam.
2.
Clinical Skills Competency Checklist (CSCC): Students must be signed off by an instructor for all competencies listed in
the respective section. The CSCC must be turned in at 8:00 A.M. PST on the specified due date to earn full points and before
the student can qualify to take the next lab practical exam. Students are given the CSCC at least two weeks prior to the
competency due date which delineates the expectations that must be met in order to successfully be signed off by an
instructor as demonstrating competence. The student has 3 opportunities to pass a CSCC. If the student fails to pass the
CSCC on the third attempt, the student fails the course. The student must successfully pass all competencies prior to being
allowed to remediate the course at the end of the term. They will be allowed 2 additional attempts to pass each failed
competency. If the student fails to pass upon the 2nd attempt, they will not be able to remediate the course, and will be
dismissed from the program.
3.
Clinical Skills Practical Examinations: Students are given a set amount of time to participate in a five-section lab practical
examination. In section one the student is given the examination scenario to review prior to performing the skills. In sections
two, three and four, the students rotate between sections performing the skills outlined in the plan of care. In section five the
students document the skills that they perform in a SOAP note format. Following completion of the SOAP note, the students
are given immediate, individualized one-on-one feedback as to their performance by an instructor.
Students must achieve a score of 4/5 (80%) or greater on each of the three sections tested on the exam. Students who demonstrate
safe and accurate performance, knowledge and communication skills will achieve a 4/5 for the respective sections. Students who do
not achieve a score of ≥4/5 will be required to re-take and pass the section(s) that they failed.
If a student fails to perform a Critical Safety Element in any section of the exam, the student immediately fails the entire exam.
Students must remediate the failed exam or section(s) within five business days. The student may re-take a Practical Examination
twice within this time period, if necessary. The highest grade possible on a remediation Practical is 80%. If a student does not
successfully remediate a lab practical, they fail the lab course. In PTA Lab I (PTA Lab 2002), PTA Lab II (PTA 2003), and PTA Lab III
(PTA 2004) a student is allowed a total of 4 practical exam remediation attempts for the entire course. The student will fail the course
after the 4th remediation attempt. Failure of the lab course requires that the student take a comprehensive lab practical examination
which is taken at the end of the term. Students must still participate in the remainder of the course. Students will have two
opportunities to successfully remediate the failed lab course. Failure to successfully remediate the lab course results in dismissal
from the PTA Program.
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Any student who fails a practical exam has mandatory tutoring for the PTA Lab course until they successfully remediate the exam.
Any student who fails the course is still eligible to continue in the program and has mandatory tutoring for the PTA Lab course
through the remainder of the term.
Critical Safety Elements (CSE) are essential for successful completion of PTA Lab I, PTA Lab II and PTA Lab III. Competency with
CSEs indicate that a student carries out the intervention per the plan of care in a manner that minimizes risks to the patient, self, and
others. Examples of CSEs include, but are not limited to:
Ability to follow and appropriately carry out the plan of care (POC) established by the PT.
Safe implementation of the POC based upon patient diagnosis, status, and response to intervention without placing the
patient in jeopardy of harm or injury.
Demonstration of knowledge regarding contraindications and precautions for specific patient diagnosis relative to the
physical therapy interventions within the POC (e.g. following the total hip precautions when transferring a patient after total
hip replacement; choosing an appropriate assistive device for the weight bearing status and abilities of the patient for gait).
Ability to correctly identify physiological measures (HR, BP, RR, blood glucose levels, etc.) outside of parameters that allow
for safe therapeutic exercises/intervention and provide proper response and notification of the PT, physician, or nurse.
Ensures safety of self and others by washing hands correctly, following universal precautions, able to competently set up a
sterile field, and don/doff PPE without contaminating materials, patient, or self to prevent the spread of infection.
Uses acceptable techniques for safe handling of patients with proper body mechanics, guarding, and level of assistance;
employs standard safety precautions such as: always locking a wheelchair prior to transferring a patient, appropriate use of a
gait belt with transfers and gait training, washing hands prior to and after each patient contact, recognizing environmental
hazards to safe ambulation, transfers, or other therapeutic interventions.
Establishes and maintains safe working environment (e.g. monitoring of lines and tubes and other medical equipment,
checks physical therapy equipment and assistive devices for maintenance and/or disrepair, eliminates work place hazards).
Requests assistance when necessary (e.g. from supervising PT, utilizes and monitors support personnel)
Ability to recognize patient responses during therapeutic intervention that may indicate a life-threatening condition
(shortness of breath, chest pain, sudden dizziness, sudden dysarthria, etc.) and provide proper response and notification to
the PT, physician, or nurse.
Correct interpretation of weight bearing status and ability to choose appropriate assistive device for weight bearing status
and individual’s abilities.
Utilizes appropriate gait pattern and assistive device relative to patient’s weight bearing status.
Demonstrate knowledge of facility/institutional safety policies and procedures.
Additional CSEs may be identified as part of each clinical skill taught and tested as part of the Lab Practical Examination.
Clinical Experience Remediation
If successful completion of a clinical education course is not achieved during the normal clinical time frame the student’s clinical
experience may be extended if time allows, or the student may receive a failing grade. The student will be placed on probationary
status, and an individualized plan will be developed to help ensure future clinical success. If the student can extend the clinical
experience, and the criteria for passing are met by the extended end date, the student will continue in the program. If the student is
not able to extend the course, or if the clinical experience has been extended, yet the student is unable to pass the course by the
new end date, a remediation must occur prior to placement in to another facility. The remediation is developed by the ACCE with
input from the Program Director and additional faculty as needed. If the student meets the necessary criteria delineated in the
individualized remediation plan, the student will be given one opportunity to repeat a single educational experience if the course
failure occurs for Affiliation I or II. If the student fails Practicum I, the student cannot progress in the program. The student will have
to remediate the clinical experience with the subsequent cohort. Should extenuating circumstances exist, e.g. interpersonal
incompatibility between the clinical Instructor and student, etc., further remediation strategies may be pursued, including
reassignment to another clinical instructor and/or clinical education facility. This decision is at the discretion of the ACCE, Program
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Director, and ultimately, the Office of the President.
Satisfactory Academic Progress Requirements
Academic progress is monitored throughout the program. If a student fails a lab course at any point within the course, the student is
required to attend mandatory tutoring for the remainder of the course until it has been successfully remediated. If a student is failing
a theory course on a day of an exam, the student is required to attend mandatory tutoring that day.
At a minimum, clinical performance during Clinical Practicum, Clinical Affiliation I and Clinical Affiliation II (PTA 2010, 2030 and
2040, respectively) is assessed at the mid-term and final. The CI is required to complete the web-based Physical Therapist Assistant
Clinical Performance Instrument (PTA CPI) at or near the completion of the middle week of the clinical education experience and
again at the completion of the course. The PTA CPI must be reviewed with the student to provide a progress report on his/her
clinical performance. Any red flag issues that are identified before that point in time are to be brought to the attention of the ACCE,
who may notify the student of the issue and its potential impact on his/her course grade.
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PTA ATTENDANCE POLICIES
CLASS HOURS
Students must refer to their schedule for the actual class dates.
Theory classes are three to five days per week, depending on the term. Theory class schedule is 8:00 A.M. to 2:30 P.M. PST (tutorial
periods for theory classes are scheduled between 2:30 P.M. and 3:30 P.M. PST). PTA Laboratory classes are one day per week in
Terms 2, 3 and 4 with a schedule from 8:00 A.M. to 4:30 P.M. PST (tutorial periods for laboratory classes are scheduled between
4:30 P.M. and 5:30 P.M. PST) Clinical education courses are forty hours per week, typically five days per week (typically Monday
through Friday, but may have weekend hours) in Terms 4 and 5 and are held from 8:00 A.M. to 4:30 P.M. PST (days of the week as
well as daily schedule will vary depending on the site).
Note: Alternate days or different shifts may be required for certain PTA clinical practicum and affiliation courses due to clinical
facility patient census restrictions or facility availability. Some clinical education experiences may be offered on a 10 or 12 hour shift
to match clinical facilities’ schedules.
ABSENCE AND TARDINESS
The maximum number of allowed absences in a single term is three (3). Three (3) tardies or early departures (or “early out”) per term
is equivalent to one absence. A tardy is defined as arrival after the scheduled start time of the class session, whether that is at the
beginning of class, after lunch or after a designated break. Early departure (or “early out”) is defined as leaving after 11:00 A.M. PST
for theory courses and after 12:00 P.M. PST for laboratory courses. An absence is defined as leaving theory class before 11:00 A.M.
PST or leaving a laboratory class before 12:00 P.M. PST. All remediations must be completed within 7 days of the
absence/tardy/early out.
REMEDIATION AND LIMIT OF PHYSICAL THERAPIST ASSISTANT THEORY
ABSENCES
Absences from theory classes will be remediated by completion of an assignment associated with the theory objectives for the day
of absence. A maximum of 3 sessions of theory absence may be remediated in a single term. The faculty member teaching the
theory course in which an absence occurs determines the type, nature, and extent of such remediation assignments. Tardy arrivals
to or early departure from theory classes will be remediated with work assigned by the course instructor. For theory course
absences and tardies, the student is required to complete the standard remediation procedures, which are to: (1) complete a PTA
Remediation Form; (2) complete the remediation assignment which is based on the material that was missed and the length of time
that the student missed class; and (3) turn in to the instructor for grading the assignment stapled to a completed PTA Remediation
Form. Tardy arrivals to or early departure from theory classes will be remediated as outlined above. A tardy is defined as arrival
after the scheduled start time of the class session, whether that is at the beginning of class, after lunch or after a designated break.
Early departure (“early out”) is defined as leaving after 11:00 A.M. PST for theory courses. An absence is defined as leaving theory
class before 11:00 A.M. PST.
REMEDIATION AND LIMIT OF PHYSICAL THERAPIST ASSISTANT LAB AND
CLINICAL EDUCATION ABSENCES
Remediation of PTA Lab absences and the associated clinical skills may be completed by performing, at minimum, a demonstration
of proficiency for the lab objectives for each day of absence. It is the right and responsibility of the faculty member, however, in
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accordance with the institutional policy “Assignment and Grading of Remediation Assignments” to determine the type, nature, and
extent of any remediation assignment as well as to evaluate and assign a grade for any remediation assignment for the students in
the specific course that they are teaching. Tardy arrivals or early departure from lab sessions will be remediated with work assigned
by the course instructor. A tardy is defined as arrival after the scheduled start time of the lab session or after the completion of a
scheduled break. Early departure (“early out”) is defined as leaving after 12:00 P.M. PST for laboratory courses. An absence is
defined as leaving lab before 12:00 P.M. PST.
If a student misses a lab, it is his/her responsibility to contact the instructor to schedule the remediation of the missed coursework,
such as the lab activities list and clinical skills competency checklist. If a student misses a Practical Examination (“Practical”), it is his
or her responsibility to contact the course coordinator to schedule the remediation of the Practical and achieve a passing score.
Students missing a lab practical will forfeit their initial attempt to pass the practical exam. The highest grade they will be allowed to
achieve is 80%.
A maximum of two (2) days of PTA Lab absence may be remediated in a single term. This is not in addition to the 3 total allowed
absences. It is the student’s responsibility to notify the course coordinator prior to leaving class for any reason other than scheduled
breaks.
As part of the professional education process for physical therapist assistant students, prompt, regular attendance is expected
during clinical experiences. Students must arrive at the assigned clinical education site on time.
Students are strongly discouraged from absences during a clinical education course. The student must adhere to the clinic time
schedule at all times. Absences must be arranged in advance with the clinical instructor (CI) of the clinical facility and the Academic
Cordinator of Clinical Education (ACCE). For all absences from a clinical education course, including Practicum I, Affiliation I, and
Affiliation II, the student and the clinical instructor, in coordination with the ACCE, will make arrangements for remediation on a day-
for-day and hour-for-hour basis. Days or hours may be remediated either by the addition of days at the end of the clinical education
experience (if available) or via extended day or weekend hours. The program’s policy allows for a maximum of two days of absences
that can be remediated during the Practicum course and three days of absences that can be remediated during a single Clinical
Affiliation course, with a maximum of five days of absences in total in Clinical Affiliation coursework. All hours and/or days that are
missed must be remediated. It is at the discretion of the clinical site whether this is acceptable.
Remediation of all absences incurred during Practicum I must be remediated prior to the start of the next course. Remediation of all
absences incurred during Clinical Affiliation I must be remediated prior to commencing Clinical Affiliation II. Remediation of all
Clinical Affiliation II absences must be completed prior to the start of the Program Review course.
Unexcused absences occur when the student has either failed to notify the ACCE and clinical instructor of illness or failed to obtain
permission from the ACCE and clinical instructor prior to the absence. Any unexcused absence must be reported to the ACCE by
the Site Coordinator of Clinical Education (SCCE) or CI immediately. More than one unexcused absence during a term will result in a
course failure and may result in a hearing before the academic faculty, at which time possible dismissal from the program may be
considered.
In the event of an illness or injury, the student must notify the CI and ACCE as soon as possible. If an illness, injury or appointment,
etc. necessitates time away from the clinical site, it is the responsibility of the student to notify the ACCE as to the nature of the
absence. If a student is absent for more than two consecutive clinical days (Practicum I) or more than three consecutive clinical days
(Affiliation I or II) due to illness, the student must provide a physician’s written approval for the student to return to his or her
assigned duties at the clinical site. A copy must be furnished to the student’s clinical instructor and to the ACCE. In concert with the
SCCE and/or CI, it is at the discretion of the ACCE and Program Director as to how, or if, the missed time can and will be made up.
In the case of excessive absences (more than 2 days for Practicum and 3 days for Affiliations; see specific policy above), the clinical
education experience may be ended, and the student may receive a course failure. The ACCE may modify the attendance policy at
any time throughout the term if the students are notified in writing of the change.
If the student is unavoidably tardy, he/she should notify the clinical instructor and ACCE by telephone of the reason for the lateness.
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Even a tardy of a few minutes should be reported immediately. The SCCE or CI must report episodes of habitual tardiness to the
ACCE for action by the academic faculty. Repeated tardiness (a maximum of two occurrences) will not be tolerated and may result in
a hearing before the academic faculty and dismissal from the program.
Students not returning to classes after an absence of 14 days will be dismissed.
Makeup of Course Examinations Due to Absence or Tardiness
Any examination(s) missed due to absence from a theory class must be made up within 48 hours upon return to campus or a grade
of zero (0) will be assigned. The examination is to be scheduled by the PTA Student Services Officer and taken in the Learning
Resource Center. In the case that a student is tardy and misses a quiz or an examination, the student must schedule to take the quiz
or examination through the Student Services Officer after class and on the same day, or a grade of zero (0) will be assigned.
Regardless of the score achieved on the makeup quiz or examination, the maximum grade that will be entered will be 75%.
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PTA DISMISSAL POLICIES
A PTA student will be dismissed if any of the following occur:
The student in a Physical Therapist Assistant program accumulates greater than three (3) days of theory course absences in a
single term, greater than two (2) days of absence in any PTA Lab course, greater than two (2) days of absence in any Clinical
Practicum course, greater than three (3) days of absence in a single Clinical Affiliation course or greater than five (5) days of
absence total of both Clinical Affiliation coursework in a term.
The student in a Physical Therapist Assistant program that does not remediate each absence prior to the start of the new
term.
The student does not remediate a failed theory course in 3 attempts within 21 days or before the start of the next term,
whichever is shorter.
The student does not remediate a failed Lab course in 2 attempts before the start of the next term.
The student in a Physical Therapist Assistant program fails a fourth (4) course in the program.
The student in a Physical Therapist Assistant program commits an unsafe practice in the clinical education facility.
The student in a Physical Therapist Assistant program does not remediate a failed term exit exam after 2 attempts or before
the start of the next term.
The student in a Physical Therapist Assistant program does not successfully remediate a failed program exit exam after one
attempt.
The student in a Physical Therapist Assistant program does not complete a minimum of sixteen (16) hours of community
service by the end of the program.
The student in a Physical Therapist Assistant program does not pass Clinical Practicum, does not successfully remediate a
clinical education experience, or fails more than one clinical experience.
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PTA FIELDWORK POLICIES
GUIDELINES OF CLINICAL EDUCATION PROCESS
Academic Coordinator of Clinical Education (ACCE): The program faculty responsible for planning, coordination, facilitation,
administration, monitoring, and assessment of the clinical education component of the curriculum.
Site Coordinator of Clinical Education (SCCE): The individual employed by the clinical site who assigns, plans and coordinates
internship assignments and monitors student on-site progress and who may mediate student and Clinical Instructor communication
during the clinical internship. This is the clinical site’s primary contact for clinical education.
Clinical Instructor (CI): The physical therapist or physical therapist assistant employed by the clinical internship site that provides the
clinical education component of the curriculum. CIs must have a minimum of 1 year of experience in the practice area of the student
clinical education course, have active licensure as a physical therapist or physical therapist assistant, and have met clinical
competency expectations of the clinical facility. Clinical Instructors with less than 1 year of clinical experience may serve as a CI for
Practicums, which are 80 hours, under the close supervision of a CCCE who is an eligible CI.
The ACCE is responsible for scheduling and assigning students to clinical education sites for both the Practicum and the Affiliations.
Clinical assignments are based on multiple factors, including the availability of placements, and may involve out of town travel.
Students are given opportunities to share information with the ACCE and Assistant to the ACCE regarding their interests and
preferences for locations and types of facilities for each level of clinical education. Beginning with new student orientation, students
are encouraged to email the ACCE if they become interested in a particular facility. Students are given a form to fill out
approximately six-to-nine months prior to their first clinical experience. Students rate their interests in particular settings for each
clinical experience and can list specific clinical sites and cities where they are interested in going. The ACCE and Assistant to the
ACCE work together to find sites that coincide with each student’s “wish list” for each of the clinical experiences. Any site that is
obtained is then entered in to the online EXXAT system. Approximately eight weeks prior to each clinical experience, the students
rate their interest in the provided available sites, and the EXXAT system matches the student with the facility based on the ratings
and geographical distance to the facility. After this time the ACCE and the Assistant to the ACCE review the matchings to ensure
appropriateness of the selection. The ACCE reviews each student’s progress within the curriculum and may seek feedback from the
Program Director and other faculty members as needed. Students are formally assigned by the ACCE to inpatient and outpatient
settings in a manner that allows for the opportunity to complete one Practicum in an inpatient or outpatient setting, one Affiliation in
an outpatient setting, and one Affiliation in an inpatient setting.
The program has contractual arrangements with numerous local and regional facilities and practices. Students are sent only to those
facilities for which a contract exists. Student-accessible files containing detailed facility information are located in the department
and managed by the ACCE. Students are encouraged to utilize this resource in developing their preferences and rationale for
requesting placement at a particular facility. Feedback from students who are currently in the program and who have already been
assigned to facilities are a great source for informal assessment of the opportunities available. The ACCE can also provide valuable
insight into the clinical sites a student may wish to consider.
Additional information regarding clinical education (i.e. syllabi, assignment sheets, problem-solving information, professionalism,
etc.) is available in the clinical education materials provided to students before each specific clinical education course.
CLINICAL EDUCATION WITHIN THE CURRICULUM
The clinical education program is an essential part of the physical therapist assistant education program. Clinical education allows
the student to practice and apply concepts and skills learned in the classroom and labs to the real-world setting, and it allows the
student to expand his or her didactic knowledge, develop necessary communication and interpersonal skills, develop good work
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habits, develop clinical competencies and identify role models. Obtaining a variety of experiences fosters the development of a well-
rounded, versatile physical therapist assistant and allows the student to assess future goals and needs. The clinical education
program is designed to prepare the graduate for entry-level, generalist practice. While some clinical education sites may offer
specialized experiences beyond entry-level, general practice that is representative geographically and through the lifespan is the
priority in clinical education site assignments.
SCHEDULE AND TIMELINES
Clinical education is an essential part of the preparation of physical therapist assistants. The PTA curriculum includes 16 weeks of
clinical education in a variety of practice settings. Clinical education coursework includes one four-week Clinical Practicum and two
longer (six week) Clinical Affiliations.
Term 4:
Clinical Practicum I (four weeks): Offered mid-term
Term 5:
Clinical Affiliation I (six weeks): Offered at the beginning of the term
Clinical Affiliation II (six weeks): Offered mid-term
Site Requirements
Sites for clinical education experiences are available locally and regionally. There are also out-of-area locations that are currently
available; however, students must remain in California for their clinical experiences. Clinical education site assignments are made
commensurate to the content taught in the curriculum, on the basis of student’s educational needs, and on the availability of
appropriate sites.
Development of contractual agreements with a variety of clinical sites is an ongoing process. The Program contracts with skilled
nursing facilities; acute, subacute, and rehabilitation hospitals; ambulatory care centers; private practices; inpatient and outpatient
pediatric facilities; occupational medicine centers; home health locations; and long-term acute care facilities; for example.
A primary goal of the clinical education curriculum is to build competency in generalist physical therapist assistant practice that is
representative of practice geographically, across the lifespan, and across the continuum of care. To meet this goal, students are
expected to complete one Practicum in either an outpatient or inpatient setting, one Affiliation in an outpatient setting, and one
Affiliation in an inpatient setting. An inpatient setting is one in which the patient requires a stay in a facility to receive care. Examples
of an inpatient setting include an acute care hospital or medical center, an inpatient rehabilitation facility, a skilled nursing facility, or
a long-term acute care facility. Patients who can travel outside of their home to receive medical care at a clinic, center or office are
considered outpatient settings. Examples of outpatient settings include pediatric clinics, orthopedic and/or sports medicine clinics,
and occupational medicine clinics.
Formal Written Agreement
Before any students are assigned to a specific clinical education facility, a legal written agreement must be completed between the
facility and Stanbridge University. Contracts with the PTA program are located in EXXAT, a clinical education management website
that houses information related to active clinical sites. On the first of every month, an email from EXXAT is sent out to ACCE and
Assistant to the ACCE, with notification of contracts expiring within the next 60 days. Stanbridge University contracts are effective for
three years and have an automatic renewal unless otherwise indicated by one party with a written thirty-day notice of end of term.
Contracts can also be generated by the specific legal team at the clinical site and may have varying term lengths.
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Site Selection
The program makes every effort to select, develop and maintain quality clinical sites. Many of the clinical education sites are located
throughout Southern California, primarily in Orange, Los Angeles, Riverside, and San Bernardino counties. Clinical sites are also
available in San Diego county as well as in Central and Northern California.
Sites are selected based on the following criteria:
1.
Clinical education experiences are planned to meet objectives of the program, Clinical Instructor, and individual student.
2.
The site offers a stimulating environment appropriate to the learning needs of students, including an adequate number of
qualified Clinical Instructors needed to meet student needs.
3.
A willingness to offer clinical experiences on an ongoing routine basis.
4.
Clinical site administrative support of clinical education is demonstrated.
The ACCE will consider developing additional sites at the request of students if the proposed site provides an exceptional learning
experience, particularly in specialty practices. It is not the intention of the program to develop new clinical education contracts for
the sole purpose of students traveling or staying near friends or family. However, every effort will be made to accommodate
students who wish to have their clinical experiences out of the area.
Clinical sites may initiate contact with the ACCE to inquire about becoming a clinical education partner.
Students interested in a new site should notify the ACCE or Assistant to the ACCE. The ACCE or Assistant to the ACCE will initiate
contact with the clinical site. If appropriate the ACCE may allow the student to contact the facility to gather information about the
willingness to accept students from a new contract and to obtain contact information. Students then forward this information to the
ACCE. At this point communication is assumed by the ACCE or Assistant to the ACCE, and the potential of formulating a long-term
clinical education relationship is determined. A Clinical Experience Contract (unless use of a facility specific contract is requested)
and a Clinical Education Reservation Form are sent electronically. The ACCE or Assistant to the ACCE schedules a site visit prior to a
student being placed, where the Clinical Education Handbook and PTA curriculum are reviewed with the SCCE or facility designee.
In some instances, the review of the clinical education program and curriculum may be done over the phone instead of in person.
Electronic copies (or hard copies if requested) of the student professional liability waiver, the Clinical Education Handbook, and an
overview of the PTA curriculum and clinical skills are provided once the contract is signed. Information related to the curriculum and
clinical skills of the PTA students may be discussed verbally prior the signing of the contract.
Students assess their clinical site and Clinical Instructor during each clinical experience, which helps the ACCE determine if the site
should be used for future students. This feedback is provided to the ACCE on the Student Evaluation of the Clinical Practicum
Experience (Practicum I) and the Physical Therapist Assistant Student Evaluation: Clinical Experience and Clinical Instruction
(Affiliation I and II). Students provide assessments related to their CI’s demonstration of clinical competence, professional conduct,
effectiveness of instructional and supervisory skills, communication, interpersonal and performance evaluation skills. Information on
the clinical site relating to client management and practice environment is gathered, including diversity of the patient mix, patient
lifespan, continuum of care, and the components of care that the student participates in. Information is also provided to the ACCE
during post-clinical meetings that occur following each clinical experience, through which the students share their experiences with
the ACCE and fellow classmates.
Site Visits
Every effort is made to visit new clinical sites prior to a student being placed at a facility. Site visits prior to assigning a student help
to determine demographics of the facility including patient population, pace of facility, other disciplines present, common
interventions and diagnoses treated, and diversity of equipment and resources. Site visits also assist with development of a positive
relationship with the clinical staff and are routinely performed in conjunction with student placement at the facility. The ACCE or
other faculty visit each student and CI during both Affiliation I and Affiliation II. Phone consultations are scheduled with the student
and clinical instructor when sites are outside of a 75-mile radius. Routinely used sites outside of a 75-mile radius may be visited
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approximately every two-to-three years or via other methods.
DISSEMINATION OF STUDENT INFORMATION TO AFFILIATING CLINICS
All student background information and clinical course-specific information are provided to clinical sites four-to-six weeks prior to
the clinical experience via EXXAT, the clinical education management website customized to Stanbridge University. An email is
generated by the ACCE and sent to the facility’s SCCE that contains a link to EXXAT where the SCCE can access the student’s
vaccination records, background check, student biography, etc. The email contains attachments where the SCCE can find the
specific course syllabus, assignment sheet, list of clinical skills/expectations, etc. The Clinical Education Handbook containing
clinical education policies is provided to each clinical site prior to the clinical experience, upon establishment of a contract. The
handbook is also available to clinical sites electronically on EXXAT for easy reference. In order to ensure that the clinical information
is disseminated to the CI from the SCCE, a separate email to the CIs containing the course specific information is sent two weeks
later. CIs are encouraged to reach out to the SCCE to obtain the student-specific information as needed, if they have not already
received the information from the SCCE. It is the student’s responsibility to review the course-specific information with the clinical
instructor prior to the clinical experience or on the first day of the experience. Students are expected to contact the clinical site via
telephone no later than two weeks prior to the start of the clinical experience, to ensure proper information transfer has occurred, to
confirm their daily schedule, and to confirm the ACCE’s (or other faculty’s) clinical site visit appointment. The student then turns in a
form containing this information to the ACCE.
EQUIPMENT SAFETY AND MAINTENANCE
Stanbridge University expects that all individuals who use the Therapy Labs and/or classrooms have access to safe and
appropriately maintained equipment.
It is essential that all individuals who use the Therapy Labs, faculty, and students alike, are to check the equipment for proper
function before use, and if a deficiency is found, to notify the appropriate personnel.
1.
It is the responsibility of all students and faculty members to check equipment used in the classrooms and laboratory rooms
for proper function prior to each use. If equipment needs repair, it:
1.
a) should be clearly marked for repair,
2.
b) reported to the program Director or to the appropriate department (e.g. IT, maintenance, logistics, etc.) for repair and,
3.
c) if possible, removed from service.
No one may use defective equipment or supplies.
1.
Faculty should instruct students in the safe use of all equipment in labs. Students may not practice with equipment until they
have been instructed on its use in class.
2.
Equipment manuals are to be kept on file in the Program Director’s office or, if possible, with the unit.
3.
At a minimum, an annual inventory of existing equipment is conducted under the direction of a faculty member within the
PTA department. The Logistics department schedules an annual safety inspection with a clinical engineering company
whose staff inspects and calibrates the equipment. The inspectors provide a final inspection report to the program which is
designed to bring any equipment functional problems or equipment safety issues to the attention of the Program Director.
Records of these inspections are kept in the Logistics department.
4.
If an external vendor loans equipment to the program for use in class or laboratories, e.g. continuous passive motion
machines, the vendor must provide a memorandum with the equipment that ensures the safety of the equipment.
STORAGE AND USE OF HAZARDOUS MATERIALS
Stanbridge University expects that all individuals who utilize the PTA Therapy Lab and/or classrooms will understand the proper
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storage and use of hazardous materials.
A Safety Data Binder is located in all PTA labs which contains the Material Safety Data Sheets for all the chemicals encountered in
the labs. All chemicals are stored safely and properly in the lab cabinets.
It is essential that all individuals who utilize the PTA Therapy Lab, faculty and students alike, are to understand and abide by the
cadaver lab and lab safety procedures to ensure safety when dealing with hazardous materials in those labs, and if an issue arises, to
notify the appropriate personnel.
1.
Students will be provided a copy of lab safety procedures during the first session of Anatomy and Physiology lab.
2.
Students will be explained the equipment, materials, and hazardous materials they will encounter in these labs and how to
maximize safety in these labs.
3.
Students will sign policy and procedure forms related to propoer laboratory use. These will be kept on file for compliance
and understanding of established procedures.
CLINICAL AND LAB SAFETY
Stanbridge University maintains an expectation that a clinical site is considered an extension of the physical campus, and while at a
site, students are expected to maintain the highest standards of personal hygiene and safety. Lab sessions on campus should mimic
behavior one would expect to see in the clinic. The following standards have been identified:
1.
Students will be continually monitored by faculty for practice of safety skills.
2.
Students will be reminded by the faculty to incorporate safe practice in all skill labs.
3.
Students who do not follow one or more of the safe practices during lab sessions will be advised of the failure and re-
instructed by faculty as necessary.
4.
If a student fails to follow safe practices on a lab practical, he/she will fail the lab practical and need to retake it per
instructions in the syllabus.
5.
If a student shows blatant disregard for the safety of a classmate, the patient and/or him/herself at any time, the
consequences will be determined on an individual basis. Possibilities include but are not limited to, failure of the lab
practical, failure of the class or clinical experience, or removal from the program.
In addition, the following specific guidelines have been established:
Infection Control
1.
All students shall practice proper hand washing technique/hand hygiene while utilizing labs.
2.
Non-latex gloves are available for those with latex allergy.
LAB SKILLS
1.
Students will be instructed to practice only those skills for which they have had prior instruction.
2.
Students are expected to come to lab appropriately prepared for each skill/technique to be practiced.
3.
Students should practice safe techniques at all times. Standard precautions also should be followed at all times.
4.
Students will be instructed in and are expected to use proper/safe body mechanics at all times.
5.
Students are responsible for reporting to faculty any equipment problems/maintenance issues, such as frayed electrical
cords, cracked plugs, broken parts, missing parts, etc.
6.
Students must contact the Logistics department, the Learning Resource Center, or a PTA faculty member to be given access
to laboratories outside of scheduled class times. Students are allowed to utilize those labs as long as there is not a class
scheduled at the same time. Students will clean and return the lab back to its original condition found prior to using the lab.
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PTA ADDITIONAL POLICIES
PROFESSIONAL BEHAVIOR AND CODE OF CONDUCT
Ethical behavior for physical therapist assistants is defined by the APTA. Students are accountable for ethical practice and behavior
while on campus as well as at clinical sites. The principles for ethical practice of physical therapy can be accessed online at:
http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforConductofthePTA.pdf
Professional Behavior
Any behavior exhibited by the student deemed inappropriate at a clinical site, by the ACCE (course assignments and/or clinical
setting), the CI, or the SCCE may result in failure of the clinical education course. Repeated or multiple issues with professionalism
during a clinical experience may also result in failure.
Reporting Incidents
An incident out of the ordinary involving or witnessed by the student at a clinical site should be immediately reported to the CI and
the appropriate facility incident report should be filled out. The ACCE should be contacted about the incident within 24 hours.
On-site Health Care or Emergency Services
There are no health care or emergency services located on campus.
Classroom Conduct
Stanbridge University adheres to its commitment of promoting an ongoing “student friendly” environment by eliminating
distractions from the classroom.
Stanbridge University promotes instructional assessment and improvement of the quality of instruction by providing the instructor
with a specific set of guidelines defining what is considered an appropriate or inappropriate classroom.
Classroom Rules
The instructor is the sole individual responsible for monitoring and regulating the following activities:
1.
Cell phone use is prohibited when class is in session.
2.
No food or drink is allowed in the classroom, except water bottles with a re-sealable cap.
3.
The viewing of inappropriate websites at any time is not allowed.
4.
Any violation of the school’s regulations concerning academic dishonesty will not be tolerated.
5.
Professional dress and behavior is expected of students while they are on campus.
PROFESSIONAL IMAGE POLICY FOR PTA STUDENTS
Student Dress Code
The student should at all times wear their student ID visibly.
Navy blue Polo shirts must bear the Stanbridge University logo (provided) on the left breast of the shirt.
Khaki pants (full-length) must be worn as part of the uniform.
PTA lecture and lab uniforms and lab coats must be clean and unwrinkled.
Name tags should be worn at all times. Badges may not be embellished with stickers, jewel-like objects, etc. Lanyards, car
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keys, etc., may not be hanging in pockets or visible outside of the uniform.
Undershirts worn underneath the polo uniform top may be short sleeve or long sleeve, but must be white if visible. No other
undergarments may be visible. Grey or navy blue cardigan sweaters are acceptable outerwear. Hoodies (other than
Stanbridge-branded outerwear) are not acceptable.
Bare feet, bare midriffs, low-cut necklines, and skin-tight clothing are not acceptable.
Hats are not to be worn inside any of the buildings, classrooms, hallways, or labs.
Shoes and socks must be worn at all times
Shoes must have a rubber/non-conductive sole.
Shoes must be closed toe and must be clean at all times. Neoprene or mesh-type tennis shoes are not acceptable. Canvas
tennis shoes are not acceptable.
Plain, black, or gray, non-flashy sneakers are acceptable.
Jewelry, Hair, and Nails
For women: The only visible, pierced jewelry that is acceptable is a small, single, stud earring located in the ear. Hoops,
rings, or dangling earrings are not allowed. Jewelry on the tongue, eyebrows, nose, or lips is not allowed.
For men: Visible pierced jewelry is not allowed. Facial hair must be neatly trimmed to a maximum length of ½ inch to permit
proper fit of personal protective equipment (as recommended by the Center for Disease Control) and not be of a faddish or
unusual appearance.
Accessories on the wrist (except for watches), such as metal or silicone bracelets, are not permitted.
A watch allowing for the ability to track the passing of seconds is mandatory at all times.
Rings, if worn by the student, should be low profile and limited to one finger per hand.
Necklaces, if worn, must be inside the shirt and not be obstructive to the student or the student’s classmates.
Hair must be pulled back out of the face and off the shoulders. Hair color must be of a natural color; faddish (e.g. mohawk)
or unnatural colors or styles are not permitted.
Hair accessories must be plain. Decorative bows, ribbons, flowers, and headbands are not permitted.
Nails must be closely trimmed and kept clean at all times. Only clear nail polish is acceptable – other colors/designs are not
allowed. Artificial nails are not allowed.
Tattoos
Tattoos and piercing are discouraged while in school due to increased chance of infection and the ability to comply with
Stanbridge and clinical education site policy.
Tattoos cannot be visible. White long sleeve shirts or“sleeves” must be worn to cover the tattoos.
(Note: Clinical education facilities may have uniform regulations in addition to the foregoing requirements. Students must comply
with any additional uniform requirements at the clinical education facilities in the program.)
Students not in compliance with the uniform standards policy will be issued a Notice of Deficiency.
Lab Clothes
Laboratory uniform t-shirts will be issued; however, female students are expected to wear sports bras or swimsuits under
their lab attire and male students will be asked to remove their shirts at times for laboratory skill activities. All students will be
appropriately draped
Solid light gray or black shorts
Athletic shoes and socks (same as above)
Student Roles and Expectations
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The student’s role and level of function is stated in the individual course syllabi. Students are expected to take responsibility for their
own learning and demonstrate professionalism at all times. It is the student’s responsibility to inform the ACCE as soon as a problem
related to clinical learning is identified. Students are required to abide by the requirements of the contract and follow the guidelines
laid out in the Clinical Education Handbook, which include:
1.
First and foremost, protecting the health and safety of patients at facilities where they perform their clinical education
experiences.
2.
Honoring the preservation of patient privacy by scrupulously observing confidentiality of patient information according to
Health Insurance Portability and Accountability Act(HIPAA) guidelines. Violation of patient confidentiality may lead to
dismissal of the student from the program.
3.
Seeking the guidance of the program ACCE should the student have problems in the clinical setting which may include, but
are not limited to, interpersonal issues with the clinical instructor that impair the ability to of the student to gain clinical
knowledge or working in a facility where California laws are not being followed or where the student may be in danger.
4.
Arranging for transportation to and from school, clinical education facilities and other designated locations for instruction in
the PTA program. (Note: The schedule at some clinical education facilities may not match other schedules (for days of the
week or hours of clinical education) due to facility-driven scheduling. Students are responsible for arranging their personal
schedules to meet prearranged facility schedules).
5.
Making the didactic and clinical schedule in the PTA program the top priority in their personal schedule.
6.
Abiding by the rules and regulations of the clinical education facilities during clinical rotations.
7.
Contacting the site at least two weeks in advance to learn the specific requirements of the assigned site.
8.
Reviewing all necessary documents (i.e. course-specific information) with the assigned contact, either prior to arrival or upon
arrival on the first day of the clinical education experience.
9.
Assuming the cost associated with the clinical education experiences including travel, transportation, and housing.
10.
Complying with the policies and procedures of the clinical site and the program.
11.
Fulfilling all duties and assignments made by the clinical instructor and ACCE within the time limit specified.
12.
Removing all patient identifiers for web-based posting of clinical education assignments on EXXAT and maintaining any
discussions with in the educational context.
13.
Providing honest and constructive feedback to the clinical site and ACCE.
14.
Adhering to the profession’s Code of Ethics.
15.
Coordinating with the CI, SCCE, and ACCE to reschedule make up time for any absences.
16.
Writing a letter of appreciation to the appropriate individuals (e. g. clinical instructor, department supervisor, clinical site
administrator) for the educational opportunities provided.
Travel and Expense Expectations
Students must understand that additional responsibilities and obligations are required for clinical education. These responsibilities
include provision of reliable transportation and living expenses (housing, meals, etc.). Students are responsible for their own
transportation and living arrangements related to clinical education coursework, unless otherwise supported by the clinical facility.
At no time, will the student be considered an employee of the clinical facility.
Emergency Services
If a student is injured in off-campus educational experiences, the student—depending on the severity of injury and the clinical
education setting—should access the facility’s emergency services. If those services are unavailable on-site, the student should
request assistance to receive the necessary emergency services. The student will be responsible for the cost.
Objectives
Each clinical education course has course objectives that are part of the course syllabus.
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In conjunction with the clinical instructor, students are expected to create individualized learning objectives compatible with their
learning needs and the experiences offered at the clinical site. The clinical site may also have specific objectives it has developed. In
addition to the objectives developed by the University, students are expected to meet with their clinical instructors to develop
additional objectives to meet the individual student’s learning needs.
Student Liability Insurance
The university provides professional liability insurance (malpractice insurance) for all students during all levels of clinical education.
Students are required to provide their own health insurance. The student should carry a copy with him/her to the clinical facility as
the student may be requested to provide it to the facility for its records.
Physical Examination and Immunizations
Students are first informed of the requirements for background checks, health screens, drug screens, health insurance, BLS
certification, tuberculosis (TB) tests (PPD), and vaccinations during new student orientation. This orientation is followed up by an
email that clearly defines the details and due dates for each of the stated requirements. Students are required to have a recent
physical examination/health screen, and immunizations including measles, mumps, rubella (MMR); polio series; tetanus; diphtheria
and pertussis (Tdap); and Hepatitis B. Students must also have evidence of varicella vaccination or proof of having had chicken pox.
Students are also required to have an annual, updated TB screening. A student who was immunized against TB or received
treatment for TB and has a positive TB test needs to have a chest x-ray done at least every year to demonstrate that there is no
evidence of active TB.
The university will provide student access to the PPD testing for TB on campus as well as the Hepatitis B vaccination series, MMR,
Tdap, varicella, drug screening, and physical examination. The scheduling of this will be the responsibility of the University as part of
the Enrollment Agreement. If the student is absent on the day that the PPD test is administered or read or the vaccinations are
given, the student will be responsible for obtaining them on his or her own time and at his or her own expense. An individual who
requires a chest x-ray to demonstrate that there is no evidence of active TB will be responsible to have this test completed at his or
her own expense. Students are responsible for obtaining and paying for any additional immunizations and any updates of these
requirements that may be necessary, should a clinical site require it.
Proof of the above is required by all clinical facilities and must be completed two months prior to the first clinical education
experience (PTA 2010).
Maintaining Requirements For Clinical Education
All PTA students are responsible for maintaining the accuracy of the above student health information. This includes, but is not
limited to the PPD, chest X-ray (if PPD is positive), Hepatitis B vaccine series, a physical, health insurance, MMR, varicella vaccination,
Tdap, and American Heart Association BLS/CPR certification. It is mandatory for each student to keep these records current at all
times. No student is allowed to begin his/her clinical education with expired health information. It is the responsibility of the
student to provide documentation of updated health records prior to his/her expiration. Student Services provides optional health
center referrals upon request for any student needing to update his/her health records. Students are responsible to pay for any
necessary renewals of health records. Any student with expired health information will not be allowed to begin the clinical
education portion of the program without updating the expired information. Any absences accrued due to expired health records
will be unexcused. Also, any student who accrues absences due to expired health records will receive a Notice of Deficiency for
each absence. Individual facilities may require additional tests, titers, immunizations, or other information prior to the start of the
clinical education course and the student is responsible for meeting these facility-specific guidelines and/or requirements as well as
the costs incurred.
Pregnancy
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PTA students who are pregnant or become pregnant during the program must inform the PTA Program Director and ACCE and
provide medical clearance from their treating physician prior to attending Skills Lab and clinical experience.
CPR
Students are required to attain and maintain a current BLS certification specifically for health care providers. A BLS for health care
providers’ course will be made available for students per the Enrollment Agreement during Term 3. If the student fails to attend the
course at the time that it is offered, the student will be responsible for completing the course on their own time and at their own
expense. Other lay person training programs cannot substitute for this requirement. The student should carry a copy of the
certification to the clinical facility because it may be requested by the facility for their records.
Drug Screening
Prior to Practicum, all students are required to pass a drug screen at a location determined by the university, during a prescheduled
week. A facility may require the student to pass an additional drug screening prior to or during the first week of a clinical education
experience as a part of the facility’s procedures and requirements. Students are encouraged to ask about these tests and to obtain
information in order to avoid ingesting anything that could cause a false positive result on a drug test. This screening is scheduled
with the facility and will be done at the student’s expense.
Potential Health Risks
Clinical practice poses a potential for exposure to hazardous materials, infectious agents, and personal injury. Prior to beginning the
clinical experience, the student must be trained in standards for preventing transmission of bloodborne and other infectious agents.
The OSHA bloodborne pathogen requirement can be met if the student attended the infection control lectures in PTA 1001
Introduction to PTA and PTA 1007 PTA Practice I. The student must also successfully pass training in injury prevention and safe body
mechanics. In addition, a student must complete any additional training required by the clinical site.
It is the student’s responsibility to seek all the information needed to comply with the clinical site’s policies including infection
control, use/storage/labeling of hazardous materials, fire and emergency procedures, security, and incident reporting of personal
or patient injury.
Exposure or Workplace Injury Plan
In the event of an exposure to an infectious agent or hazardous material or injury at the worksite, the student should seek treatment
through the site’s employee health department. The student must follow site protocol for injury or exposure reporting and must
promptly notify the SCCE, CI, and ACCE. The student is responsible for the costs incurred during the evaluation and treatment of
injuries.
Patient Incident or Injury
Students are to immediately report to their clinical instructors all incidents or accidents involving patients or clients. The clinical
instructor should report the occurrence as required by facility policy and procedures. It is the responsibility of the student and the
Student Coordinator of Clinical Education to contact the ACCE to notify the latter of such incidents or accidents. Students are
advised to speak to no one other than the SCCE or ACCE regarding any incident or accident in which the student was involved or
that the student witnessed during the clinical experience. All matters regarding such occurrences are to be processed according to
facility policy and procedures.
Statement on Disability
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The Stanbridge University PTA Program does not discriminate against any student on the basis of disabling conditions. Any
qualified individual with a disability requesting an accommodation or auxiliary aid or service should go to the online ADA Portal on
Student Central athttps://ada.stanbridge.edu/ and submit a Request for Accommodation.
Patient Rights
The student is obligated to obtain informed consent. The student must disclose his or her status as a student and provide the
patient with the name of the supervising therapist. A patient has the right to refuse treatment by the student without effects on
services.
Institutional Property
All institutional/clinical site resources are considered proprietary. The student may not remove or copy resources or materials from
the institution/clinical site without consent.
HIPAA Compliance
The student is required to complete training for awareness and compliance with the patient privacy regulations of the Health
Insurance and Portability and Accountability Act during Term 1 in the program in PTA 1001, Introduction to PTA. The student is
required to strictly adhere to HIPAA standards. The student must protect patient confidentiality and is not to discuss the patient or
patient condition outside the clinical setting. Patients may be discussed with classmates and faculty for educational purposes only.
All patient identifiers must be removed.
Statement of Student Responsibility
It is the responsibility of each student enrolled in a clinical education course to monitor grades and progress. Clinical education
courses are graded with a Pass/Fail grade and will not affect a student’s grade point average. Receiving a “Pass” grade in any clinical
education course, however, is necessary to continue in the program. What constitutes a “Pass” differs with each clinical experience
and is outlined in the respective syllabi related to each clinical course. Students may retake only one clinical education course a
single time. If a student feels that he/she is not doing satisfactory work at mid-term, the student is responsible for making an
appointment with the ACCE to design a plan for improvement. Unsatisfactory clinical coursework may interrupt the student’s ability
to proceed within the curriculum or graduate. Depending on the individual circumstance, the student’s clinical experience may be
extended, or the student may need to repeat the clinical experience.
Clinical Assignments
To assist students in planning, it is requested that each clinical site complete a Clinical Site Information Form (CSIF) (see Appendix D
in the Clinical Education Handbook) that provides information pertinent to clinical education. Students may also use feedback from
previous graduates to determine if a certain facility is deemed of enough interest to complete a clinical experience. Some facilities
also have specific criteria or objectives for clinical education that may be useful in determining facility expectations. The ACCE will
inform students where this information may be obtained during the clinical education orientations which are integrated throughout
the Program.
The SCCE will be sent Clinical Education Reservation Forms requesting clinical placements 12 months ahead of the planned clinical
education coursework start date, or as needed as new clinical education agreements are established. Information received back
from clinical sites will be recorded in EXXAT. Students will have an opportunity to research available options and identify their
preferences. Please see “Guidelines of Clinical Education Process” for details. The ACCE will be available to discuss the process and
answer questions about student’s needs or specific facilities of interest. At no time during the selection and assignment process, are
students to make contact with clinical sites. Students will rank their preferences on EXXAT on or before the specified deadline.
Clinical education assignments are made approximately six weeks in advance. Based on student input, matching by the EXXAT
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system (utilizes a complex algorithm which matches as many students as possible to their most desired clinical experience site), as
well as feedback from the Program Director and other faculty members, students are assigned by the ACCE to either an outpatient
or inpatient setting for Practicum I. Students are assigned in the same manner for the Affiliations such that they complete one
Affiliation in an outpatient setting and one Affiliation in an inpatient setting.
The ACCE will review the assignments for alternative placements if it is deemed to be in the best interest of the students and/or
program. Every reasonable effort will be made to share the rationale for reassignments with the students. Students will receive
notification of their upcoming assignments via an email through EXXAT and be given an opportunity to discuss any concerns with
the ACCE.
SCCEs are provided finalized clinical placement information for the upcoming clinical education experiences, including filled and
unmatched time slots, updated clinical education policies and other relevant clinical education program information. Please see
“Guidelines of Clinical Education Process” for details.
Once assignments are made, the only changes that will be allowed for students are for unexpected circumstances of hardship. The
student may petition the ACCE after the assignment has been made. On an individual basis, the ACCE will consider if the
assignment creates a hardship. The ACCE may consult with other faculty members, if needed, to determine the extent of the
hardship. If hardship is determined, the student and ACCE will work together to find another assignment that will allow the student
to meet clinical education requirements. If the ACCE decides a hardship is not present, the student must attend the assigned site or
risk failing the course. If a site becomes unavailable during a planned clinical experience, the student will individually consult with
the ACCE, who will make every reasonable effort to secure an equitable learning alternative. Records of site cancellations are kept
for review.
Student Confidentiality
Stanbridge University affords all of its students their full rights as required by the Family Educational Rights and Privacy Act. This law
was enacted to protect the privacy of students and provide for the right to inspect and review education records which are directly
related to a student and which are maintained by the university or by a party acting for the university, including the clinical
education site. The university may disclose personally identifiable information from the education records without the consent of the
student to an outside contractor such as a clinical education site that is a party acting for the institution and performing a service
which the institution would otherwise have to perform for itself. The university is not permitted to disclose that information to others
without the written consent of the student, and the information is to be used only for the purpose(s) intended. A student may
request amendment of the content of an education record on the grounds that the record is inaccurate, misleading, or otherwise in
violation of the privacy of the student.
Termination of Clinical Education Course due to Student Performance
If a student’s conduct or performance in any way disrupts services to patients or relationships with the clinical education site, the CI
may dismiss the student or the ACCE may immediately terminate the student’s placement and assign a failing grade for that clinical
experience. Areas of conduct are not limited to technical skills or academic preparation but also include commitment to learning,
effective interpersonal skills, effective communication skills, effective use of time and resources, acceptance of feedback,
professionalism, problem solving, and stress management.
The following examples may be grounds for immediate termination. The list of examples is provided for clarification but is not a
comprehensive nor all-inclusive list of the unprofessional behaviors that may warrant termination:
1.
Student does not exercise sound judgment, placing a patient at serious risk for injury.
2.
Student behavior undermines the positive relationship between the university and the clinical site.
3.
Student performance jeopardizes relationships between employees at the clinical site.
4.
Student fails to adhere to department, program, or university policies and procedures.
5.
Student uses poor professional judgment, lending to unsafe patient care or has unethical conduct.
6.
Student fails to remediate unacceptable behavior that has been addressed.
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7.
Student misrepresents level of competency or practices beyond abilities.
8.
Student has unreasonable absences or tardiness.
9.
Student dates a patient currently undergoing any form of treatment at the clinical site.
10.
Student dates a staff member employed at the clinical site.
11.
Student deceives the CI or clinical staff.
12.
Student informs the patient or family of personal disagreement with an aspect of care.
If the student is dismissed from the clinical education site or if the clinical experience is terminated:
1.
The student will be given a grade of “Fail” for the clinical education course.
2.
The student may not return to the site for future clinical internships.
3.
The student or agents of the student may not interact or contact the clinical site, its staff, or patients.
4.
The student must formally meet with the ACCE to outline remediation plan.
5.
The student may be granted the opportunity to re-enroll in a clinical education course in which he/she received a failing
grade. Students who do not successfully complete the course the second time will be dismissed from the program. Students
are only allowed to remediate one clinical education course, one time. Students may not remediate if failed Practicum, only a
failed Affiliation.
STUDENT ACKNOWLEDGEMENT OF RISK
As a condition of their presence in the program and clinical facilities for clinical education, Physical Therapist Assistant students will
be required to sign an acknowledgement form, which includes the following information:
I, _______________________________________, understand that while I am enrolled in the Physical Therapist Assistant program at
Stanbridge University, I may be involved in activities that may increase my risk of injury or illness to a level above those associated
with everyday activities of daily living. These activities may include, but are not limited to, exposure to potentially infectious blood,
body fluids, and airborne pathogens and diseases (Examples: HIV, Hepatitis, TB, needle sticks); musculoskeletal injury due to
performing/receiving physical therapy treatment activities on/from partners or patients in the laboratory setting or during clinical
education experiences; psychological stress associated with the curriculum load which requires a significant level of commitment to
successfully complete the program; and exposure to hazardous materials (Examples: bleach, rubbing alcohol, Betadine).
I am aware that certain clinical education facilities may require the successful completion of drug testing and/or additional
background investigation before I am allowed to participate in the provision of care at those facilities.
I agree to follow all clinical education facility protocols regarding patient safety, personal safety, and all other protocols I have been
instructed at school, during clinical facility orientations, and during my clinical rotations.
I hereby confirm that I will seek the direction of my clinical instructor (CI) or other supervising facility mentor should I be unclear as
to how to proceed with patient treatment or any other procedure, protocol, or process at the clinical facility.
I hereby indemnify and hold harmless Stanbridge University, its employees, agents, owners and partnering clinical facilities from any
liability pertaining to any infectious disease, illness or injury I may acquire or get as a result of my participation in my clinical
education rotations, including any infectious disease, illness or injury I may acquire as a result of my participation in a potentially
dangerous clinical rotation such as at a facility in which individuals with mental illness are treated.
I also understand that that it is my responsibility during clinical education coursework in the provision of care to patients to identify
myself correctly as a Physical Therapist Assistant student. I also understand that it is the risk-free right of patients to refuse to
participate in clinical education.
Student Media Acknowledgement and Waiver
Physical Therapist Assistant students will be required to sign an acknowledgement form, as a condition of their presence in the
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program and clinical facilities for clinical education, which includes the following information:
I, ______________________________________________, hereby irrevocably consent to and authorize the use and/or reproduction of
any testimonial information and all photographs or other media taken of me during any aspect of the program for any company
purposes, without compensation to me. This is to include use of the original images and any variations created thereof for sale or
licensing in, but not limited to, company stock photography, video, promotional media, audio, advertising media, in any way
whatsoever. All negatives and positives, or digital media, and any copies of same, shall constitute property, solely and completely,
of Stanbridge University.
In giving this consent, I release Stanbridge University and its representatives from any violation of any personal or proprietary right I
may have in connection with such sales, reproduction, or use.
I enter into this release on behalf of my dependents, heirs, executors, administrators, and assigns.
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PTA GRADUATION REQUIREMENTS
In addition to passing each theory course with a 75% or better grade and each lab course with an 80% or better grade, including all
clinical education coursework and the clinical competency skills checklists associated with program, PTA students must pass a
program exit examination. This examination has only one remediation attempt.
In order to graduate, students in the Physical Therapist Assistant program must complete a minimum of four hours of community
service per term during terms 1 through 4, or a total of 16 community service hours by the end of the program.
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PTA LICENSURE REQUIREMENTS
Graduates with an Associate of Science in Physical Therapist Assistant degree from a CAPTE-accredited PTA program may apply to
the Physical Therapy Board of California (PTBC) for permission to take the two examinations required for licensure, the National
Physical Therapy Examination (NPTE) for physical therapist assistants and the California Law Examination (CLE).
After passing these examinations and receiving a license from the PTBC, the student will be eligible to obtain employment as a
licensed physical therapist assistant.
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BHA GENERAL INFORMATION
BACHELOR OF SCIENCE IN HEALTHCARE ADMINISTRATION (BHA)
The Bachelor of Science in Health Administration (BHA) program is a fully online program that provides students with the required
foundations in general education and health administration core knowledge to prepare them for a career in healthcare
administration or management. Health administration professionals work to administer and manage healthcare systems, such as
hospitals, hospital networks or large healthcare systems, and have an important role in making sure people receive the best
possible care while working collaboratively to promote community health and wellbeing.
BHA Mission Statement
The Bachelor of Science in Healthcare Administration (BHA) program prepares students for entry-level administrative leadership
roles in health services organizations and systems. Through a comprehensive curriculum, students gain competencies and
professional preparation to manage and lead in a dynamic diversified healthcare environment.
BHA Program Learning Outcomes
PLO1. Students will successfully apply business principles to the healthcare environment.
PLO2. Students will employ professional standards within healthcare organizations.
PLO3. Students will choose effective leadership styles within the healthcare system.
PLO4. Students will appropriately apply ethical and legal standards to healthcare administration.
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BHA PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Bachelor of Science in Healthcare
Administration degree:
180 quarter credit hours/$222.19 tuition rate per quarter credit hour. The approximate time to complete the program will vary
according to the start and end dates of a cohort and ranges from 28-29 months, including holidays and breaks.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
CITI 1000 Information and
Technology Literacy
35 0 3.5 Yes
HLTH 1800 Health and Nutrition 40 0 4 Yes
ENG 1005 Introduction to Written
Communication
40 0 4 Yes
COM 1050 Fundamentals of Public
Speaking
40 0 4 Yes
MATH 1010 College Algebra 40 0 4 Yes
SOC 1010 Introduction to Sociology 40 0 4 Yes
BIO 1010 Biology 50 0 5 Yes
MATH 2020 Statistics 50 0 5 Yes
SCI 1030 Human Anatomy 50 0 5 Yes
PSY 1010 Introduction to
Psychology
40 0 4 Yes
PHIL 2010 Critical Reasoning and
Ethics
50 0 5 Yes
ENG 2020 Advanced Written
Communication
50 0 5 Yes
COM 3010 Business
Communication in Healthcare
45 0 4.5 Yes
PSY 3300 Diversity and Inclusion 50 0 5 Yes
ENG 3800 GE Capstone 60 0 6 No
HA 3000 AI and Machine Learning
Enabled IT Systems for Healthcare
50 0 5 Yes
HA 3010 Local and Global Health
Concepts
50 0 5 Yes
HA 3011 Local and Global Health
Concepts Project
30 0 3 Yes
PSY 3020 Organizational
Psychology
50 0 5 Yes
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
HA 3030 NextGen Patient Relations
and Servicing
50 0 5 Yes
ACCT 3100 Principles of Healthcare
Accounting I
50 0 5 Yes
HA 3280 AI and Data Management
in Health Information Systems
50 0 5 Yes
HA 3460 AI, Social, Behavioral, and
Data Science-Driven Marketing
50 0 5 Yes
ACCT 4100 Principles of Healthcare
Accounting II
50 0 5 Yes
HA 4150 Healthcare Quality
Management
50 0 5 Yes
HA 4180 Development and
Strategic Planning in Healthcare
Organizations
50 0 5 Yes
HA 4170 Risk Management in
Healthcare
50 0 5 Yes
HA 4190 Human Resource
Management
50 0 5 Yes
HA 4200 Healthcare Policy and Law 50 0 5 Yes
HA 4250 Healthcare
Reimbursement Systems
50 0 5 Yes
HA 4270 Medical Ethics and Future
Challenges
50 0 5 Yes
HA 4160 Healthcare Informatics
and AI Innovation
50 0 5 Yes
HA 4280 Healthcare Regulation
and Compliance
50 0 5 Yes
HA 4310 Team Building and
Leadership
50 0 5 No
HA 4311 Team Building and
Leadership Project
30 0 3 No
HA 4400 Ethics and Social
Responsibility in Healthcare
50 0 5 Yes
HA 4450 Introduction to Healthcare
Research
50 0 5 No
HA 4460 Healthcare Administration
Capstone
60 0 6 No
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Standard Occupational Classification (SOC): 11-9111
Employment/Job Title: Medical and Health Services Managers
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BHA FACULTY
Dr. Alexander Moran PhD Faculty Chair, Written and Oral Communication
Annabella Kraut MA GE Chair, Life and Physical Science
Edmund Pula MS Life and Physical Science
Dr. Herbert Axelrod PhD Life and Physical Science, Mathematics
Dr. Jolie Bell PhD Social and Behavioral Sciences
Kristen Chrisman MA Written and Oral Communication
Linda Silva MA Written and Oral Communication; Social and Behavioral Sciences
Natalie CongHuyen MS Life and Physical Science, Mathematics
Nathaniel Nesbitt MA Written and Oral Communication
Dr. Peter Poon PhD Life and Physical Science; Mathematics
Steve Ryan MA Written and Oral Communication, Computer Applications
Veral Seagraves MA Social and Behavioral Sciences
Dr. Warren Washington PhD Social and Behavioral Sciences
Dr. Wayne Cottrell PhD Life and Physical Science, Mathematics
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BHA ADMISSIONS POLICIES
Bachelor of Science in Healthcare Administration applicants are required to meet the institution’s admissions policies and may be
considered for admission to the program if they achieve the minimum scores on the required sections of the Next Generation
ACCUPLACER test. The ACCUPLACER is designed to provide placement, advisement, and guidance information for students
entering the program.
Reading 232
Writing 234
Arithmetic 212
Algebra 206
The applicant may take a section of the ACCUPLACER required for admission to a program up to three times initially, with at least
48 hours between attempts. If the applicant does not achieve a passing score on the required tests after three attempts, the
applicant must wait two months before retaking the failed test(s). After the two-month waiting period, the applicant may take the
failed ACCUPLACER test(s) up to three more times. If the applicant does not achieve a passing score after these three attempts, the
applicant must wait one calendar year before retaking the sections required for admission to the program.
Students who have earned an associate degree, or higher, from an institution accredited by an accrediting agency recognized by
the United Statements Department of Education are exempt from taking the ACCUPLACER test sections.
In addition, an applicant is required to:
Complete the Academic Readiness Survey
Take the Online Readiness Quiz
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BHA TRANSFER CREDIT POLICIES
Students who have completed coursework at a university or college that is regionally or nationally accredited by an agency
recognized by the United States Department of Education may request an evaluation for transfer credit prior to program enrollment.
For information regarding BHA transfer credit, refer to the institution’s Transfer Credit Policies.
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BHA GRADING POLICIES
GRADING
In order to successfully pass each course, students must earn a 75% or above. In order to graduate, students must have a cumulative
grade point average of 2.5 at the time of graduation.
Online Courses
Online distance education courses are delivered through the university’s learning management system, Edverum, which provides
students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and assignments for each
course. Students participating in the university’s online distance education courses are expected to be in attendance, and complete
all course activities, in accordance with the syllabus.
Course Remediation
Remediation for unsatisfactory course performance is required in the event a course is failed. The student will be expected to take
an alternate exam on the material covered in the original course exam or complete a remediation assignment and will be
considered to have successfully remediated the course when he/she has achieved a passing score on the alternate exam or
assessment. Regardless of the score achieved on the alternate exam or assignment, the maximum grade that will be entered into
the student’s grade record for any remediated course will be 75%. Remediation of any failed course must be performed within
twenty-one (21) days of the end of the course. Students may take up to three (3) remediation examinations.
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BHA ATTENDANCE POLICIES
CLASS HOURS
The BHA program is a fully online program. The online instructional weeks begins on Monday and ends on Sunday, 11:59 PM PT.
Students should refer to their class schedule for course start and end dates.
Online Course Attendance
Online distance education courses are delivered through the university’s learning management system, Edverum, which provides
students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and assignments for each
course. Students participating in the university’s hybrid or online distance education courses are expected to be in attendance, and
complete all course activities, in accordance with the syllabus.
Students participating in the university’s online distance education courses are expected to be in attendance in accordance with the
syllabus since participation is essential to student learning and the assessment of the achievement of required outcomes. All online
distance education courses require a set number of academically related activities (ARAs) for each instructional week. ARAs
designated as attendance ARAs are clarified in the course outline.
A student’s failure to participate in the designated attendance ARA, such as contributing substantively to a discussion forum post,
will result in an absence. Any course absence must be made-up through a make-up assignment appropriate to the hours missed. A
student is considered to be in continuous attendance as long as there are no more than fourteen (14) calendar days between
attendance ARAs.
Make-up of Course Examinations Due to Absence
If a student’s absence occurs on an exam day, a student must notify the instructor prior to the scheduled exam time that they will not
be present for the exam. If the student does not notify the instructor, the exam grade will be a zero. Only one make-up exam per
course, per term, will be allowed. The alternate make-up exam will be administered through the Office of Student Services.
Regardless of the score achieved on the make-up exam, the maximum grade that will be entered into the student’s grade record for
any make-up exam in a theory class will be 75%.
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BHA DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The student does not earn a 75% or above in a course.
The student does not maintain a 2.5 grade point average.
The student fails to remediate a course failure within twenty (21) days of the course end date.
The student fails to make-up a course absence.
The student fails to maintain satisfactory academic progress.
The student violates the Code of Conduct policy.
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BHA ADDITIONAL POLICIES
Online course etiquette, known as “netiquette,” is extremely important to maintain a positive online learning environment.
Netiquette refers to the practice of respecting the views of others, even if they differ from our own, and demonstrating common
courtesy when interacting with others in an online exchange.
Please keep in mind the following netiquette guidelines when posting in online discussion forums and interacting with peers:
Never write your discussion posts or other assignment in all CAPS. On the Internet, writing in caps may be considered
equivalent to yelling at someone.
Use of profanity or verbal abuse is never acceptable in an academic environment.
The online course environment is not a place to send junk mail or spam to your classmates or instructors. Please only send e-
mail regarding course-related questions or issues.
Remember that a “tone” can be misinterpreted in e-mail or online forums because the recipient does not get the benefit of
your body language. Avoid sarcasm.
Always keep in mind that once you send an e-mail, what you have said is in writing forever. Additionally, anything posted in a
public discussion forum will be visible to all class participants and others with access to the online course.
Remember that class discussion forums, chat areas, and e-mail messages are not social media; keep content focused,
professional, on relevant topics, and use language and writing style appropriate for an academic environment.
Be respectful; if you wouldn’t say something to someone’s face, don’t write it in the online environment.
Always proofread your posts and e-mails and make an effort to use proper spelling and grammar. This includes complete
sentences and appropriate punctuation. It’s good practice for all kinds of written communication in college and in the
workplace!
Re-read what you have written and take a moment to pause before you click post or send, especially in a moment of
frustration or anger.
Make a point to be kind and professional in your comments in discussion forums, e-mails, and so on, even if you disagree
with the person you’re responding to.
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BHA GRADUATION REQUIREMENTS
To graduate, students in the BHA program must complete all 180 quarter credit hours required to confer a Bachelor of Science in
Healthcare Administration degree and have a cumulative grade point average of 2.5 or higher.
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BHA LICENSURE REQUIREMENTS
The Bachelor of Science in Healthcare Administration does not lead to licensure.
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BSN GENERAL INFORMATION
BACHELOR OF SCIENCE IN NURSING (BSN)
Registered nurses (RN), regardless of specialty or work setting, treat and educate patients and the public about various medical
conditions and provide advice and emotional support to patients’ family members. RNs record patients’ medical histories and
symptoms, help perform diagnostic tests and analyze results, operate medical equipment, administer treatment and medications,
and help with patient follow-up and rehabilitation.
RNs teach patients and their families how to manage their illnesses or injuries by explaining post-treatment home care needs; diet,
nutrition, and exercise programs; and self-administration of medication and physical therapy. Some RNs may work to promote
general health by educating the public on warning signs and symptoms of disease. RNs also run general health screening or
immunization clinics, blood drives, and public seminars on various conditions.
When caring for patients, RNs establish a care plan or contribute to an existing plan. Plans may include numerous activities, such as
administering medication, including careful checking of dosages and avoiding interactions; starting, maintaining, and discontinuing
intravenous (IV) lines for fluid, medication, blood, and blood products; administering therapies and treatments; observing the
patient and recording those observations; and consulting with physicians and other healthcare clinicians. Some RNs provide
direction to licensed vocational nurses and nursing aides regarding patient care.
BSN MISSION STATEMENT
The Bachelor of Science in Nursing degree program provides students with a theoretical and evidence-based education that
incorporates knowledge through the development and mastery of clinical reasoning, nursing skills, and professional values. The
goal of the program is to prepare graduates for positions where they will provide quality health care services in diverse settings and
function as professional providers of care, managers of care, and leaders within nursing practice.
BSN PROGRAM LEARNING OUTCOMES
PLO1. Implement evidenced-based nursing interventions as appropriate for managing care of patients and promoting health across
the lifespan
PLO2. Provide a patient-centered, evidenced-based practice using developmentally and culturally appropriate approaches.
PLO3. Demonstrate effective critical thinking and decision-making skills to advance nursing practice and quality outcomes.
PLO4. Apply leadership principles and quality improvement to promote health policy and patient advocacy.
PLO5. Integrate the professional standards of moral, ethical, and legal concepts into nursing practice.
PLO6. Value the inherent worth of individuals and populations through self-evaluation, service, social justice, and lifelong learning.
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BSN PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Bachelor of Science in Nursing degree:
180 Quarter Credit Hours/$691.22 tuition rate per quarter credit hour
The approximate time to complete the program will vary according to the start and end dates of a cohort and ranges from 36-37
months including holidays and university breaks.
Scholarship requirements: A minimum of a 77% in the theory component and a PASS in the clinical component of each nursing
course and a 75% in the general education courses. A cumulative GPA of 77% or above is required. All students must achieve a
minimum score of 94% predicted probability in the Comprehensive Predictor Examination on the first attempt at the end of NUR
4600.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total Credit
Hours
Eligible for Credit
Transfer
MATH 1010 College Algebra* 30 3 Y
ENG 1005 Introduction to Written
Communication**
30 3 Y
CHEM 1010 Chemistry with Lab* 30 10 3.5 Y
SOC 1010 Introduction to Sociology** 30 3 Y
BIO 1010 Biology with Lab* 45 10 5 Y
ENG 2020 Advanced Written
Communication**
40 4 Y
PSY 1010 Introduction to Psychology** 30 3 Y
SCI 1050 General Microbiology with
Lab*
45 35 6 Y
SCI 1030 Human Anatomy with Lab* 45 35 6 Y
SCI 1040 Physiology with Lab* 45 35 6 Y
COM 1050 Fundamentals of Public
Speaking*
30 3 Y
PSY 2070 Developmental Psychology** 30 3 Y
SCI 3050 Pathophysiology 50 5 N
HLTH 1800 Health and Nutrition** 35 3.5 Y
MATH 2020 Introduction to Statistics 40 4 Y
PHIL 2010 Critical Reasoning and
Ethics**
30 3 Y
PHIL 2300 Applied Critical Thinking in
Simulation
20 40 4 N
PSY 3300 Diversity and Inclusion** 30 3 Y
SEM 1200 NursingPrep RN* 35 3.5 N
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total Credit
Hours
Eligible for Credit
Transfer
NUR 1000 The Nature of Nursing
Practice
50 5 N
NUR 1250 Introduction to
Pharmacology*
50 5 N
NUR 2100 Fundamentals of Nursing
with Lab
45 40 7 N
NUR 2100C Fundamentals of Nursing
Clinical
108 5 N
NUR 1060 Gerontology** 25 2.5 N
NUR 2200 Behavioral Health with Lab 45 8 4.5 N
NUR 2200C Behavioral Health Clinical 36 1.5 N
NUR 2300 Medical Surgical I with Lab 50 32 5.5 N
NUR 2300C Medical Surgical I with
Clinical
108 5 N
NUR 3300 Medical Surgical II with Lab 50 16 4.5 N
NUR 3300C Medical Surgical II Clinical 96 3 N
NUR 3033 Health Assessment with Lab 45 10 5 N
NUR 3500 Maternal and Newborn
Nursing with Lab
45 12 5 N
NUR 3500C Maternal and Newborn
Nursing Clinical
54 1.5 N
NUR 3600 Family and Child Nursing
with Lab
45 12 5 N
NUR 3600C Family and Child Nursing
Clinical
54 1.5 N
NUR 3043 Evidence-Based Nursing
Practice**
60 6 N
NUR 4300 Medical Surgical Nursing III
with Lab
50 16 4.5 N
NUR 4300C Medical Surgical Nursing
III Clinical
84 2.5 N
NUR 4200 Population Health and
Technologies*
45 4.5 N
NUR 4400 Community Based Nursing
with Practicum
45 90 9 N
NUR 3053 Healthcare Informatics** 30 2.5 N
NUR 4250 Health Systems Leadership* 45 4.5 N
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total Credit
Hours
Eligible for Credit
Transfer
NUR 4600 Transformational Nursing
Leadership
35 3.5 N
NUR 4600C Transformational Nursing
Leadership Clinical
60 2 N
* Blended course
** Online course
Standard Occupational Classification (SOC): 29-1141
Employment/Job Title: Registered Nurses
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BSN FACULTY
Julie Amenta MSN-Ed, RN
Sherry Choquette BSN, RN
Jeremy Christie BSN, RN
Karyn Dickinson MSN, RN
Tina Ghazarian‡ MSN, RN, FNP
Aneta Giz BSN, RN
Gwen Hunt‡ BSN, RN
Kelli Jo Paul MSN, RN
Dr. Jeny Joy‡ PhD, RN
Dr. Zoya Minasyan‡ PhD, RN, FNP
Bien Nguyen MSN, RN
Karen Nguyen‡ MSN-Ed, RN
Lisa Runels MSN, RN
Ali Tehrani MSN, RN, CCRN
Jincy Thomas‡ BSN, RN
Brian Tran BSN, RN
Katy Upadhyaya MSN, RN
Minerva Valdenor MSN, RN, CCRN
Dr. Lucy VanOtterloo PhD, RNC, CNS
Diedre Yarak‡ MSN, RN
‡ Faculty are located at Los Angeles, Alhambra campus.
GENERAL EDUCATION FACULTY
Dr. Alexander Moran PhD Faculty Chair, Written and Oral Communication
Annabella Kraut MA GE Chair, Life and Physical Science
Edmund Pula MS Life and Physical Science
Dr. Jolie Bell PhD Social and Behavioral Sciences
Kristen Chrisman MA Written and Oral Communication
Linda Silva MA Written and Oral Communication; Social and Behavioral Sciences
Natalie CongHuyen MS Life and Physical Science, Mathematics
Nathaniel Nesbitt MA Written and Oral Communication
Dr. Peter Poon PhD Life and Physical Science; Mathematics
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Steve Ryan MA Written and Oral Communication, Computer Applications
Dr. Warren Washington PhD Social and Behavioral Sciences
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BSN ADMISSION POLICIES
Please read and complete the following steps:
1.
Complete an online application for the Bachelor of Science in Nursing degree program. Click here to apply now and start
your admissions application process for an early decision.
If you are not ready to apply, but would like more information, please attend a virtual information session and campus tour offered
on campus. Click here to view the info session schedule. Please note, all prospective students must apply online before moving on
to the entrance exam step.
2.
After submitting your online application, take the Next Generation Accuplacer examination. Secure online testing for the
Accuplacer is now available. Please contact your Admissions Representative to learn more. The following preferred
minimum scores on each test of this examination are required: Reading Comprehension 250; Sentence Skills 237; Arithmetic
237; and Elementary Algebra 237. Scheduling your exam will be coordinated by your dedicated Admissions Representative.
The applicant may take each of the Accuplacer tests required for admission to a program up to three times initially, with at least 48
hours between attempts. If the applicant does not achieve a passing score on the required tests after three attempts, the applicant
must wait two months before retaking the failed test(s). After the two-month waiting period, the applicant may take the failed
Accuplacer test(s) up to three more times. If the applicant does not achieve a passing score after these three attempts, the applicant
must wait one calendar year before retaking all of the Accuplacer tests required for admission to the program. The applicant will be
allowed to take each of the Accuplacer tests up to three times after the one calendar year waiting period. If the applicant does not
achieve a passing score on each of the required test(s) after these three attempts, the applicant will not be able to take the
Accuplacer tests again for admission to a program at the university.
The university will also accept the TEAS VI admissions test scores from applicants, taken at outside institutions, for consideration of
admission into the Bachelor of Science in Nursing:
For the TEAS VI to be considered for admission into the program, the applicant must have achieved a TEAS score of 70% or
higher composite (proficient level).
The TEAS VI must have been taken and passed within three years from the date of acceptance by the university
3.
Take the ATI Critical Thinking Assessment Entrance Exam and achieve a minimum score of 68% to be eligible for an
interview. Applicants may take the ATI Critical Thinking exam up to two times, with at least 10 days between attempts. If the
minimum score is not achieved after two attempts, applicants are required to wait 60 days before retaking the exam up to
two more times.
Upon completion of steps 1 through 3, applicants may proceed to the following:
4.
Submit an official transcript of record showing possession of a high school diploma or its equivalent, such as GED, from an
accredited secondary school or an associate degree or higher from an accredited college or university.
5.
Complete a background check.
6.
Schedule and attend a meeting with a Financial Aid Officer.
7.
Submit Official Transcripts of all courses taken at all high schools, colleges, and/or universities.
8.
Interview with the Program Director or designee. Interviews are offered virtually through Zoom video conferencing meeting
temporarily.
The interviewer will use a Candidate Interview form for the interview and will award points for the applicant’s essay and responses
during the interview according to a departmental rubric. The interviewer will also award points according to the departmental rubric
for the applicant’s score on the Accuplacer examination; completion of an academic degree; completion of relevant prerequisite
courses; grade point average for the completed prerequisite courses; and current certificates and/or work experience or volunteer
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work. The interviewer will combine these points with the points awarded for the interview into a total score according to the
departmental rubric. Based on the total score, the applicant will be ranked among the other applicants who are applying for
admission to the program with the current cohort.
9.
Submit the Transfer of Credit Request form and related documentation for evaluation of possible transfer credit. Transfer
credit will only be granted under the following conditions:
Required prerequisite science courses must have been completed within two (2) years of the date of enrollment with a 77%
or higher.
All transfer credit policies of the institution have been met.
10.
File all required documents with Admissions at least two (2) calendar weeks prior to the interview with the Program Director
or designee and ensure all required proof of physical examination, immunizations, and valid CPR card issued by the
American Heart Association is submitted to Admissions seven (7) days prior to the start of orientation.
Applicants will be notified of admission to the program by a letter of invitation. An applicant may only decline the letter of invitation
twice and must repeat steps 2-10 above when reapplying for admission to the program.
The thirty (30) applicants who have met the minimum requirements for admission to the BSN program, and who have the highest
number of combined points awarded according to the departmental rubric, will be accepted for admission to the current cohort.
Should an opening occur, the applicant who has the next highest number of combined points may be accepted for admission. If
there are more than thirty (30) individuals qualified for admission to a given cohort, those who are not admitted to the current
cohort may reapply to be considered for admission to a subsequent cohort.
Applicants reapplying for admission only have to resubmit official transcripts of record if they have taken additional courses since
the previous application for admission.
APPLICANTS WITH CRIMINAL CONVICTIONS
Background Check and Licensure
California law allows for the denial of registered nursing licensure on the basis of any prior convictions substantially related to
nursing practice. The California Board of Registered Nursing (BRN) requires that all convictions be reported, except for minor traffic
violations, on applications for licensure. Both misdemeanor and felony convictions must be reported. This includes “driving under
the influence.” Convictions must be reported even if they have been expunged. All prior or current disciplinary action against a
healthcare related license must be reported, whether it occurred in California or in another state or territory. The BRN reviews all
prior convictions substantially related to the qualifications, functions, or duties of a registered nurse. Each application for licensure is
evaluated on a case-by-case basis. See the California Board of Registered Nursing website at http://www.rn.ca.gov/applicants/lic-
faqs.shtml#disc for further information.
Background Check and Clinical Facilities
Some clinical facilities require background checks for all employees, volunteers, and students working in the facility, independent of
the required licensure background check (see below). Students will be required to submit their personal information for a
background check in order to attend clinical sessions.
Each facility judges the background of student nurses with misdemeanors or felonies on an individual basis. Denial of
admission to the BSN program for students with convictions will be based on a pattern of convictions, felonies, or certain
misdemeanors which will bar a student from completing a clinical rotation.
Failure to disclose a previous conviction is typically viewed as seriously as the conviction itself, if not more so.
Some clinical facilities may require submission of fingerprints as part of the background check.
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BSN TRANSFER CREDIT POLICIES
Students who have completed coursework at a university or college that is regionally or nationally accredited by an agency
recognized by the United States Department of Education may request an evaluation for transfer credit prior to program enrollment.
Transfer credit will only be granted under the following conditions:
Required prerequisite science courses must have been completed within two (2) years of the date of enrollment with a grade
of B or higher.
All transfer credit policies of the institution have been met.
Awarding of Credit for Previous Education or Competency-Based Credit, Including Military Education and
Experience
Students may apply for competency-based credit, which will be granted on the basis of a written examination for nursing theory
courses and a demonstration of the mastery of clinical objectives and a written examination for clinical courses. The Program
Director or designee will administer this process.
Any student who wishes to challenge a nursing course (with an NUR prefix), Anatomy and Anatomy Lab, Physiology and Physiology
Lab, or Microbiology and Microbiology Lab courses to earn academic credit by examination must successfully complete the
culminating examination appropriate to the course. In the nursing theory or non-clinical courses, the terminal measures are often a
final examination and/or term paper. In the case of the challenge examination, the student must receive a passing grade of 80% or
higher to receive credit. In the nursing clinical laboratory classes, students must demonstrate competent clinical practice by way of a
return demonstration for all skills listed in the course syllabus being challenged. In the clinical courses where critical or life-
threatening maneuvers are required, the student must perform the demonstration with 100% skill and accuracy.
Prior to taking written examinations or demonstrating mastery of clinical objectives to determine whether competency-based credit
can be granted, students will be charged a one-time, non-refundable fee of $50 for each written examination and a one-time,
nonrefundable fee of $100 for each demonstration of the mastery of clinical objectives.
Prior to enrollment, a student desiring entry into the VN 45-Unit Option may receive transfer credit for courses in Physiology and
Microbiology designed for health pre-professionals or Biology majors taken previously at another institution as long as the student
has achieved a GPA of 3.0 or greater in these courses. The courses must include a laboratory component.
Stanbridge University will conduct an evaluation of previous education and training for all veterans and will grant appropriate credit,
shorten the training period proportionately, and notify the VA and student accordingly.
Stanbridge University complies with California Board of Registered Nursing regulations SB 466 as follows:
1.
The University Student Catalog shall include a section referring to Awarding of Credit for Previous Education or Competency-
Based Credit, Including Military Education and Experience for all students, including those who have served or are serving in
the United States Armed Forces.
2.
The University’s Bachelor of Science in Nursing webpage shall provide a link identified as “Transfer Credit for Military
Experience” that directs to the policy.
3.
A form outlining the procedures will be provided and kept as a record in the student’s file.
4.
The student’s file will reflect the awarding of credit on the student transcript.
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BSN GRADING POLICIES
GRADING
Regardless of the overall course grade, all assigned work must be completed in order to pass each nursing course. The theory and
clinical components of each nursing course must be taken concurrently. In accordance with program requirements, a student must
pass both theory and clinical components of a course to be allowed to continue with the program. If a student fails either the theory
or clinical component of a nursing course, he/she must repeat both components of the course and successfully complete these
components before progressing in the program. Students must have a cumulative grade point average of “C+” or above in order to
graduate.
NURSING THEORY COURSES
Students will be given a grade based on points earned on all assignments, quizzes, presentations, and examinations in the theory
component of each nursing course. Nursing students must earn a minimum grade of a 77% in the theory component of all nursing
theory courses in order to progress in the program.
NURSING CLINICAL COURSES
Students will be given a PASS or FAIL grade based on the demonstration of clinical objectives in the clinical component of each
nursing course. Students must receive a PASS in all nursing clinical courses in order to progress in the program.
Performance and practice of clinical skills constitute a large portion of the student’s time in the program. Students unprepared for
the clinical experience will be asked to leave the clinical setting and time lost will be considered a clinical absence. Make-up of
clinical absences will be determined on an individual basis. Evaluation of clinical performance is obtained through the objectives on
the Clinical Performance Evaluation Tool. The evaluation tool is completed at midterm and end of quarter.
CONTENT MASTERY ASSESSMENTS (CMA) EXAMINATIONS
In addition to passing each course with the minimum passing grade, students must pass the program exit examination on the first
attempt (in accordance with the scoring rubric of the examination). If the predicted probability of passing the licensure examination
is not calculated, the required minimum score for passing is at or above the National Mean for that version of the examination.
GENERAL EDUCATION COURSES
Remediation for unsatisfactory course performance is required in the event a general education course is failed. The student will be
expected to take an alternate exam on the material covered in the original course exam or complete a remediation assignment and
will be considered to have successfully remediated the course when he/she has achieved a passing score on the alternate exam or
assessment. Regardless of the score achieved on the alternate exam or assignment, the maximum grade that will be entered into
the student’s grade record for any remediated course will be 75%. Remediation of any failed course must be performed within
twenty-one (21) days of the end of the course or prior to the start of the next term, whichever is shorter. Students may take up to
three (3) remediation examinations.
BLENDED AND ONLINE COURSES
Blended and online distance education courses are delivered through the university’s learning management system, Edverum,
which provides students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and
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assignments for each course. Students participating in the university’s blended or online distance education courses are expected
to be in attendance, and complete all course activities, in accordance with the syllabus.
SATISFACTORY ACADEMIC PROGRESS REQUIREMENTS
Attainment of satisfactory progress (attendance, credit earned, and GPA) will be monitored at the completion of each quarter.
Students must achieve a 77% or higher in the theory component and a PASS in the clinical component of each nursing course. In the
general education courses, students must achieve a 75% or higher. Tutorial sessions may be mandatory for students at risk of not
meeting course requirements. Students may also be referred to the Academic Success Coordinator in the Learning Resource Center
for assistance with study skills and time management in order help the student make academic progress.
Student progress will be measured at the end of each term. In order to maintain satisfactory academic progress, students must meet
the university’s Satisfactory Academic Progress (SAP) policy.
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BSN ATTENDANCE POLICIES
CLASS HOURS
Students should refer to their schedule for the actual class dates. BSN theory and clinical coursework may occur any day of the week
(Monday through Sunday) during mornings, afternoons, or evenings.
THEORY CLASS ATTENDANCE
Regular and timely attendance in the classroom is necessary for students to meet the stated objectives of each course. Regular
attendance demonstrates professional and responsible behavior. Patterns of tardiness, early outs, and absences are not consistent
with the professional standards expected of BSN students and will result in disciplinary action.
Students may be absent one (1) day from each theory course in a 10-week term with exception to the theory component of the
Behavioral Health course. Students may be absent no more than three (3) hours in the theory component of the Behavioral Health
course. Documentation for an absence will not be collected, as there is no “excused absence.” An absence will simply count towards
the maximum allowable absence. Students must notify the instructor in advance of any absence. Failure to provide advanced
notification will result in a Notice of Deficiency.
Students who accumulate greater than one (1) day of absence from each theory course in a 10-week term or more than three (3)
hours in the theory component of the Behavioral Health course will be placed on attendance probation by the Office of Student
Services. Students who violate the stipulations of their attendance probation will be dismissed from the program. Students may
request to re-enroll in the program, repeat the course from which they were dismissed, and continue with the sequence of other
courses in the program provided space is available.
Students must make-up the theory hours missed due to an absence before progressing to the next term. The theory instructor will
determine the make-up assignment appropriate for the hours missed as well as the deadline for submission.
Students are responsible for signing in the e-roster at the beginning of each theory course. Failure to sign in the e-roster will result
in an absence. Having a proxy student sign in the e-roster will result in disciplinary action, up to and including dismissal.
LEAVING EARLY AND TARDINESS (THEORY)
It is required that students attend all classroom hours. Early leave is when a student leaves class prior to the instructor dismissing the
class. Tardiness is when a student arrives after the start of class or after a scheduled return from a break. Students must notify the
instructor in advance when leaving early or arriving late at the start of class. Failure to provide advanced notification will result in a
Notice of Deficiency.
Students must make-up theory hours missed due to leaving early or tardiness before progressing to the next quarter. Students who
miss more than 5% of total class time for the course or have more than two (2) occurrences of leaving early or tardiness will meet
with the Program Director, or designee, for disciplinary action, up to and including dismissal. The theory instructor will determine
the make-up assignment appropriate for the hours missed as well as the deadline for submission.
MAKE-UP OF COURSE EXAMINATIONS DUE TO ABSENCE
If the absence occurs on an exam day, a student must notify the instructor prior to the scheduled exam time that they will not be
present for the exam. If the student does not notify the instructor, the exam grade will be a zero. Only one make-up exam per
course, per term, will be allowed. The alternate make-up exam will be administered through the Office of Student Services.
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Regardless of the score achieved on the make-up exam, the maximum grade that will be entered into the student’s grade record for
any make-up exam in a theory class will be 77%.
CLINICAL ATTENDANCE
Students are required to attend all clinical days. Students MUST attend the first hospital orientation day and electronic charting in-
service for each clinical facility. Failure to attend the first clinical day and/or mandatory computer training will result in dismissal from
the program.
Students may be absent one (1) day from each clinical course in a 10-week term except in the Behavioral Health course. Students
may not miss any clinical hours in the clinical component of the Behavioral Health course. Hospital rotations, skills labs, simulation
labs, and any required community shifts are all counted as clinical hours. An absence on any of these scheduled days will be
counted as the one (1) allowed absence. Students must make-up any clinical absence before progressing to the next term or they
will be dismissed from the program. A missed clinical make-up will count as a second clinical absence and will result in disciplinary
action, up to and including dismissal from the program. The lead instructor or clinical manager will determine the make-up
assignment appropriate for the hours missed as well as the deadline for submission.
Students who are unable to attend clinical must do the following:
1.
Call the clinical instructor at least one (1) hour prior to the scheduled clinical time. Failure to provide proper advanced
notification may result in disciplinary action, up to and including being dropped from the course.
2.
Give the clinical instructor a physician’s release prior to returning to the clinical area if the absence was due to a contagious
illness or injury. Boots, slings or other support devices are not allowed in the clinical area.
3.
Arrange for make-up of missed clinical time/clinical objectives on the scheduled day or by arrangement with instructor.
4.
Submit satisfactory make-up assignment in a timely manner to the clinical instructor.
LEAVING EARLY AND TARDINESS (CLINICAL)
Students are required to attend all clinical hours. Failure to complete a clinical shift or leaving a clinical session prior to being
dismissed by the instructor is considered an absence and subject to the same policy as a clinical absence.
Tardiness results in unsafe patient care due to lack of or a curtailed shift report. Students are considered tardy when they arrive later
than the designated start time at the designated location as defined by each clinical instructor. Failure to notify the instructor of
tardiness will result in disciplinary action and/or the student may be sent home and incur an absence if deemed unsafe by the
clinical instructor.
BLENDED AND ONLINE COURSES
Blended and online distance education courses are delivered through the university’s learning management system, Edverum,
which provides students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and
assignments for each course. Students participating in the university’s hybrid or online distance education courses are expected to
be in attendance, and complete all course activities, in accordance with the syllabus.
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BSN DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The student receives below a 75% in any of the program’s general education courses.
The student receives below a 77% in any of the program’s nursing theory courses.
The student receives a FAIL in any of the program’s nursing clinical courses.
The student accumulates greater than three (3) hours of absence in the theory component of the Behavioral Health course or
is absent for more than one (1) day in a nursing theory courses in any term excluding the Behavioral Health course.
The student misses any clinical hours in the clinical component of the Behavioral Health course, or more than one (1) day of
clinical absence in the clinical component of one (1) course in any term excluding the Behavioral Health course.
The student fails to attend the first clinical day and/or mandatory computer training.
The student fails to make up any absences before progressing to the next term.
The student fails to pass with Comprehensive Predictor Examination with a score of 94% or more.
The student commits unsafe nursing practice.
The student does not complete a minimum of twenty-eight (28) hours of community service by the end of the program.
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BSN ADDITIONAL POLICIES
In addition to meeting the requirements for admission as stated above under Admission Policies, applicants to the Bachelor of
Science in Nursing (BSN) program must provide the following prior to admission to the program:
Physical Exam
Proof of Health Exam signed by a medical provider (MD, NP, or PA) with no restrictions. Students are required to carry health
insurance and may be asked to provide a copy to the nursing department along with their immunization.
Immunizations
MMR: Students must submit a titer or proof of immunization. If previously immunized, the student should get a titer drawn before
being immunized again. If the titer is positive, the student is immune to the disease. If the titer is negative, the student needs to be
vaccinated.
Students who have had measles-mumps-rubella do not need to be immunized, but will need to submit proof of immunity.
Varicella: The student must submit a titer or proof of immunization. If previously immunized, the student should get a titer drawn
before being immunized again. If the titer is positive, the student is immune to the disease. If the titer is negative, the student needs
to be vaccinated.
Students who have had chickenpox do not need to be immunized, but need to submit proof of having the disease.
TDaP: Students must submit proof of immunization within the last 5 years.
Hepatitis B: Students must submit proof of a 3-shot series of immunization (or proof the series has been started). If the student
wishes to decline the Hepatitis B vaccine series, he or she must sign a declination form provided by Stanbridge University.
The student may also present a titer if previously immunized for Hepatitis B.
PPD: Students must submit proof of a PPD skin test within one year. If the student has a previous positive PPD or BCG vaccine, the
student will have to submit results from a current chest X-ray. Students must initially provide a two- step TB test unless they can
provide proof of previous annual testing. A regular one-step TB test must be updated annually.
Influenza Vaccine or Declination: Students must submit proof of influenza vaccine. If the student wishes to decline the influenza
vaccine series, he or she must sign a declination form provided by Stanbridge University. Students should be aware that declining
the influenza vaccine may result in inability to attend clinical education at some facilities and may lead to delay of graduation.
BLS/CPR CARD
A BLS/CPR card must be obtained from the American Heart Association. Students are responsible for maintaining the currency of
their BLS/CPR card during the entire duration of the program. Students without a current CPR card will be removed from the clinical
rotation until the CPR card is renewed. Make up of missed clinical time will be required as outlined in the Attendance Policies.
BSN Dress Code
Students are expected to comply with the dress code as outlined below. Students who do not comply with the dress code will be
requested to leave campus or the clinical facility. The student will be marked absent for the period and a Notice of Deficiency will be
given.
Student ID badge must be worn at all times above the waist.
All students must be neat and well groomed. Students will bathe daily and use deodorant. The student should have no
offensive body odor or cigarette smell. Appropriate top and bottom undergarments are required.
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Clothing must fit properly and not tight-fitting.
On campus uniform includes red polo shirt with the Stanbridge polo, plain white under shirt or white “sleeves” to cover
tattoos, plain black scrub pants (no print, no colorful embroideries or borders, no jogger scrub pants), white socks or neutral
nylons, and white or black shoes.o Shoes must be closed-toed, closed-heeled and low-heeled. Shoes must be without print
except for the shoe logo.
o White shoes must be clean.
o Only white or black shoelaces are allowed.
In clinical, blue scrubs with Stanbridge logo must be neat and pressed.
o Pregnant students must adopt a similar maternity scrub uniform.
o Only clean white, closed-toed, closed-heeled and low-heeled shoes with non-skid soles and white vinyl or leather top is
acceptable. Shoe logo and shoelaces, if present, must be white.
o Only white socks or neutral nylons may be worn in clinical.
o Stethoscope, penlight, bandage scissors, watch with second hand, calculator, black pen, paper pad are part of the clinical
uniform. A “fanny pack” or “apron” may be worn over the uniform to increase the number of pockets.
Sweaters on campus and in clinical must be solid color (only black, grey, blue, or white) without print except for Stanbridge
logo.
o Sweaters in clinical may not have a hood.
No hats or scarves are permitted.
Hair must be pulled back out of the face and off the shoulders.
o Hair in a ponytail is acceptable on campus but must be pulled out of the face.
o Hair must be pulled back out of the face and in a bun in clinical or when in scrubs for Skills Lab or Simulation Lab.
o Hair color must be of a natural color. Faddish or unnatural colors or styles are not permitted.
Facial hair must be neatly trimmed to a maximum length of ½ inch to permit proper fit of personal protective equipment as
recommended by the Centers for Disease Control. Facial hair must not be of a faddish or unusual appearance.
Gum is not allowed.
Makeup must be suitable. Perfume, cologne or after-shave is not permitted.
New tattoos and piercings are discouraged while in school due to increased risk of infection and the ability to comply with
clinical site policy.
o Tattoos cannot be visible. Plain white long-sleeved shirts or “sleeves” must be worn to cover the tattoos.
o Except for pierced ears, body piercings with jewelry (brow, nose, tongue, and/or lip) are not allowed.
Jewelry must be kept to a minimum for safety and to be consistent with professional appearance. Jewelry may include only a
watch, wedding ring, engagement ring, and small-post earrings if ears are pierced (only one pair of post earrings).
Nails must be clean, short and neatly trimmed. Only clear nail polish is permitted. Artificial nails and nail wraps or extenders
are not permitted.
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BSN GRADUATION REQUIREMENTS
In addition to passing each course with the minimum passing grade, BSN students must achieve a cumulative GPA of 77% or above
in the program and pass the nursing program exit examination with a minimum score of 94% predicted probability of passing the
NCLEX-RN on the first attempt (in accordance with the scoring rubric of the examination). If the predicted probability of passing the
licensure examination is not calculated, the required minimum score for passing is at or above the National Mean for that version of
the examination.
To graduate, students in the BSN program must complete a minimum of four (4) hours of community service per term, or a total of
twenty-eight (28) community service hours by the end of the program.
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BSN LICENSURE REQUIREMENTS
Graduates with an pre-licensure Bachelor of Science in Nursing degree from a BRN-accredited nursing program may apply to the
Board of Registered Nursing for permission to take the examination required for licensure, the National Council Licensure
Examination for Registered Nurses (NCLEX-RN) ®
After passing this examination and receiving a license from the BRN, the student will be eligible to obtain employment as a licensed
Registered Nurse.
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RNBSN GENERAL INFORMATION
BACHELOR OF SCIENCE IN NURSING PROGRAM (RN TO BSN DEGREE
COMPLETION)
The online RN to BSN Degree Completion program is designed for RNs to earn a Bachelor of Science Degree in Nursing. The
curriculum prepares students for advanced education in nursing designed to meet the needs of the patients and the future
healthcare needs of society. It also provides a foundation for management and leadership positions to apply well-developed
problem-solving skills in healthcare settings. The RN student will grow from practicing bedside nursing into a professional educated
nurse promoting health and wellness, preventing illness, and better assisting and educating patients in culturally diverse
communities.
Applicants must have an Associate of Science Nursing degree from an accredited program, current RN license, successful
background check, and a cumulative GPA of 2.5 to meet the program requirements.
Course lengths are 5 to 6-weeks and are designed especially for RNs to continue working while taking online classes. This program
will prepare RNs for entry into a graduate nursing program.
Program Learning Outcomes
PLO1. Analyze the concepts of risk management and HIPAA in relation to critical thinking, decision-making, and problem solving.
PLO2. Describe the importance of interdisciplinary collaboration and communication in leadership roles.
PLO3. Describe how communication can influence healthcare policy and shape perceptions related to health issues.
PLO4. Analyze the importance of health promotion and its impact on patients, families and the community.
PLO5. Analyze the issues surrounding provision of care, treatment, and services requiring decision-making skills using evidence-
based practice.
PLO6. Identify and discuss the application of ethical principles as they relate to the professional practice of nursing.
PLO7. Identify key elements of successful diversity management, and culturally and linguistically appropriate care, based on
research and evidence-based practice.
PLO8. Identify and describe the need for health promotion, health informatics, effective communication and cultural awareness in
patient care.
The purpose of the Bachelor of Science (Degree Completion) program is to present theoretical and evidence-based education that
incorporates knowledge from nursing and related disciplines. These experiences will be facilitated by the acquisition of knowledge
and expertise in every nursing course. The goal of the program is to prepare graduates for positions where they will provide quality
health care services in diverse settings and function as professional providers of care, managers of care, and members within the
discipline. Graduates will earn a Bachelor of Science in Nursing (BSN) degree upon satisfactory completion of the program.
Graduates will be prepared for positions where they will care for patients and families in a variety of settings.
The following essentials of Baccalaureate Education for Professional Nursing Practice are fundamental to the practice of nursing and
support the mission and goals of the nursing program while assisting in the development of the professional nurse. These elements
are singularly important and collectively essential as the fundamental foundation for nursing practice and are adopted from the
American Association of Colleges of Nursing.
Liberal Education for Baccalaureate Generalist Nursing Practice
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Basic Organizational and Systems Leadership for Quality Care and Patient Safety
Scholarship for Evidence-Based Practice
Information Management and Application of Patient Care Technology Healthcare Policy, Finance, and Regulatory
Environments
Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
Clinical Prevention and Population Health
Professionalism and Professional Values
Baccalaureate Generalist Nursing Practice
This framework forms the basis for the curricular structure and selection of content. It shapes the way the student will learn, develop,
and practice professionally. Included in the philosophy are the following concepts:
The nursing program supports the concept that each person is a unique individual endowed with dignity and self-worth and worthy
of reverence, protection, and preservation throughout the span of his or her life. The person or client possesses physiological,
psychological, socio-cultural, developmental, and spiritual needs which are met in varying degrees through interactions with others.
Clients are individuals, families, aggregates, or communities. Human relationships and interactions take place in diverse ways
depending on the context and environment. During an individual’s life span, each person develops a personal system of values,
which give meaning and purpose to life.
The environment is composed of all factors that are ever-changing, whether internal or external to the person, and that influence
their development and functioning. The environment can be altered to positively or negatively affect the client’s health by
modifying stressors and enhancing resources. The person is influenced by and responsive to the environment and can choose to
alter his or her internal and external environments to impact health and quality of life.
Health is viewed as a dynamic state of being with adaptation to developmental and environmental changes over the life span that
allows individuals to maximize potential. Health is evidenced in effective functioning within one’s environment influenced by
physical, psychological, social, or spiritual variables. Wellness is defined as functioning at one’s best, given any limitations of one’s
abilities. Health care by an interdisciplinary team is based on needs and promotes, maintains, and restores the person to an optimal
level of wellness on the health-illness continuum or to a dignified death. Each person has a right to quality health care, delivered
with respect for the individual and respect for differences among individuals.
Nursing is a dynamic, evolving discipline and has been shaped by its history. Nursing may be viewed as a personal calling to
provide compassionate service to others and as a science that encompasses a specialized body of knowledge built upon science
and the liberal arts and with specified outcomes related to health and holism. It is based on understanding human conditions and
relationships across the life span. Nursing practice provides an essential service to clients and is directed to the promotion,
maintenance, and restoration of health or creation of an environment supportive of a dignified death. Nurses function in a variety of
health care settings as professional providers of care, members of the discipline, and managers of care within the scope of nursing
practice. Through nurse-client collaboration, the health needs of individuals with diverse cultural backgrounds and lifestyles are
addressed in order to promote optimal levels of functioning.
In an ever-changing health care delivery system, nurses must make complex decisions, adapt to new situations, and continually
update knowledge and skills by using critical thinking. Critical thinking is a cognitive process that involves unbiased, reflective
reasoning in order to arrive at purposeful conclusions based on fact and principles. The nurse uses critical thinking in applying
evidence and theory when providing and managing care. The nurse is accountable for abiding by all laws and regulations related to
nursing practice.
Teaching-Learning Practices
This program’s teaching and learning beliefs assert that an education in the arts and sciences provides a foundation for the
development of critical thinking. Learning is a continuous, life-long process and results in the acquisition of new insights and
behavioral changes. Students are encouraged to use critical thinking when applying program content to situations they encounter
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in their clinical practice.
Learning, teaching, and evaluation are shared processes that support personal development and stimulate inquiry. The amount of
learning achieved is influenced by the learner’s value system, experiences, knowledge, and active participation. The faculty
considers all these factors in the presentation of the curriculum.
Learning is enhanced in a humanistic environment that fosters growth of ideas and appreciates human diversity in an open forum
where students freely and critically evaluate information, raise questions, and formulate responses. Ethnic and cultural differences as
well as individual learning styles must be considered when developing an active leaving environment.
Online Courses
The RN to BSN program is delivered online with an on-ground clinical component.
Lab Requirements
There are no onsite lab requirements.
NUR 4033 includes a virtual clinical component, which is not included in the cost of the program.
Clinical Fieldwork
NUR 4043 includes a clinical component of 75 hours.
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RNBSN PROGRAM OVERVIEW
The Bachelor of Science in Nursing (RN to BSN Degree Completion) program is 90 quarter credit hours. The approximate time to
complete the program will vary according to the start and end dates of a cohort and ranges from 23-24 months, including holidays
and breaks. The program is designed to be completed primarily online with clinical hours in the Community Health and Advanced
Physical Assessment classes. The courses are tailored to the needs of today’s competitive healthcare employers and designed to
challenge and refine the student as a nurse. There are a comprehensive set of nursing and general education courses, including
Advanced Physical Assessment, Pathopharmacology, Evidence-based Practice, and Healthcare Informatics.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
NUR 3013 Role Transformation in
Nursing
50 0 4 Yes
NUR 3023 Health Promotion
through the Life Cycle
60 0 6 Yes
NUR 3033 Theoretical Models of
Nursing
50 0 5 Yes
NUR 3043 Evidence-Based
Practice
50 0 5 Yes
NUR 3053 Healthcare Informatics 50 0 5 Yes
NUR 3063 Principles of Teaching 50 0 4 Yes
NUR 3073A Pathopharmacology I 60 0 6 Yes
NUR 3073B Pathopharmacology II 60 0 6 Yes
NUR 4013 Ethics in the Life
Sciences
50 0 5 Yes
NUR 4023 Leadership and
Management
60 0 6 Yes
NUR 4033 Advanced Physical
Assessment†
50 32 6 No
NUR 4043 Community-Based
Nursing††
60 75 8 No
NUR 4053 Nursing Research 50 0 5 No
NUR 4103 Capstone 50 0 5 No
COM 3010 Business
Communication in Healthcare
40 0 4 Yes
MATH 3010 Statistics for the
Social Sciences
60 0 6 Yes
SOC 3010 Cultural Identity and
Diversity
40 0 4 Yes
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†
NUR 4033 includes a virtual clinical component, which is not included in the cost of the program.
††
NUR 4043 includes a clinical component of 75 hours.
Standard Occupational Classification (SOC): 29-1141
Employment/Job Title: Registered Nurses
Standard Occupational Classification (SOC): 11-9111
Employment/Job Title: Medical and Health Services Managers
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RNBSN FACULTY
Ms. Annabelle Anglo MSN, RN
Dr. Janet Baghoomian, EdD, MSN-ED, RN, MBA, MHA
Dr. Jolie Bell PhD, MS
Ms. Cynthia Douglas-Ybarra MSN, RN
Ms. Michela Leytham MHA, MSN, BSN, RN
GENERAL EDUCATION FACULTY
Dr. Alexander Moran PhD Faculty Chair, Written and Oral Communication
Annabella Kraut MA GE Chair, Life and Physical Science
Edmund Pula MS Life and Physical Science
Dr. Jolie Bell PhD Social and Behavioral Sciences
Kristen Chrisman MA Written and Oral Communication
Linda Silva MA Written and Oral Communication; Social and Behavioral Sciences
Natalie CongHuyen MS Life and Physical Science, Mathematics
Nathaniel Nesbitt MA Written and Oral Communication
Dr. Peter Poon PhD Life and Physical Science; Mathematics
Steve Ryan MA Written and Oral Communication, Computer Applications
Dr. Warren Washington PhD Social and Behavioral Sciences
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RNBSN ADMISSIONS POLICIES
Applicants will be admitted to the Bachelor of Science in Nursing (RN to BSN Degree Completion) program after filling out an
application; speaking to an admissions representative (before or after filling out the application); submitting an official transcript of
record from an accredited institution that shows completion of the required associate degree; and providing proof of RN licensure.
Applicants for admission to the Bachelor of Science in Nursing (RN to BSN Degree Completion) program must provide proof of RN
licensure from the state in which they practice and completion of an associate degree (Associate of Arts or Associate of Science)
program from an accredited institution. Applicants who possess an AA or AS degree from a foreign college or nursing program
must provide a translation and an evaluation of their degree prior to consideration for admission.
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RNBSN TRANSFER CREDIT POLICIES
Since the Bachelor of Science in Nursing is an RN to BSN degree completion program based on the successful completion of an
associate’s degree and successful RN licensure, there is a limited amount of transfer credit that is allowed beyond the associate’s
degree. The program will allow for a maximum of 25% or 22.5 quarter credits or 15 semester credits to be transferred toward the
completion of this degree. All courses are eligible for transfer with the exception of NUR 4033 Advanced Physical Assessment, NUR
4043 Community-Based Nursing, and NUR 4103 Capstone.
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RNBSN GRADING POLICIES
GRADING
Graded assignments will include a grading rubric that delineates the points earned for each portion of the graded assignment.
Grading rubrics may be found each week with the listed assignments and discussion boards. A grade of C (75%) or better is
required to pass each course. To achieve a passing grade, the student must meet attendance requirements and complete all course
assignments, including any clinical components. Students must have a cumulative grade point average of 2.5 to graduate from the
program.
LATE SUBMISSION OF ASSIGNMENTS
Completing work in a timely manner and learning to meet deadlines is an important part of a collegiate education. Late submissions
of assignments will have a grade penalty. Assignments will be considered late if they are not posted by 11:59 P.M. PST on the day
that the assignment is due. Late work will be assessed a 10% penalty for the first two days it is late, 20% for the next two days and
30% for the last two days the work is late. If work is more than six days late, the assignment will receive a zero. If special
circumstances arise that prevent the student from submitting assignments on time, the student needs to discuss these
circumstances with the instructor, who will communicate with the program director regarding the late work.
Technological issues are not considered valid grounds for late assignment submission. If students have difficulty uploading an
assignment or think their assignment might not have uploaded, they must email the instructor about the difficulty and send the
instructor a copy of the assignment via email before the assignment deadline. The assignment would then not be considered late.
The instructor should acknowledge receipt of the paper within 24 hours and whether the assignment is also in Edverum. If the
assignment is not in Edverum, the Director of Online Training will assist the student with uploading their paper. If this procedure is
not followed, the paper will be considered late and graded accordingly.
No coursework will be accepted after the end of the course unless an incomplete has been granted.
FAILED COURSES
There is no remediation for a failed course in the Bachelor of Science in Nursing program. No coursework will be accepted for a
course after the course has been completed, except in cases where an incomplete has been granted. Students who fail a course will
need to repeat the course at a later date.
INCOMPLETE POLICY
If a student is passing the course before week four (or week five in a six-week course) and has a compelling reason that he or she
cannot complete the course by the end date, the student may apply to the instructor to take an incomplete for the course. The
incomplete will need to be approved by the instructor and program director. The instructor and student will complete an
Incomplete Agreement that will state what work will need to be completed and set a date for work submission in the agreement.
The incomplete work will need to be submitted by that date. One letter grade decrease will be assessed for the course when a
student elects to take an incomplete. The student must be passing the course at the time the incomplete is granted. Discussion
Forum posts will not be included in the work to be completed for the course.
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RNBSN ATTENDANCE POLICIES
ATTENDANCE POLICIES
Attendance is based on weekly discussion forum postings. In order to be counted as “present” for each week, each student is
required to post two initial discussion board posts which are due on Thursday by 11:59 P.M. PST each week. Each student is
required to post four responses to classmates, two in each discussion forum in addition to the initial posts each week (as noted
above). Subsequent responses to other students are due no later than Sunday at 11:59 P.M. PST each week. An attendance week is
from Monday at 12:00 A.M. to the following Sunday at 11:59 P.M. PST.
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RNBSN DISMISSAL POLICIES
DISMISSAL POLICIES
A student in the RNBSN program who fails more than three (3) theory courses or who does not receive a grade of C (75%) or better
when repeating a failed course will be dismissed from the program.
A student in the RNBSN program who has a lapsed RN license will be dismissed from the program.
A student in the RNBSN program who does not maintain a 2.5 GPA before the completion of the Capstone course will be dismissed
from the program.
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RNBSN ADDITIONAL POLICIES
PROFESSIONAL BEHAVIOR AND CODE OF CONDUCT
Plagiarism is defined as a student’s submission of word-for-word passages or paraphrases of others’ published or unpublished,
electronic or paper, words or ideas, without proper acknowledgement of the original source. Taking the words and/or ideas of
another person without acknowledgment is considered fraud and is a violation of the student Code of Conduct with regard to
academic dishonesty. Students may not submit their own previously written work without modification and instructor permission.
Doing so is also considered academic dishonesty.
See the university’s Academic Integrity policy in this catalog for the consequences of academic dishonesty.
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RNBSN GRADUATION REQUIREMENTS
Program Requirements
Completion of the 90 total quarter hours of credit, when added to the 90 quarter hours of transferred credit from the required
associate degree, will total the 180 quarters hours of credit required for a bachelor’s degree in nursing.
Upon completion of the following requirements, Stanbridge University will confer the Bachelor of Science in Nursing degree.
Scholarship requirements: A final GPA of 2.5 for all units attempted at Stanbridge University is required to graduate.
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RNBSN LICENSURE REQUIREMENTS
The Bachelor of Science in Nursing (Degree Completion) program does not lead to any specific licensing.
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MHA GENERAL INFORMATION
MASTER OF SCIENCE IN HEALTHCARE ADMINISTRATION (MHA)
The Master of Science in Healthcare Administration Program (MHA) provides students with the essential competencies and
advanced knowledge in strategy, policy, planning, and ethics in order to successfully lead in dynamic and diversified healthcare
environments and organizations
MHA Mission Statement
The Master of Science in Healthcare Administration (MHA) program prepares students for administrative leadership roles in
healthcare organizations and industries to improve services based on ethical leadership and sound practices. Through a diversity of
leadership and planning skills, students will have an important role in the future of healthcare policy and the decisions that lead to
improved healthcare access, equity, and care for local and global communities.
MHA Program Learning Outcomes
PLO1. Students will analyze issues and construct evidence-based solutions to problems in healthcare administration.
PLO2. Students will manage resources in healthcare organizations safely and with quality.
PLO3. Students will create strategic and innovative plans to improve outcomes in healthcare organizations.
PLO4. Students will appropriately apply ethical and legal standards to healthcare administration and leadership.
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MHA PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Master of Science in Healthcare
Administration degree:
45 quarter credit hours/$555.44 tuition rate per quarter credit hour.
The approximately time to complete the program will vary according to the start and end dates of a cohort and ranges from 13-14
months, including holidays and breaks.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical
Education Clock
Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
HA 5000 Essentials of Healthcare
Research
40 0 4 Yes
HA 5010 Principles of Leadership
Economics and Intelligent Workflows
40 0 4 No
HA 5005 Organizational
Transformation through Human
Resource Management
40 0 4 Yes
HA 5015 Healthcare Policy, Ethics,
and Future Challenges
40 0 4 No
HA 5080 Financial Management and
Technologies in Healthcare
Organizations
40 0 4 No
HA 5125 AI and Data Management
in Healthcare Information Systems
40 0 4 No
HA 5140 Using AI for Safety, Quality
Measurement, and Improvement in
Healthcare
40 0 4 No
HA 5180 Strategic Planning and
Market-Making Networking
40 0 4 No
HA 5250 Advanced Leadership and
Change Management
40 0 4 No
HA 5200 Global and Community
Health Issues
40 0 4 No
MHA 5210 Capstone Research 50 0 5 No
Standard Occupational Classification (SOC): 11-9111
Employment/Job Title: Medical and Health Services Managers
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MHA ADMISSIONS POLICIES
Master of Science in Healthcare Administration applicants are required to meet the institution’s admissions policies and may be
considered for admission to the program after:
Interview with University Admissions Representative.
Submission of an official transcript of record that shows completion of the required bachelor’s degree at an institution of
higher education accredited by an accreditation agency that is recognized by the U.S. Department of Education. Transcripts
for degrees awarded by foreign schools must be translated (if the transcript is not in English) and evaluated for equivalency
to those awarded by accredited institutions in the United States (at applicant expense) before the applicant can be admitted
to a master’s degree program.
Complete the Academic Readiness Survey.
Take the Online Readiness Quiz.
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MHA TRANSFER CREDIT POLICIES
Students who have completed coursework at a university or college that is regionally or nationally accredited by an agency
recognized by the United States Department of Education may request an evaluation for transfer credit prior to program enrollment.
For information regarding transfer credit, refer to the institution’s Transfer Credit Policies.
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MHA GRADING POLICIES
Grading
In order to graduate, students must have a cumulative grade point average of 3.0 at the time of graduation.
Online Courses
Online distance education courses are delivered through the university’s learning management system, Edverum, which provides
students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and assignments for each
course. Students participating in the university’s online distance education courses are expected to be in attendance, and complete
all course activities, in accordance with the syllabus.
Course Remediation
Remediation for unsatisfactory course performance is required in the event a course is failed. The student will be expected to take
an alternate exam on the material covered in the original course exam or complete a remediation assignment and will be
considered to have successfully remediated the course when he/she has achieved a passing score on the alternate exam or
assessment. Regardless of the score achieved on the alternate exam or assignment, the maximum grade that will be entered into
the student’s grade record for any remediated course will be 75%. Remediation of any failed course must be performed within
twenty-one (21) days of the end of the course. Students may take up to three (3) remediation examinations for a failed course.
Throughout the program duration, up to two (2) courses may be remediated. A student will be dismissed upon third course failure.
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MHA ATTENDANCE POLICIES
Class Hours
The MHA program is a fully online program. The online instructional weeks begins on Monday and ends on Sunday, 11:59 PM PT.
Students should refer to their class schedule for course start and end dates.
Online Course Attendance
Online distance education courses are delivered through the university’s learning management system, Edverum, which provides
students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and assignments for each
course. Students participating in the university’s hybrid or online distance education courses are expected to be in attendance, and
complete all course activities, in accordance with the syllabus.
Students participating in the university’s online distance education courses are expected to be in attendance in accordance with the
syllabus since participation is essential to student learning and the assessment of the achievement of required outcomes. All online
distance education courses require a set number of academically related activities (ARAs) for each instructional week. ARAs
designated as attendance ARAs are clarified in the course outline.
A student’s failure to participate in the designated attendance ARA, such as contributing substantively to a discussion forum post,
will result in an absence. Any course absence must be made-up through a make-up assignment appropriate to the hours missed. A
student is considered to be in continuous attendance as long as there are no more than fourteen (14) calendar days between
attendance ARAs.
Make-up of Course Examinations Due to Absence
If a student’s absence occurs on an exam day, a student must notify the instructor prior to the scheduled exam time that they will not
be present for the exam. If the student does not notify the instructor, the exam grade will be a zero. Only one make-up exam per
course, per term, will be allowed. The alternate make-up exam will be administered through the Office of Student Services.
Regardless of the score achieved on the make-up exam, the maximum grade that will be entered into the student’s grade record for
any make-up exam in a theory class will be 75%.
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MHA DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The student does not maintain a 2.5 grade point average.
The student fails to remediate a course failure within twenty (21) days of the course end date.
The student fails a third course in the program.
The student fails to make-up a course absence.
The student fails to maintain satisfactory academic progress.
The student violates the Code of Conduct policy.
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MHA ADDITIONAL POLICIES
Online course etiquette, known as “netiquette,” is extremely important to maintain a positive online learning environment.
Netiquette refers to the practice of respecting the views of others, even if they differ from our own, and demonstrating common
courtesy when interacting with others in an online exchange.
Please keep in mind the following netiquette guidelines when posting in online discussion forums and interacting with peers:
Never write your discussion posts or other assignment in all CAPS. On the Internet, writing in caps may be considered
equivalent to yelling at someone.
Use of profanity or verbal abuse is never acceptable in an academic environment.
The online course environment is not a place to send junk mail or spam to your classmates or instructors. Please only send e-
mail regarding course-related questions or issues.
Remember that a “tone” can be misinterpreted in e-mail or online forums because the recipient does not get the benefit of
your body language. Avoid sarcasm.
Always keep in mind that once you send an e-mail, what you have said is in writing forever. Additionally, anything posted in a
public discussion forum will be visible to all class participants and others with access to the online course.
Remember that class discussion forums, chat areas, and e-mail messages are not social media; keep content focused,
professional, on relevant topics, and use language and writing style appropriate for an academic environment.
Be respectful; if you wouldn’t say something to someone’s face, don’t write it in the online environment.
Always proofread your posts and e-mails and make an effort to use proper spelling and grammar. This includes complete
sentences and appropriate punctuation. It’s good practice for all kinds of written communication in college and in the
workplace!
Re-read what you have written and take a moment to pause before you click post or send, especially in a moment of
frustration or anger.
Make a point to be kind and professional in your comments in discussion forums, e-mails, and so on, even if you disagree
with the person you’re responding to.
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MHA GRADUATION REQUIREMENTS
To graduate, students in the MHA program must complete all 45 quarter credit hours required to confer a Master of Science in
Healthcare Administration degree and have a cumulative grade point average of 3.0 or higher.
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MHA LICENSURE REQUIREMENTS
The Master of Science in Healthcare Administration does not lead to licensure.
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MSN GENERAL INFORMATION
MASTER OF SCIENCE IN NURSING PROGRAM (MSN)
The Master of Science in Nursing program offers an advanced practice specialty in nursing education to prepare nurses for the
nurse educator role in academics or staff development settings. The program offers core master’s-level concepts, advanced clinical
foundations, and education-focused courses. The program is offered in an online format with individualized on-ground practicums
to allow the student to apply learning in a real-world practice setting.
Mission Statement
The Master of Science in Nursing program advances the skills and expertise of the baccalaureate prepared nurse to lead and create
change within the nursing profession through evidence-based practice, innovation, and person-centered care, with diverse
populations, across a wide range of settings. Graduates of program influence policy development and advocacy through effective
communication and collaborations that improve healthcare quality, value, access, and outcomes.
Nursing Education Specialty
The Nursing Education specialty prepares nurses to work as nurse educators in diverse settings such as colleges and universities,
hospitals, long-term care, or home health and public health. The program emphasizes holistic teaching methods, instructional
design, and teaching/learning principles. The MSN-Ed graduate will be an innovative change agent while teaching within academic
or health care settings with experience in using best practices in teaching. A practicum experience is required for a total of 140
hours.
Program Learning Outcomes
1.
Demonstrate competencewith current trends, including health policy and advocacy to influencepractice improvementsthat
will transform knowledge gained intoethical andevidence-basedclinical practice tooptimize health promotion, disease
management,andhealth outcomesfor diverse patient populations.
2.
Utilize statistical analysis, research methodologies, and information technology to identify andaddressprocessand practice
disparities by recommending and implementing evidence-basedchanges tomeet the diverseneeds of clients in a variety of
healthcare settings.
3.
Employ educational theory and evidence-based research to thedesign and development of nursing and healthcare
curriculum that facilitateslearning,understanding and improvedoutcomes.
4.
Synthesize instructional, evaluation, and educational interventions tomeet the individualneeds oflearners in diverse
environmentsto improve educationaloutcomes
5.
Demonstrate acommitment to lifelong learning through personal and professional growth.
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MSN PROGRAM OVERVIEW
Upon completion of the below requirements, Stanbridge University will confer the Master of Science in Nursing, Nursing Education
degree.
Total Credit Hours: 46 Quarter Credit Hours
Program Duration: The approximate time to complete the program will vary according to the start and end dates of a cohort and
ranges from 18-19 months, including holidays and breaks.
Program Modality: This program is delivered completely online with exception to the practicum hours. Practicum hours may be
completed in an online or on-ground modality.
Course Number and Title Clock Hours Total Credit Hours
Eligible for credit transfer
(Yes/No)
NUR 5000 Theoretical Foundations of Advanced Nursing 30 3 Yes
NUR 5005 Trends in contemporary Nursing 30 3 Yes
NUR 5010 Leadership, Economics, and Management 30 3 Yes
NUR 5015 Health Care Policy and Ethics 30 3 Yes
NUR 5020 Nursing Research Methodologies 30 3 Yes
NUR 5030 Capstone I 30 3 No
NUR 5140 Advanced Physiology and Health Assessment 35 3.5 Yes
NUR 5145 Advanced Pathopharmacology 35 3.5 Yes
NUR 5150 Nurse Educator - Roles, Responsibilities, and
Relationships*
50 3.5 Yes
NUR 5155 Teaching Strategies for the Nurse Educator* 50 3.5 Yes
NUR 5160 Curriculum Design and Evidenced-Based Practice 30 3 Yes
NUR 5165 Integrating Technology into Nursing Education* 50 3.5 Yes
NUR 5200 Education Teaching Practicum* 95 4 No
NUR 5210 Capstone II 35 3.5 No
*This course contains practicum hours.
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Standard Occupational Classification (SOC): 29-1141
Employment/Job Title: Registered Nurses
Standard Occupational Classification (SOC): 11-9111
Employment/Job Title: Medical and Health Services Managers
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MSN FACULTY
Dr. Janet Baghoomian RN, Ed.D., MSN/ED, MBA, MHA
Dr. Phoebe (Yeon) Kim DNP, RN, CCRN
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MSN ADMISSION POLICIES
Applicants applying for the Master of Science in Nursing program must possess an associate’s degree in nursing with a bachelor’s
degree in healthcare administration or related field or a Bachelor of Science in Nursing degree from an accredited institution and
provide proof of their degree. Applicants seeking admission to the Master of Science in Nursing program will also have to show
proof of unencumbered RN licensure (RN license not in denied, revoked, probationary or suspended status) from the state in which
they practice.
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MSN TRANSFER CREDIT POLICIES
Students who have completed coursework at a university or college that is regionally or nationally accredited by an agency
recognized by the United States Department of Education may request an evaluation for transfer credit prior to program enrollment.
Transfer credit may be awarded for coursework, with the exception of the Capstone courses, if the course:
was taken within two (2) years of enrollment;
was completed with a B (or better);
is equivalent in didactic/lab learning and hour components; and
meets the university’s transfer credit requirements.
All other transfer credit policies of the university apply.
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MSN GRADING POLICIES
STUDENT ACADEMIC PROGRESS
In order to graduate, students must have a cumulative grade point average of 3.0 at the time of graduation.
Online Courses
Online distance education courses are delivered through the university’s learning management system, Edverum, which provides
students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and assignments for each
course. Students participating in the university’s online distance education courses are expected to be in attendance, and complete
all course activities, in accordance with the syllabus.
Course Remediation
Remediation for unsatisfactory course performance is required in the event a course is failed. The student will be expected to take
an alternate exam on the material covered in the original course exam or complete a remediation assignment and will be
considered to have successfully remediated the course when he/she has achieved a passing score on the alternate exam or
assessment. Regardless of the score achieved on the alternate exam or assignment, the maximum grade that will be entered into
the student’s grade record for any remediated course will be 75%. Remediation of any failed course must be performed within
twenty-one (21) days of the end of the course. Students may take up to three (3) remediation examinations for a failed course.
Throughout the program duration, up to two (2) courses may be remediated. A student will be dismissed upon third course failure.
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MSN ATTENDANCE POLICIES
Class Hours
The MSN program is a fully online program with exception to the practicum hours, which can be online or on-ground. The online
instructional weeks begins on Monday and ends on Sunday, 11:59 PM PT. Students should refer to their class schedule for course
start and end dates.
Online Course Attendance
Online distance education courses are delivered through the university’s learning management system, Edverum, which provides
students access to course instructions, syllabi, discussion forums, slides, and videos as well as exams and assignments for each
course. Students participating in the university’s hybrid or online distance education courses are expected to be in attendance, and
complete all course activities, in accordance with the syllabus.
Students participating in the university’s online distance education courses are expected to be in attendance in accordance with the
syllabus since participation is essential to student learning and the assessment of the achievement of required outcomes. All online
distance education courses require a set number of academically related activities (ARAs) for each instructional week. ARAs
designated as attendance ARAs are clarified in the course outline.
A student’s failure to participate in the designated attendance ARA, such as contributing substantively to a discussion forum post,
will result in an absence. Any course absence must be made-up through a make-up assignment appropriate to the hours missed. A
student is considered to be in continuous attendance as long as there are no more than fourteen (14) calendar days between
attendance ARAs.
Make-up of Course Examinations Due to Absence
If a student’s absence occurs on an exam day, a student must notify the instructor prior to the scheduled exam time that they will not
be present for the exam. If the student does not notify the instructor, the exam grade will be a zero. Only one make-up exam per
course, per term, will be allowed. The alternate make-up exam will be administered through the Office of Student Services.
Regardless of the score achieved on the make-up exam, the maximum grade that will be entered into the student’s grade record for
any make-up exam in a theory class will be 75%.
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MSN DISMISSAL POLICES
Dismissal may occur for the following reasons:
The student does not maintain a 2.5 grade point average.
The student fails to remediate a course failure within twenty (21) days of the course end date.
The student fails a third course in the program.
The student fails to make-up a course absence.
The student fails to maintain satisfactory academic progress.
The student violates the Code of Conduct policy.
The student has a lapsed RN license, CPR certification, or professional liability insurance policy.
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MSN ADDITIONAL POLICIES
PROFESSIONAL BEHAVIOR/CODE OF CONDUCT
Nursing Code of Ethics
Students in the program are expected to the follow the university’s Code of Conduct and Nursing Code of Ethics at all times.
Provision 1
The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person.
Provision 2
The nurse’s primary commitment is to the patient, whether an individual, family, group, community, or population.
Provision 3
The nurse promotes, advocates for, and protects the rights, health, and safety of the patient.
Provision 4
The nurse has authority, accountability and responsibility for nursing practice; makes decisions; and takes action consistent with the
obligation to provide optimal patient care.
Provision 5
The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness
of character and integrity, maintain competence, and continue personal and professional growth.
Provision 6
The nurse, through individual and collective effort, establishes, maintains, and improves the ethical environment of the work setting
and conditions of employment that are conducive to safe, quality health care.
Provision 7
The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards
development, and the generation of both nursing and health policy.
Provision 8
The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and
reduce health disparities.
Provision 9
The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of
the profession, and integrate principles of social justice into nursing and health policy.
Netiquette
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Online course etiquette, known as “netiquette,” is extremely important to maintain a positive online learning environment.
Netiquette refers to the practice of respecting the views of others, even if they differ from our own, and demonstrating common
courtesy when interacting with others in an online exchange.
Please keep in mind the following netiquette guidelines when posting in online discussion forums and interacting with peers:
Never write your discussion posts or other assignment in all CAPS. On the Internet, writing in caps may be considered
equivalent to yelling at someone.
Use of profanity or verbal abuse is never acceptable in an academic environment.
The online course environment is not a place to send junk mail or spam to your classmates or instructors. Please only send e-
mail regarding course-related questions or issues.
Remember that a “tone” can be misinterpreted in e-mail or online forums because the recipient does not get the benefit of
your body language. Avoid sarcasm.
Always keep in mind that once you send an e-mail, what you have said is in writing forever. Additionally, anything posted in a
public discussion forum will be visible to all class participants and others with access to the online course.
Remember that class discussion forums, chat areas, and e-mail messages are not social media; keep content focused,
professional, on relevant topics, and use language and writing style appropriate for an academic environment.
Be respectful; if you wouldn’t say something to someone’s face, don’t write it in the online environment.
Always proofread your posts and e-mails and make an effort to use proper spelling and grammar. This includes complete
sentences and appropriate punctuation. It’s good practice for all kinds of written communication in college and in the
workplace!
Re-read what you have written and take a moment to pause before you click post or send, especially in a moment of
frustration or anger.
Make a point to be kind and professional in your comments in discussion forums, e-mails, and so on, even if you disagree
with the person you’re responding to.
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MSN GRADUATION REQUIREMENTS
To graduate, students in the MSN program must complete all 46 quarter credit hours required to confer a Master of Science in
Nursing degree and have a cumulative grade point average of 3.0 or higher.
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MSN LICENSURE REQUIREMENTS
The Master of Science in Nursing program does not lead to any specific licensing.
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MSOT GENERAL INFORMATION
MASTER OF SCIENCE IN OCCUPATIONAL THERAPY
The registered occupational therapist works in a variety of settings, including hospitals, out-patient clinics (adult and pediatric),
skilled nursing facilities, schools, mental health programs, and community-based programs. The occupational therapist will plan,
organize, and conduct occupational therapy programs in hospital, institutional, or community settings to help rehabilitate those
impaired because of illness, injury or psychological or developmental problems. As part of their responsibilities, occupational
therapists test and evaluate patients` physical and mental abilities and analyze medical data to determine realistic rehabilitation
goals for patients; select activities that will help individuals learn work and life-management skills within the limits of their mental
and physical capabilities; evaluate patients` progress and prepare reports that detail progress; complete and maintain necessary
records; train caregivers how to provide for the needs of a patient during and after therapy; recommend changes in patients` work
or living environments, consistent with their needs and capabilities; develop and participate in health promotion programs, group
activities, or discussions to promote client health, facilitate social adjustment, alleviate stress, and prevent physical or mental
disability; consult with the rehabilitation team to select activity programs and coordinate occupational therapy with other
therapeutic activities; and plan and implement programs and social activities to help patients learn work and school skills and adjust
to handicaps.
Upon satisfactory completion of the program, Stanbridge University will confer the Master of Science in Occupational Therapy
degree on graduates.
FACULTY TO STUDENT RATIOS
For the Master of Science in Occupational Therapy program, the faculty-student ratio for laboratory courses is 1 to 16 and the
faculty-student ratio in lecture courses is 1 to 32/64.
MISSION STATEMENT OF MASTER OF SCIENCE IN OCCUPATIONAL THERAPY
PROGRAM
The mission of the Master of Science in Occupational Therapy program is to support the mission of Stanbridge University and to
provide a transformative learning experience where deep learning empowers students to become engaged, innovative, and ethical
practitioners with the capacity to build an occupational therapy career based on excellence. The balanced curriculum is founded on
the ideals of occupational justice, occupational deprivation, and occupational engagement and recognizes the importance of a
sound knowledge base, caring attitude, and the practical skills needed to serve a complex, diverse, and changing society. Through
the allocation of high-quality resources, the overarching goal of the program is to produce graduates confident in the use of
occupation to increase participation in meaningful activities. Students also recognize the importance of psychosocial aspects of care
and psychological support with strong clinical reasoning skills. This is accomplished by combining rich, inter-professional
connections on campus and in the community with academic rigor so that our graduates are highly valued and recognized by the
profession and society.
THE PHILOSOPHICAL BASE OF OCCUPATIONAL THERAPY
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Man is an active being whose development is influenced by the use of purposeful activity. Using their capacity for intrinsic
motivation, human beings are able to influence their physical and mental health and their social and physical environment through
purposeful activity. Human life includes a process of continuous adaptation. Adaptation is a change in function that promotes
survival and self-actualization. Biological, psychological, and environmental factors may interrupt the adaptation process at any time
throughout the life cycle. Dysfunction may occur when adaptation is impaired. Purposeful activity facilitates the adaptive process.
Occupational therapy is based on the belief that purposeful activity (occupation), including its interpersonal and environmental
components, may be used to prevent and mediate dysfunction and to elicit maximum adaptation. Activity, as used by the
occupational therapist, includes both an intrinsic and a therapeutic purpose.
PROGRAM CURRICULAR FRAMEWORK
The curriculum framework of the MSOT program is student-centered and prepares students to use meaningful occupation with
individuals, communities, and organizations to promote occupational justice, occupational enrichment, and participation. The
MSOT program prepares students for employment as a generalist qualified to work in physical rehabilitation, geriatrics, pediatrics,
or mental health settings. These educational goals are accomplished through the use of a graduate curriculum framework blending
the best of both the traditional and narrative models of curriculum design. See Figure 1 for the student’s experience in the MSOT
program.
Figure 1. Student Experience, Stanbridge MSOT
PROGRAM LEARNING OUTCOMES
Upon graduation from Stanbridge University, the occupational therapy master’s student will:
PLO1. Demonstrate excellent clinical reasoning based on their commitment to transformative and lifelong learning and through
applying therapeutic use of self, psychosocial aspects of care, theoretical approaches, occupational therapy frames of reference,
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assessment, intervention, and health care ethics.
PLO2. Apply knowledge of the history and philosophy of occupational therapy and occupational science that addresses the impact
of occupational injustice and diversity on engagement in meaningful occupations and demonstrate the role of occupation across
the lifespan in supporting health and participation in life.
PLO3. Analyze and implement current evidence-based assessments grounded in occupational therapy theory and research, and
design and deliver best practice interventions after gathering information regarding factors that influence occupational
performance.
PLO4. Model exemplary professional and ethical behavior with effective oral and written communication through engagement in
interdisciplinary and community relationships, fieldwork, advocacy, and professional organizations.
PLO5. Pass the National Board for Certification in Occupational Therapy (NBCOT) examination and become an employable
generalist who can practice in all areas of occupational therapy safely, effectively, and efficiently applying current technology.
PROGRAM THREADS
The following threads are elements of occupational therapy practice valued by the program and aligned with the mission and
philosophy of the program. They are introduced in the first two terms of the curriculum and emphasized in increasing complexity as
students move through the curriculum.
THREAD
Psychosocial Aspects of Care &
Psychological Support
Addressed in all practice areas: mental health, adult physical disabilities, and pediatrics.
Ethics
Addressed by using the AOTA Code of Ethics: use of case studies and discussions of occupational
justice, deprivation, and engagement.
Occupation-Based Focus
Addressed by using the Occupational Therapy Practice Framework: Domain and Process as a guide to
practice intentional delivery of the occupation-based message by all faculty to students in all relevant
lecture and labs.
Healthcare Communication
Addressed by development of listening skills, dyadic communication, group communication,
documentation, community program development, and research.
Evidenced-Based
Clinical Reasoning
Addressed by use of case studies, technology and interdisciplinary learning opportunities.
Diversity
Addressed by reviewing content in all courses for issues involving ethnicity, gender, sexual orientation,
socio-economic status, and age relative to engagement in meaningful occupations and checking for any
bias or stereotyping within content.
Technology
Addressed by teaching students about high and low technology for clinical use and practice with
technology in labs, academic components include use of netbooks, PowerPoint and online test taking.
Transformative and Lifelong
Learning
Addressed by using engaged learning, experiential learning, practical learning, service learning,
fieldwork learning, and professional organization involvement.
Employability
Addressed by emphasizing professional behavior, writing skills, job-related therapy skills, and use of
skills check-outs, professional behavior evaluations, and leadership opportunities.
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MSOT PROGRAM OVERVIEW
Upon completion of the following requirements, Stanbridge University will confer the Master of Science in Occupational Therapy
degree:
117 Quarter Credit Hours/$878.44 tuition rate per quarter credit hour
The approximate time to complete the program will vary according to the start and end dates of a cohort and ranges from 28 – 29
months, including holidays and breaks.
Master’s degree students must achieve a cumulative GPA of 3.0 in order to graduate. Only those graduate level courses in which a
student earns the equivalent of a 2.0 or better may be applied toward the total number of credits required for graduation. In
addition, students in the Master of Science in Occupational Therapy program must achieve a passing grade in all fieldwork
experiences.
*This course contains practicum hours.
Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
OT 5008 Human Anatomy 15 1.5 No
OT 5008 Human Fundamentals of
Anatomy Lab
14 0.5 No
OT 5010 Foundations of
Occupational Therapy*
36 28 5 No
OT 5012 Clinical Conditions in
Occupational Therapy**
43 4 No
OT 5003 Applied Neuroscience
and Occupations*
43 4 No
OT 5004 Psychosocial
Foundations of Practice*
50 35 6.5 No
OT 5011 Analysis and Assessment
of Functional Human Movement*
43 35 6 No
OT 5013 Occupations of Adults 57 5.5 No
OT 5013L Occupations of Adults
Lab
42 2 No
OT 5014 Research Methods in
Occupational Therapy
46.5 4.5 No
OT 5016 Master Thesis I* 32.5 3 No
OT 5000 Level IA Fieldwork 1 40 No
OT 5100 Cultural Humility in
Occupational Therapy
33.5 3 No
OT 5101 Community Program
Development
33.5 3 No
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Course Number and Title
Classroom/ Lecture
Clock Hours
Clinical Education
Clock Hours
Lab Clock
Hours
Total
Credit
Hours
Externship
Hours
Eligible for
Credit Transfer
OT 5017 Master Thesis II* 32.5 3 No
OT 5001 Level IB Fieldwork 1 40 No
OT 5007 Gerontology* 40 4 No
OT 5103 Leadership, Health
Policy, and Management**
40 4 No
OT 5104 Ethics of Health Care** 33.5 3 No
OT 5105 Occupations of Children
and Adolescents
57 5.5 No
OT 5105 Occupations of Children
and Adolescents Lab
35 1.5 No
OT 5050 Clinical Reasoning &
Documentation in OT*
33.5 3 No
OT 5200 Professional
Development & Education in OT**
39 3.5 No
OT 5002 Level IC Fieldwork 1 40 No
OT 5020 Advanced Occupational
Therapy Skills
14 28 2 No
OT 5030 Fieldwork Skills Review* 36 2 No
OT 5040 Level IIA Fieldwork Level 16 480 No
OT 5041 Level IIB Fieldwork 16 480 No
OT 5500 Review and Exit Exam* 34 2 No
* Blended course
** Online course
Standard Occupational Classification (SOC): 29-1122
Employment/Job Title: Occupational Therapists
GROUP A GROUP B
Term 1
OT 5008 Human Anatomy OT 5008 Human Anatomy
OT 5008L Human Anatomy Lab OT 5008L Human Anatomy Lab
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GROUP A GROUP B
OT 5010 Foundations of Occupational Therapy OT 5010 Foundations of Occupational Therapy
OT 5010L Foundations of Occupational Therapy Lab OT 5010L Foundations of Occupational Therapy Lab
OT 5003 Applied Neuroscience and Occupations OT 5003 Applied Neuroscience and Occupations
OT 5012 Clinical Conditions in Occupational Therapy OT 5012 Clinical Conditions in Occupational Therapy
OT 5104 Ethics of Health Care OT 5104 Ethics of Health Care
Term 2
OT 5011
Analysis and Assessment of Functional Human
Movement
OT 5011
Analysis and Assessment of Functional Human
Movement
OT 5011L
Analysis and Assessment of Functional Human
Movement Lab
OT 5011L
Analysis and Assessment of Functional Human
Movement Lab
OT 5004 Psychosocial Foundations of Practice OT 5004 Psychosocial Foundations of Practice
OT 5004L Psychosocial Foundations of Practice Lab OT 5004L Psychosocial Foundations of Practice Lab
OT 5014 Research Methods in Occupational Therapy OT 5014 Research Methods in Occupational Therapy
OT 5000 Level IA Fieldwork OT 5000 Level IA Fieldwork
Term 3
OT 5103 Occupations of Adults OT 5105 Occupations of Children and Adolescents
OT 5103L Occupations of Adults Lab OT 5105L Occupations of Children and Adolescents Lab
OT 5103 Leadership, Health Policy, and Management OT 5103 Leadership, Health Policy, and Management
OT 5016 Master Thesis I OT 5016 Master Thesis I
OT 5001 Level IB Fieldwork OT 5002 Level IC Fieldwork
Term 4
OT 5105 Occupations of Children and Adolescents OT 5103 Occupations of Adults
OT 5105L Occupations of Children and Adolescents Lab OT 5103L Occupations of Adults Lab
OT 5007 Gerontology OT 5007 Gerontology
OT 5017 Master Thesis II OT 5017 Master Thesis II
OT 5020 Advanced Occupational Therapy Skills OT 5020 Advanced Occupational Therapy Skills
OT 5002 Level IC Fieldwork OT 5001 Level IB Fieldwork
Term 5
OT 5030 Fieldwork Skills Review OT 5030 Fieldwork Skills Review
OT 5040 Level IIA Fieldwork OT 5040 Level IIA Fieldwork
Term 6
OT 5100 Cultural Humility in Occupational Therapy OT 5100 Cultural Humility in Occupational Therapy
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GROUP A GROUP B
OT 5101 Community Program Development OT 5101 Community Program Development
OT 5200 Professional Development & Education in OT OT 5200 Professional Development & Education in OT
OT 5050 Clinical Reasoning & Documentation OT 5050 Clinical Reasoning & Documentation
Term 7
OT 5041 Level IIB Fieldwork OT 5041 Level IIB Fieldwork
OT 5500 Review and Exit Exam OT 5500 Review and Exit Exam
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MSOT FACULTY
Dr. Naomi Achondo OTD, OTR/L
Dr. Macy Burr OTD, OTR/L , CAS
Dr. Shain Davis OTD, OTR/L
Dr. Shari Emas OTD, OTR/L
Dr. Enjoli Filemu OTD, OTR/L
Dr. Joahnes Gatdula OTD, OTR/L
Dr. Christopher Goffredo OTD, OTR/L, BCP, ATP
Sela Han MS,OTR/L, BCPR, CSRS, CBIS
Dr. Annette Hatala OTD, OT/L
Dr. Irene Hong OTD, OTR/L
Dr. Lena Huang OTD, OTR/L
Dr. Ingrid Leu OTD, OTR/L
Akemi McNeil AFWC, OTR/L
Denise Miller MBA, OT/L
Tanya Miller MS, BS in OT
Dr. Kaitlin O'Hara OTD, OTR/L
Adrianna Olch MS, OTR/L
Ellenore Palmer MSc, BSc, PT
Cristina Scionti MSc in OT
Dr. Jeremy Seip OTD, OTR/L, CHT
Dr. Vikas Sharma OTD, OTR/L
Dr. Jason Tse OTD, OTR/L
Eileen Wang MA, OTR/L, AFWC
Dr. Dominique Wascher PhD
Dr. Cong Bang Wong OTD, OTR/L
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MSOT ADMISSION POLICIES
To be considered for admission into the Master of Science in Occupational Therapy program, applicants are required to:
Complete an application and speak with an admissions representative
Submit an official transcript of record demonstrating admissions criteria has been met:
Earned a bachelor-level degree at an institution of higher education accredited by an accreditation agency that is
recognized by the U.S. Department of Education with a cumulative GPA of 3.0 or higher.
Transcripts for degrees awarded by foreign schools must be translated (if the transcript is not in English) and
evaluated for equivalency to those awarded by accredited institutions in the United States (at applicant’s expense)
before the applicant can be admitted.
Meet the prerequisite course requirements with a grade of C or higher, equivalent to 3 semester credits or 4.5
quarter credits, and completed within five years of the date of enrollment:^
Human Anatomy (with laboratory)^^
Physiology
Introduction to Statistics
One course in Anthropology or Sociology
Abnormal Psychology
Lifespan or Developmental Psychology
A minimum of thirty (30) hours of documented volunteer experience or observation in an occupational therapy-related or
other health care setting. At least sixteen (16) of the thirty (30) total hours must be in direct observation of an occupational
therapist Registered/Licensed (OTR/L) in a practice setting.
This criterion is waived for applicants who are certified occupational therapy assistants.
Due to COVID-19, if the applicant is not able to complete the onsite observation hours, the university will
accommodate this by allowing the applicant to complete the required hours by requesting the ICE
Supplemental Videos Review assignment form from the Admissions department.
An application essay to be submitted as a writing sample. The content of the application essay will be specified during the
application process.
Successful completion of an interview with the Program Director or designee. Applicants will also be required to
successfully complete a writing sample following the interview.
Three letters of recommendation from faculty members, therapists, and employers.
^For Applicants Bridging from Other Healthcare and Human Services Fields: Some time limits on prerequisites may be waived if
applicants have been continually employed or licensed/certified in certain healthcare or human services fields (OTA, PTA,
Chiropractor, Acupuncturist, Athletic Trainer, etc.) since completion of the undergraduate program. Applicants will need to provide
documentation for admission to the MSOT program.
^^ If Human Anatomy and Physiology are taken as a combined course, they must be taken for two consecutive terms and must have
a laboratory course in each term.
Applicants with Criminal Convictions
Applicants to the Master of Science in Occupational Therapy program are required to complete a background check form and pay
the background check fee at least one business day prior to the start of classes.
As part of an overall employment policy many clinical facilities will not permit student occupational therapists (or
employees/volunteers) in the facility who have or who acquire certain felony or misdemeanor convictions. Stanbridge University
cannot admit MSOT applicants who cannot attain the mandated 960 level 2 fieldwork hours. Accordingly, applicants for admission
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with a felony conviction will not be granted admission to the university. Certain types of convictions, regardless of whether a felony
or misdemeanor, will result in denial of admission. These types of convictions include some drug/substance abuse offenses, violent
crimes and offenses requiring mandatory reporting, such as elder abuse or child abuse.
Applicants with misdemeanor convictions, other than those listed above, may be asked to provide additional information regarding
the conviction in order for university administration to make a decision on admission based on the type, age, and gravity of the
offense. Students who acquire certain types of felony or misdemeanor convictions during their program may be dismissed.
Some fieldwork facilities require background checks for all employees, volunteers and students working in the facility, independent
of the required felony questions on the NBCOT application and the Live Scan for state regulatory boards. Students will be required
to submit their personal information for a background check in order to attend fieldwork sessions at these facilities.
Since Stanbridge University has no input in the decision of the facility to accept a student or not, and since the university cannot
predict how all facilities will decide upon a less than favorable result of a background check, the university cannot offer any
definitive answer as to the possible barring of a student from a fieldwork facility. As some types of experience are limited to a single
facility, a student could potentially be prevented from completing his or her education if the facility denies the fieldwork experience
to the student.
Failure to disclose a previous conviction is typically viewed as seriously as the conviction itself, if not more so.
In addition to the background check for fieldwork facilities, a second background check of California Department of Justice and FBI
records must be completed prior to licensure. This background check is not satisfied by the preadmission check.
More advanced background checks, such as Live Scan, may be required for some fieldwork placements.
Multiple background checks/Live Scans may be required for certain fieldwork settings at the student’s expense.
Graduates of the MSOT program must pass the certification exam administered by the National Board for the Certification of
Occupational Therapy (NBCOT) in order to work as an occupational therapist. Applicants must be aware that felony convictions and
other character issues could disqualify them from taking the NBCOT exam, as well as from receiving individual state licenses. The
NBCOT describes the nature of the questions asked on exam candidate applications as follows:
Individuals applying for the NBCOT Certification Examination for OCCUPATIONAL THERAPIST REGISTERED OTR® (OTR) must
answer each of the following questions on the examination application:
1.
Have you ever been charged with or convicted of a felony? (NOTE: Applicants must answer affirmatively if records, charges,
or convictions have been pardoned, expunged, released or sealed.)
2.
Have you ever had any professional license, registration, or certification revoked, suspended or subject to probationary
conditions by a regulatory authority or certification board?
3.
Have you ever been found by any court, administrative, or disciplinary proceeding to have committed negligence,
malpractice, recklessness, or willful or intentional misconduct which resulted in harm to another?
4.
Have you ever been suspended and/or expelled from a college or university?
For more information regarding this and other certification questions or to obtain an Early Determination Review prior to starting
your program, please contact the NBCO Credentialing Services at:
NBCOT
12 S. Summit Avenue, Suite 100,
Gaithersburg, Maryland 20877.
Phone: (301) 990-7979.
Email:[email protected]
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Individual state regulatory boards that issue licenses for the practice of occupational therapy must be contacted individually to
inquire about certification questions or restrictions.
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MSOT TRANSFER CREDIT POLICIES
The Master of Science in Occupational Therapy program does not accept transfer credit for any course in the program.
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MSOT GRADING POLICIES
SATISFACTORY ACADEMIC PROGRESS REQUIREMENTS
Students must achieve a grade of C or better to pass individual courses in the program. In order to achieve a passing grade, the
student must complete all required assignments and meet attendance requirements for the course.
Any student who receives less than a 3.0 GPA for a term will be placed on academic probation during the term following the receipt
of the deficient grade point average. If the student receives a term grade point average during the term of academic probation that
is not a minimum of 3.0 and is not sufficient to increase the student’s cumulative grade point average to a minimum of 3.0, the
student will be dismissed from the MSOT program. Academic probation is only granted for one term of the MSOT program.
If the student receives a term GPA of less than 3.0 in Term 4, the student will be placed on academic probation and be required to
raise her or his GPA to a minimum of 3.0 in Term 6 prior to attending Level IIB fieldwork.
COURSE FAILURE OR WITHDRAW
Any student failing a single course in Term 1 will be allowed to take a one-time remediation exam for only one (1) course. Prior to
giving this remediation exam, a student may require additional tutoring based on the discretion of the instructor responsible for
teaching that given course. For the remaining terms, students failing a course in the MSOT program must repeat the course and are
prohibited from taking any course where the failed course is the pre-requisite.
A student may remediate a failed Level II Fieldwork course one (1) time only. An unsuccessful remediation or subsequent failures
will result in dismissal from the program.
Students who withdraw will receive a grade of “INC” for the course in progress. Enrolled students who do not complete a course on
time will receive a grade of “F” within twenty-one (21) days after the conclusion of the course if assignments have not been
completed.
TERM EXIT EXAM OR END OF PROGRAM EXAMINATION
The Term Exit Exam and End of Program Examination exams are graded as PASS or FAIL. Students who fail the exams will have the
opportunity to take a remediation exam. If a student fails the remediation exam, they will need to meet with the Program Director for
advisement and adhere to a remediation plan. Students who fail to successfully adhere to the remediation plan for the Term Exit
Exam or Program Exit Examination will be dismissed from the program.
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MSOT ATTENDANCE POLICIES
Students are expected to be on-time, and in attendance, in accordance with all course and term schedules. Students will not
graduate without the successful completion of all course grading and attendance requirements. This includes all theory, laboratory,
and fieldwork courses.
Class Hours
Students generally attend class two to four days per week, depending upon the academic calendar and term. Classes are typically
scheduled during the hours of 8:00am and 9:30pm PT, Monday through Friday. However, weekend classes might be necessary due
to extraneous circumstances. As a professional graduate program, student engagement and attendance are considered an
academic and professional responsibility.
Full-time fieldwork experiences are required for successful program completion, unless it is a part-time fieldwork rotation.
Fieldwork, and fieldwork related sessions, may be scheduled any day of the week, including Saturdays and Sundays. Students
should be prepared to meet the schedule expectations of the particular location’s practice. This includes alternative days or shifts
due to clinical facility scheduling practices, student census restrictions or facility availability. Some clinical education or fieldwork
may be offered on a 10- or 12-hour shift to match clinical facilities’ schedules.
Theory and Laboratory Classes
If a student misses a theory or laboratory class due to illness or extenuating circumstances, the student is responsible for informing
the faculty member, Program Director, and student services officer. Students who miss a class are still responsible for all class
content and should make arrangements accordingly. Three (3) or more absences from a course will result in course failure and
dismissal. A theory and laboratory class missed on the same day is counted as one (1) absence. A theory class and laboratory class
missed on separate days are counted as two (2) absences.
Late Examinations
Any examination(s) missed due to absence must be made-up within forty-eight (48) hours of returning to campus or a grade of zero
will be assigned to the examination. Make-up exams are scheduled through the Office of Student Services. Regardless of the score
achieved on the make-up exam, the maximum grade that will be entered into the student’s grade record will be 75%.
Fieldwork Courses
Students are required to complete Level 1 and Level 2 Fieldwork experiences. Fieldwork 1 is completed in three (3) courses and
Fieldwork 2 is completed in two twelve (12) week courses. Each fieldwork rotation requires a full-time commitment unless the
student is in a part-time fieldwork rotation. If extenuating circumstances exist and a student is unable to attend a scheduled
fieldwork, the student is required to make-up the missed day, as scheduled by the Fieldwork Educator. The program’s Academic
Fieldwork Coordinator should be notified of any absence prior to occurrence and be informed of the make-up plan. If the Fieldwork
Educator is unable to provide a make-up for the missed day, the Academic Fieldwork Coordinator will provide an appropriate
fieldwork make-up assignment. It is the student’s responsibility to obtain the assignment from the Academic Fieldwork Coordinator.
For Level 1 Fieldwork, a maximum of two (2) fieldwork day make-up assignments are allowed. For Level 2, a maximum of three (3)
fieldwork day make-up assignments are allowed. Make-up assignments for all absences incurred in the first Level II Fieldwork course
must be completed prior to beginning the second Level II Fieldwork course. Make-up assignments for all second Level II Fieldwork
absences must be completed prior to graduation and recommendation to NBCOT® for the student to be allowed to take the
certification examination.
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MSOT DISMISSAL POLICIES
Dismissal may occur for the following reasons:
The MSOT student accumulates more than three (3) absences per course.
The MSOT student fails to complete all required fieldwork weeks.
The MSOT student fails to successfully remediate a Term 1 course.
The MSOT student fails a Level I fieldwork course.
The MSOT student fails to successfully remediate a Level 2 Fieldwork course or fails more than one (1) Level 2 Fieldwork
course.
The MSOT student fails the same course twice.
The MSOT student receives a term or cumulative grade point average less than 3.0 in the sixth term of the program.
The MSOT student receives a term grade point average, during the term of academic probation, that is not a minimum of 3.0
and is not sufficient to increase the student’s cumulative grade point average to a minimum of 3.0.
The MSOT student is repeatedly late for, or leaves early from, any class, fieldwork, or other program-related function, on or
off campus.
The MSOT student receives three (3) Unsatisfactory Professional Behavior Evaluation ratings in the program.
The MSOT student commits an unsafe or unethical practice in any class, fieldwork, or other program-related function, on or
off campus.
The MSOT student does not complete a minimum of sixteen (16) hours of community service by the end of the program.
The MSOT student fails to successfully remediate, or comply with a remediation plan, for a failed Term Exit Exam or Program
Exit Examination.
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MSOT ADDITIONAL POLICIES
GRADUATE WRITING STANDARDS
Graduate level writing is expected of all students in the MSOT program. This includes correct grammar, spelling, punctuation,
sentence structure, and use of American Psychological Association (APA) Publication Manual, 6th edition. The Learning Resource
Center and the Student Services department offer a variety of resources and assistance to students for improving their writing skills.
COMMUNITY SERVICE REQUIREMENT
MSOT Students are required to participate in a community service activity during Terms 1, 2, 3, and 6 for a minimum of 4 hours in
each term.
PROGRAM TUTORING
The MSOT program offers tutoring available for every student who may sign-up through their Student Central Account to schedule
a time to meet with a peer tutor individually or with a small group at any time throughout the program.
PROGRAM STUDENT ORGANIZATION
Student Focus Groups
A student focus group will be held annually to gather information from students who have completed their Level II fieldwork. The
focus group will report on strengths and challenges in the curriculum. Focus groups will be held on campus and are open to the
entire cohort. One faculty facilitator will also be present.
The Stanbridge Student Occupational Therapy Association (SSOTA)
The Stanbridge Student Occupational Therapy Association (SSOTA) is a student group at Stanbridge University. All students are
encouraged to participate in SSOTA to learn how to advocate for the professional of Occupational Therapy, develop leadership
skills and serve the community. The MSOT program stresses leadership and occupational justice. The specific goals of SSOTA are
the following:
Encourage collegiality and a sense of community among occupational therapy students.
Promote awareness of occupational therapy on campus and in the community.
Support professional development and leadership in occupational therapy students.
Promote occupational justice in the community.
Advocate for the profession of occupational therapy.
Raise funds to use for special events or causes important to SSOTA.
Pi Theta Epsilon (PTE) – Delta Psi Chapter
The purpose of PTE is to recognize and encourage scholastic excellence in occupational therapy students. To contribute to the
advancement of the fieldwork of occupational therapy through scholarly activities. To provide a vehicle for professional, entry level
students enrolled in accredited programs in occupational therapy to exchange information and to collaborate regarding scholarly
activities.
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Pi Theta Epsilon strives to instill in its members the ideal of respect for learning, and commitment to scholarship throughout ones
professional life. By joining the society we have conferred upon students an honor and an obligation.
This honor is in recognition of students’ integrity, high standards of scholarship, and the promise of their future as one of
achievement. In accepting the invitation to become a member of this honor society students have taken the obligation to devote
their efforts to the advancements of Occupational Therapy, through scholarship and research, and to the maintenance of the high
standards of Pi Theta Epsilon.
Professional Memberships
All Stanbridge occupational therapy students are required to join the American Occupational Therapy Association (AOTA), and the
Occupational Therapy Association of California (OTAC). Membership in national and state professional associations will be an
important part of the two leadership courses in the curriculum. Membership in these organizations has many benefits for the
student. Both AOTA and OTAC have a wealth of professional information on their websites that can be used to deepen knowledge
in specific areas of occupational therapy. Other benefits include student scholarships, conferences, and access to peer-reviewed
publications. Proof of membership in AOTA and OTAC is required by the third week of OT 5010 Foundations of Occupational
Therapy course and must be maintained annually.
Most importantly, AOTA and OTAC advocate for the profession at the national and state level. On-line applications are available at
the sites below.
American Occupational Therapy Association
6116 Executive Boulevard, Suite 200
North Bethesda, MD 20852-4929
(301) 652-2682
http://www.aota.org
Occupational Therapy Association of California
950 Glenn Drive, Suite 150
Folsom, CA 95630
(916) 567-7000
www.otaconline.org
National Board for the Certification in Occupational Therapy
Each student who graduates from the Stanbridge University MSOT program is required to take the national certification
examination given by the National Board for the Certification in Occupational Therapy (NBCOT). Students will find information
about this examination at http://www.nbcot.org. Students must pass the NBCOT exam before they are eligible to be licensed in the
state in which they wish to practice. The MSOT program is committed to a 100% pass rate on the examination by our students. To
this end we use exams modeled after the NBCOT exam in our courses, demand a 75% average on all examinations in each course,
and provide review tests throughout the curriculum. In addition, each student will take a mock NBCOT exam in the OT 5200
Professional Development Seminar.
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It is each student’s responsibility to contact NBCOT upon completion of their Level IIB fieldwork, and establish eligibility for and
apply to take the NBCOT examination. There are several companies who publish review books for the NBCOT examination, and
students are encouraged to purchase and study a review book prior to taking the examination. Students who do not pass the
examination on the first attempt should consult with their academic advisor to set up a remediation plan.
NBCOT Exam FAQs will link you to FAQ’s about the NBCOT examination. You may take the exam as many times as you like, though
there is a 30 day waiting period between examinations.
PROFESSIONAL LIABILITY INSURANCE
Students are covered by Stanbridge University for Professional Liability Insurance. The university will provide proof of this insurance
to you before you begin your first fieldwork placements. Students are required to also carry individual health insurance.
HUMAN SUBJECT RESEARCH PROTOCOL
MSOT students engaged in human-subject research must identify a faculty advisor, complete an Institutional Review Board
application, and have that application approved prior to starting the Research.
STUDENT EVALUATION OF PROGRAM, COURSES, AND FACULTY
Each term, students will be asked to complete an electronic survey on each course in the term. This allows students to provide the
program with feedback on teaching methods, assignments, and testing. An area for comments will also be provided
INFECTION CONTROL AND UNIVERSAL PRECAUTIONS
Purpose of the Policy:
Universal Precautions will be used to avoid contact with patients’ bodily fluids and is a form of infection control. Universal
precautions must be followed by all students, faculty, and staff at all times and also when working with members of the community.
Policy Statement and Procedure
1.
Hand Hygiene: Before all laboratory activities, students are to use plain or anti-bacterial soap and water before and after
touching a peer, faculty, or staff and/or immediately after touching blood, body fluids, non-intact skin, mucous membranes
or contaminated objects. An alcohol gel may also be used to maintain hand hygiene throughout the day. Always use hand
hygiene before eating, after using the restroom, and after coughing or sneezing or use of a tissue.
2.
Use of Gloves: wear gloves at all times when 1) contact with blood or body fluids is anticipated; 2) contact with utensils or
kitchenware used by a contaminated individual; and 3) never reuse gloves.
3.
Any specimens must be contained in a leak-proof plastic bag labeled “bio-hazard.”
4.
Disposable mouth pieces, resuscitation bags, or other ventilation devices should be used, when available for mouth-to-
mouth resuscitation.
5.
Any persons with respiratory symptoms must cover their nose and mouth when coughing or sneezing with a tissue or mask
(if these are not available, the elbow may be used), must dispose of any used tissues or masks properly and use proper hand
hygiene after contact with any respiratory secretion.
6.
Students with any exudative lesions or weeping dermatitis MUST refrain from coming into contact with peers, faculty, staff, or
community members until the condition is resolved
7.
Use of gowns, goggles, masks, aprons: wear these items during any procedure -where you anticipate coming into contact
with blood or body fluids, including mucous membranes of the nose, mouth, and eyes.
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8.
Dispose all blood or body fluid contaminated items in a red container labeled “Infectious Waste.” All non-disposable objects
used in lecture or lab should be cleaned after each use with an approved disinfectant.
9.
The MSOT program does not anticipate using needles; however, students, faculty, and staff should be cautious with all sharp
objects and clean the area of injury immediately with soap and water.
10.
Any blood spill must be cleaned promptly with a solution of 5.25% sodium hypochlorite diluted with water. A 1:10 ration of
household bleach can also be applied.
APPROPRIATE USE OF EQUIPMENT, SUPPLIES, AND ALL EDUCATIONAL
ACTIVITIES
Purpose of the Policy:
Lab space, equipment, supplies, and materials are the property of the Stanbridge University and the MSOT Program and are not to
be removed from designated areas. All educational activities are to be conducted in the presence of a trained and qualified
instructor following strict safety guidelines for each laboratory activity. The purpose of this policy is to maintain maximum use of lab
space, equipment, supplies, and materials; secure that lab space, equipment, and materials are utilized in safe and appropriate
educational activities; and monitor location of lab equipment and materials. This policy and procedure is located in the syllabus for
each course with a laboratory component.
POLICY STATEMENT AND PROCEDURE
1.
All lab spaces and materials are to be used for instructional purposes only and should not leave Stanbridge University unless
approval is gained from the instructor.
2.
All lab space, materials, and equipment (including splinting, orthotics, modalities, transfers, adaptive equipment, etc.) will be
utilized in a safe and appropriate manner in the presence of a qualified and trained lab instructor following the lesson plan
for each lab activity.
3.
All lab materials and equipment must be returned to their designed storage areas upon completion of the lab.
4.
Lab 4 driving simulator and sensory room are for instructional purposes only and should not be entered without permission
from the instructor.
5.
Lab 4 in building 2041 has a working kitchen that is to be used for student instruction only. This kitchen is NOT to be used by
students for their personal meal preparation and the lab should not be used as a place to have a meal.
6.
Students may ONLY use the Lab 4 kitchen under the supervision of a faculty member during an approved departmental
activity. If students wish to use the kitchen in Lab 4 they must get prior permission from a faculty member for a school-related
activity.
7.
At no time should any adapted equipment, utensils or kitchenware be taken from Lab 4.
8.
Students are expected to use the student lounge for their meals.
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MSOT PROFESSIONAL BEHAVIOR AND CODE OF CONDUCT
OCCUPATIONAL THERAPY CODE OF ETHICS
In addition to the Student Code of Conduct Policy, students are to abide by the Occupational Therapy Code of Ethics and Ethics
Standards (American Occupational Therapy Association [AOTA], 2015), which can be obtained on www.AOTA.org under “Practice /
Ethics.”
As described by AOTA (2015), “The Code is an AOTA Official Document and a public statement tailored to address the most
prevalent ethical concerns of the occupational therapy profession. It outlines Standards of Conduct the public can expect from
those in the profession. It should be applied to all areas of occupational therapy and shared with relevant stakeholders to promote
ethical conduct” (p. 1).
American Occupational Therapy Association. (2015). Occupational therapy code of ethics (2015). American Journal of Occupational
Therapy, 69(Suppl. 3), 1-8. http://dx.doi.org/10.5014/ajot.2015.696S03
The Occupational Therapy Code of Ethics and Ethics Standards is driven by 6 principles and Stanbridge University has adopted
these principles for all instructors of the Occupational Therapy program. Quoting from the Occupational Therapy Code of Ethics
and Ethics, these principles are the following:
Beneficence
Occupational therapy personnel shall demonstrate a concern for the well-being and safety of the recipients of their services.
Non-maleficence
Occupational therapy personnel shall intentionally refrain from actions that cause harm.
Autonomy
Occupational therapy personnel shall respect the right of the individual to self-determination, privacy, confidentiality, and consent.
Justice
Occupational therapy personnel shall promote fairness and objectivity in the provision of occupational therapy services.
Veracity
Occupational therapy personnel shall provide comprehensive, accurate, and objective information when representing the
profession.
Fidelity
Occupational therapy personnel shall treat clients, colleagues, and other professionals with respect, fairness, discretion, and
integrity.
Email Etiquette
Please follow email etiquette at all times when communicating with faculty or peers because these messages reflect on our
program. Use your subject line for ease of sorting emails. Do not have extended conversations over email, and beware that “voice
tone” is absent and your meaning may not be communicated accurately. Be simple and direct, and avoid all capitalizations unless
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you feel you need them for emphasis. Email should never be substituted for directly contacting someone if there is a crucial
conversation that needs to occur. Remember, our time is valuable so do not send chain letters or jokes. Please use a signature that
includes your contact information. Most of all, remember that email is not private and can be retrieved and used in a court of law.
Do not say anything in an email that you do not want others to see.
MSOT Notice of Deficiency Policy
A Notice of Deficiency may be issued to an MSOT student who exhibits poor academic performance, academic dishonesty, a failure
to meet clinical or skills lab objectives or inappropriate behavior on campus, off campus, in a classroom, or in a clinical setting. An
accumulation of Notices of Deficiency may result in a negative professional behavior evaluation or dismissal from the University. All
Notices of Deficiency forms will be part of the student’s permanent academic file.
MSOT Professional Behavior Evaluation Policy
The MSOT program faculty are responsible for training students to become professionals in the health care field who are entrusted
with the care of people whose mental or physical health may be compromised. As such, it is incumbent upon the faculty to assess
students’ fitness for the profession through an evaluation of the degree to which students meet professional behavior standards.
Professional behavior includes demonstrating a commitment to learning, appropriate interpersonal verbal and non-verbal skills,
graduate level written communication, problem solving skills, critical thinking skills, and acceptance of responsibility. In addition,
academic honesty, emotional maturity, reliability, and motivation are aspects of professional behavior. A certain level of
professional behavior is expected as a part of the admission requirements to the MSOT program, but professional behavior is
continually refined during the didactic phase of the program so that once a Stanbridge University student enters Fieldwork Level I
and II, the student’s professional behavior is commensurate with the expectations of professional clinicians in the field of
Occupational Therapy.
Each student in the MSOT program will receive a Professional Behavior Evaluation (PBE) by the end of each term in this format:
Term 1: In-person meeting
Term 2 & 3: Optional, either in-person or electronically depending on the situation of the student and preference of the
academic advisor
Term 4: In-person meeting
Term 6: In-person meeting
The purpose of the PBE is to provide the student with feedback on his or her professional development to enhance positive scores
during fieldwork and ultimately to improve employability. To obtain a satisfactory PBE, students must receive a rating of “in
progress” or “satisfactory” on all items in the PBE, as well as a passing grade on the Term Exit Exam for that term. Items rated as
“unsatisfactory” are expected to improve to “in progress” by the following term’s PBE. Items rated as “in progress” are expected to
improve to “satisfactory” within 2 terms; except in Term 4 where all items in the PBE should be rated as “satisfactory”. Instructors
have the right to issue a Notice of Deficiency (NOD) to any student who is not demonstrating professional behaviors at any point in
the program. NODs will be factored into PBEs. Three unsatisfactory PBEs will result in dismissal from the MSOT program. Negative
PBEs will not be expunged from a student’s record should that student be dismissed or withdraw from the program for other
reasons, and later request reenrollment. Please note that other university policies may supersede this policy.
DRESS CODE
Student Professional Image Policy
The MSOT program is a professional program and wishes to maintain an atmosphere where learning, scholarship, and community
service can occur. Students in the program are expected to be well groomed and appropriately attired at all times during lectures,
labs, and all other school-related activities.
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Students who violate the dress code will be advised to alter their appearance for reasons of safety, health, or modesty.
Theory Courses
The Student ID must be worn at chest level and be conspicuous at all times.
Undergarments may not be visible.
Business casual is best and full coverage of cleavage and buttocks is mandatory.
Clothing must provide appropriate coverage of the body.
Fieldwork and Lab Courses
For safety and decorum reasons students must follow the recommendations below while on fieldwork:
Shoes and Stockings
Shoes must have a rubber/non-conductive sole. No high heels.
Shoes must be closed toe and must be clean at all times.
Jewelry, Hair, and Nails
For women: The only visible, pierced jewelry that is acceptable is a small, single, stud earring. Hoops, large rings, or
dangling earrings are not allowed. Jewelry on the tongue, eyebrows, nose, or lips is not allowed.
For men: Visible pierced jewelry is not allowed. Facial hair must be neatly trimmed to a maximum length of ½ inch to permit
proper fit of personal protective equipment (as recommended by the Center for Disease Control), and not be of a faddish or
unusual appearance.
Only a plain wedding band is acceptable.
Hair must be pulled back out of the face and off the shoulders. Hair color must be of a natural color; faddish or unnatural
colors or styles are not permitted.
Nails must be trimmed and kept clean at all times. Nail length must be kept at a maximum of 2 mm overhang. Artificial nails
are not allowed.
Tattoos
Tattoos and piercing are discouraged while in school due to increased chance of infection and the ability to comply with
Stanbridge and hospital policy. Tattoos cannot be visible. White, long sleeved shirts or “sleeves” must be worn with scrubs
to cover the tattoos.
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MSOT GRADUATION REQUIREMENTS
The MSOT student must pass all courses within the program in order to graduate.
The MSOT student must achieve a grade of C or better to pass individual courses in the MSOT program. In order to achieve
a passing grade, the student must complete all required assignments and meet attendance requirements for the course.
The MSOT student must achieve a cumulative GPA of 3.0 in order to graduate. Only those graduate level courses in which a
student earns the equivalent of a 2.0 or better may be applied toward the total number of credits required for graduation.
The MSOT student must achieve a passing grade in all fieldwork experiences.
The MSOT student must complete the Level IIB fieldwork courses within twelve (12) months following completion of the
theory and fieldwork components of Terms 1 through Term 6.
The MSOT student must complete a minimum of sixteen (16) community service hours by the end of the program.
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MSOT LICENSURE REQUIREMENTS
Upon completion of the program graduates will be eligible to apply to the National Board for Certification in Occupational Therapy
(NBCOT) in order to take the national certification examination. After passing the national certification examination, graduates will
be able to apply for a state license and then seek employment as a registered occupational therapist.
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ALL COURSE DESCRIPTIONS
Course ID and Title Description Type
ACCT 3100 Principles
of Healthcare
Accounting I
The course explores cost concepts such as activity-based costing, variable costing, and cost-volume-
profit relationships. Students learn about budgeting, master budgets, differential analysis and building
financial statements.
GenEd
ACCT 4100 Principles
of Healthcare
Accounting II
This course is a continuation of ACCT 3100 Principles of Healthcare Accounting I and deepens
knowledge on cost concepts such as activity-based costing, variable costing, and cost-volume-profit
relationships. Students learn about budgeting, master budgets, differential analysis and building financial
statements.
GenEd
BIO 1010 Biology
This course is an introduction to biology. Topics covered include basic biochemistry, cell structure and
function, cell physiology, cell reproduction and development, Mendelian genetics, natural selection,
evolution, and characteristics of vertebrates.
GenEd
BIO 1010 Biology With
Lab
This course is an introduction to biology. Topics covered include basic biochemistry, cell structure and
function, cell physiology, cell reproduction and development, Mendelian genetics, natural selection,
evolution, and characteristics of vertebrates.
GenEd
BUS 1110 Project
Management
This course will provide students with the ability to discern their role as project managers and team
members and to describe the process of turning a project mandate into quality results that are on time
and on budget.
GenEd
CHEM 1010 Chemistry
with Lab
This course is an introduction to basic chemistry. Topics are both descriptive and mathematical and
include acids and basis, atomic structure, chemical equations, chemical language, gases, molecular
structure, solution chemistry, and chemical mathematics.
GenEd
CHM 1010 Chemistry
This course is an introduction to chemistry. Topics are both descriptive and mathematical and include
acids and basis, atomic structure, chemical equations, chemical language, gases, molecular structure,
solution chemistry, and chemical mathematics.
GenEd
CIS 1006 Computer
Applications
This course provides students not enrolled in IT courses instruction and hands-on practice with word
processing software, spreadsheets, presentation software and email clients. Microsoft Office applications
are used in the labs, while course topics are applicable to the most common packages Office suite
applications. Common professional communication formatting and email etiquette are included in the
instruction. Use of accessibility software and assistive devices are explored.
GenEd
CIS 1014 Computer
Applications for
Veterinary Technicians
This course provides Veterinary Technology students instruction and hands-on practice with Microsoft
Word, Excel, PowerPoint and Outlook as well as an introduction to Cornerstone, a typical veterinary office
management software application. Common professional communication and business related project
development is included. Students will learn how to use Excel Spreadsheets to create data tables, format
and sort data, create charts and identify causes of Excel errors. Students will use PowerPoint to create
effective presentations that include transitions and animations. Students will be instructed and given
hands-on practice using Microsoft Outlook including creating business emails and scheduling calendar
appointments. Cornerstone topics include entering client and patient data, appointment scheduling and
medical charting.
GenEd
CITI 1000 Information
and Technology
Literacy
The focus of this course is on the application and use of information technology and literacy to
understand how to evaluate the vast amount of information available to support clinical and managerial
decision making in healthcare. Focus is on the methods and processes used to find, evaluate, and use
scholarly information and ethical and legal issues including managing and safeguard data integrity and
privacy.
GenEd
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Course ID and Title Description Type
CLI 2214 Term 4
Clinical
This course is conducted at clinical facilities to expose the Vocational Nurse student to nursing specialties
appropriate to the term and experience level of the student nurse. Clinical practice in Mental Health,
Maternal and Pediatric facilities is included during this term.
VN
CLI 2215A Term 1
Clinical Skills Lab and
CLI 2215B Term 1
Clinical
This course is conducted at clinical facilities to expose the Vocational Nurse student to nursing functions
appropriate to the term and experience level of the student nurse. CLI 2215A clinical sessions occur in
the Skills Lab and CLI 2215B sessions are held in clinical facilities.
VN
CLI 2216A Term 2
Prefacility Clinical
Proficiency and CLI
2216B Term 2 Clinical
This course is conducted at clinical facilities to expose the Vocational Nurse student to nursing functions
appropriate to the term and experience level of the student nurse. CLI 2216A is conducted in the Skills
Lab to confirm the student's readiness to perform the additional responsibilities expected of a Term 2
Student Nurse.
VN
CLI 2217A Term 3
Prefacility Clinical
Proficiency and CLI
2217B Term 3 Clinical
This course is conducted at clinical facilities to expose the Vocational Nurse student to nursing functions
appropriate to the term and experience level of the student nurse. CLI 2217A is conducted in the Skills
Lab to confirm the student's readiness to perform the additional responsibilities expected of a Term 3
Student Nurse.
VN
COM 1047 Public
Speaking
This course introduces students to the research, preparation, and presentation skills used in a variety of
public speaking opportunities. Topics include researching information, assessment of audience and
environments, use of visual aids, organizing for public speaking, outlining, and developing speeches for a
variety of purposes
GenEd
COM 1050
Fundamentals of
Public Speaking
This course introduces students to the research, preparation, and presentation skills used in a variety of
public speaking opportunities. Topics include researching information, assessment of audience and
environments, use of visual aids, organizing for public speaking, outline, and developing speeches for a
variety of purposes.
GenEd
COM 3010 Business
Communication in
Healthcare
This course is designed to develop the application of written, oral, and interpersonal communication
theory in the healthcare business environment. Based on an overview of relevant theory, students will
refine their skills as business communicators through various techniques used widely in healthcare
organizations today.
GenEd
ENG 1005
Introduction to Written
Communication
This course provides students with an introduction to the demands of college-level academic writing
including the foundations necessary for effective research writing. The course introduces and practices
the strategies and processes that successful writers employ as they work to accomplish specific purposes.
Students will learn to respond constructively to their peers and how to use peer responses to improve the
quality of their own work.
GenEd
ENG 1015 College
Writing
This course provides students with an introduction to the demands of college-level academic writing
including the foundations necessary for effective research writing. The course introduces and practices
the strategies and processes that successful writers employ as they work to accomplish specific purposes.
Students will learn to respond constructively to their peers and how to use peer responses to improve the
quality of their own work.
GenEd
ENG 1020 College
Writing II
This course continues the development of University writing begun in English 1010. The course
concentrates on critical reasoning, analysis, evaluation, argumentation, and research in response to
selected readings and classroom discussion. Students will complete a research paper as part of the
course requirements.
GenEd
ENG 1030 Effective
Professional English
This course provides students the tools and strategies they need to be clear, effective, and professional
communicators. Students will learn to format and write numerous business documents, effectively
research any given topic, and develop their public speaking skills.
GenEd
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Course ID and Title Description Type
ENG 1050
Fundamentals of
Speech
Communication
This course introduces students to the research, preparation, and presentation skills used in a variety of
public speaking opportunities. Topics include researching information, assessment of audience and
environments, use of visual aids, organizing for public speaking, outline, and developing speeches for a
variety of purposes.
GenEd
ENG 1060 English
Composition
This course provides students with an introduction to the demands of college-level academic writing. The
course introduces and practices the strategies and processes that successful writers employ as they work
to accomplish specific purposes. Students will learn to respond constructively to their peers and how to
use peer responses to improve the quality of their own work.
GenEd
ENG 2020 Advanced
Written
Communication
This course exposes students to a number of different types of writing that they may encounter across
academics with a focus on research writing. The course addresses advanced strategies and processes
that successful writers employ as they work to accomplish specific purposes. Students will be asked to
respond constructively to their peers and use peer review to improve the quality of their own work.
GenEd
ENG 3020 Advanced
Writing and Research
This course presents a systematic approach to research writing through the critical analysis of source
materials. Students will study the methods of inquiry, research, and argument with an emphasis on critical
thinking and clarity in writing according to the standards of academic discourse.
GenEd
ENG 3030 Scientific
Writing
This course focuses on writing scientific articles and papers. Topics include research methods and writing
aimed at publication of original research in professional journals, conference proceedings, books, and
technical reports.
GenEd
ENG 3800 GE
Capstone
This is the General Education Capstone wherein students have the opportunity to make connections
between key learning objectives of General Education to their discipline. Students will complete a
research project that allows them to integrate knowledge, skills, and experiences related to General
Education.
GenEd
GOV 1010
Introduction to
American Government
and Politics
This course is an introduction to the theory and practice of American politics. Topics include the
constitutions of the United States and California; political parties and elections; the legislative, executive,
and judiciary branches; civil liberties and rights; the federal and state bureaucracies; and national, state,
and local policy making.
GenEd
HA 3000 AI and
Machine Learning
Enabled IT Systems for
Healthcare
In this course, students will learn about IT systems utilizing artificial intelligence and applied machine
learning in order to advance healthcare management through intelligent data management, data
analysis, and data visualization. The course will introduce evolving healthcare systems, meaningful use of
digital health information, and health informatics.
BHA
HA 3010 Local and
Global Health
Concepts
This course examines socioeconomic, environmental, epidemiological, legislative influences, ethical/legal
issues, and the impact of health beliefs and practices on health promotion and protection in local and
global communities. Assessment, risk appraisal, and application of local and global health management
strategies are emphasized.
BHA
HA 3011 Local and
Global Health
Concepts Project
This course is a taken consecutively with the HA 3010 Local and Global Health Concepts course.
Throughout this course, students will create a unique project relating to developing innovative programs
that provide health education and assist communities to achieve optimum levels of health.
BHA
HA 3030 NextGen
Patient Relations and
Servicing
This course explores the problems facing healthcare patient relations and provides innovative strategies
to transform the patient experience through relationships and service. Specific skills and strategies will be
developed to address concern resolution process, conflict management/resolution strategies, customer
service coaching, and quality improvement and how it relates to improving the patient experience and
contributes to relationship building and outcomes in a healthcare setting.
BHA
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Course ID and Title Description Type
HA 3280 AI and Data
Management in Health
Information Systems
This course builds on learning from HA 3000 AI and Machine Learning Enabled IT Systems for Healthcare
and deepens knowledge on ways to integrate essential informatics concepts into healthcare
administration and transform the information lifecycle through advanced and innovative approaches
using artificial intelligence and machine learning applications.
BHA
HA 3460 AI, Social,
Behavioral, and Data
Science-Driven
Marketing
This course helps students understand the strategic foundations of consumer behavior that
acknowledges recent change in mobile and social media marketing, ethnic subcultures, internal and
external influences, global science-driven marketing, and other emerging trends. A particular focus is
paid to artificial intelligence and its advantages in marketing and how science-driven information
develops and benefits focused applications.
BHA
HA 4150 Healthcare
Quality Management
Students in this course explore major quality and safety issues within healthcare organizations. Learners
will examine methods of assessing quality and explore techniques to improve quality as well as
opportunities to advance healthcare outcomes and reduce risk. Principles and the importance of
applying quality and risk management strategies to influence organizational performance will be
addressed.
BHA
HA 4160 Healthcare
Informatics and AI
Innovation
In this course, students will be introduced to the ways artificial intelligence and machine learning are
innovating the way information is being collected, analyzed, and shared to reduce operational costs,
increase the quality of care, and enhance the patient experience.
BHA
HA 4170 Risk
Management in
Healthcare
In this course, learners will deepen learning from HA4150 Healthcare Quality Management by focusing
learning on the role and responsibilities of a risk manager and development risk management plans.
Learners apply various models to increase the quality of patient care and outcomes, decrease the risk of
litigation, and effect positive change. Students will create a portfolio that identifies both real and potential
risk exposures in a healthcare setting and the application of risk management tools to help minimize,
avoid, and/or mitigate these exposures by implementing loss prevention and loss control techniques.
BHA
HA 4180 Development
and Strategic Planning
in Healthcare
Organizations
Learners in the course will be introduced to common organizational structures, performance matrixes,
and practical strategies for planning that increase an organization’s focus and flexibility to meet change
needs. Specific strategies such as SWOT analysis, portfolio planning, and the steps of strategic decision-
making will be explored.
BHA
HA 4190 Human
Resource Management
This course examines the strategic role of managing human resources within today’s health care
organizations. Key functions such as recruitment, selection, development, appraisal, retention,
compensation, and improving performance. Implications of legal and global environments are appraised
and current issues such as diversity training, sexual harassment policies, and rising benefit costs are
explored.
BHA
HA 4200 Healthcare
Policy and Law
This course examines legal and ethical considerations in healthcare management. Students will be
introduced to the basic of and primary sources of law, classifications of law, physicians’ and patients’
rights and responsibilities, professional liability, medical records, informed consent, and policies and laws
pertaining to telemedicine.
BHA
HA 4250 Healthcare
Reimbursement
Systems
Learners in this course examine current trends and traditional methods of payment in the health care
industry, and analyze evolving reimbursement trends, methods, and technology. In particular, learners
examine hospital, physician, third-party, state, and federal reimbursement systems and gain an
understanding of the organizational revenue cycle process and payor contracting
BHA
HA 4270 Medical
Ethics and Future
Challenges
This course will examine the major ethical issues and opposing opinions on various arguments
surrounding healthcare, medical treatment, and medical technology. Frameworks presented will help
learners understand how to build and sustain the healthcare workforce of the future.
BHA
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Course ID and Title Description Type
HA 4280 Healthcare
Regulation and
Compliance
In this course, learners analyze local, state, and federal health care laws and evaluate their applicability
and effect on patient rights, care, and confidentiality; human resources; and organizational and
professional licensure. Throughout the course, learners develop and demonstrate competence in
applying standards to meet requirements of governing bodies and various agencies with regulatory
oversight authority. Learners also investigate fraud and abuse, risk management, business ethics, and
corporate compliance.
BHA
HA 4310 Team
Building and
Leadership
This course helps learners explore the many types of healthcare teams, competencies for successful
teams, and team building strategies. Concepts such as fostering creativity, managing conflict, and the
future of teamwork are introduced.
BHA
HA 4311 Team
Building and
Leadership Project
This course is a taken consecutively with the HA4310 Team Building and Leadership course. Throughout
this course, students will create a unique project related to student learning.
BHA
HA 4400 Ethics and
Social Responsibility in
Healthcare
This course will introduce learners to the ethical challenges of balancing care and efficiency and
improving access to healthcare with relationship to individuals, organizations, and communities.
Emphasis is placed ethical issues that affect healthcare decisions and providing learners with a
foundation for success in becoming ethically and socially responsible healthcare professionals.
BHA
HA 4450 Introduction
to Healthcare Research
In this course, students examinethe basic components required for the conduct of health-related
research and the analytic tools needed to understand and assess research methods described in the
scientific literature. Research methods needed for systematic investigation and expansion of healthcare
administration knowledge are examined. Basic research methods are described, including surveys,
observational studies, experimental and quasi-experimental design, use of primary and secondary data,
and statistical techniques for analyzing and interpreting data. Critical appraisal of research is emphasized
with a focus on analyzing the integration of research findings in a literature review for the final Capstone
project.
BHA
HA 4460 Healthcare
Administration
Capstone
This is the capstone course in the Bachelor of Science in Health Care Administration program. All
students are expected to demonstrate the ability to conduct directed research on a concept in the
healthcare administration field, utilizing the methods of inquiry previously learned in the curriculum
including experimental data collection, statistical analysis, and integration of concepts from the program.
Learners demonstrate the technical and applied health care administration knowledge and the critical
thinking and communication skills needed to effectively influence a diverse and dynamic health care
environment, develop innovative solutions for managing U.S. health care systems, and apply continuous
improvement and quality management processes to improve organizational and patient outcomes.
BHA
HLTH 1800 Health and
Nutrition
This course provides an integrated overview of the physiological requirements and functions of protein,
energy, and the major vitamins and minerals that are determinants of health and diseases in human
populations. Content incudes the physiological and psychological factors of food intake and utilization
with emphasis on nutrition education for dietary improvements of groups and individuals.
GenEd
HUM 1020 World
Religions
This course is an introduction to major religions of the world. The course will explore the personalities,
texts, principles, rituals, and social institutions of Hinduism, Buddhism, Confucianism, Judaism,
Christianity, Islam, and other religious traditions.
GenEd
HUM 1030 The Socio-
Cultural Experience
This course is an introduction to major cultures and societies of the world. The course will explore the
principles and social institutions Southern California's varied social, ethnic, cultural, religious populations.
Practices and traditions in conflict with today's modern world and methods to deconflict will be explored.
GenEd
HUM 4010
Contemporary Fine Art
This course is designed to expose students to the contemporary world of fine arts. Topics include the
visual arts, music, dance, and film as well as stylistic trends, historical, and technological developments.
GenEd
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Course ID and Title Description Type
MATH 1010 College
Algebra
This course is designed to provide you with fundamental algebraic concepts and with the necessary skills
needed to solve and formulate algebraic problems. This course will also help you to develop your logical
thinking and problem-solving skills. You will have the opportunity to apply your prior knowledge and to
make connections of algebraic concepts to real life applications. Furthermore, you will be required to
communicate mathematical ideas using symbolic and written forms.
Topics in this course include laws of exponents, factoring, inequalities, polynomials, roots, linear and
quadratics equations, complex numbers, rational functions, systems of equations, logarithmic functions,
and inverse functions.
GenEd
MATH 1014 College
Algebra
This course prepares students to use algebra to solve mathematical problems. Topics include integers,
variable expressions, exponents, real numbers, polynomials, linear equations, and interpreting graphs
GenEd
MATH 1020 Statistics
This course introduces the student to the basics of statistics – techniques which statisticians use to
summarize numeric data obtained from censuses, surveys, and experiments. The topics include: Scope,
nature, tools, language, and interpretation of elementary statistics, descriptive statistics; graphical and
numerical representation of information; measures of location, dispersion, position, and dependence;
exploratory data analysis, elementary probability theory, discrete and continuous probability models.
GenEd
MATH 1040
Elementary Statistics
This course examines the use of data collection and statistics as tools to reach reasonable conclusions.
Students will recognize, examine, and interpret the basic principles of describing and presenting data.
GenEd
MATH 2020
Introduction to
Statistics
This course introduces the student to the basics of statistics – techniques which statisticians use to
summarize numeric data obtained from censuses, surveys, and experiments. The topics include scope,
nature, tools, language, and interpretation of elementary statistics; graphical and numerical
representation of information; measures of location, dispersion, position, and dependence; exploratory
data analysis, elementary probability theory, discrete and continuous probability models.
GenEd
MATH 2020 Statistics
This course introduces the student to the basics of statistics – techniques which statisticians use to
summarize numeric data obtained from censuses, surveys, and experiments. The topics include scope,
nature, tools, language, and interpretation of elementary statistics; graphical and numerical
representation of information; measures of location, dispersion, position, and dependence; exploratory
data analysis, elementary probability theory, discrete and continuous probability models.
GenEd
MATH 3010 Statistics
for the Social Sciences
The course is an introduction to statistics and statistical techniques that are commonly used by social
scientists to summarize numeric data obtained from censuses, surveys, and experiments. In addition, the
course will assist students towards acquiring a comprehensive understanding of statistical methodology
as a basis for identifying statistical problems. It will further enable students to evaluate statistical concepts
and understand the importance of utilizing those findings to improve the quality of nursing practices.
Importantly, it will provide a sound foundation for those who choose to expand a nursing career into
medical research.
RNBSN
MED 2044
Pharmacology
Fundamentals
This course covers basic concepts of pharmacology including targeted systems, safeguards, and delivery
of drug medications. Expected effects, adverse effects, and side effects are emphasized. Units of
measurement and beginning dosage calculations are included.
VN
MED 2045
Integumentary System
This course is the first second of five six beginning medical-surgical nursing courses that focus on
providing nursing care to adult patients in a variety of settings, including care planning and
implementation, application of medical/surgical, supervision and pharmacological classroom content to
the clinical situation. Treatment of clients with compromised integumentary systems is taught. The role of
the LVN and teamwork/communication with other members of the healthcare team is emphasized.
VN
MED 2046 Sensory
System
This course is the second fifth of six beginning medical-surgical nursing courses that focus on providing
nursing care to adult patients in a variety of settings, including care planning and implementation,
application of medical/surgical, supervision and pharmacological classroom content to the clinical
situation. Treatment of clients with compromised sensory systems is taught. The role of the LVN and
teamwork/communication with other members of the healthcare team is emphasized.
VN
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Course ID and Title Description Type
MED 2047 Musculo-
Skeletal System
This course is the third fourth of five six beginning medical-surgical nursing courses that focus on
providing nursing care to adult patients in a variety of settings, including care planning and
implementation, application of medical/surgical, supervision and pharmacological classroom content to
the clinical situation. Treatment of clients with compromised musculo-skeletal systems is taught. The role
of the LVN and teamwork/communication with other members of the healthcare team is emphasized.
VN
MED 2048 Digestive
System
This course is the fourth first of five six beginning medical-surgical nursing courses that focus on
providing nursing care to adult patients in a variety of settings, including care planning and
implementation, application of medical/surgical, supervision and pharmacological classroom content to
the clinical situation. Treatment of clients with compromised digestive systems is taught. The role of the
LVN and teamwork/communication with other members of the healthcare team is emphasized.
VN
MED 2049 Fluid and
Electrolyte Balance
and Renal System
This course is the fifth third of five six beginning medical-surgical nursing courses that focus on providing
nursing care to adult patients in a variety of settings, including care planning and implementation,
application of medical/surgical, supervision and pharmacological classroom content to the clinical
situation. Treatment of clients with compromised renal systems is taught. Fluid and electrolyte balance is
also covered. The role of the LVN and teamwork/communication with other members of the healthcare
team is emphasized.
VN
MED 2050 Emergency
and Surgical Nursing
This course is an introduction to nursing care in the perioperative environment and responses to
emergency situations.
VN
MED 2051
Cardiovascular System
This course is the first of five intermediate medical-surgical nursing courses that focus on providing
nursing care to adult patients in a variety of settings, including care planning and implementation,
application of medical/surgical, supervision and pharmacological classroom content to the clinical
situation. Treatment of clients with compromised cardiovascular systems is taught. The role of the LVN
and teamwork/communication with other members of the healthcare team is emphasized.
VN
MED 2052 Immune
System
This course is the second of five intermediate medical-surgical nursing courses that focus on providing
nursing care to adult patients in a variety of settings, including care planning and implementation,
application of medical/surgical, supervision and pharmacological classroom content to the clinical
situation. Treatment of clients with compromised immune systems is taught. The role of the LVN and
teamwork/communication with other members of the healthcare team is emphasized.
VN
MED 2053 Oncology
This course is the fifth of five intermediate medical-surgical nursing courses that focus on providing
nursing care to adult patients in a variety of settings, including care planning and implementation,
application of medical/surgical, supervision and pharmacological classroom content to the clinical
situation. Treatment of clients with cancer is taught. The role of the LVN and teamwork/communication
with other members of the healthcare team is emphasized.
VN
MED 2054 Respiratory
System
This course is the third of five intermediate medical-surgical nursing courses that focus on providing
nursing care to adult patients in a variety of settings, including care planning and implementation,
application of medical/surgical, supervision and pharmacological classroom content to the clinical
situation. Treatment of clients with compromised respiratory systems is taught. The role of the LVN and
teamwork/communication with other members of the healthcare team is emphasized.
VN
MED 2056 Endocrine
System
This course is the fourth of five intermediate medical-surgical nursing courses that focus on providing
nursing care to adult patients in a variety of settings, including care planning and implementation,
application of medical/surgical, supervision and pharmacological classroom content to the clinical
situation. Treatment of clients with compromised endocrine systems is taught. The role of the LVN and
teamwork/communication with other members of the healthcare team is emphasized.
VN
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Course ID and Title Description Type
MED 2057
Neurological System
This course in advanced medical-surgical nursing focuses on providing nursing care to adult patients in a
variety of settings, including care planning and implementation, application of medical/surgical,
supervision and pharmacological classroom content to the clinical situation. Treatment of clients with
compromised nervous systems is taught. The role of the LVN and teamwork/communication with other
members of the healthcare team is emphasized.
VN
MED 2058
Reproductive and
Maternal Nursing
This course discusses the antepartum, intrapartum, and postpartum nursing care and goals, fetal
development, and the importance of nutrition and diagnostic requirements. Client education regarding
use of drugs and alcohol during pregnancy is stressed. Care of the neonate is covered in this course.
VN
MED 2059 Pediatric
Nursing
Pediatric care is focused on providing nursing care for infants, children, and their families, with an
emphasis on family-centered nursing, education, health promotion and illness prevention. Normal
growth, development patterns of the growing child and nursing needs in areas of functional
physiological, social, and psychological integrity are exercised in the clinical environment. Calculation of
pediatric dosages for pharmaceutical products and pediatric nutrition are covered.
VN
MED 2060 Nursing
Fundamentals I
This is the first of three courses that are the theoretical base for application of the nursing process at a
basic level. They serve as an introduction to the history and theory of nursing, the nursing process, family
nursing, nutrition, and trans-cultural concepts, as well as an introduction to the clinical setting, including
ambulatory, acute, and/or long-term health care environment. The anatomy topics present an analysis of
human structure integrating cellular, tissue, organ, and organ system levels of structure and relates
structure to function, as well as emphasis on major organ systems and their significance in maintaining
homeostasis of the whole body. Understanding of terminology for position and combinational forms is
paramount.
VN
MED 2061 Nursing
Fundamentals II
This is the second of three courses that are the theoretical base for application of the nursing process at a
basic level. They serve as an introduction to the history and theory of nursing, the nursing process, family
nursing, nutrition, and trans-cultural concepts, as well as an introduction to the clinical setting, including
ambulatory, acute, and/or long-term health care environment. The anatomy topics present an analysis of
human structure integrating cellular, tissue, organ, and organ system levels of structure and relates
structure to function, as well as emphasis on major organ systems and their significance in maintaining
homeostasis of the whole body. Understanding of terminology for position and combinational forms is
paramount.
VN
MED 2062 Nursing
Fundamentals III
This is the third of three courses that are the theoretical base for application of the nursing process at a
basic level. They serve as an introduction to the history and theory of nursing, the nursing process, family
nursing, nutrition, and trans-cultural concepts, as well as an introduction to the clinical setting, including
ambulatory, acute, and/or long-term health care environment. The anatomy topics present an analysis of
human structure integrating cellular, tissue, organ, and organ system levels of structure and relates
structure to function, as well as emphasis on major organ systems and their significance in maintaining
homeostasis of the whole body. Understanding of terminology for position and combinational forms is
paramount.
VN
MED 2107 Nursing
Leadership and
Supervision
This course introduces students to Vocational Nurse leadership and management practices. It shows the
role of communication skills and critical thinking as the basis for leadership and management decisions,
and the legal and ethical implications of those decisions and their relevance to professional standards.
VN
MED 2115 Community
Nursing
This course introduces students to the role of the Licensed Vocational Nurse under the Vocational
Nursing Practice Act, customer-centric service delivery and career goal achievement. Rehabilitative
nursing and ambulatory care are discussed. Ethics, informed consent, advance directives, and other
medico-legal topics are covered. Home care, hospice care and disaster nursing are covered.
VN
MED 2118 Mental
Health Nursing
This course is an introduction to the major concepts, theoretical perspectives, and empirical findings in
psychology, oriented to optimizing patient interaction techniques, including the role of the vocational
nurse on the mental health care team. Substance abuse and addiction are discussed.
VN
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Course ID and Title Description Type
MED 2261 Term 1
Cumulative Exam
This course is a review of Term I concepts, with application of theory and critical thinking to NCLEX exam-
style questions. Topics presented in Term I are reviewed. Test taking techniques and stress-reduction
practices are also presented.
VN
Review
MED 2262 Term 2
Cumulative Exam
This course is a review of Term II concepts, with application of theory and critical thinking to NCLEX exam-
style questions. Topics presented in Term II are reviewed. Test taking techniques and stress-reduction
practices are also presented.
VN
Review
MED 2263 Term 3
Cumulative Exam
This course is a review of Term III concepts, with application of theory and critical thinking to NCLEX
exam-style questions. Topics presented in Term III are reviewed. Test taking techniques and stress-
reduction practices are also presented.
VN
Review
MED 2264 Exit Exam
and NCLEX
Preparation
This course is a review of Term I-IV concepts, with application of theory and critical thinking to NCLEX
exam-style questions. Topics presented in Term I-IV are reviewed. Test taking techniques and stress-
reduction practices are also presented. MED 2264 includes 40 hours of review preparation for greater
success taking the National Council of State Boards of Nursing NCLEX-PN® licensing examination.
VN
Review
NUR 1000 The Nature
of Nursing Practice
This course facilitates students' ability to conceptualize the experiences of individuals and families coping
with illness, and populations living in communities to adopt healthy lifestyle choices. It is the introduction
to the science of integrating professional nursing knowledge as a complement to other disciplines as the
basis for practice. The course integrates the blended NLN/QSEN element as a core theme to characterize
the nature of nursing practice.
BSN
NUR 1060 Gerontology
This course will provide the student with the foundation for nursing practice with the older adult client.
The physical and psychosocial changes associated with aging will be examined including adaptive
behaviors in the normal aging person. Health and socialization, financial considerations, legal
considerations of the aging client, cultural needs and interaction with the healthcare system. The need for
multidisciplinary interaction with the aging client will be discussed. Common concerns of an aging
population will be covered within the course.
ADN/BSN
NUR 1100
Fundamentals of
Nursing I
This course provides the foundation for nursing practice for the student at the beginning level using the
National League of Nurses Educational Competencies Model. Nursing educational, ethical, and legal
concepts as well as principles of safety, evidence-based practice, quality, physical and psychosocial
assessment, pharmacology, informatics, therapeutic communication, nutrition, sleep/rest, bowel and
bladder elimination, geriatric nursing and wellness care are examined. Students are introduced to
utilization of the nursing process, critical thinking, and therapeutic communication. Basic fluid, electrolyte,
and acid-base concepts, and dysfunction in glucose homeostasis. Students will begin to use health
assessment while providing care for adult and geriatric clients with predictable outcomes and their
families in the acute care settings. Multicultural considerations including gender, ethnicity, sexuality, and
age are explored in relation to providing effective nursing care.
ADN
NUR 1101 Medication
Administration
The course focuses on development of the knowledge and attitudes to ensure client safety while
administering medications. Key concepts include therapeutic communication, health teaching,
preparation, and administration of medication by the topical, oral, nasogastric, intradermal,
subcutaneous, and intramuscular routes. Students are introduced to the administration of intravenous
fluids for hydration and the concepts of administering intravenous medications within the scope of the
Nurse Practice Act. Client monitoring and the legal implication of documenting medication
administration are incorporated. Focus is placed on meeting the holistic needs of the client within the
scope of nursing practice throughout the life span. Skills lab and some simulation exercises will reinforce
concepts learned in theory lectures
ADN
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Course ID and Title Description Type
NUR 1200
Fundamentals of
Nursing II
This course continues to provide the foundation for nursing practice for the student at the beginning level
using the NLN Educational Competencies Model. Students will continue to implement critical thinking,
therapeutic communication, and basic nursing skills and the nursing process as the foundation of nursing
practice. Students will begin to use health assessment while providing care for adult and geriatric clients
and their families in the non-acute and/or acute care settings. Multicultural considerations including
gender, ethnicity, sexuality, and age are explored in relation to providing effective nursing care. Students
will continue to learn to work collaboratively with other members of the interdisciplinary health care team
to provide medical surgical/geriatric client care.
ADN
NUR 1201 Psychiatric
Mental Health Nursing
In this course, students will apply the theoretical evidence-based nursing skills using the nursing process,
therapeutic communication, and critical thinking in the care of mental health clients experiencing mental,
psychological and psychiatric disorders and conditions. Students will develop improved skills in
communication, client teaching, psychopharmacology and collaboration between the nurse, the client
and their family members. Students will learn to work as a member of an interdisciplinary healthcare team
to provide mental health/psychiatric client care. Experience is gained in the acute care and/or community
health settings to enhance the development of clinical competency in meeting the health care needs of
mental health clients with mental, psychological and psychiatric disorders and conditions.
Communication and simulation scenarios will allow students to reinforce concepts learned during the
theory class.
ADN
NUR 1250 Introduction
to Pharmacology
This course focuses on the basic drug classification, concepts and principles of pharmacology with
special consideration for the nursing role in developing a comprehensive approach to the clinical
application of drug therapy through the use of the nursing process.
BSN
NUR 1300 Medical-
Surgical Nursing I
This course has an emphasis on application of the nursing process, therapeutic communication, basic
nursing skills, and critical thinking in meeting the healthcare needs of adult medical-surgical/geriatric
clients across the lifespan experiencing acute and chronic problems requiring moderately complex
nursing care. There is an increased emphasis on medical-surgical/geriatric client teaching and
collaboration between the nurse, the medicalsurgical/ geriatric clients and their family. Students will use
the nursing process to identify and prioritize the healthcare needs of adult medical–surgical/geriatric
clients with less predictable outcomes or who demonstrate a change in their health status while working
as a member of an interdisciplinary healthcare team. Students will learn about stress and coping, religion,
culture, perioperative nursing, complementary and alternative healing modalities, evidence-based
practice, informatics, safety, nutritional disorders, metabolic dysfunction, hematologic dysfunction,
endocrine dysfunction, immune and connective tissue disorders, gerontology, care of the older adult,
oncology, chronic pain and hospice care, and neurological dysfunctions. Clinical experience is gained in
the acute care health setting to enhance the development of clinical competency in meeting the holistic
healthcare needs of the adult and geriatric medical-surgical clients and their families.
ADN
NUR 1400 Medical-
Surgical Nursing II
This course has an expanded emphasis on application of the nursing process, therapeutic
communication, basic nursing skills, and critical thinking in meeting the healthcare needs of adult
medical-surgical/geriatric clients across the lifespan experiencing acute and chronic problems requiring
moderately complex nursing care. There is an increased emphasis on medical-surgical/geriatric client
teaching and collaboration between the nurse, the medicalsurgical/ geriatric clients and their family.
Students will use the nursing process to identify and prioritize the healthcare needs of adult
medical–surgical/geriatric clients with less predictable outcomes or who demonstrate a change in their
health status while working as a member of an interdisciplinary healthcare team. Students will learn about
evidence-based practice, care of the elderly, intravenous therapy, the client requiring blood and blood
transfusion, cardiovascular dysfunction, renal disorders, and liver disorders. Clinical experience is gained
in the acute care health setting to enhance the development of clinical competency in meeting the
holistic healthcare needs of the adult medical-surgical/geriatric clients and their families. Skills lab and
simulation scenarios will reinforce concepts learned in theory.
ADN
Page 303 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 1500 Maternal
and Newborn Nursing
The emphasis in this course is placed on the application of the nursing process, therapeutic
communication, basic nursing skills, and critical thinking in the care of the childbearing client
experiencing pregnancy, delivery, and her family. Client teaching and collaboration will occur between
the nurse, the client, and family members. Students are expected to utilize the nursing process to identify
and prioritize the health care needs of clients undergoing labor and delivery, the neonate, and patients
with reproductive health issues. Students will be working as a member of an interdisciplinary healthcare
team and emphasis is placed on the acquisition of knowledge, skills, and attitudes needed to function
within the scope of nursing practice with the childbearing client and her family. Clinical experience is
gained in the acute care and/or community health setting to enhance the development of clinical
competency in meeting holistic health care needs of the childbearing client experiencing pregnancy,
delivery, and her family.
ADN
NUR 1600 Family and
Child Nursing
This course has an emphasis on the application of the nursing process, therapeutic communication,
advanced nursing skills and critical thinking in the care of infants, children, adolescents and their families
while performing client teaching and collaboration between the nurse, the client and their family
members. Students will use the nursing process to identify and prioritize the health care needs of
pediatric/adolescent clients who may have increasingly less predictable outcomes and who may
demonstrate a rapid change in their health status. Students will work as a member of an interdisciplinary
health care team caring for children and their families. Experience is gained in the acute care and/or
community health settings to enhance the development of clinical competency in meeting health care
needs of infants, children, adolescents and their families. Increased emphasis is placed on the acquisition
of the knowledge, skills and attitudes needed to function within the role of the nurse within the scope of
entry level nursing practice. Simulation scenarios will allow students to assimilate concepts that were
introduced during theory presentations.
ADN
NUR 1700 Advanced
Nursing I
This course allows application of all acquired concepts, theories, knowledge, and clinical skills when
caring for acutely ill medical-surgical/geriatric clients with rapidly changing and complex healthcare
needs and their families. Emphasis is placed on the integration and synthesis of the nursing process,
therapeutic communication and critical thinking for the acutely ill client. Medication administration,
nursing skills, client teaching, communication skills, legal and ethical responsibilities, accountability,
organization, and time management skills in meeting the holistic healthcare needs of adult and geriatric
clients with rapidly changing and complex healthcare needs are also stressed. Emphasis is on
pathophysiology and psychosocial needs for acutely ill adults with acute cardiovascular, respiratory and
neurological dysfunctions as well burns and transplants. Collaboration with members of the
multidisciplinary healthcare team to modify the client’s plan of care is incorporated. Experience is gained
in the acute care setting managing acutely ill clients with rapidly changing and complex healthcare needs
and their families.
ADN
NUR 1800 Advanced
Nursing II
This course emphasizes the synthesis of the application of the nursing process, with medication
administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities,
professional trends and issues, accountability, organization and time management skills, leadership and
management skills, collaboration with members of the interdisciplinary healthcare team and theories.
Care for patient with acute geriatric dysfunctions is included. Concepts are expanded to include
professional issues in nursing, critical thinking, legal-ethical issues, quality improvement, managing a
group of clients and role transition. Emphasis is placed on the application of knowledge, skills and
attitudes needed for the entry level registered nurse within the scope of nursing practice. Experience is
gained in the acute care settings managing multiple clients with rapidly changing and complex health
care needs and their families. This course will facilitate the student’s transition into an entry-level position
as a graduate nurse.
ADN
Page 304 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 2100
Fundamentals of
Nursing with Lab
T his course provides the foundation for nursing practice for the novice student exercising the blended
NLN/QSEN Model . Nursing educational, ethical, and legal concepts, as well as, principles of safety and
quality, evidence-based practice, physical and psychosocial assessment, pharmacology, informatics,
therapeutic communication, nutrition, sleep/rest, bowel & bladder elimination, basic fluid, electrolyte &
acid-base concepts, dysfunction in glucose homeostasis, geriatric nursing, and holistic wellness care are
examined. Students are introduced to utilization of the nursing process and will begin to use health
assessment skills while providing care for adult and geriatric clients with predictable outcomes and their
families in the non-acute and/or acute care settings. Multicultural considerations including gender,
ethnicity, sexuality, and age are explored in relation to providing effective nursing care. Students will
learn to actively work in collaboration with other members of the interdisciplinary health care team to
provide medical surgical/geriatric client care. Students will continue to implement critical thinking,
therapeutic communication, and basic nursing skills as the foundation of nursing practice.
BSN
NUR 2100C
Fundamentals of
Nursing Clinical
T his course provides the foundation for nursing practice for the novice student exercising the blended
NLN/QSEN Model . Nursing educational, ethical, and legal concepts, as well as, principles of safety and
quality, evidence-based practice, physical and psychosocial assessment, pharmacology, informatics,
therapeutic communication, nutrition, sleep/rest, bowel & bladder elimination, basic fluid, electrolyte &
acid-base concepts, dysfunction in glucose homeostasis, geriatric nursing, and holistic wellness care are
examined. Students are introduced to utilization of the nursing process and will begin to use health
assessment skills while providing care for adult and geriatric clients with predictable outcomes and their
families in the non-acute and/or acute care settings. Multicultural considerations including gender,
ethnicity, sexuality, and age are explored in relation to providing effective nursing care. Students will
learn to actively work in collaboration with other members of the interdisciplinary health care team to
provide medical surgical/geriatric client care. Students will continue to implement critical thinking,
therapeutic communication, and basic nursing skills as the foundation of nursing practice.
BSN
NUR 2200 Behavioral
Health with Lab
In this course, students will apply the theoretical evidence-based nursing skills using the nursing process,
therapeutic communication, and critical thinking in the care of mental health clients experiencing mental,
psychological, and psychiatric disorders and conditions. Students will develop improved skills in
communication, client teaching, psychopharmacology and collaboration between the nurse, the client
and their family members. Students will learn to work as a member of an interdisciplinary healthcare team
to provide mental health/psychiatric client care. Experience is gained in the acute care and/or community
health settings to enhance the development of clinical competency in meeting the health care needs of
mental health clients with mental, psychological, and psychiatric disorders and conditions.
BSN
NUR 2200C Behavioral
Health Clinical
In this course, students will apply the theoretical evidence-based nursing skills using the nursing process,
therapeutic communication, and critical thinking in the care of mental health clients experiencing mental,
psychological, and psychiatric disorders and conditions. Students will develop improved skills in
communication, client teaching, psychopharmacology and collaboration between the nurse, the client
and their family members. Students will learn to work as a member of an interdisciplinary healthcare team
to provide mental health/psychiatric client care. Experience is gained in the acute care and/or community
health settings to enhance the development of clinical competency in meeting the health care needs of
mental health clients with mental, psychological, and psychiatric disorders and conditions.
BSN
Page 305 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 2300 Medical
Surgical I with Lab
This course has an emphasis on application of the nursing process, therapeutic communication, basic
nursing skills, and critical thinking in meeting the healthcare needs of adult medical-surgical/geriatric
clients across the lifespan experiencing acute and chronic problems requiring moderately complex
nursing care. There is an increased emphasis on medical-surgical/geriatric client teaching and
collaboration between the nurse, the medical-surgical/geriatric clients and their family. Students will use
the nursing process to identify and prioritize the healthcare needs of adult medical-surgical/geriatric
clients with less predictable outcomes or who demonstrate a change in their health status while working
as a member of an interdisciplinary healthcare team. Students will learn about stress & coping, safety, IV
therapy, perioperative nursing, metabolic dysfunction, neurological dysfunctions, respiratory dysfunction,
gastrointestinal dysfunction, neurological dysfunction, genitourinary dysfunction, cardiovascular
dysfunctional, and gerontological considerations. Clinical experience is gained in the acute and/or sub-
acute care health setting to enhance the development of clinical competency in meeting the holistic
healthcare needs of the adult and geriatric medical-surgical clients and their families.
BSN
NUR 2300C Medical
Surgical I Clinical
This course has an emphasis on application of the nursing process, therapeutic communication, basic
nursing skills, and critical thinking in meeting the healthcare needs of adult medical-surgical/geriatric
clients across the lifespan experiencing acute and chronic problems requiring moderately complex
nursing care. There is an increased emphasis on medical-surgical/geriatric client teaching and
collaboration between the nurse, the medical-surgical/geriatric clients and their family. Students will use
the nursing process to identify and prioritize the healthcare needs of adult medical-surgical/geriatric
clients with less predictable outcomes or who demonstrate a change in their health status while working
as a member of an interdisciplinary healthcare team. Students will learn about stress & coping, safety, IV
therapy, perioperative nursing, metabolic dysfunction, neurological dysfunctions, respiratory dysfunction,
gastrointestinal dysfunction, neurological dysfunction, genitourinary dysfunction, cardiovascular
dysfunctional, and gerontological considerations. Clinical experience is gained in the acute and/or sub-
acute care health setting to enhance the development of clinical competency in meeting the holistic
healthcare needs of the adult and geriatric medical-surgical clients and their families.
BSN
NUR 3013 Role
Transformation in
Nursing
This course focuses on the professional aspects of nursing. The current practice of nursing is examined
and a framework is developed to meet professional and educational goals. Tools utilizing evidence-
based practice are integrated throughout the course. The role of professional values, nursing knowledge,
and professional practice are explored and compared to the student's current practice.
RNBSN
NUR 3023 Health
Promotion through the
Life Cycle
This course explores the needs of children and adults requiring healthcare from infancy through the
lifespan. Through a family-centered approach, the course addresses health problems in children and
adults and the impact of illness on the family. Students correlate normal growth and development with
care of individuals and families throughout the lifespan while promoting healthy lifestyle strategies. There
will be a focus on current issues in the health care system as they relate to health promotion in the
pediatric and adult population and the need for an emphasis on health promotion, maintenance, and
restoration. The need for nurses to provide care to individuals in a variety of settings throughout their
lifespan is explored.
RNBSN
NUR 3033 Health
Assessment with Lab
This course introduces concepts and principles underpinning preforming the health assessment as a
basis for the nursing process. Emphasis is placed on communication and assessment skills to develop
knowledge required for interviewing, identifying major physical and psychosocial elements, including
sequence and methodology of nursing diagnosis formulation for health assessments across the life span.
BSN
NUR 3033 Theoretical
Models of Nursing
This course introduces the nature of nursing theory. Nursing theory is analyzed as a foundation for
nursing practice and research. Origins and strategies of theory development in nursing are examined in
terms of importance for the development of professional nursing.
RNBSN
Page 306 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 3043 Evidence-
Based Nursing Practice
This course will provide a foundational overview of the research-practice gap in the field of healthcare.
The seven steps of the Evidence-based practice (EBP) research process in nursing and health sciences will
be established as a strategy supported and woven through the programmatic core nursing courses for
implementation of EBP in real world settings.
BSN
NUR 3043 Evidence-
Based Practice
This course focuses on the definition and use of evidence-based practice in nursing and healthcare as the
basis for providing appropriate, efficient, and cost-effective care, treatment and services to clients and
families. Application of evidence-based care in practice will be examined during the course.
RNBSN
NUR 3053 Healthcare
Informatics
This course provides an introduction to nursing informatics focusing technology applications, computer
and health information science as it applies nursing utilization for effective data collection, research and
management of health care information, support clinical reasoning with a focus on enhancing safe,
patient-centered care. This application will include clinical documentation, e-health (telehealth),
interdisciplinary communication systems, and the role of the informatics nurse.
BSN
NUR 3053 Healthcare
Informatics
This course introduces students to the concepts and practices of health informatics. Topics include major
applications and vendors, decision-making methods and technologies, information systems, and
emerging trends in the field.
RNBSN
NUR 3063 Principles of
Teaching
This course provides a comprehensive overview of key educational concepts for health professionals in
all disciplines. The course covers teaching and learning strategies and techniques, learner characteristics,
learning styles, and the evaluation of teaching and learning.
RNBSN
NUR 3073A
Pathopharmacology I
This course focuses on principles of normal and abnormal physiology applied to health care and nursing
practice. Emphasis is placed on cellular, organ, system, and holistic function of disease processes.
Pathopharmacology I focuses on the cellular and immune systems, cardiopulmonary, renal, and
gastrointestinal systems, and associated disease processes. The effects of drugs on the various body
systems will also be examined as well as the use of medications in practice and the role of the nurse in
educating patients regarding use of medications with pathophysiologic conditions. Development of
analytical evidence-based skills to assess the effectiveness of medications and prevention of medication
errors will also be discussed.
RNBSN
NUR 3073B
Pathopharmacology II
This course focuses on principles of normal and abnormal physiology applied to health care and nursing
practice. Emphasis is placed on cellular, organ, system, and holistic function of disease processes.
Pathopharmacology II focuses on the endocrine, nervous system, GU, musculoskeletal and skin system,
and the associated disease processes. The effects of drugs on the various body systems will also be
examined as well as the use of medications in practice and the role of the nurse in educating patients
regarding use of medications with pathophysiologic conditions. Development of analytical evidence
based skills to assess the effectiveness of medications and prevention of medication errors will also be
discussed.
RNBSN
Page 307 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 3300 Medical
Surgical II with Lab
This course emphasizes the synthesis of the application of the nursing process, with medication
administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities
through application of the nursing process, therapeutic communication, basic nursing skills, and critical
thinking in meeting the healthcare needs of adult medical-surgical/geriatric clients across the lifespan
experiencing acute and chronic problems requiring moderately complex nursing care. There is an
increased emphasis on medical-surgical/geriatric client teaching and collaboration between the nurse,
the medical-surgical/geriatric clients and their family. Students will use the nursing process to identify and
prioritize the healthcare needs of adult medical-surgical/geriatric clients with less predictable outcomes
or who demonstrate a change in their health status while working as a member of an interdisciplinary
healthcare team. Students will learn about neurological dysfunction, immunology & connective tissue
dysfunction, hematological/oncological/blood dyscrasia & transfusion, respiratory dysfunction,
genitourinary dysfunction, cardiological dysfunction, endocrinological dysfunction, and gerontological
considerations. Clinical experience is gained in the acute and/or sub-acute care health setting to enhance
the development of clinical competency in meeting the holistic healthcare needs of the adult medical-
surgical/geriatric clients and their families. Skills lab and simulation scenarios will reinforce concepts
learned in theory.
BSN
NUR 3300C Medical
Surgical II Clinical
This course emphasizes the synthesis of the application of the nursing process, with medication
administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities
through application of the nursing process, therapeutic communication, basic nursing skills, and critical
thinking in meeting the healthcare needs of adult medical-surgical/geriatric clients across the lifespan
experiencing acute and chronic problems requiring moderately complex nursing care. There is an
increased emphasis on medical-surgical/geriatric client teaching and collaboration between the nurse,
the medical-surgical/geriatric clients and their family. Students will use the nursing process to identify and
prioritize the healthcare needs of adult medical-surgical/geriatric clients with less predictable outcomes
or who demonstrate a change in their health status while working as a member of an interdisciplinary
healthcare team. Students will learn about neurological dysfunction, immunology & connective tissue
dysfunction, hematological/oncological/blood dyscrasia & transfusion, respiratory dysfunction,
genitourinary dysfunction, cardiological dysfunction, endocrinological dysfunction, and gerontological
considerations. Clinical experience is gained in the acute and/or sub-acute care health setting to enhance
the development of clinical competency in meeting the holistic healthcare needs of the adult medical-
surgical/geriatric clients and their families. Skills lab and simulation scenarios will reinforce concepts
learned in theory.
BSN
NUR 3500 C Maternal
and Newborn Nursing
Clinical
The emphasis in this course is placed on the application of the nursing process, therapeutic
communication, basic nursing skills, and critical thinking in the care of the childbearing client
experiencing pregnancy, delivery, and her family. Client teaching and collaboration will occur between
the nurse, the client, and family members. Students are expected to utilize the nursing process to identify
and prioritize the health care needs of clients undergoing labor and delivery, the neonate, and patients
with reproductive health issues. Students will be working as a member of an interdisciplinary healthcare
team and emphasis is placed on the acquisition of knowledge, skills, and attitudes needed to function
within the scope of nursing practice with the childbearing client and her family. Clinical experience is
gained in the acute care and/or community health setting to enhance the development of clinical
competency in meeting holistic health care needs of the childbearing client experiencing pregnancy,
delivery, and her family. Simulation scenarios will allow students to assimilate concepts that were
introduced during theory presentations.
BSN
Page 308 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 3500 Maternal
and Newborn Nursing
with Lab
The emphasis in this course is placed on the application of the nursing process, therapeutic
communication, basic nursing skills, and critical thinking in the care of the childbearing client
experiencing pregnancy, delivery, and her family. Client teaching and collaboration will occur between
the nurse, the client, and family members. Students are expected to utilize the nursing process to identify
and prioritize the health care needs of clients undergoing labor and delivery, the neonate, and patients
with reproductive health issues. Students will be working as a member of an interdisciplinary healthcare
team and emphasis is placed on the acquisition of knowledge, skills, and attitudes needed to function
within the scope of nursing practice with the childbearing client and her family. Clinical experience is
gained in the acute care and/or community health setting to enhance the development of clinical
competency in meeting holistic health care needs of the childbearing client experiencing pregnancy,
delivery, and her family. Simulation scenarios will allow students to assimilate concepts that were
introduced during theory presentations.
BSN
NUR 3600 Family and
Child Nursing with Lab
This course has an emphasis on the application of the nursing process, therapeutic communication,
advanced nursing skills and critical thinking in the care of infants, children, adolescents and their families
while performing client teaching and collaboration between the nurse, the client and their family
members. Students will use the nursing process to identify and prioritize the health care needs of
pediatric/adolescent clients who have typical growth & development or atypical dysfunctions that may
have increasingly less predictable outcomes and who may demonstrate a rapid change in their health
status. Students will work as a member of an interdisciplinary health care team caring for children and
their families. Experience is gained in the acute and/or sub-acute care and/or community health settings
to enhance the development of clinical competency in meeting health care needs of infants, children,
adolescents, and their families. Increased emphasis is placed on the acquisition of the knowledge, skills
and attitudes needed to function within the role of the nurse within the scope of entry level nursing
practice. Simulation scenarios will allow students to assimilate concepts that were introduced during
theory presentations.
BSN
NUR 3600C Family
and Child Nursing
Clinical
This course has an emphasis on the application of the nursing process, therapeutic communication,
advanced nursing skills and critical thinking in the care of infants, children, adolescents and their families
while performing client teaching and collaboration between the nurse, the client and their family
members. Students will use the nursing process to identify and prioritize the health care needs of
pediatric/adolescent clients who have typical growth & development or atypical dysfunctions that may
have increasingly less predictable outcomes and who may demonstrate a rapid change in their health
status. Students will work as a member of an interdisciplinary health care team caring for children and
their families. Experience is gained in the acute and/or sub-acute care and/or community health settings
to enhance the development of clinical competency in meeting health care needs of infants, children,
adolescents, and their families. Increased emphasis is placed on the acquisition of the knowledge, skills
and attitudes needed to function within the role of the nurse within the scope of entry level nursing
practice. Simulation scenarios will allow students to assimilate concepts that were introduced during
theory presentations.
BSN
NUR 4013 Ethics in the
Life Sciences
Ethics is studied as a branch of philosophy. The goal of ethics is to rationally determine what is right and
wrong. Ethics is distinguished from morals. Complexities in ethical reasoning that arise from the impact of
technological advances in the life sciences are discussed. The relationship between local, state and
federal laws and the subject of ethics is studied with a view to how this relationship affects the practice of
healthcare.
RNBSN
NUR 4023 Leadership
and Economics in
Management
This course focuses on the exploration of leadership, economic and management principles, and
leadership theories with application to nursing practice in the provision of health care among an ever-
changing healthcare spectrum. Students will also examine the fundamental economics of the U.S. health
care system and how financial issues affect the role of nursing and nursing leaders. Student development
in the roles of problem solver, change agent and leader are emphasized.
RNBSN
Page 309 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 4033 Advanced
Physical Assessment
This course focuses on the application of critical thinking and deductive and inductive reasoning in the
assessment of the health status of individuals. The emphasis is on the systematic approach to health
history and physical examination for differentiating normal from abnormal states. A holistic approach
which includes the assessment of the physical, developmental, psychosocial, cultural, and spiritual
dimensions will be used. Information discussed will include information about comprehensive
assessments based on a logical sequence of interview and physical examination. It includes the process
for performing "regional examinations." There will be review of relevant anatomy and physiology along
with examples of examination techniques and corresponding written documentation of the assessment.
Health promotion and special populations will be included.
RNBSN
NUR 4043 Community-
Based Nursing
This course focuses on the synthesis of population-based health and public health concepts to promote,
maintain, and restore health to individuals, families, and communities. Community assessment, risk
appraisal, and application of community health nursing strategies are emphasized in a community
experience. This course includes a clinical component. The student will visit two community agencies to
evaluate their services. In addition, the student will follow the health of a family for six weeks in the
community. A plan of intervention will be developed and implemented to meet identified needs of the
family members. The student will also complete a neighborhood assessment and complete the General
and Healthcare Mandated Child Abuse Reporter Training offered by the Department of Social Services of
California.
RNBSN
NUR 4053 Nursing
Research
Nursing research and evidence-based practice relies on results from valid studies, which are reviewed for
applicable implementation into practice. Research methods needed for systematic investigation and
expansion of nursing knowledge are examined. Critical appraisal of research is emphasized with a focus
on analyzing the integration of research findings into the practice setting and planning for the final
Capstone project.
RNBSN
NUR 4103 Capstone
This is the capstone course in the Bachelor of Science in Nursing program. All students are expected to
demonstrate the ability to conduct research on a concept in the nursing field, utilizing the methods of
inquiry previously learned in the curriculum and integration of concepts from the program.
RNBSN
NUR 4200 Population
Health and
Technologies
This course merges concepts of population health management and care delivery technologies to
advance understandings of the equitable distribution of public health, disease prevention, risk
stratification, enhancing clinical decision-making, and reducing unnecessary hospitalizations and costs in
local, regional, national, and global communities.
BSN
NUR 4250 Health
Systems Leadership
This course will examine healthcare delivery as a multidisciplinary system of dynamic interactions
concerned with healthcare delivery, quality, and costs. The management of health systems addresses
structure, process and outcomes of health services including costs, financing, organization, outcomes,
and accessibility of care. Emphasis is placed on the importance of measuring outcomes that matter to
patients and defining different cost terms and payment models.
BSN
Page 310 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 4300 Medical
Surgical III with Lab
This course has an expanded emphasizes of the application of the nursing process, with medication
administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities
through application of all acquired concepts, theories, knowledge, and clinical skills when caring for
acutely ill medical-surgical/geriatric clients with rapidly changing and complex healthcare needs and their
families. Emphasis is placed on the integration and synthesis of the nursing process, therapeutic
communication and critical thinking for the acutely ill client. Medication administration, nursing skills,
client teaching, communication skills, legal and ethical responsibilities, accountability, organization, and
time management skills in meeting the holistic healthcare needs of adult and geriatric clients with rapidly
changing and complex healthcare needs are also stressed. Emphasis is on pathophysiology and
psychosocial needs for acutely ill adults with acute cardiovascular, respiratory, and neurological
dysfunctions, and transplants, shock & trauma/burns/emergency & disaster. Collaboration with members
of the multidisciplinary healthcare team to modify the client’s plan of care is incorporated. Experience is
gained in the acute care setting managing acutely ill clients with rapidly changing and complex
healthcare needs and their families. Simulation scenarios will allow students to assimilate concepts that
were introduced during theory presentations.
BSN
NUR 4300C Medical
Surgical III Clinical
This course has an expanded emphasizes of the application of the nursing process, with medication
administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities
through application of all acquired concepts, theories, knowledge, and clinical skills when caring for
acutely ill medical-surgical/geriatric clients with rapidly changing and complex healthcare needs and their
families. Emphasis is placed on the integration and synthesis of the nursing process, therapeutic
communication and critical thinking for the acutely ill client. Medication administration, nursing skills,
client teaching, communication skills, legal and ethical responsibilities, accountability, organization, and
time management skills in meeting the holistic healthcare needs of adult and geriatric clients with rapidly
changing and complex healthcare needs are also stressed. Emphasis is on pathophysiology and
psychosocial needs for acutely ill adults with acute cardiovascular, respiratory, and neurological
dysfunctions, and transplants, shock & trauma/burns/emergency & disaster. Collaboration with members
of the multidisciplinary healthcare team to modify the client’s plan of care is incorporated. Experience is
gained in the acute care setting managing acutely ill clients with rapidly changing and complex
healthcare needs and their families. Simulation scenarios will allow students to assimilate concepts that
were introduced during theory presentations.
BSN
NUR 4400 Community
Based Nursing with
Practicum
This course examines socioeconomic, environmental, epidemiological, and legislative influences,
ethical/legal issues, and the impact of health beliefs and practices on health promotion and protection in
communities and society. Students work with community partners and various populations to help
develop programs, provide health education, and assist with helping people achieve optimum levels of
health. The clinical practicum is community-based and population-focused public health nursing practice
that meets the requirements for the California Board of Registered Nursing’s PHN certificate.
BSN
NUR 4600
Transformational
Nursing Leadership
This course emphasizes the synthesis of the application of the nursing process, with medication
administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities,
professional trends and issues, accountability, organization and time management skills, leadership and
management skills, collaboration with members of the interdisciplinary healthcare team and theories.
Concepts are expanded to include professional issues in nursing, critical thinking, legal-ethical issues,
quality improvement, managing a group of clients and role transition. Emphasis is placed on the
application of knowledge, skills and attitudes needed for the entry level registered nurse within the scope
of nursing practice. Experience is gained in the acute care settings managing multiple clients with rapidly
changing and complex health care needs and their families. This course will facilitate the student’s
transition into an entry-level position as a graduate nurse.
BSN
Page 311 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
Course ID and Title Description Type
NUR 4600C
Transformational
Nursing Leadership
Clinical
This course emphasizes the synthesis of the application of the nursing process, with medication
administration, nursing skills, client teaching, communication skills, legal and ethical responsibilities,
professional trends and issues, accountability, organization and time management skills, leadership and
management skills, collaboration with members of the interdisciplinary healthcare team and theories.
Concepts are expanded to include professional issues in nursing, critical thinking, legal-ethical issues,
quality improvement, managing a group of clients and role transition. Emphasis is placed on the
application of knowledge, skills and attitudes needed for the entry level registered nurse within the scope
of nursing practice. Experience is gained in the acute care settings managing multiple clients with rapidly
changing and complex health care needs and their families. This course will facilitate the student’s
transition into an entry-level position as a graduate nurse.
BSN
NUR 5000 Theoretical
Foundations of
Advanced Nursing
This course examines selected theories in nursing and health. Approaches to the analysis, critique and
utilization of theories in nursing practice and scholarship are emphasized. Students develop and apply
theories and analysis to an area of interest.
MSN
NUR 5005 Trends in
Contemporary Nursing
The course explores issues and trends in the nursing profession including such topics as: current nursing
shortage, transcultural nursing, workplace issues, policy, healthcare reform, ethical behavior, and practice
competencies in professional practice. Students will develop advanced knowledge about the complex
issues of nursing within multidisciplinary practice in a variety of environments.
MSN
NUR 5010 Leadership,
Economics, and
Management
This course introduces the leadership roles and management functions of professional registered nurses
within the structure of an organization. The management process of planning, organizing, directing,
budgeting, and controlling provides the structure for the course. Emphasis is given to organization
theory, management theory, and behavioral theory. Accountability for quality assurance in the provision
of nursing care, multidisciplinary communication, and collaborative relationships are emphasized.
MSN
NUR 5015 Health Care
Policy and Ethics
This course deals with health care policy and ethics as it relates to nurses in more advanced practice
roles. Topics included: current health care policies and its impact on equitable and positive patient
outcomes, the role of nurses to engage in discussions to promote understanding and advocate for
change to improve outcomes.
MSN
NUR 5020 Nursing
Research
Methodologies
This course introduces students to qualitative and quantitative research practices in rhetoric,
composition, and technical communication in nursing. Students learn to critically analyze and evaluate
existing research data, develop workable research questions, and choose the best methods to address
the questions they ask. Students start to design their capstone project for their master’s degree in this
course.
MSN
NUR 5030 Capstone I
This is the first Capstone in the Master of Science in Nursing Program. In this course, the student will
begin to incorporate and integrate the concepts of nursing theory, leadership, communication, research,
the nursing process, and critical thinking across the health-illness continuum into their capstone project.
This course will focus on the student’s use of nursing theory that addresses an identified educational
need in an area of interest. With the use of evidence-based research the student will design and develop
their capstone paper.
MSN
NUR 5040 Advanced
Physiology and Health
Assessment
This course focuses on the assessment of the health status of individuals. The emphasis is on the
systematic approach to health history and physical examination for differentiating normal from abnormal
states. A holistic approach will be used which includes the assessment of the physical, developmental,
psychosocial, cultural and spiritual dimensions. There will be a review of relevant anatomy and physiology
along with examples of examination techniques and corresponding written documentation of the
assessment. Health promotion and special populations will be included.
MSN
NUR 5045 Advanced
Pathopharmacology
This course focuses on advanced pathophysiology and how it relates to the application of critical thinking
in the administration of medications. The student will focus on a holistic approach to pathophysiology
and pharmacology to enhance their understanding of how lifestyle, age and culture affect medication use
and the disease process. Integrative therapies and special populations will be included.
MSN
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Course ID and Title Description Type
NUR 5050 Nurse
Educator – Roles,
Responsibilities, and
Relationships
This course will introduce the student to the Nurse Educator role in a variety of settings. This will include
roles in the academic setting, staff development, and clinical nurse educator.A key focus of this course
will be developing an understanding of the role of the nurse educator within the academic community.
Certification standards will be an additional topic of the course.
MSN
NUR 5055 Teaching
Strategies for the
Nurse Educator
This course will introduce the student to instructional, evaluation, and educational strategies to meet the
individual needs of learners in diverse environments. This course will include research and analysis of
current educational evidence-based practices and their use in the academic setting, staff development,
and as a clinical nurse educator. A key focus of this course will be developing teaching strategies to
address the unique needs of a diverse student population and promote improved educational outcomes.
MSN
NUR 5060 Curriculum
Design and Evidenced-
Based Practice
This course will introduce the student to educational theory and evidence-based research to assist in the
design and development of nursing and healthcare curriculum. A key focus of this course will be
developing a curriculum that facilitates learning and understanding well meeting the educational needs
of a diverse population.
MSN
NUR 5065 Integrating
Technology into
Nursing Education
This course will introduce the student to the Nurse Educator role in a variety of settings. This will include
roles in the academic setting, staff development, and clinical nurse educator. A key focus of this course
will be developing an understanding of the role of the nurse educator within the academic community.
Certification standards will be an additional topic of the course.
MSN
NUR 5070 Capstone II
This is the second Capstone and the final course in the Master of Science in Nursing Program. The course
requires application of and builds on previous learning in nursing theory, psycho- social sciences, basic
statistics, nursing research, and experiential learning from students’ professional experiences. The
student is encouraged to integrate the appropriate concepts of leadership, communication, research, the
nursing process, and critical thinking across the health-illness continuum. Students who have completed
their capstone project paper need to present an oral presentation or a video presentation of their
capstone project in the course.
MSN
OT 5000 Fieldwork
Level IA
This course provides students with the opportunity to observe an occupational therapist or other
professional working with children, adolescents, adults, and older adults in a hospital, community-based
setting, or other social support service. The focus of this Level I fieldwork is on psychological support
and/or mental illness. Students will observe evaluations, treatment sessions, community-focused
activities, and groups, as well as the role of other professionals in these settings.
MSOT
OT 5001 Fieldwork
Level IB
This course provides students with the opportunity to observe an occupational therapist or other
professional working with adolescents or adults in a hospital, rehabilitation, or community-based setting.
The focus of this Level I fieldwork is on physical disabilities. Students will observe evaluations, treatment
sessions, community focused activities and groups, as well as the role of other professionals in these
settings.
MSOT
OT 5002 Fieldwork
Level IC
This final Level I experience provides students with the opportunity to observe an occupational therapist
or other professional working with children or adolescents in a hospital, rehabilitation, or community-
based setting. Students will observe evaluations, treatment sessions, community-focused activities, and
groups, as well as the role of other professionals in these settings.
MSOT
OT 5003 Applied
Neuroscience and
Occupations
This course is designed to introduce students to the structures and physiology of the nervous system.
Specific topics will include gross anatomy of the brain and spinal cord, cellular organization and function,
development of the nervous system, and functional divisions including somatosensory, autonomic,
motor, visual and vestibular systems. The influence that the organization and function of these systems
have on occupational performance will also be examined.
MSOT
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Course ID and Title Description Type
OT 5004 Psychosocial
Foundations of Practice
This course is foundational to all practice and inculcates in students the importance of psychological
support for all clients. Students will learn about psychological theories and OT frames of reference used
in acute and community-based mental health practice. Students will gain an understanding of the origins
of the theories and frames of reference used in psychiatry and the evaluation methods, role of the OT,
and interventions used to influence occupational performance. A psychotropic lecture will inform
students about the types of medications commonly used in practice and their side-effects. Students will
also learn about group process and dynamics and how to design and implement group interventions for
children, adolescents, adults, and older adults. These concepts will be practiced in the laboratory part of
this course. In particular, theory and evidence-based groups in stress and illness management, time
management, coping skills, values clarification, leisure, and Ross's Five-Step Group will be performed
and evaluated. Students will use standardized and non-standardized screening and assessment tools to
determine the need for OT intervention, as well as practice documentation and exhibit professional skills
in the laboratory part of the course.
MSOT
OT 5005 Grand
Rounds
Grand Rounds are a critical component of medical education. This course provides a venue for students
to incorporate prior knowledge with content and experiences from co-occurring courses, service learning
projects, and interdisciplinary connections. The course fits into the curriculum design by providing
opportunities for reflection on and development of clinical reasoning, deep learning, and ethical practice.
Discussion of cases, guest lectures on research or diagnoses, and videos will be used to promote a
community of practice where collaborative learning and teaming take place.
MSOT
OT 5007 Gerontology
The emphasis in this course is on rehabilitation and aging well with and without disabilities. Students will
learn about the aging process as it relates to occupational therapy. Topics include but are not limited to
theories of aging, biological aspects of aging, aging in the workplace, aging in place, caregiver training
and leisure counseling. The evaluation of occupational performance in ADLs and IADLs, education,
leisure, rest, sleep, and social participation will be emphasized and practiced. Students will use both
standardized and non-standardized screening, assessment, and evaluation tools, to determine the need
for occupational therapy intervention. Students will use state-of-the-art technology to learn evaluation,
intervention, and community tools for various diagnosis. Students will also design and evaluate
evidence‐based and occupation-centered health promotion and wellness interventions for adults and
older adults. Course content will be delivered though lecture, hands-on activities, guest speakers,
assignments, student presentations and group discussions with an integrated focus on cognitive,
psychological, sensory-perceptual, and motor support needed for occupational performance. Assistive
technology interventions, arts & crafts, and other emerging interventions will also be explored to address
the needs of this population.
MSOT
OT 5008 Human
Anatomy
This course reviews foundational anatomical concepts to allow students to understand the structure and
function of body systems that support participation in daily occupations. Students will learn how to
classify movements that occur during daily activities and will learn to identify structures related to
movement at each joint during those activities. Students will begin to understand how body systems work
together to create and support movement. The class will also facilitate critical thinking skills needed to
understand how an acute injury affects various body systems and functional movement/participation in
functional activities. The laboratory portion of this course gives students the opportunity to synthesize
and apply information from lecture through hands on exploration of the body. Use of the cadaver, syn-
daver and VR simulation lab reinforce understanding of the body systems and movement through visual
and tactile mediums. Students will also be introduced to techniques for palpation to identify surface
anatomy and bony landmarks on the body.
MSOT
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Course ID and Title Description Type
OT 5010 Foundations
of Occupational
Therapy
This lecture and laboratory course provides an overview of occupational therapy. The course introduces
students to the American Occupational Therapy Association (AOTA), the Official Documents of AOTA,
OT frames of references and models, and the Occupational Therapy Practice Framework: Domain and
Process. Students learn about the safe use of occupations to support client participation in meaningful
activities. Students will begin to practice the skills of occupational analysis, grading, adaptation, and
documentation. Models of practice will also be introduced in this course. Finally, certain policies,
procedures and practices standard in occupational therapy and health care, including HIPAA/client
confidentiality and infection control in healthcare settings and the home will be discussed.
MSOT
OT 5011 Analysis and
Assessment of
Functional Human
Movement
This course examines the theory behind how individuals move their bodies from infancy to older
adulthood and how movement affects occupational performance. Students learn the scientific principles
of movement, including anatomical and biomechanical elements and external and internal forces
affecting movement. In addition, students will learn how to analyze and assess human movement.
Principles learned in the lecture part of the course will be practiced in the laboratory part of the course.
The laboratory provides students with an opportunity to use clinical reasoning while analyzing and
assessing human movement. Manual muscle testing, joint range of motion, palpation of muscle and
bone, and evidence-based practice are key elements of the laboratory sessions. Principles learned in the
lectures will be applied to supportive and functional activities in the laboratory, including stability,
posture, mobility, seating, transfers, and other movement required for work, play, and leisure.
MSOT
OT 5012 Clinical
Conditions in
Occupational Therapy
This course introduces students to the pediatric, physical and psychiatric conditions typically seen in
occupational therapy. Psychiatric, neurological, general medical, surgical, and orthopedic diagnoses
found across the lifespan will be emphasized. Etiology, signs and symptoms, course of illness, and impact
on occupational performance will be discussed.
MSOT
OT 5013 Occupations
of Adults
Theories, models, and frames of references used to intervene with physical conditions that affect
occupational performance in adulthood will be discussed. This course will use an integrated focus on
cognitive, psychological, sensory-perceptual, and motor support needed for occupational performance.
Students will learn concepts of treatment planning for adult physical disabilities, including evaluation
methods and emerging and commonly used interventions.
Use of clinical reasoning in adult physical disabilities is emphasized in the laboratory. Students will use
state of the art technology to learn how to evaluate and treat orthopedic, cardiovascular, pulmonary, and
neuromuscular conditions. Students will use standardized and nonstandardized screening and
assessment tools to determine the need for OT intervention. Students will practice clinical reasoning
while using assistive devices such as wheelchairs, crutches, canes, walkers, transfer benches, reachers,
and more to enhance occupational performance. Documentation Practice will include writing evaluation
reports, problem statements, long and short term goals, SOAP notes, reports, and discharge planning.
MSOT
OT 5014 Research
Methods in
Occupational Therapy
This course is an introduction to concepts of research, including history, methodology, review of
literature, research design, scientific writing, and statistical concepts. Emphasis is placed on evaluating
research methodology, interpreting, and utilizing research results, composing a literature review, and
understanding the impact of research to theory and clinical practice in occupational therapy. Students will
also understand the process of locating and securing grants and how grants can serve as a fiscal resource
for scholarly activities Students will apply research methods to assigned thesis topics in order to set the
foundation for coursework in Master Thesis 1.
MSOT
OT 5015 Educational
Principles of
Healthcare
Educational principles, learning theory, health care literacy, and the impact of education on occupational
performance will be discussed. The importance of cognitive concepts and psychological support will be
integrated into discussions and course activities. Educational principles related to specific populations
will be used to create and deliver a lesson plan and Prezi/PowerPoint presentation about a health issue.
MSOT
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Course ID and Title Description Type
OT 5016 Master Thesis
I
This course builds upon Research Foundations and allows students to refine and integrate their
professional interests with prior course content. With guidance from their thesis advisors, students will
design, write, and present an original thesis proposal for either a community-based program or research
project. Students will also submit an IRB application in preparation for implementation of their thesis
project during Master Thesis 2.
MSOT
OT 5016 Thesis
Proposal
This thesis proposal course is the first in a series of 3 courses allowing students to integrate their
professional interests with prior course content. Students will write an original thesis proposal and
literature review for either a community-based program or research project under the direction of a thesis
advisor. Students will understand the process of locating and securing grants and how grants can serve
as a fiscal resource for scholarly activities.
MSOT
OT 5017 Master Thesis
II
This course represents the culmination of the thesis sequence. Upon IRB approval, students will work
closely with their thesis advisors to implement their project, collect, and analyze data, and disseminate
the results. A final written thesis will also be fully developed and completed in this course. Students will
prepare a poster for formal presentation through the Academic Showcase as well as prepare a sample
application appropriate for a local, national, or international conference.
MSOT
OT 5017 Thesis
Completion
This second in a series of three courses in the thesis sequence will support students in their completion of
a research or community-based project based upon their literature review. Students may be collecting
and analyzing data or implementing a community-based project by working closely with a faculty advisor.
MSOT
OT 5018 Thesis
Dissemination
This is the last course in the thesis series. As such, it represents the culmination of the thesis experience.
In this course, students will have finished their data collection and analysis or their community-based
project and evaluation. Students will write a thesis document to be submitted to the University's
repository and develop a poster for presentation. Participation in local, national, and international
conference presentations or publications are encouraged and based on the advisor's recommendations
as appropriate.
MSOT
OT 5020 Advanced
OT Skills Lab
This is a theory and laboratory course where students will learn assessment and interventions for hand
therapy and feeding and swallowing disorders in pediatrics and in various diagnoses. Students will also
learn safe and effective application of physical agent modalities as it applies to occupational therapy
interventions. Experts in these areas will use an experiential format with opportunities for hands-on
practice.
MSOT
OT 5030 Fieldwork
Skills Review
This culminating fieldwork skills review course will prepare students for their first Level II Fieldwork. Under
the instruction of content experts, students will have the opportunity to review basic knowledge and skills
needed to transition successfully to the Level II Fieldwork experience. Foundational course content will
be reviewed through a combination of interactive learning experiences. Students will focus on the use of
practical skills related to OT evaluation, basic assessments, goal setting, interventions, and
documentation. Basic skills such as therapeutic listening, transfers, manual muscle testing, sensory
testing, group leadership, equipment use and patient management related to safety will be discussed.
MSOT
OT 5040 Fieldwork
Level IIA
The Level IIA Fieldwork experience involves a minimum of 12 weeks of full-time or part-time clinical
experience under the direct supervision of a registered occupational therapist. The Level II Fieldwork
experience is intended for students to integrate didactic knowledge with actual clinical practice. Through
guided practice students will implement the fundamentals of practice, including screening/evaluation,
goal setting, implementation of interventions, re-assessment, management of OT services, clinical
reasoning, and development of professional behaviors during the fieldwork rotation. This course will
focus on the physical, cognitive, and psychological needs of the clients. The fieldwork rotation may either
be in a pediatric, adult, or older adult practice setting. The goal is to develop competent, entry-level,
generalist occupational therapists.
MSOT
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Course ID and Title Description Type
OT 5041 Fieldwork
Level IIB
The Level IIB Fieldwork experience involves a second rotation of a minimum of 12 weeks, full-time or 24
weeks part-time clinical experience under the direct supervision of a licensed occupational therapist. The
Level II fieldwork experience is intended for students to integrate didactic knowledge with actual clinical
practice. Through guided practice students will implement the fundamentals of clinical practice,
including screening/evaluation, goal setting, implementation of interventions, re-assessment,
management of OT services, clinical reasoning and development of professional behaviors during the
fieldwork rotation. This course will focus on the physical, cognitive, and psychological needs of the
clients. The fieldwork rotation may be in a pediatric, adult, older adult, community, or academic practice
setting. The goal is to develop competent, entry-level, generalist occupational therapists.
MSOT
OT 5050 Clinical
Reasoning &
Documentation in OT
This is a course that reinforces the student’s development of the process of clinical reasoning and how it
guides the formation and application of occupational therapy services. Course topics will include the
occupational therapy frame of references and models, 5 stages of the clinical reasoning process, clinical
reasoning development, problem solving strategies, and application to clinical practice across various
settings and populations. Documentation practice will include writing evaluation reports, problem
statements, long and short-term goals, SOAP notes, reports, and discharge planning. Students will
integrate the experiences learned from their Level 2A fieldwork rotation and continue to further
develop their clinical reasoning skills as demonstrated through documentation of assessment and
appropriate interventions leading to meaningful outcomes measures and discharge planning.
MSOT
OT 5100 Cultural
Humility in
Occupational Therapy
This course emphasizes the role culture plays in perceptions of wellness, health, and disease. It also
teaches students about health care disparities that exist in physical and behavioral health and current
trends in health status for a variety of demographic groups. Aspects of occupational injustice and
deprivation will also be discussed in relation to specific cultural groups in the U.S. Terms and concepts
associated with diversity and cultural competence will be discussed and used in case studies. Students
will learn how to assess occupational performance and deliver interventions in a culturally sensitive
manner.
MSOT
OT 5100 Cultural
Competence in
Occupational Therapy
This course emphasizes the role culture plays in perceptions of wellness, health, and disease. It also
teaches students about health care disparities that exist in physical and behavioral health and current
trends in health status for a variety of demographic groups. Aspects of occupational injustice and
deprivation will also be discussed in relation to specific cultural groups in the U.S. Terms and concepts
associated with diversity and cultural competence will be discussed and used in case studies. Students
will learn how to assess occupational performance and deliver interventions in a culturally sensitive
manner.
MSOT
OT 5101 Community
Program Development
Innovative program development is the overarching goal of this course. The course will teach students
how to locate a community need, perform a needs assessment, and develop a community-based
program that is relevant to the knowledge and skills base of occupational therapy. The course will
emphasize occupational justice, deprivation, and engagement through clinical reasoning and problem-
solving in order to enhance the occupational performance and health of individuals, groups, or
populations. A service learning component will be included in this course
MSOT
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Course ID and Title Description Type
OT 5102 Occupations
of Adults II
The emphasis in this course is to develop skilled practitioners able to apply practical rehabilitation
assessments and interventions for effective client-centered return to meaningful occupations. Students
will design and evaluate evidence?based and occupation-centered health promotion and wellness
interventions for adults and those over the age of 65. This will be accomplished through lecture,
discussion, and hands-on learning with an integrated focus of cognitive, psychological, sensory-
perceptual, and motor support needed for occupational performance. In the companion laboratory
section, students will learn both standardized and non-standardized screening and assessment tools to
determine the need for occupational therapy, develop applicable interventions with various diagnosis
and various settings. The evaluation of occupational performance for ADLs and IADLs, education, leisure,
rest, sleep, and social participation will be emphasized and practiced. Documentation skills for evaluation
reports, problem statements, long and short-term goals, SOAP notes, reports, and discharge planning
will be refined. State of the art assistive technology, arts & crafts, and emerging interventions will be
explored. Students will develop and apply a deeper level of clinical reasoning skills leading to
reimbursement for assessments and relevant interventions, meaningful outcomes, and appropriate
discharge planning.
MSOT
OT 5103 Leadership,
Helath Policy, and
Management
This first course in the leadership, health policy and management sequence will introduce leadership
theories, applicable health policy, and management concepts within sociopolitical systems that impact
health care delivery in the U.S. The course will introduce the various leadership and management roles
that occupational therapy practitioners take on at different levels and in different practice areas. Students
will learn about the U.S. Department of Health and Human Services Healthy People 2020 and analyze
social and political trends in health care. Students will be encouraged to begin developing their own
leadership style. A service learning component will be included in this course.
MSOT
OT 5103A Leadership,
Health Policy, and
Management I
This first course in the leadership, health policy and management sequence will introduce leadership
theories, applicable health policy, and management concepts within sociopolitical systems that impact
health care delivery in the U.S. The course will introduce the various leadership and management roles
that occupational therapy practitioners take on at different levels and in different practice areas. Students
will learn about the U.S. Department of Health and Human Services Healthy People 2020 and analyze
social and political trends in health care. Students will be encouraged to begin developing their own
leadership style. A service learning component will be included in this course.
MSOT
OT 5103B Leadership,
Health Policy, and
Management II
This second course in the leadership, health policy and management sequence take these concepts to a
deeper level and prepares students to become change agents in the profession of occupational therapy.
Personal leadership skills and style will be cultivated and refined through hands-on experiences.
Collaborative and empowerment models of local and global best-care practices will be explored. Issues
of occupational justice, occupational deprivation, and occupational engagement will be discussed, and
cases studied. Students will take sociopolitical action by addressing a social/healthcare need and visit or
write to leaders, policy makers, or the media.
MSOT
OT 5104 Ethics in
Healthcare
In this course, students will examine the essentials of ethical health care service delivery. Students will
become familiar with the AOTA Code of Ethics and the ethical principles guiding practice. Case studies
will give students the opportunity to demonstrate strategies for analyzing ethical issues and making
decisions to resolve personal and organizational ethical conflicts. Students will also articulate the variety
of informal and formal systems for resolving ethics disputes that have jurisdiction over occupational
therapy practice.
MSOT
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Course ID and Title Description Type
OT 5105 Occupations
of Children and
Adolescents
This course covers the epidemiology, etiology, and course of conditions seen in childhood and
adolescence. Theories and frames of reference used in pediatric OT, principles of learning, and
developmental processes will be reviewed. Students will learn how to work with families, schools, and
community organizations to meet the needs of this population. Governmental regulations affecting
children will be discussed. Cognitive, psychological, sensory-perceptual, and motor support needed for
occupational performance will be reviewed. The lab portion of this course will focus on evaluation,
treatment planning, and interventions to use with children and adolescents. The evaluation of
occupational performance in ADL's, IADL's, education, play, rest, sleep, and social participation will be
emphasized and practiced. Use of high and low technology will be introduced. Documentation covering
Individual Education Plans, reports, progress notes and discharge planning will be practiced.
MSOT
OT 5200 Professional
Development &
Education in OT
This course provides an integrative opportunity for students to reflect on their professional development
as they transition from student to clinician. Students will examine their own effective and skillful behaviors,
habits, and reactions within the clinical setting and how this impacts their effectiveness as professionals.
Students will also learn educational principles, learning theory, health literacy and the impact of
education on maximizing occupational therapy service delivery. The importance of cognitive concepts
and psychological support will be integrated into discussions and
course activities. Educational principals related to specific populations will be used to create and deliver a
lesson plan and Prezi/PowerPoint presentation about a health issue. In addition, goals for success in Level
II Fieldwork, preparing for the NBCOT examination, as well as building a career in occupational therapy,
will be explored. Students will review the process for licensure, identify professional strengths and
weaknesses, and develop a professional portfolio to prepare for future employment as an occupational
therapist.
MSOT
OT 5200 Professional
Development Seminar
This course provides a final opportunity for students to reflect on their professional development as an
occupational therapist. Students will synthesize their skills and create a professional portfolio. Goals for
Level II fieldwork success will also be identified. Key OT competencies and skills will be reviewed in
preparation for the NBCOT examination. Students will also review the process for licensure and prepare
for employment as an occupational therapist.
MSOT
OT 5500 Review and
Exit Exam
This curriculum review and exam will prepare students for the national Board for Certification in
Occupational Therapy (NBCOT) exam. Students will review each of the domains of the NBCOT exam and
take a practice test of questions involving each of the four domains. Students will have an opportunity to
work with peers and faculty on analysis of questions. Students will also review test taking strategies.
MSOT
Review
OTA 1000 OTA
Foundations
This course introduces the student to the field of Occupational Therapy, its history, and theories/models
of practice. The contribution of the COTA to client wellness as part of the healthcare team is stressed, as
well as the organizations regulating and guiding the practice of Occupational Therapy. AOTA's Code of
Ethics and Standards of Practice are presented. The student also will become acquainted with
procedures and practices standard in the healthcare field, including HIPAA/client confidentiality and
infection control in healthcare settings and the home.
OTA
OTA 1001 Human
Components I
The first in a series of three courses. This course studies medical terminology and the terminology of the
occupational therapy practice framework.
OTA
OTA 1001 Terminology
This course covers healthcare-related terminology and occupational therapy-specific terminology.
Student develop a foundation of root-word meanings and how they are combined together for
understanding and communicating in occupational therapy environments and general healthcare
environments.
OTA
OTA 1002 Human
Components II
The second in a series of three courses. This course focuses on human development. Human
Components II explores physical and developmental aspects of the human: infant, childhood, adolescent
and adult. Support for quality of life, well-being, and occupation as part of the OTA's professional
responsibility are explored, with reference to social, ethical and health and welfare issues affecting
occupation.
OTA
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Course ID and Title Description Type
OTA 1002
Occupational Life-
Span Development
This course covers human development, and occupational development from infancy through end-of-life.
This course builds a foundation of normal developmental sequences for the aquisition of physical,
cognitive, and emotional skills that inform the occupational therapy process.
OTA
OTA 1003 Disease
Conditions
This course covers the causes, mechanisms, signs & symptoms, and current management of human
disease conditions that may be encountered by occupational therapy personell in various practice
settings.
OTA
OTA 1003 Human
Components III
The third in a series of three courses. This course covers pathology. Human Components III explores the
mechanisms of disease, diseases of systems and prevention.
OTA
OTA 1004 Mental
Health Basics
This course explores psychopathology throughout the life span. The evolution of the Diagnostic and
Statistical Manual of Mental Disorders is examined, and models of practice in mental health and, more
specifically occupational therapy, are examined. Psychiatric disorders, their signs and symptoms, impact
on function, and current management are reviewed.
OTA
OTA 1005 Kinesiology
This kinesiology course covers the anatomy of movement. Each major joint of the body will be analyzed in
relation the muscles that produce specific movements will be covered in detail. Student will learn the to
analyze human movement in both function and dysfunction.
OTA
OTA 1005 Kinesiology
Lab
This kinesiology lab accompanies OTA 1005-Kinesiolgy, and provides practice identifying the structures
and movment principles associated with the anatomy of human movement. Structures of each major joint
of the body will be analyzed in relation the muscles that produce specific movements. Students will also
practice analyzing human movement in both function and dysfunction. Paper models, synthetic models,
and cadavers, may all be utilized in this course.
OTA
OTA 1006
Fundamentals of OTA
Practice
Building on the concepts introduced in Term 1, this course explores the professional responsibilities,
legalities, ethics, and Standards of Practice demanded of a Certified Occupational Therapy Assistant. The
use of research of professional literature, continuing education, and the need to mentor OTA students is
presented.
OTA
OTA 1007 Physical
Dysfunction I
In this course, the normal occupational performance in development of adult roles is developed. Physical,
socioeconomic, environmental factors, lifestyle choices, and physical factors that influence adult
occupational performance in the roles of adulthood including homemaker and worker roles are
examined. Exploration of the recovery process, from acute care to rehabilitation for physical and
psychosocial conditions, is reviewed. Involvement in assessment, intervention, and therapeutic activities
that facilitate age appropriate occupational behaviors is practiced. The discharge process and
collaboration with other professionals and community agencies is included as part of the treatment
continuum.
OTA
OTA 1008 Physical
Dysfunction II
In this course, the normal occupational performance in development of adult roles is continued, to
include knowledge and application of assistive devices that are fundamental in the practice of
occupational therapy across diagnostic categories and age groups, an introduction to a broad range of
equipment from "low technology" to complex "high-technology" devices involving micro-electronics.
Topics include: adapted equipment for activities of daily living, home modifications, personal mobility
and adapted driving, computer accessibility, communication aides. The environments in which assistive
technologies are used will be explored including home, school, work, play and recreation.
OTA
OTA 1009 Pediatric OT
This course covers the causes, course and prognosis of disorders that occur from birth through
adolescence. The principles and theories underlying learning and the developmental process will be
reviewed. The OTA's use of play in the development of self-discovery, decision-making, work-role skills
will be discussed. The role of the OTA in prevention and rehabilitation programs within different types of
service facilities will be explored. The role of families, care givers, teachers and significant others in the
treatment process will be discussed. Assessment, program planning and treatment will be defined and
performance skills necessary for successful occupational behaviors will be presented.
OTA
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Course ID and Title Description Type
OTA 1010
Psychosocial
Dysfunction
This course provides students with a comprehensive view of OT practice in psychosocial dysfunction. The
course covers intervention techniques, interacting with clients, safety, the OTA's role in assessment,
documentation, and theoretical issues that guide mental health practice.
OTA
OTA 1011
Documentation
This course introduces students to the role of documentation in client care, the contents of
documentation, including the subjective, objective, and assessment data and plan, and their importance
within the health record. Application of these documentation techniques, primarily using the SOAP
format, including the use of medical terminology and abbreviations, will be practiced. The relationship of
documentation to the client and billing/reimbursement as well as to legal and ethical issues is also
discussed.
OTA
OTA 1102 Term 2
Review
OTA 1102 Term 2 ReviewThis course summarizes material from Term 2 in preparation for the Term 2 Exit
Exam. Selected topics come from OTA 1000 OTA Foundations, OTA 1001 Human Components I, OTA
1002 Human Components II, OTA 1005 Kinesiology, and OTA 2001 Lab 1.
OTA
Review
OTA 1104 Term 4
Review
This course summarizes material from Term 4 in preparation for the Term 4 Exit Exam. Selected topics
come from OTA 1006 Fundamentals of OTA Practice, OTA 1009 Pediatric OT, OTA 1010 Psychosocial
Dysfunction, and OTA 2003 Lab 3.
OTA
Review
OTA 1104 Term 4
Review
This course summarizes material from Term 3 in preparation for the Term 3 Exit Exam. Selected topics
come from OTA 1003 Human Components III OTA 1007 Physical Dysfunction I, OTA 1008 Physical
Dysfunction II, and OTA 2002 Lab 2.
OTA
Review
OTA 2001 OTA Lab I
This OT Skills Lab course builds a foundation of basic abilities and practical knowledge that are
fundamental to the practice of occupational therapy assistants. Students will focus on acquiring usable
skills related to client mobility, self-care, standard equipment use, and safety issues. Students will practice
a variety of skills and begin learning how to instruct others as well as document interventions. Students
will begin to analyze aspects of the whole person and begin to exercise judgment and clinical reasoning
skills. Students will also complete CPR/BLS certification. Students also begin to learn how to view
themselves as therapeutic instruments.
OTA
OTA 2002 OTA Lab II
This OT Skills Lab course focuses on furthering the acquisition of practical skills and knowledge. Students
are exposed to more intervention ideas and perspectives. Working with the biomechanical frame of
reference is a major topic. Students are introduced to the proper use of physical agent modalities in
occupational therapy, vital signs, safety, managing medically complicated clients, wheelchair
management, and therapeutic media. Information gathering, and documentation are further integrated
with practical skills.
OTA
OTA 2003 OTA Lab III
This course continues to afford students the ability to learn new practice skills as well as promote higher
levels of clinical reasoning. Students practice applying group dynamics, teaching-learning, sensory
integration techniques, and troubleshoot selection of interventions for various life stages and mental
health symptoms. Community-based interventions and lifestyle redesign are introduced. More
assessments are explored and students will continue to practice documentation.
OTA
OTA 2010 First Level I
fieldwork
Level 1 fieldwork experiences provide exposure to OT practice environments with the intent of clarifying
the link between the needs of real clients, and coursework. Level 1 fieldwork introduces students to the
fieldwork experience and sets a foundation for later fieldwork. Level 1 fieldwork consists of directed
observation and participation in various aspects of the occupational therapy process.
OTA
OTA 2020 Second
Level I fieldwork
Level 1 fieldwork experiences provide exposure to OT practice environments with the intent of clarifying
the link between the needs of real clients, and coursework. Level 1 fieldwork introduces students to the
fieldwork experience and sets a foundation for later fieldwork. Level 1 fieldwork consist of directed
observation and participation in various aspects of the occupational therapy process
OTA
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Course ID and Title Description Type
OTA 2030 First Level II
fieldwork
The First Level II fieldwork experience involves an eight week assignment of full time clinical experience
under the direct supervision of a registered occupational therapist or a certified occupational therapy
assistant. The student will assist in all phases of practice including observation, evaluation, treatment, and
documentation. Through guided practice students will develop appropriate clinical reasoning for
preparation as entry-level, generalist occupational therapy assistants.
OTA
OTA 2040 Second
Level II fieldwork
The Second Level II fieldwork experience involves an eight week assignment of full time clinical
experience under the direct supervision of a registered occupational therapist or a certified occupational
therapy assistant. The student will assist in all phases of practice including observation, evaluation,
treatment, and documentation. Through guided practice students will develop appropriate clinical
reasoning for preparation as entry-level, generalist occupational therapy assistants.
OTA
OTA 2050
Competencies
This course reviews the core competencies related to knowledge, skills, and attitudes, required for
effective learning and performance in level 2 fieldwork settings.
OTA
Review
OTA 2050 Phase 1
Review
Phase 1 Review increases a student's basic knowledge of occupational therapy topics, reviews material to
promote long-term memory, and begins preparing the student for the Program Exit Exam. Students will
complete reading and writing assignments via the university's online learning system during their second
Level II fieldwork.
OTA
Review
OTA 2060 End of
Program Review
The End of Program Review teaches students about the process of preparing for, setting up, and taking
the NBCOT certification exam for occupational therapy assistants. Actions to take upon successful
completion of the exam are also addressed. The course is designed to assist students to plan and
prepare for the NBCOT exam as well as test their knowledge in selected areas. Additionally, the course
covers program-specific topics in preparation for the Program Exit Exam required for graduation.
OTA
Review
OTA 2060 End of
Program Review
The End of Program Review teaches students about the process of preparing for, setting up, and taking
the NBCOT certification exam for occupational therapy assistants. Actions to take upon successful
completion of the exam are also addressed. The course is designed to assist students to plan and
prepare for the NBCOT exam as well as test their knowledge in selected areas. Additionally, the course
covers program specific topics in preparation for the Program Exit Exam required for graduation. This
course uses a blended on-ground and online format.
OTA
Review
PHIL 2010 Critical
Reasoning and Ethics
This course dissects the components and skills involved with critical thinking including the process by
which we develop and support our beliefs and evaluate the strength of an argument. Students are
introduced to recognizing and avoiding common barriers to critical thinking such as bias, groupthink,
and ideology. Real-world applications are emphasized throughout the course.
GenEd
PHIL 2300 Applied
Critical Thinking in
Simulation
This course applies traditional applications of critical thinking and decision-making in an applied
simulation and laboratory environment. Experiences will afford practical experience in essential
simulation skills and processes. Students will be expected to demonstrate beginning competency in the
simulation laboratory.
GenEd
PSY 1001 Introduction
to Interpersonal
Relationships
This course is an introduction to the complex interaction of social and psychological forces in human
communication. The course critically evaluates interpersonal relationships and the communication issues
surrounding human interaction in various contexts. It examines basic concepts, theories, and research
findings relevant to initiating, developing, modifying, and maintaining, relationships in communication
process.
GenEd
PSY 1010 Introduction
to Psychology
This introductory course will provide students with an overview of the current body of knowledge and
methods of the science of psychology. Topics will include the historical foundations of psychology,
cognition, emotions, learning, human development, biological bases of behavior, personality,
psychological disorders, psychotherapy and behavior change, and social behavior. Emphasis also will be
placed on the application of psychology to diverse human endeavors.
GenEd
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Course ID and Title Description Type
PSY 1020
Developmental
Psychology: Life Span
Psychology
This course will provide an in-depth review of human development from a biopsychosocial approach with
emphasis on the cultural context of development, the roles of age and gender, and applications to daily
living.
GenEd
PSY 2070
Developmental
Psychology
This course will provide an in-depth review of human development from conception to death as it
pertains to the physical, cognitive, emotional, social, and moral aspects of understanding human
behavior, transitions, and relationships.
GenEd
PSY 3020
Organizational
Psychology
In the course, students will be introduced to the science of organizational psychology, a discipline that
studies human behavior in the workplace. Strategic goals of reducing turnover, increasing productivity,
and improving workplace engagement will be explored.
GenEd
PSY 3300 Diversity and
Inclusion
This course will provide students with the opportunity to examine how their own experiences shape their
ability to interact across multiple dimensions of human differences. Through the exploration of cognition,
emotions, learning, human development, biological bases of behavior, personality, psychological
disorders, behavior change, and social behavior, students will become aware of how to be successful in
varied environments with a mindset of valuing diversity, differences, and inclusive human endeavors.
GenEd
PTA 1001 Introduction
to PTA
This course introduces students to physical therapy practice and the role of the physical therapist
assistant in providing patient care. Emphasis is placed on quality assurance and interpersonal skills and
the multidisciplinary approach to rehabilitation is introduced. The course also familiarizes the student
with health care facilities and government agencies. The role of ethics in healthcare is also introduced as
are medical record, billing, reimbursement, and research. Skills related to infection control, patient
preparation, vital signs, patient safety, patient positioning, body mechanics, bed mobility, transfers,
wheelchairs, assistive devices, and gait in clinical settings are practiced at the introductory level in the lab
setting.
PTA
PTA 1002 Pathology
This course examines the mechanism of disease, including immunity, inflammation, inheritance, cancer,
and infectious diseases. Selected diseases of the body's systems, such as cardiovascular, respiratory,
gastrointestinal, urinary, reproductive, integumentary, endocrine, and special senses are presented as
well as information regarding the effects of aging, signs and symptoms, basic medical management,
implications for the PTA, and prognosis. Emphasis is placed on medical terminology and abbreviations.
PTA
PTA 1003 PT through
the Life Cycle
This course examines normal and abnormal development from conception to adolescence. Emphasis is
placed on the developmental sequence, testing, and treatment of neurological and orthopedic disorders
in the pediatric population. Development through adulthood is covered with an emphasis on aging
changes that affect function in the geriatric population and related physical therapy interventions are
presented. The course also introduces various aspects of geriatric care, including, but not limited to,
wellness care and adaptation to exercise modalities. Performance in the lab setting of assessments and
interventions appropriate to the pediatric and geriatric populations are practiced. In addition, the service
learning project is introduced in this course even though it is embedded in the syllabus of course
PTA1010.
PTA
PTA 1003
Documentation
This course introduces students to the role of documentation in patient care, the contents of
documentation, including the subjective, objective, and assessment data and plan, and their importance
within the medical record. Application of these documentation techniques, primarily using the SOAP
format, including the use of medical terminology and abbreviations, will be practiced. The relationship of
documentation to the patient and billing/reimbursement as well as to legal and ethical issues is also
discussed.
PTA
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Course ID and Title Description Type
PTA 1004 Kinesiology
This course covers functional anatomy of the musculoskeletal system, including muscle origins, insertions,
actions, and nerve supply, while applying biomechanics of normal and abnormal movement in the human
body. The concepts of goniometry, manual muscle testing, dermatomes, and myotomes are introduced,
while identification and palpation of superficial landmarks are practiced. The biomechanics of the gait
cycle is also introduced. Students are introduced to using the Levels of Evidence rating scale as it applies
to clinical research and the respective course assignment.
PTA
PTA 1005 Therapeutic
Exercise I
This course introduces therapeutic exercise theories and practical applications including those for range
of motion, aerobic conditioning and reconditioning, posture awareness, stretching, strengthening, and
joint mobilization. Tissue response to range of motion, stretch, and resistive exercise is also examined
and lab practice of the techniques learned is integrated. The course also presents therapeutic exercise
interventions that are appropriate for use during specific phases of recovery from a soft tissue, bone, or
peripheral nerve disorder or injury as well as topics on prevention, health, and wellness topics.
Characterizing the levels of evidence-based research (as defined by the Journal of Orthopaedic & Sports
Physical Therapy Clinical Practice Guidelines) will also be emphasized.
PTA
PTA 1005 Therapeutic
Exercise
This course introduces therapeutic exercise theories and practical applications including those for range
of motion, aerobic conditioning and reconditioning, posture awareness, stretching, strengthening, and
joint mobilization. Tissue response to range of motion, stretch, and resistive exercise is also examined
and lab practice of the techniques learned is integrated. The course also presents therapeutic exercise
interventions that are appropriate for use during specific phases of recovery from a soft tissue, bone, or
peripheral nerve disorder or injury as well as topics on prevention, health, and wellness topics.
PTA
PTA 1006 Procedures
This lecture/laboratory course is designed to develop skills commonly utilized by PTAs including
positioning and draping, bed mobility, soft tissue techniques, transfers, wheelchair mobility, and gait
training. Use and adjustment of assistive/adaptive devices to improve function will also be incorporated
in addition to the application of cervical and lumbar spine mechanical traction and the fundamental
concepts of proper body mechanics and ergonomics. This course further provides the student with the
background to determine applicability of the stated procedures, including the patient assessment skills
needed to determine safety and indications for the procedures as well as the skills to determine the
success of the intervention administered. Students develop their skills through supervised practice with
each other in the laboratory while having an opportunity to both administer and receive treatment.
Proper documentation and communication of the intervention and patient outcome is also presented.
Categorization of the levels and grades of evidence as defined by the Journal of Orthopaedic and Sports
Physical Therapy Clinical Practice Guidelines is also emphasized
PTA
PTA 1007 PTA Practice
I
This course addresses infection control techniques, assessment of vital signs, special equipment and
patient care environments, incidents and emergencies in the patient care environment, accessibility
assessments and adaptations, and basic wound care. These topics are applied and practiced in the lab
setting. Students are provided with and demonstrate teaching techniques for use with patients,
caregivers, and other health care providers.
PTA
PTA 1008 Therapeutic
Measurement and
Testing
In this course students will perform the skills associated with data collection techniques as performed by
Physical Therapist Assistants (PTAs). This laboratory/lecture course is designed to develop measurement
skills for joint range of motion (ROM) and muscle strength for all the peripheral joints and the spine. This
course material will also develop student skills for performing neurological testing such as sensation,
proprioception, kinesthesia and reflex assessment. Students will practice with each other in the laboratory
providing them with the opportunity to both administer and receive care. Proper documentation and
communication of the treatment application and patient outcome is included.
PTA
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Course ID and Title Description Type
PTA 1008 Orthopedic
Interventions
This course presents common orthopedic conditions, pathologies, and surgical procedures involving the
peripheral joints and spine. The provision and progression of treatments, including procedures and
modalities for each specific joint and the spine, are presented and practiced as these activities relate to
tissue repair and healing response. Manual modality techniques specific to the peripheral joints are also
practiced. Principles and interventions for an individual with total joint arthroplasty are also presented
and practiced.
PTA
PTA 1009 Modalities
This course introduces physical agents and therapeutic modalities in physical therapy practice which are
commonly utilized by PTAs. Lecture and laboratory activities develop problem solving skills and critical
thinking in the use of cryotherapy, therapeutic heat, ultrasound, hydrotherapy/aquatic therapy,
electromagnetic therapy (LASER, diathermy, ultraviolet light, pulsed electromagnetic fields), spinal
traction and compression therapies. The course provides the student with the background to determine
the applicability of the stated procedures, including the patient assessment skills needed to determine
safety and indications for the procedures, as well as the skills to determine the success of the
technique/treatment administered. Students develop their skills through supervised practice with each
other in the laboratory while having the opportunity to both administer and receive treatment. Proper
documentation and communication of the technique/ treatment application and patient outcome are
included.
PTA
PTA 1009 Neurologic
Interventions
Phase 1 Review increases a student's basic knowledge of occupational therapy topics, reviews material to
promote long-term memory, and begins preparing the student for the Program Exit Exam. Students will
complete reading and writing assignments via the
PTA
PTA 1010 Therapeutic
Exercise II
This course expands upon the principles presented in PTA 1005 Therapeutic Exercise I. Students focus on
more specific application of range of motion, aerobic conditioning and reconditioning, posture
awareness, stretching, strengthening, and joint mobilization for various pathologies. Practice of these
skills is integrated during lab with further investigation into complicated patient case scenarios.
Characterizing the levels of evidence based research (as defined by the Journal of Orthopaedic & Sports
Physical Therapy Clinical Practice Guidelines) will also be emphasized.
PTA
PTA 1010 PTA Practice
II
This course provides opportunities to learn and practice theoretical principles and practical applications
of cardiopulmonary techniques, exercises, and postural drainage. Lecture and lab include wound
identification, measurement, dressing, treatments, and debridement. This course introduces basic
principles and indications/ contraindications in the use of selected prosthetic and orthotic devices with
discussion and practice in making adjustments to the various devices. Principles and applications in
balance and interventions for the individual with an amputation, the physiology and control of edema,
residual limb wrapping, and seating and positioning are also provided in lecture and lab settings. The
research of evidence-based practice and prioritizing the grades of evidence is included. In addition, the
course presents an overview of women’s health and alternative therapy interventions. Students are also
expected to complete a service learning component by volunteering at a non-profit, community-based
program or facility related to their course work and then reflecting on their experience. Service learning is
a program that helps the students to connect what they have learned in the classroom and/or lab setting
to the community.
PTA
PTA 1011 PT Through
the Lifecycle
This course examines normal and abnormal development from conception to adolescence. Emphasis is
placed on the developmental sequence, testing, and treatment of neurological and orthopedic disorders
in the pediatric population. Age-related changes that affect function in the geriatric population and
related physical therapy interventions are presented. The course also introduces various aspects of
geriatric care, including, but not limited to, wellness care and adaptation to exercise modalities.
Performance in the lab setting of assessments and interventions appropriate to the pediatric and geriatric
populations are practiced. In addition, the service-learning project is introduced in this course even
though it is embedded in the syllabus of course PTA 1017.
PTA
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Course ID and Title Description Type
PTA 1011 Professional
Issues
This course engages the student in the discussion of professional issues and behaviors related to clinical
practice in order to prepare the student for transition into the workforce. The topics help the student
prepare for licensure, employment, and professional development; identify behaviors in response to
legal, ethical, and professional issues; develop job placement skills; and debate socioeconomic
influences related to the field of physical therapy.
PTA
PTA 1012 Neurologic
Interventions I
This course examines the fundamentals of neuroanatomy, motor control, motor development, and motor
learning, as well as an introduction to neurologic interventions used in the clinical setting. The course
introduces neurodevelopmental treatment for the treatment of clients with cerebrovascular accidents.
PTA
PTA 1012 Therapeutic
Measurement and
Testing
In this course students will perform the skills associated with data collection techniques as performed by
Physical Therapist Assistants (PTAs). This laboratory/lecture course is designed to develop measurement
skills for joint range of motion (ROM) and muscle strength for all the peripheral joints and the spine. This
course material will also develop student skills for performing neurological testing such as sensation,
proprioception, kinesthesia and reflex assessment. Students will practice with each other in the laboratory
providing them with the opportunity to both administer and receive care. Proper documentation and
communication of the treatment application and patient outcome is included.
PTA
PTA 1013
Electrotherapy
This course is designed to introduce the student/learner to electrotherapeutic modalities in physical
therapy practice which are commonly utilized by PTA's. Lecture and laboratory activities develop
problem solving skills and critical thinking in the use of electrotherapy. Basic concepts in physical
properties of electricity (waveforms, types of currents, nature of electricity), electrical safety and
instrumentation will be provided. Students will be introduced to the principles of therapeutic application
of electrical stimulation including strengthening (NMES and Russian ES), re-education (FES), nerve
regeneration with direct current, pain reduction (TENS and IFC), tissue repair (HVPC), trans-dermal
application of anti-inflammatory agents (iontophoresis) and biofeedback. It provides the student with the
background to determine the applicability of the stated procedures, including the assessment skills
needed to determine safety, indications for the procedures, as well as the skills to determine the success
of the technique/treatment administered. Students develop their skills through supervised practice with
each other in the laboratory providing them with the opportunity to both administer and receive
treatment. Proper documentation and communication of the technique/ treatment application and
patient outcome is included.
PTA
PTA 1014 Orthopedic
Interventions I
This course presents the introduction to orthopedic management by the PTA, orthopedic pharmacology,
and imaging studies. The APTA 11 Treatment guidelines are presented, and a review of manual
modalities is covered. Manual modality techniques specific to the peripheral joints are also practiced. The
course also covers exercise physiology, therapeutic activities, interventions to address decreased ROM,
flexibility and joint mobility, and an assessment of posture and gait.
PTA
PTA 1014 Modalities
This course introduces physical agents and therapeutic modalities in physical therapy practice which are
commonly utilized by PTAs. Lecture and laboratory activities develop problem solving skills and critical
thinking in the use of cryotherapy, therapeutic heat, ultrasound, hydrotherapy/aquatic therapy,
electromagnetic therapy (LASER, diathermy, ultraviolet light, pulsed electromagnetic fields), spinal
traction and compression therapies. The course provides the student with the background to determine
the applicability of the stated procedures, including the patient assessment skills needed to determine
safety and indications for the procedures, as well as the skills to determine the success of the
technique/treatment administered. Students develop their skills through supervised practice with each
other in the laboratory while having the opportunity to both administer and receive treatment. Proper
documentation and communication of the technique/ treatment application and patient outcome are
included.
PTA
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Course ID and Title Description Type
PTA 1015 Neurologic
Interventions II
This course examines neurological conditions, including pathology and management of medical
problems of stroke, head injury, Parkinson’s disease, spinal cord and nerve injuries, and other conditions.
The course also introduces techniques to facilitate neurodevelopmental treatment, proprioceptive
neuromuscular facilitation, the Brunnstrom Approach, and other techniques.
PTA
PTA 1015
Documentation
This course introduces students to the role of documentation in patient care, the contents of
documentation, including the subjective, objective, and assessment data and plan, and their importance
within the medical record. Application of these documentation techniques, primarily using the SOAP
format, including the use of medical terminology and abbreviations, will be practiced. The relationship of
documentation to the patient and billing/reimbursement as well as to legal and ethical issues is also
discussed.
PTA
PTA 1016 Orthopedic
Interventions II
This course presents common orthopedic conditions, pathologies, and surgical procedures involving the
peripheral joints and spine. The provision and progression of treatments, including procedures and
modalities for each specific joint and the spine, are presented and practiced as these activities relate to
tissue repair and healing response. Manual modality techniques specific to the peripheral joints are also
practiced.
PTA
PTA 1017 PTA Practice
II
This course provides opportunities to learn and practice theoretical principles and practical applications
of cardiopulmonary techniques, exercises, and postural drainage. Lecture and lab also include wound
identification, measurement, dressing, treatments, and debridement. This course introduces basic
principles and indications/ contraindications in the use of selected prosthetic and orthotic devices with
discussion and practice in making adjustments to the various devices. Principles and applications in
balance and interventions for the individual with an amputation, the physiology and control of edema,
and residual limb wrapping. Seating and positioning are also provided in lecture and lab settings for
pediatric through adulthood. The research of evidence-based practice and prioritizing the grades of
evidence is included. In addition, the course presents an overview of women’s health and alternative
therapy interventions. Students are also expected to complete a service learning component by
volunteering at a non-profit, community-based program or facility related to their course work and then
reflecting on their experience. Service learning is a program that helps the students to connect what they
have learned in the classroom and/or lab setting to the community.
PTA
PTA 1018 Professional
Issues
This course engages the student in the discussion of professional issues and behaviors related to clinical
practice in order to prepare the student for transition into the workforce. The topics help the student
prepare for licensure, employment, and professional development; identify behaviors in response to
legal, ethical, and professional issues; develop job placement skills; and debate socioeconomic
influences related to the field of physical therapy.
PTA
PTA 1101 Term 1
Review
This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the
term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will
receive feedback on weak areas of knowledge and areas of strength.
PTA
PTA 1102 Term 2
Review
This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the
term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will
receive feedback on weak areas of knowledge and areas of strength.
PTA
PTA 1103 Term 3
Review
This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the
term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will
receive feedback on weak areas of knowledge and areas of strength.
PTA
PTA 1104 Term 4
Review
This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the
term are reviewed. Test taking techniques and stress-reduction practices are also presented.
PTA
PTA 1105 Term 5
Review
This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the
term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will
receive feedback on weak areas of knowledge and areas of strength.
PTA
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Course ID and Title Description Type
PTA 1105 Program
Review
This course applies theory and critical thinking to licensing exam-style questions. Topics presented
throughout the program are reviewed through a series of online exams administered in the National
Physical Therapy Examination (NPTE) Review Module. Test-taking techniques and stress-reduction
practices are also presented. Students will receive feedback on weak areas of knowledge and areas of
strength. Students will discuss the student experience, reinforce concepts and techniques introduced in
the program and identify deficiencies in knowledge and skills. This course also prepares the student for
the certification examination.
PTA
PTA 1106 Term 6
Review
This course applies theory and critical thinking to licensing exam-style questions. Topics presented in the
term are reviewed. Test taking techniques and stress-reduction practices are also presented. Students will
receive feedback on weak areas of knowledge and areas of strength.
PTA
PTA 1107 Term 7
Review
This course is the first in a two-part program review, applying theory and critical thinking to licensing
exam-style questions. Topics presented throughout the program are reviewed through a series of online
exams administered in the National Physical Therapy Examination (NPTE) Review Module. Test-taking
techniques and stress-reduction practices are also presented. Students will receive feedback on weak
areas of knowledge and areas of strength. Students will discuss the student experience, reinforce
concepts and techniques introduced in the program and identify deficiencies in knowledge and skills.
This course also prepares the student for the certification examination.
PTA
PTA 1108 Program
Review II
This course is the second of a two-part program review, applying theory and critical thinking to licensing
exam-style questions. Topics presented throughout the program are reviewed through a series of online
exams administered in the National Physical Therapy Examination (NPTE) Review Module. Test-taking
techniques and stress-reduction practices are also presented. Students will receive feedback on weak
areas of knowledge and areas of strength. Students will discuss the student experience, reinforce
concepts and techniques introduced in the program and identify deficiencies in knowledge and skills.
This course also prepares the student for the certification examination.
PTA
PTA 2001 PTA Lab I
This course provides opportunities for application of techniques introduced in Kinesiology, Therapeutic
Exercise, Procedures, and PTA Practice I as well as documentation of the treatments and techniques
learned. Covers palpation of landmarks, practical applications of various types of exercise techniques and
machines used in the clinics, and a systematic approach to therapeutic exercise progression. Also
stressed are practical application and demonstration of therapeutic massage, assessment of vital signs,
and infection control techniques. This course also includes integration of special equipment and patient
care environments, accessibility and adaptations, basic wound care and response to incidents and
emergencies in the clinical setting. Interventions skills related to procedures, including gait training,
wheelchair management, assistive device selection and adjustment, are also performed in a laboratory
setting.
PTA
PTA 2002 PTA Lab I
This course provides opportunities for application of techniques introduced in Kinesiology, Therapeutic
Exercise, Procedures, Therapeutic Measurement and Testing, and PTA Practice I. Covers palpation of
landmarks, practical applications of various types of exercise techniques and machines used in the clinics,
and a systematic approach to therapeutic exercise progression. Also stressed are practical application
and demonstration of data collections skills including range of motion, manual muscle testing,
therapeutic massage and neurological testing. Interventions skills related to procedures, including gait
training, wheelchair management, assistive device selection and adjustment, are also performed in a
laboratory setting.
PTA
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Course ID and Title Description Type
PTA 2002 PTA Lab II
This course provides opportunities for application of techniques introduced in PT through the Lifecycle,
Modalities, Therapeutic Measurement and Testing, Therapeutic Exercise II as well as documentation of
the treatments and techniques learned. It covers practical applications of various types of modalities and
therapeutic agents used in the clinics. Also stressed are developmental sequence, testing, and treatment
of neurological and orthopedic disorders in the pediatric population. Performance in the lab setting of
assessments and interventions appropriate to the pediatric and geriatric populations are practiced. The
course incorporates practical applications of various types of exercise techniques and machines used in
the clinics, and a systematic approach to therapeutic exercise progression. Also stressed are practical
application and demonstration of data collections skills including range of motion, manual muscle
testing, therapeutic massage and neurological testing.
PTA
PTA 2003 PTA Lab III
This practical laboratory course includes integration of orthopedic and neurological treatment plans and
progressions as well as documentation of the treatments and techniques learned. Practical application
techniques discussed and learned in Electrotherapy will also be included. Interventions skills include the
provision and progression of treatments, including procedures and modalities for each specific joint and
the spine, manual modality techniques, neurodevelopmental treatment. Other skills include therapeutic
application of electrical stimulation including strengthening (NMES and Russian ES), re-education (FES),
nerve regeneration with direct current, pain reduction (TENS and IFC), tissue repair (HVPC), trans-dermal
application of anti-inflammatory agents (iontophoresis) and biofeedback.
PTA
PTA 2003 PTA Lab II
This course provides opportunities for application of techniques introduced in PT through the Lifecycle,
Modalities, and Electrotherapy.
PTA
PTA 2004 PTA Lab IV
This practical laboratory course includes integration of orthopedic and neurological treatment plans and
progressions as well as documentation of the treatments and techniques learned. Practical application
techniques discussed and learned in PTA Practice II will also be included. Interventions skills include the
provision and progression of treatments, including procedures and modalities for each specific joint and
the spine, manual modality techniques, neurodevelopmental treatment, proprioceptive neuromuscular
facilitation, and the Brunnstrom Approach. Other skills include cardiopulmonary techniques, postural
drainage, wound identification, measurement and dressing, debridement, selection and management of
orthotic and prosthetic devices, interventions for amputations, edema management, women’s health and
alternative therapies.
PTA 2004 PTA Lab III
This practical laboratory course includes integration of orthopedic and neurological treatment plans and
progressions as well as documentation of the treatments and techniques learned. Practical application
techniques discussed and learned in PTA Practice II will also be included. Interventions skills include the
provision and progression of treatments, including procedures and modalities for each specific joint and
the spine, manual modality techniques, neurodevelopmental treatment, proprioceptive neuromuscular
facilitation, and the Brunnstrom Approach. Other skills include cardiopulmonary techniques, postural
drainage, wound identification, measurement and dressing, debridement, selection and management of
orthotic and prosthetic devices, interventions for amputations, edema management, women’s health and
alternative therapies.
PTA
PTA 2010 Practicum
This first clinical experience presents the students with an opportunity to experience the role of the
Physical Therapy Assistant in a practical setting. The course emphasizes patient and staff working
relationships, awareness of patient disorders and application of physical therapy techniques.
PTA
PTA 2010 Clinical
Practicum I
This first clinical experience presents the students with an opportunity to experience the role of the
Physical Therapy Assistant in a practical setting. The course emphasizes patient and staff working
relationships, awareness of patient disorders and application of physical therapy techniques.
PTA
PTA 2030 Affiliation I
One of two separate six-week assignments are to be completed with students being exposed to a variety
of clinical settings. The student completes forty clock hours per week of supervised clinical experience.
The combined total of sixteen weeks of clinical experience, including PTA 2010, 2030 and 2040, prepares
the student for entry-level performance.
PTA
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Course ID and Title Description Type
PTA 2030 Clinical
Affiliation I
This course provides opportunities for application of techniques introduced in PT through the Lifecycle,
Modalities, PTA Practice I and Electrotherapy as well as documentation of the treatments and techniques
learned. Covers practical applications of various types of modalities, electrical stimulation and therapeutic
agents used in the clinics. Also stressed are developmental sequence, testing, and treatment of
neurological and orthopedic disorders in the pediatric population. Performance in the lab setting of
assessments and interventions appropriate to the pediatric and geriatric populations are practiced. Skills
related to infection control techniques, assessment of vital signs, special equipment and patient care
environments, incidents and emergencies in the patient care environment, accessibility assessments and
adaptations, and basic wound care are also practiced in a laboratory setting.
PTA
PTA 2040 Affiliation II
Second of two separate six-week assignments are to be completed with students being exposed to a
variety of clinical settings. The student completes forty clock hours per week of supervised clinical
experience. The combined total of sixteen weeks of clinical experience, including PTA 2010, 2030 and
2040, prepares the student for entry-level performance.
PTA
PTA 2040 Clinical
Affiliation II
Second of two separate six-week assignments are to be completed with students being exposed to a
variety of clinical settings. The student completes forty clock hours per week of supervised clinical
experience. The combined total of sixteen weeks of clinical experience, including PTA 2010, 2030 and
2040, prepares the student for entry-level performance.
PTA
SCI 1010 Physical
Science
This course is an introduction to the principles and methods of the physical sciences. The course
emphasizes terminology, concepts, and methods used in physics, chemistry, astronomy, meteorology,
and geology.
GenEd
SCI 1010 Human
Anatomy I
This course covers the basic concepts of human anatomy including anatomical terminology, skeletal,
muscular and nervous systems, focusing on the upper extremities and trunk. This course integrates
medical terminology, word roots, combining forms, and abbreviations. Positional and locational
terminology is also introduced. Due to the academic rigorous nature of the PTA Program, a heavy
emphasis is placed on learning the gross anatomy of the human body. The course is intended to provide
the fundamental knowledge needed to be successful in the PTA Program. Specific courses that rely
heavily on a sound understanding of gross human anatomy are, but not limited to, Kinesiology,
Therapeutic Exercise, Modalities, Electrotherapy, Orthopedic and Neurologic Interventions. Students will
experience hands on learning in labs and will be able to identify and examine neuromusculoskeletal and
vascular structures using human cadavers, synthetic human cadavers (Syndavers) and medical grade, 1/4-
scale anatomical models. PTA students will also have access to various other anatomical models,
including virtual reality anatomy programs, for instructional purposes. Clinical palpation skills are heavily
incorporated into the curriculum for SCI 1020 and are taught to competency. Upon successful
completion of the course, the student will develop vital clinical skills such as understanding the length
tension relationships of both contractile and non-contractile soft tissue structures when those structures
are placed in specific anatomical positions.
GenEd
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Course ID and Title Description Type
SCI 1020 Anatomy and
Physiology
This course covers the basic concepts of human anatomy and physiology including anatomical
terminology, basic biochemistry, cellular respiration, homeostasis, organization of the human body, cells,
tissues and organs, and the integumentary, skeletal, muscular, nervous, cardiovascular,
lymphatic/immune, respiratory, reproductive, endocrine, excretory and digestive systems. This course
integrates medical terminology, word roots, combining forms, and abbreviations. Positional and
locational terminology is also introduced. Due to the academic rigorous nature of the PTA Program, a
heavy emphasis is placed on learning the gross anatomy of the human body. The course is intended to
provide the fundamental knowledge needed to be successful in the PTA Program. Specific courses that
rely heavily on a sound understanding of gross human anatomy are, but not limited to, Kinesiology,
Therapeutic Exercise, Modalities, Electrotherapy, Orthopedic and Neurologic Interventions. Students will
experience hands on learning in state of the art anatomy labs and will be able to identify and examine
neuromusculoskeletal and vascular structures using human cadavers, synthetic human cadavers
(SYNDAVERS) and medical grade, 1/4-scale male anatomical models. PTA students will also have access
to various other anatomical models for instructional purposes. Clinical palpation skills are heavily
incorporated into the curriculum for SCI 1020 and are taught to competency. Upon successful
completion of the course, the student will develop vital clinical skills such as understanding the length
tension relationships of both contractile and non-contractile soft tissue structures when those structures
are placed in specific anatomical positions.
GenEd
SCI 1021 Anatomy and
Physiology
This course covers human anatomy and physiology using a body systems approach. The structure and
function of the skeletal system, muscular system, nervous system, special senses, cardiovascular system,
lymphatic system, immune system, respiratory system, digestive system, urinary system, reproductive
systems, and endocrine system are covered.
GenEd
SCI 1021L Anatomy
and Physiology Lab
This lab course accompanies SCI 1021- Anatomy and Physiology through the exploration and practical
understanding of the structure and function of the skeletal system, muscular system, nervous system,
special senses, cardiovascular system, lymphatic system, immune system, respiratory system, digestive
system, urinary system, reproductive systems, and endocrine system.
GenEd
SCI 1020 Physiology
This course covers the basic concepts of human physiology including basic biochemistry, cellular
respiration, homeostasis, organization of the human body, cells, tissues and organs, and the
integumentary, skeletal, muscular, nervous, cardiovascular, lymphatic/immune, respiratory, reproductive,
endocrine, excretory and digestive systems. This course integrates medical terminology, word roots,
combining forms, and abbreviations.
GenEd
SCI 1030 Human
Anatomy
This course focuses on acquiring a basic understanding of, and appreciation for, the structures of the
human body and their relationships using a systems-based approach. Students will be introduced to
anatomic terminology in order to facilitate this understanding. Anatomy Lab is a component of the course.
GenEd
SCI 1030 Human
Anatomy with Lab
This course focuses on acquiring a basic understanding of, and appreciation for, the structures of the
human body and their relationships using a systems-based approach. Students will be introduced to
anatomic terminology in order to facilitate this understanding. Anatomy lab is component of the course.
GenEd
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Course ID and Title Description Type
SCI 1015 Human
Anatomy II
This course covers the basic concepts of human anatomy including anatomical terminology, skeletal,
muscular and nervous systems, focusing on the lower extremities and spine. This course integrates
medical terminology, word roots, combining forms, and abbreviations. Due to the academic rigorous
nature of the PTA Program, a heavy emphasis is placed on learning the gross anatomy of the human
body. The course is intended to provide the fundamental knowledge needed to be successful in the PTA
Program. Specific courses that rely heavily on a sound understanding of gross human anatomy are, but
not limited to, Kinesiology, Therapeutic Exercise, Modalities, Electrotherapy, Orthopedic and Neurologic
Interventions. Students will experience hands on learning in labs and will be able to identify and examine
neuromusculoskeletal and vascular structures using human cadavers, synthetic human cadavers
(Syndavers) and medical grade, 1/4-scale anatomical models. PTA students will also have access to
various other anatomical models, including virtual reality anatomy programs, for instructional purposes.
Clinical palpation skills are heavily incorporated into the curriculum for SCI 1020 and are taught to
competency. Upon successful completion of the course, the student will develop vital clinical skills such
as understanding the length tension relationships of both contractile and non-contractile soft tissue
structures when those structures are placed in specific anatomical positions.
GenEd
SCI 1040 Physiology
This course is designed to provide students with an understanding of the function & regulation of the
human body and physiological integration of the organ systems to maintain homeostasis. Physiology Lab
is a component of the course.
GenEd
SCI 1040 Physiology
with Lab
This course is designed to provide students with an understanding of the function and regulation of the
human body and physiological integration of the organ systems to maintain homeostasis. Physiology lab
is a component of the course.
GenEd
SCI 1050 General
Microbiology
An introduction to the basic concepts and principles of microbiology as it affects human health. Topics
include the process of disease transmission, immunology, physical and chemical methods of disease
prevention and control as well as major infectious diseases of the body systems. Microbiology Lab is a
component of the course.
GenEd
SCI 1050 General
Microbiology with Lab
An introduction to the basic concepts and principles of microbiology as it affects human health. Topics
include the process of disease transmission, immunology, physical and chemical methods of disease
prevention and control as well as major infectious diseases of the body systems. Microbiology lab is a
component of the course.
GenEd
SCI 3010
Environmental Studies
This course focuses on the complex relationship between technological advancement and finite
resources. Topics include the dynamics of human population, impact of industry, role of consumerism in
ecosystems, limited resources available for human use, and methods by which individuals and societies
can decrease pollution and the depletion of natural resources.
GenEd
SCI 3050
Pathophysiology
This course is an introduction to disease as an exploration of the illness component of pathophysiological
and psychosocial health . It is intended to provide an understanding of clinical manifestation
presentations to various conditions and syndromes including risk factors.
GenEd
SEM 1200
NursingPrep RN
This course provides a general overview of essential concepts required for success in a core discipline.
Course topics include anatomy, psychology, communication, professionalism, and leadership.
BSN
SOC 1010
Introduction to
Sociology
This course is an introduction to sociology as a way of understanding the world. Sociology is a field of
study that explains social, political, and economic phenomena in terms of social structures, social forces,
and group relations. It will introduce the learner to the field by focusing on several important sociological
topics including socialization, culture, the social construction of knowledge, inequality, race, ethnicity,
and poverty.
GenEd
SOC 1030 Social
Trends and Issues
This course is an examination of contemporary social problems through sociological perspectives. It is
designed to provide an understanding of how major systems of power such as racism, sexism, classism,
and heterosexism, among others, are interrelated, and result in numerous social problems.
GenEd
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Course ID and Title Description Type
SOC 3010 Cultural
Identity and Diversity
This course focuses on how diversity plays a central role in cultural values, public policy, and the shape of
our daily lives. It explores cultural diversity based on categories of religion, age, geography, language,
class, race and ethnicity, gender, and sexual orientation.
RNBSN
VET 1001 Veterinary
Medical Terminology
This course is an introduction in the language utilized in the veterinary medical field. After completion of
this course, the student will be able to identify word construction (roots, prefixes, suffixes, and combining
forms) and use veterinary terminology as it relates to anatomy and physiology, veterinary clinical
procedures, diagnostic testing, small, large animal, and exotic species and disease, anesthesia, surgery
and dentistry. In addition, the student will also be able to recognize and use pharmacological
abbreviations.
ASVT
VET 1001 Veterinary
Terminology
This course is an introduction in the language utilized in the veterinary medical field. After completion of
this course, the student will be able to identify word construction (roots, prefixes, suffixes, and combining
forms) and use veterinary terminology as it relates to anatomy and physiology; veterinary clinical
procedures; diagnostic testing; small animal, large animal, exotic species and disease; anesthesia;
surgery; and dentistry. In addition, the student will also be able to recognize and use pharmacological
abbreviations.
ASVT
VET 1020 Veterinary
Business Management
and Ethics
This course is an introduction to veterinary business management and ethics. On completion of this
course, the student will be knowledgeable in the management practices of a veterinary facility including
the ethical and legal responsibilities, considerations, and ramifications of licensed technicians. In
addition, the student will also be able to demonstrate effective communication and professionalism.
ASVT
VET 1100/1100C Small
Animal Handling and
Husbandry
This course is an introduction into animal husbandry, behavior, and the responsibilities associated with
the role of a veterinary technician. After completion of this course, the student will understand all duties,
functions, and opportunities available for the veterinary paraprofessional. Students will demonstrate
proficiency in the areas of occupational safety; legal and ethical responsibilities and their ramifications;
and how to maintain a professional attitude. Students will identify dog and cat breeds, recognize clinical
signs of common diseases, as well as understand appropriate husbandry practices. In addition, students
will be able to utilize appropriate veterinary medical terminology associated with this course. After
completion of this course, students will also demonstrate basic nursing skills, which includes
administration of medications, nail trim, grooming techniques, and safe handling and restraint.
ASVT
VET 1102 Term 2
Review & Exam
This course is a review of knowledge and concepts learned in Term I. After completion of this course,
students will be prepared to take the term exit cumulative exam
ASVT
Review
VET 1103 Term 3
Review & Exam
This course is a review of knowledge and concepts learned in Term II. After completion of this course,
students will be prepared to take the term exit cumulative exam.
ASVT
Review
VET 1104 Term 4
Review & Exam
This course is a review of knowledge and concepts learned in Term III and application of theory and
critical thinking to the California Registered Veterinary Technician Exam style questions. After completion
of this course, students will be prepared to take the term exit cumulative exam and will be
knowledgeable in the style and content of questions asked in the Veterinary Medical Boards Licensing
exam which RVT candidates will sit for upon Graduation from this program.
ASVT
Review
VET 1105 Term 5
Review & Exam
This course is a review of knowledge and concepts learned in Term IV and application of theory and
critical thinking to the California Registered Veterinary Technician Exam (CRVTE) and Veterinary
Technician National Exam (VTNE) style questions. After completion of this course, students will be
prepared to take the term exit cumulative exam and will be knowledgeable in the style and content of
questions asked in the National Technician exam and California Licensing exam which RVT candidates
will sit for upon Graduation from this program.
ASVT
Review
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Course ID and Title Description Type
VET 1110/1110L
Anatomy and
Physiology of Animals
This course is an introduction to veterinary anatomy and physiology at the veterinary technician level. The
course compares the anatomy of small and large animal species encountered in the veterinary medical
field. On completion of this course, the student will be able to recognize and describe the anatomy of
different species and understand the physiology of each major organ. In addition, the student will be able
to utilize medical terminology related to anatomical and directional terms, dentistry and basic histology.
ASVT
VET 1111/1111L
Anatomy
This course is an introduction to veterinary anatomy at the veterinary technician level. The course
compares the anatomy of small and large animal species encountered in the veterinary medical field. On
completion of this course, the student will be able to recognize and describe the anatomy and organ
structure of different species. In addition, the student will be able to utilize medical terminology related to
anatomical and directional terms, dental anatomy and basic histology.
ASVT
VET 1112/1112L
Physiology
This course is an introduction to physiology at the veterinary technician level. On completion of this
course, the student will be able to understand the comparative physiology of different species and their
major organ functions. In addition, the student will be able to utilize medical terminology as it relates to
physiology.
ASVT
VET 1200/1200C
Veterinary Clinical
Nursing
This course is an introduction into the nursing skills required by veterinary technicians. After completion
of this course, students will be able to recognize documents contained within a medical record, know
how to document in a medical record using SOAP format, perform a physical assessment and understand
all data collected, such as normal and abnormal temperature, pulse, respiration, basic heart sounds and
recording information related to each body system. In addition, students will be able to perform
diagnostic sampling and related procedures such as venipuncture, serologic ELISA test kits, urinalysis via
ultrasound guided cystocentesis, and ocular diagnostics such as tonometry, fluorescein staining and
Schirmer tear tests. Students will also know how to prepare techniques for routine skin and ear tests.
Students will demonstrate proficiency in administration of topical and parenteral medication, wound care,
and IV catheter placement.
ASVT
VET 1205 Veterinary
Immunology
This course is an introduction to veterinary immunology. On completion of this course, the student will
demonstrate proficiency utilizing anatomy, physiology and pathophysiology as it applies to immunology
and be able to explain how the immune system counteracts infection by specific and non-specific
mechanisms. Students will recognize safe handling practices, sample preparation for diagnostic testing,
and proper disposal of microscopic specimens. They will also understand the principles of vaccine
preparation and the use of vaccines in immunization. Client education about preventative care to
promote and maintain the health of animals and the safety of the public will be emphasized.
ASVT
VET 1210/1210L
Veterinary
Microbiology
This course is an introduction to infectious disease organisms commonly encountered in veterinary
patients. On completion of this course, the student will be able to identify and understand the biology of
bacteria, viruses, rickettsial organisms, prions, and fungi. In addition, the student will also be
knowledgeable on the immunology of common domestic animals and disease prevention in these
species. The student will also be able to recognize and perform various laboratory tests and procedures
to identify animal related microorganisms and utilize veterinary medical terminology and abbreviations
related to microbiology.
ASVT
VET 1211/1211L
Veterinary
Microbiology
This course is an introduction to infectious disease organisms commonly encountered in veterinary
patients. On completion of this course, the student will be able to identify and understand the biology of
bacteria, viruses, rickettsial organisms, prions, and fungi. The student will also be able to recognize and
perform various laboratory tests and procedures to identify animal related microorganisms and utilize
veterinary medical terminology and abbreviations related to microbiology.
ASVT
VET 1215 Dentistry I
This course is an introduction to veterinary dentistry. On completion of this course, the student will be
knowledgeable in tooth anatomy, dental arcade and nomenclature. In addition, the student will be able
to recognize normal vs. abnormal dental structure as well as how to perform basic oral cleaning and
hygiene. An emphasis on client communication and education as it relates to the dental patient will also
be addressed.
ASVT
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Course ID and Title Description Type
VET 1218/1218L
Dentistry II
This course is a continuation of Veterinary Dentistry I. On completion of this course the student will be
able to recognize common oral/dental abnormalities and disease and be experienced with performing
dental blocks, and dental extractions. In addition, the student will be able to set up the dental x-ray and
position the patient to complete full mouth dental radiographs. An emphasis on client communication
and education as it relates to the dental patient will also be addressed.
ASVT
VET 1300/ 1300L
Veterinary Lab
Diagnostics
This course is an introduction to laboratory diagnostic procedure skills required by veterinary technicians.
On completion of this course, the student will be able to prepare specimens for diagnostic review,
perform laboratory diagnostic tests to aid in patient diagnosis, utilize and manage laboratory equipment
and related supplies to ensure quality and accuracy of test results. An emphasis will be placed on
laboratory and personnel safety.
ASVT
VET 1311/1311L
Veterinary Diagnostic
Imaging
This course is an introduction to the principles of diagnostic imaging as it applies to veterinary patients.
After completion of this course, the student will be knowledgeable in the function and maintenance of
radiographic equipment, regulations, safety and quality control as well be able to perform common
radiographic imaging techniques including, digital dental imaging and ultrasound techniques. The
student will also be able to apply proper positioning techniques of small animals, equine, avian and
exotic patients for the implementation of x-ray diagnostics and prescribed treatments.
ASVT
VET 1321 Small
Animal Medicine
This course is an introduction to animal medical disease and conditions commonly encountered in small
animal patients. On completion of this course, students will understand and be able to recognize
metabolic, genetic, and infectious diseases of dogs and cats and know the nutritional requirements
required for each species. In addition, students will also be able to demonstrate good client
communication soft skills and educate clients as it relates to small animal disease, including but not
limited to oral care and nutrition.
ASVT
VET 1322 Small
Animal Medicine I
This course is an introduction to animal medical disease and conditions commonly encountered in small
animal patients. On completion of this course, students will understand and be able to recognize
metabolic, genetic, and infectious diseases of dogs and cats and know the nutritional requirements
required for each species. In addition, students will also be able to demonstrate effective client
communication and education as it relates to small animal disease, including but not limited to oral care
and nutrition.
ASVT
VET 1325 Small
Animal Medicine II
This course is a continuation of Small Animal Medicine I, which focuses on small animal medical disease
and conditions commonly encountered in small animal patients. On completion of this course, students
will understand and be able to recognize metabolic, genetic, and infectious diseases of dogs and cats
and know the nutritional requirements required for each species. In addition, students will also be able to
demonstrate effective client communication and education as it relates to small animal disease, including
but not limited to oral care and nutrition.
ASVT
VET 1331 Veterinary
Pharmacology
This course is an introduction to the principles of pharmacology and the pharmaceutical products
commonly used in veterinary medicine. On completion of this course, the student will understand the
principles of pharmacokinetics, pharmacodynamics, and pharmaceutical classifications, and be able to
perform dosage calculation procedures. In addition, the student will be able to recognize differences
between the various drug classes, and understand the actions, and potential side effects of common
pharmaceutical drugs utilized in veterinary medicine.
ASVT
VET 1332 Veterinary
Pharmacology II
This course is a continuation of VET1331 Pharmacology and principles of pharmacology, and the
pharmaceutical products commonly used in veterinary medicine. On completion of this course, the
student will understand the principles of pharmacokinetics, pharmacodynamics, and pharmaceutical
classifications, and be able to perform dosage calculation procedures. In addition, the student will be
able to recognize differences between the various drug classes, and understand the actions, and
potential side effects of common pharmaceutical drugs utilized in veterinary medicine.
ASVT
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Course ID and Title Description Type
VET 2000 Internship I
During this course, the student will be paired with a licensed veterinary professional at an offsite
veterinary facility and will have an opportunity to observe a professional veterinary team in action. This
course includes 14 weeks of clinical training for a total of 52 hours. After completion of this course, the
student will have gained an insight into and understand the various roles and responsibilities assigned to
veterinary technicians in clinical practice. Clinical sites may include a small animal practice, an animal
population control facility, or another animal facility.
ASVT
VET 2102/ 2102C
Large Animal and
Equine Procedures
and Public Health
This course is an introduction to Large Animal and Equine breeds, medicine and procedures. On
completion of this course, the student will be able to recognize common large animal and equine species
and breeds, including an understanding of their anatomy and physiology. Students will demonstrate
proficiency in safe handling techniques and restraint, basic clinical nursing and diagnostic procedures as
well as understand the importance of bio-security as it relates to herd health, zoonotic diseases,
preventative medicine and the One-Health initiative.
ASVT
VET 2103 Program
Review & Exam
This course is a comprehensive review of knowledge and concepts learned and application of theory and
critical thinking to the Veterinary Technician National Exam (VTNE) style questions. After completion of
this course, students will be prepared to take the Program exit cumulative exam and will be
knowledgeable in the style and content of questions asked in the National Technician exam, which RVT
candidates will sit for upon graduation from this program.
ASVT
Review
VET 2110L Veterinary
Parasitology Lab with
Service Learning
This course is the lab component to VET2111, an introduction to parasitic disease organisms commonly
encountered in veterinary patients. Topics include life cycles, clinical diagnostic techniques, and
prevention of common parasitic organisms in domestic animals. Emphasis is placed on laboratory safety
and management, including safe handling of laboratory specimens and quality control. Students are also
expected to complete a Service Learning component by completing additional assignments related to
educating preschool and elementary school children about the transmission and prevention of zoonotic
parasites.
ASVT
VET 2111/2111L
Veterinary
Parasitology
This course is an introduction to parasitic disease organisms commonly encountered in veterinary
patients. On completion of this course, the student will be able to identify parasitic organisms and the
parasitic life cycle, as well as demonstrate proficiency in the preparation and analysis of specimens for
diagnostic purposes. Students will also understand the principles of preventative care for common
domestic animals for client and patient safety. In addition, students will also be able to implement safe
laboratory practices, and quality assurance controls to ensure accuracy and verification of diagnostic
testing as it relates to veterinary parasitology.
ASVT
VET 2130/2130L
Veterinary Anesthesia
& Analgesia
This course is an introduction into anesthesia and analgesia and the practical roles and responsibilities of
veterinary technicians as it relates to the veterinary patient. On completion of this course, the student will
be able to manage an anesthetic dental by developing a patient care plan. The student will also be able
to recognize each part of the anesthesia machine and be familiar with patient monitoring equipment. The
student will also demonstrate proficiency in preparation of the patient for an anesthetic procedure and
be able to administer pre-, peri- and post anesthetic patient monitoring and recovery. An emphasis on
client communication and education as it relates to the post-anesthesia patient, home-care and
preventative dental care will also be addressed.
ASVT
VET 2140 Veterinary
Business Management
and Ethics
This course is an introduction to business management and ethics. On completion of this course, the
student will be knowledgeable in the management practices of a veterinary facility including the ethical
and legal responsibilities, considerations and ramifications of licensed technicians. In addition, the
student will also be able to demonstrate effective communication soft skills and professionalism.
ASVT
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Course ID and Title Description Type
VET 2201/2201C
Emergency and
Critical Care Nursing
This course is an introduction in the emergency and critical care skills required for veterinary technicians.
On completion of this course, students will demonstrate proficiency in the triage of a critically ill or
injured patient and be competent in advanced nursing techniques such as management of CPR, acute
blood loss, blood transfusions, bandages and splints, and urinary catheters. The student will also obtain
diagnostic samples such as blood gas and set up and utilize ultrasound for collection of urine via
ultrasound guided cystocentesis as required in the implementation of prescribed treatments
ASVT
VET 2210/2210C
Veterinary Surgical
Nursing and Dentistry
This course is an introduction into surgery and the practical roles and responsibilities of veterinary
technicians in a surgical and/or dental patient procedure. On completion of this course, the student will
be proficient in the management of an anesthetic dental and surgical procedure by developing a patient
care plan. The student will be able to recognize, set up and manage anesthetic equipment, dental and
surgical instrumentation and dental x-ray, apply sterile patient preparation techniques, and understand
the principles of pre-, peri- and post anesthetic patient monitoring and recovery. An emphasis on client
communication and education as it relates to the post-procedure patient, home-care and preventative
dental care will also be addressed.
ASVT
VET 2221/2221L
Laboratory and Exotic
Animal Medicine
This course is an introduction to the study of laboratory and exotic animals. On completion of this course,
the student demonstrate proficiency on the principles of laboratory and exotic animal husbandry,
medicine, clinical nursing procedures and research and understand the roles and responsibilities of
veterinary technicians in a research institution. The student will also understand animal welfare
regulations and ethics as it applies to human and animal health and safety.
ASVT
VET 2300 Veterinary
Technician Internship II
This course provides the student with the opportunity to refine clinical skills previously learned in the lab,
at off-campus veterinary facilities. Students continue their training under the supervision of licensed
veterinary technicians and/or veterinarians. Approved sites include specialty, emergency, critical care,
and general practice hospitals that service equine, feline, exotic and avian patients. This course includes
13 weeks of clinical training for a total of 280 hours, and 14 weeks on campus for a total of 40 hours.
During this course, the student is required to complete online coursework which is designed to prepare
them for the program exit exam and the Veterinary Technician National Exam (VTNE). When transporting
to the clinical site, students are expected to provide their own transportation.
ASVT
Page 337 of 337Stanbridge University Student Catalog - Exported from https://catalog.stanbridge.edu/ on 08/19/2021.
