Dear learners,

Although we make every effort to provide current, complete, and accurate information in the College Catalog, occasionally we need to modify the College Catalog after publication.  

Follow the links for the errata or individual sections to see details in the published Catalog. Please make a note of these changes, which take effect immediately.

 

---

Fall Addendum

Addendum 1: Withdrawal from the College (Military Service Members and Spouses)
This section has been modified to clarify the policies that apply to military service members and spouses.

In-Catalog Modification:

If a learner withdraws or is withdrawn from Nightingale College, they may consult a re-entry advisor by email at re-entry@nightingale.edu to request re-entry into the academic program to request re-entry into the academic program. If one (1) year has passed since their last date of attendance, the learner must pay a new application fee, retake the entrance exam, and retake any applicable placement exams. All re-entry learners are subject to the most current re-entry and Catalog policies, including those that apply to testing and transfer of credit. The re-entry process, interviews, preliminary estimates, balance resolution and re-entry applications and applicable fees must be completed, and testing from the original start application. Approval for STRE is at the discretion of Registration Management.

Military Service Members and Spouses

Military service members on active duty or serving under Title 10 U.S. Code orders and their spouses who withdraw due to military service obligations are subject to the notification and readmission provisions described in the International Military Learner, Military Spouse Enrollment, and Readmission Policy and the Readmission of Military Service Members Policy, in addition to the general procedures described above.

International Military Learner, Military Spouse Enrollment, and Readmission Policy

Eligibility Requirements

For purposes of this policy, a military service member includes any individual affiliated with the U.S. Armed Forces as defined by Title 10 U.S. Code—whether on active duty, deployed, or otherwise currently employed by the military in a non-active-duty capacity—as well as military spouses.

Military service members on active duty or serving under Title 10 U.S. Code orders and their spouses who seek enrollment while residing outside the United States under military affiliation must reside and/or work exclusively on a U.S. military base located abroad.

Eligible learners may enroll in the College's academic programs subject to all institutional admissions requirements and the provisions outlined in this policy.

Experiential Learning Requirements

Learners enrolled under this policy must be willing and able to return to the United States to complete all required direct focused care (DFC), integrative practicum (IP), and any other experiential learning requirements associated with their academic program.

Learners are responsible for ensuring that their military status, travel authorization, and personal circumstances permit travel to the United States as necessary to satisfy program requirements. Failure to complete required experiential learning activities may affect a learner's ability to progress in or complete the program.

Program Completion Timeline

Learners who qualify under this policy and who can complete all program requirements within two (2) consecutive academic semesters must do so in order to graduate.

A learner who determines, at any point, that they will be unable to complete program requirements within two (2) consecutive academic semesters due to military service obligations—including deployment, activation, or other circumstances requiring an absence of more than thirty (30) days—may withdraw from the College under a military withdrawal, consistent with the Higher Education Opportunity Act (HEOA). A military withdrawal under this section does not require the learner to first attempt to complete the program within the two-semester period described above.

Learners who withdraw due to military obligations may be eligible for readmission in accordance with the Readmission of Military Service Members Policy below. See also Withdrawal and Reinstatement policies for the College's general withdrawal procedures applicable to all learners.

READMISSION OF SERVICE MEMBERS Readmission of Military Service Members

If a learner cannot attend the academic program because of military service, the College will readmit the service member with the same academic status upon their return as when the learner previously attended an academic program or was accepted for admission.

If a learner who is a military service member cannot attend an academic program because of military service, the College will readmit the learner with the same academic status held upon their return as when the learner previously attended the academic program or was accepted for admission.

The learner must notify the College of the military service and intention to return to school as follows.

Notification of Military Service

The learner (or an appropriate officer of the Armed Forces or official of the Department of Defense) must give oral or written notice of such service to the College as far in advance as possible. This notice does not need to state the learner's intention to return or a return date. Alternatively, at the time of readmission, the learner may submit an attestation of military service that necessitated the learner's absence from the College. No notice is required if precluded by military necessity, such as service in operations that are classified or would be compromised by such notice.

The learner (or an appropriate officer of the Armed Forces or official of the Department of Defense) must provide oral or written notice of military service to the College as far in advance as is reasonable under the circumstances. This notice does not need to state the learner's intention to return or provide a return date.

Alternatively, at the time of readmission, the learner may submit an attestation of military service that necessitated the learner's absence from the College.

No notice is required when precluded by military necessity, such as service in operations that are classified or where notice would compromise the mission.

Notification of Intent to Return to the College Notification of Intent to Return

The learner also must give oral or written notice of intent to return to the academic program within three (3) years after the completion of the period of service. A learner who is hospitalized or convalescing because of an illness or injury incurred or aggravated during the performance of service must notify the College within two (2) years after the end of the period needed for recovery from the illness or injury.

The learner must provide oral or written notice of intent to return to the academic program within three (3) years after completion of the period of military service.

A learner who is hospitalized or convalescing due to an illness or injury incurred in, or aggravated during, military service must notify the College within two (2) years after the period necessary for recovery ends.

A learner who fails to apply for readmission within these periods does not automatically forfeit eligibility for readmission but is subject to the College's established withdrawal policy. The College will promptly readmit the learner into the next semester in the academic program beginning after the learner provides notice of intent to reenroll, unless the learner requests a later date, or unusual circumstances require the College to admit the learner later. The College will admit the learner with the same academic status, which means the learner is admitted:

A learner who fails to notify the College of intent to return within these time frames does not automatically forfeit eligibility for readmission but remains subject to the College's general Withdrawal and Reinstatement policies.

Readmission Status

Upon receiving notice of intent to return, the College will promptly readmit the learner into the next academic term of the program, unless:

• The learner requests a later date; or
• Unusual circumstances require admission later

The learner will be readmitted with the same academic status held immediately prior to the military absence, including:

• to the same academic program to which the learner was last admitted or, if that exact academic program is no longer offered, the academic program that is most similar to that program, unless the learner chooses a different program.
• Admission to the same academic program or, if the program is no longer offered, the most comparable program available, unless the learner elects a different program;
• at the same enrollment status, unless the learner wants to enroll at a different enrollment status.
• The same enrollment status, unless the learner requests a different enrollment status;
• with the same number of credit hours or clock hours previously completed, unless the learner is readmitted to a different academic program to which the completed credit hours or clock hours are not transferable.
• The same number of earned credit hours or clock hours, to the extent applicable and transferable;
• with the same academic standing (e.g., with the same satisfactory academic progress status) the learner previously had.
• The same academic standing, including satisfactory academic progress status.

Tuition and Fees

If the learner is readmitted to the same academic program, for the first academic year in which the learner returns, the College will assess the tuition and fee charges that the learner was or would have been assessed for the academic year during which the learner left the College. However, if the learner's veteran's education benefits or other service member education benefits will pay the higher tuition and fee charges that other learners in the academic program are paying for the year, those charges will be assessed to the learner as well.

For the first academic year after readmission to the same academic program, the College will assess tuition and fees no greater than those the learner was or would have been charged during the academic year in which the learner left the institution. However, if the learner's veterans' education benefits or other military education benefits will cover higher tuition and fee charges applicable to current learners in the program, those charges may be assessed.

If the learner is admitted to a different academic program, and for subsequent academic years for a learner admitted to the same program, the learner will be assessed no more than the tuition and fee charges that other learners in the academic program are assessed for that academic year. The cumulative length of the absence and of all previous absences from the College for military service may not exceed five (5) years. Only the time the learner spends performing service is counted.

If the learner is readmitted to a different academic program, and for all subsequent academic years after readmission, tuition and fees will not exceed the amounts assessed to other learners enrolled in the same program during that academic year.

Limit on Length of Military Absence

Eligibility for readmission under this policy is subject to a cumulative limit of five (5) years for all absences due to military service. Only the period during which the learner is actively performing military service is counted toward this five-year limit.

Withdrawal of Military Service Members

Military service members on active duty or serving under Title 10 U.S. Code orders and their spouses who withdraw from their academic program due to military service obligations must follow the notification process described above under Notification of Military Service and should refer to the College's general Withdrawal and Reinstatement policies for procedural requirements applicable to all learners.

Withdrawal due to military service does not affect a learner's eligibility for readmission, provided the learner satisfies the notification and eligibility requirements described above.

 

---

 

Addendum 2: FSA and Satisfactory Academic Progress(SAP)

This section has been modified to reflect recent regulatory changes concerning FSA and SAP.

In-Catalog Modification:
FSA and Satisfactory Academic Progress (SAP)

Learners awarded any federal student aid (FSA) must maintain satisfactory academic progress (SAP) to continue to qualify for FSA.

Learners who do not meet the satisfactory academic progress (SAP) requirements will automatically be placed on FSA warning for the following academic semester. Learners may refer to the SAP section of this Catalog for more information. An FSA Warning letter will be sent to the learner within fourteen (14) days of failing to meet SAP.

Learners on an FSA warning who do not meet the SAP requirements for the second consecutive academic semester are not eligible to participate in Title IV FSA programs and will be placed on financial aid suspension without a successful appeal. A letter notifying the learner of the financial aid suspension (the loss of Title IV eligibility) status and the right to appeal will be sent within fourteen (14) days of failing to meet SAP after the second consecutive academic semester. Only reasonable explanations for not meeting SAP will be considered in the appeal. A learner granted a favorable decision in the appeal will be put on academic and financial aid probation and is entitled to receive Title IV funding only if the learner is in full compliance with the terms of the probation.

Learners who lose Title IV eligibility due to satisfactory academic progress (SAP) non-compliance and either do not appeal or have their appeal denied must continue enrollment at the College on a cash-pay basis if they wish to remain enrolled. Learners may refer to Academic Remedies, Academic Appeals, and Withdrawal from the College sections of this Catalog for more information.

FSA and Satisfactory Academic Progress (SAP)

Learners awarded any Federal Student Aid (FSA) must maintain Satisfactory Academic Progress (SAP) to continue to qualify for FSA.

There are three components to SAP. Failure to meet any of the components may result in a loss of FSA eligibility.

• Maximum Time Frame: Learners must complete their academic program within a time frame not to exceed 150% of the published program length, measured in credits attempted. This ensures learners can graduate while maintaining Title IV eligibility.
  • For example, in a 120-credit bachelor’s program, a learner may attempt up to 180 credits (120 × 150%) before exceeding the maximum time frame.
• Successful Course Completion: Learners must successfully complete at least 67% of all attempted credits to maintain SAP. A course is considered successfully completed with a grade of C or higher in undergraduate programs or B- or higher in graduate programs. Pace is calculated by dividing the total number of credits successfully completed by the total number of credits attempted.
  
  Impact of Grades on SAP
  • Incompletes (I): Do not count toward pace or GPA until finalized.
  • Withdrawals (W): Count as attempted but not completed; do not affect GPA.
  • Repeats (R): All attempts count toward pace and time frame; only the most recent grade affects CGPA.
  • Transfer Credits (TC): Count as both attempted and completed for pace and time frame; do not affect GPA.
  • Failed Courses: Count as attempted but not completed; negatively affect GPA and pace.
  • Noncredit, pass/fail, or foundational coursework: Do not affect pace or GPA.
• Cumulative Grade Point Average (CGPA): Learners must maintain a minimum cumulative grade point average (CGPA) of 2.0 in undergraduate programs and 3.0 in graduate programs to meet SAP requirements and to graduate. These requirements are detailed in the Satisfactory Academic Progress tables within the specific academic program sections of this Catalog.

Learners who do not meet the Satisfactory Academic Progress (SAP) requirements will automatically be placed on FSA warning for one semester immediately following a failed SAP evaluation. An FSA warning letter will be sent within fourteen (14) days of the failed SAP evaluation. Learners on FSA warning who do not meet SAP standards for a second consecutive semester will become ineligible for Title IV FSA programs and will be placed on Financial Aid Suspension. Learners placed on Financial Aid Suspension will be reviewed for eligibility to submit an appeal to keep FSA eligibility. Only documented, extenuating circumstances may be considered in the appeal. If an appeal is approved, the learner will be placed on Financial Aid Probation and may continue receiving Title IV funding for one semester. Learners who require more than one semester to meet SAP standards may remain on probation, provided they fully comply with all additional probation monitoring conditions.

Learners who lose Title IV eligibility may elect to continue their studies at the College on a cash-pay basis. Refer to Academic Remedies, Academic Appeals, and Withdrawal from the College for more information.

A learner that has lost Federal Student Aid eligibility can regain access to Federal Student Aid by either successfully submitting an approved Financial Aid SAP appeal or meeting the general SAP standards again.

 

---

 

Addendum 3: Learner Responsibilities

This section details prohibited conduct, including harassment, and names certain laws governing conduct, including FERPA, HIPAA, and Title IX.

In-Catalog Modification:
The following conduct is expressly prohibited:

Harassment of any kind, either in person or in virtual settings:

• Harassment, intimidation, threatening conduct, bullying, or coercive behavior directed toward any member of the academic, clinical, or learning environment—including faculty, staff, personnel at clinical sites, and learners—whether in person or in virtual settings. Prohibited conduct includes any physical, psychological, verbal, written, or electronic conduct that has the effect or intent of interfering with an individual’s or group’s educational or work performance.
• Misuse of campus technology, including:
  • any use which disrupts network or system use by others;
  • use for advertising, client-building, lobbying, or financial gain;
  • file sharing of any kind, particularly in violation of copyright laws;
  • distributing harassing or disparaging statements that incite violence or are based on protected classes;
  • knowingly spreading computer viruses;
  • accessing protected records or files without permission, including records protected under the Family Educational Rights and Privacy Act (FERPA) or the Health Insurance Portability and Accountability Act (HIPAA).

The College does not tolerate harassment of any type. Harassment is defined as any conduct—physical, psychological, verbal, written, or electronic—that occurs in any physical or digital college learning environment, including on an experiential learning site, with the effect or intent of interfering with an individual’s or group’s educational or work performance. Prohibited conduct also includes intimidation, threatening conduct, bullying, and coercive behavior directed toward any member of the academic, clinical, or learning environment, including faculty, staff, personnel at clinical sites, and learners, whether in person or in virtual settings.

Unwanted comments or other advances of a sexual nature directed toward any faculty, staff, SOFE Site experiential learning site employees, other learners, or patients will not be tolerated. Sexual harassment includes but is not limited to gender harassment, seductive behavior, sexual bribery, sexual coercion, and sexual imposition or innuendo.

Those who believe they are a victim of harassment should:

1. Keep a record of the events, including dates, times, places, names of persons involved, and witnesses.
2. Report the incident immediately to an instructor or the designated academic program manager.

All reports of harassment should be filed under Title IX processes and will be promptly investigated. The College will abide by all confidentiality requirements as permitted by law and may not disclose any corrective action taken.

PROCESS FOR DISPOSITIONAL ACTION

Level 0

A first-time alleged violation of one (1) or more of the standards in the Learner Code of Conduct will be considered from a developmental point of view. A developmental approach means that the College recognizes that learners may lack all the necessary skills or knowledge to perform at the level needed for a formal academic and professional setting. To provide learners an opportunity to gain the skills they need, relevant faculty or staff members will provide correction, training, and resources to the respondent.

Note on Professional Disposition: A violation of the policy that does not infringe on the health and safety, or safe and equitable learning or healthcare environment of clients, faculty, or other learners, will be considered an opportunity for developmental support. Conduct constituting harassment, intimidation, threatening conduct, bullying, or coercive behavior—as defined in the Learner Code of Conduct—is not eligible for Level 0 treatment when such conduct infringes upon a safe or equitable learning or healthcare environment. Such conduct will be assigned to Level 1, Level 2, or Level 3 based on the nature, severity, and circumstances of the incident, at the discretion of the assistant vice president, learner experience or designee.

Level 1

A repeat alleged violation, depending on severity, will result in either corrective action(s) as determined at the discretion of College Administrative Management or recommendation for escalation to a Level 2 or Level 3 through appropriate documentation and consultation through the assistant vice president, learner experience or designee.

Note on Professional Disposition: Learners who have been appropriately made aware of a violation of the professional conduct policy during a Level 0 developmental discussion will be further coached for developmental support but also may receive appropriate corrective actions. Repeat or escalating instances of intimidation, bullying, or coercive behavior—including conduct that has progressed in frequency or severity since a prior developmental discussion—are subject to corrective action under Level 1 or immediate escalation to Level 2 or Level 3, based on the nature and severity of the conduct, at the discretion of the assistant vice president, learner experience or designee.

Level 2

Multiple violations constituting a pattern of repeat violations, or an academic violation escalated as noted above, may result in escalation to a conduct committee. The assigned manager will form a conduct committee, comprised of staff members specifically trained in learner conduct. The conduct committee will review any evidence brought by either the complainants or the respondents.

Note on Professional Conduct and Academic Integrity: Repeated violations in either professional conduct, or academic integrity, or egregious academic violations will be escalated and supported through both corrective action and developmental support. A pattern of conduct involving harassment, intimidation, bullying, threatening conduct, or coercive behavior, even where individual incidents were addressed at a lower level, constitutes repeated violations eligible for Level 2 escalation.

Level 3

An egregious act, a series of repeated violations that show an ongoing pattern of behavior involving other learners or graduates, or violations that may cause reputational or operational harm to the College or its partners, are Level 3 violations. If the respondent is alleged to have committed one of the more egregious violations, involved other learners or graduates, or engaged in unlawful activity, the assigned manager or designee will form a conduct committee to examine available information and evidence from involved parties, determine responsibility for the alleged violation, and assign corrective action(s) as appropriate. Unlawful activity will be reported to the proper authorities, and any legal consequences resulting from the incident will be considered in the corrective action determination.

Note on Professional Conduct: Egregious conduct violations endanger the learner, others, or relationships with College partners and will be escalated to a Level 3 incident. Examples of egregious violations of Professional Conduct include, but are not limited to:

• Misrepresentation or falsification of information.
• Physical or verbal abuse of patients or other persons.
• Criminal misconduct.
• Violations of patient confidentiality and/or HIPAA.
• Abuse or misuse of personal property of others.
• Patient neglect or abandonment.
• Weapons.
• Drug and alcohol use contrary to policy.
• Harassment or discrimination in violation of Titel IX, including conduct that violates Title IX, the Americans with Disabilities Act, or other applicable civil rights law.
• Intimidation, threatening conduct, or coercive behavior directed toward any member of the academic, clinical, or learning environment, including faculty, staff, personnel at clinical sites, or other learners, whether in person or in virtual settings.
• Threats of Abuse
• Indecent action

Note on Academic Integrity: A Level 3 Academic Integrity violation is an egregious act, or series of actions, that shows an ongoing pattern of conduct violations involving other learners or graduates, ranging from consistent, willful, and repeated plagiarism and misrepresentation, to incidents that threaten assessment integrity.

 

---

 

Addendum 4: Grievance Policy

This policy specifies a deadline for grievance submission.

In-Catalog Modification:

Filing a Grievance

Learners must submit a formal grievance within one hundred eighty (180) calendar days from the date of occurrence of the matter giving rise to the grievance. Grievances submitted beyond this time frame may not be considered.

 

---

 

Addendum 5:  Learner Credentialing

This policy modifies Integrative Practicum (IP) timelines, schedules, and other expectations.

In-Catalog Modification:

Learners assigned to travel for their IP assignment will receive notification of their IP schedules two (2) to four (4) weeks prior to the tentative start date when site confirmation permits. Notification is based on site confirmation of schedule availability, requirements, and learner capacity.

Learners assigned to travel for an Integrative Practicum (IP) placement will be notified of their IP schedules two (2) to four (4) weeks prior to the tentative placement start date, subject to site confirmation. Notification is contingent upon confirmation of site availability, site requirements, preceptor participation, and learner capacity.

Based on the requirements for the course in which they are enrolled, learners who must travel to their assigned site may be required to spend between four (4) to twenty-five (25) days in the assigned region.

Based on the requirements of the course in which the learner is enrolled, learners who are required to travel to their assigned IP placement site may be required to complete between three (3) and six (6) weeks in the assigned region during the placement period.

Learners who are not traveling for their IP SOFE assignments may be required to spend two to four (2-4) days per week for up to eight (8) weeks at their assigned site.

Learners who are not required to travel may be required to attend their assigned site for two (2) to four (4) days per week for a period of up to eight (8) weeks, as determined by course requirements, site expectations, and preceptor availability.

Note: The integrative practicum must be completed by the end of the semester to pass the course. Learners will be assigned one integrative practicum in the last semester of their program. An integrative practicum may not be rescheduled during the same semester as the originally assigned integrative practicum.

Note: Learners will be assigned only one (1) IP placement per semester. Upon placement assignment, learners must complete all required onboarding and orientation activities prior to beginning placement hours.

Learners who cannot attend their integrative practicum may be required to complete the practicum the following semester. However, in rare circumstances, when scheduling the integrative practicum prior to the end of an academic semester is not feasible, learners may receive an I (Incomplete) in the course and may fulfill the remainder of the integrative practicum requirement by the end of the following semester.

Learners will be provided with a tentative start date and end date for their placement. Learners are expected to begin their IP placement on the tentative start date in order to ensure completion within the approved placement window. In the event that placement commencement is delayed due to site availability, onboarding requirements, or other circumstances outside the learner's control, the College will provide guidance regarding next steps in accordance with applicable catalog policies.

All placement hours must be completed within the assigned placement window, while adhering to site requirements and the availability of the assigned preceptor.

Learners are responsible for adhering to the placement schedule coordinated by the College in collaboration with the assigned preceptor and must comply with the preceptor's existing schedule, availability, and site requirements. Learners may not independently contact placement sites or preceptors regarding scheduling unless expressly authorized by the College and directed to do so through College-designated processes.

Learners may be scheduled for up to forty-eight (48) hours of placement activities per week. Total placement activity hours shall not exceed forty-eight (48) hours in any given week.

Learners are required to notify IP Placements and Nursing Education faculty when they:

• Begin their placement hours; and
• Complete all required placement hours.

If a learner is unable to attend their assigned IP placement due to extenuating circumstances, the learner must follow the process outlined in the Learner Code of Conduct (Exception Request Policy) contained in this Catalog.

Failure to attend an assigned IP placement during the assigned placement window, except as permitted through documented and approved exceptions, may result in a failing grade for the course, subject to applicable grading, academic standing, and appeal policies described elsewhere in this Catalog.

 

---

 

Addendum 6: Process for Dispositional Action and Nursing Core Courses with HESI Requirement

This policy clarifies prohibited conduct during proctored testing and consequences for its violation.

In-Catalog Modification:

For HESI exam-specific prohibited conduct during proctored testing, including unpermitted virtual assistance, see the Prohibited Conduct Notice under Nursing Core Courses with HESI Requirement.

Each of the levels below will be documented by College Administrative Management, as appropriate by level, to ensure effective monitoring and appropriate escalation. Potential corrective actions may be found in the Corrective Actions section below.

Exam Scheduling

Learners must comply with all exam scheduling rules stated below. Additional exam scheduling rules and criteria apply and will be presented within your course. Failure to comply with any of the rules indicated below may result in forfeiture of the exam attempt.

• It is the learner's responsibility to schedule the correct exam for their course.
• A valid U.S. government identification (ID) is required for testing. If learners do not have a government ID, it is strongly recommended that they begin the process of obtaining one at least a month prior to their exams.
• Exams must be scheduled using the learner's College (@learn.nightingale.edu) email address.

Prohibited Conduct Notice

During a proctored examination, the use of any unauthorized virtual assistance or assistance from any unauthorized third party is strictly prohibited. Unauthorized access includes any unapproved person, device, software, or artificial intelligence tool that can view, hear, record, assist with, or otherwise influence the exam.

Suspected violations will be reviewed in accordance with the College's Academic Integrity policies. If a violation is substantiated based on a preponderance of the evidence, the exam attempt will be invalidated, recorded as a zero, and counted as an attempt.

Violations may result in disciplinary action up to and including exam forfeiture, course failure, program dismissal, or expulsion, consistent with College policy.

 

---

 

Addendum 7: Academic Freedom

This policy is new. It allows learners to opt out of pilot courses if they wish.

In-Catalog Modification:

Revised Table of Contents (Academic Information Excerpt)

• Academic Freedom
• Pilot Course Opt-Out (NEW)
• Attendance Policy
• Late Coursework Policy and Extensions
• Academic Testing
• Grading System
• Nursing Core Courses with HESI Requirement

ACADEMIC FREEDOM

Academic freedom is the cornerstone of higher education. It guarantees that faculty and learners may engage in candid discussions of issues important to society, even if their views are controversial, without fear of censorship or reprisal. The College endorses the 1940 Statement of Principles and the 1940 and 1970 interpretive comments of the American Association of University Professors on academic freedom.

It is the policy of the College that in the context of academic discussions and written assignments, learners may freely express their own perspectives or opinions on substantive issues. Learners may be evaluated or challenged by their instructors based on the quality of their work and reasoning, consistent with existing catalog policy (existing text unchanged).

Pilot Course Opt-Out

Nightingale College regularly reviews its courses, assessments, technologies, and learning experiences. This supports academic quality and continuous improvement. As part of this review, the College may revise, redevelop, or pilot new learning experiences.

Learners are not required to participate in a pilot experience. A learner who wishes to opt out must opt out prior to the current semester's add/drop deadline. Learners opting out of a pilot course will be placed in a standard learning track. Once a learner opts out, they will not be able to participate in a pilot course for the remainder of their time at the College.

 

---

 

Addendum 8: Postlicensure Programs

This policy removes the 9 previous graduate program competencies from the MSN program and adds 6 graduate program outcomes in its place to align with accreditation requirements.

In-Catalog Modification:

Master of Science in Nursing (MSN) Graduate Program Competencies

Overarching MSN Program competencies are specific statements that describe the knowledge, skills, and attitudes that learners are expected to achieve upon completion of the MSN Graduate Program. These competencies are used as the foundation for building the specialty track program outcomes. These competencies align with the American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education.

Master of Science in Nursing (MSN) Graduate Program Outcomes

MSN Program outcomes describe the expected knowledge, skills, and professional attributes of graduates upon completion of the Master of Science in Nursing Program. These outcomes provide the foundation for specialty track outcomes and serve as indicators of graduate achievement and program effectiveness. The outcomes align with the American Association of Colleges of Nursing's (AACN) The Essentials: Core Competencies for Professional Nursing Education and support the mission and goals of the MSN Program.

1. Demonstrate advanced knowledge and expertise in nursing theory, research, and evidence-based practice to inform clinical decision-making and improve patient outcomes.
2. Apply advanced assessment and diagnostic skills to provide comprehensive and culturally competent care to individuals, families, and communities across the lifespan.
3. Utilize innovative educational strategies and technologies to design and deliver effective nursing education in academic and clinical settings.
4. Analyze healthcare policy and ethical considerations to advocate for equitable and patient-centered healthcare delivery.
5. Demonstrate proficiency in evidence-based practices and use research to inform nursing interventions and improve patient outcomes.
6. Collaborate effectively with interdisciplinary teams and communicate clearly to promote patient safety and quality care.
7. Apply principles of leadership and management to advance nursing practice, improve healthcare systems, and influence policy decisions.
8. Implement patient-centered care plans that incorporate health promotion, disease prevention, and evidence-based interventions for individuals and families.
9. Evaluate and address healthcare disparities to ensure equitable access to healthcare services for diverse populations.

 

1. Integrate advanced nursing knowledge and evidence to inform clinical decision-making and improve outcomes.
2. Apply advanced assessment and diagnostic reasoning to deliver culturally responsive care across the lifespan.
3. Collaborate with interprofessional teams to promote patient safety and quality care.
4. Lead healthcare improvement through ethical decision-making, policy engagement, and systems thinking.
5. Design patient-centered care that promotes prevention, population health, and health equity.
6. Translate evidence into practice to improve healthcare outcomes across diverse populations.

Overarching Programmatic Competencies and Program Specialty Tracks' Outcomes Alignment

 

 

---

 

Addendum 9: Program Plans and Course Descriptions/IP Placement Contact Hours

This policy adds five additional Integrative Practicum (IP) hours to the program plans and course descriptions for BSN 395 and ASN 391.

In-Catalog Modification:

Bachelor of Science in Nursing Program Sample Curriculum Plan

 

BMTC Advanced Placement BSN Program Sample Curriculum Plan

 

Licensed Practical Nursing to Associate of Science in Nursing Program Sample Curriculum Plan

 

Licensed Practical Nursing to Associate of Science in Nursing Core Course Descriptions

 

Bachelor of Science in Nursing Core Course Descriptions

 

 

---

 

Addendum 10:  Learner Credentialing

This policy modifies the credentialing deadline for experiential learning.

In-Catalog Modification:

To be eligible for continued enrollment in the program and matriculation through nursing courses, learners must complete all credentialing requirements as listed in the College Catalog or found within the third-party portal no later than forty-five (45) calendar days prior to the first day of the semester. become credentialed no later than 12:00 p.m. MT on the Friday of Week Eleven (11) of the semester preceding their first SOFE course obtain their credentials no later than noon MT on the Friday of Week 11 of the semester before their first SOFE course begins.

Completion of credentialing requirements is defined by the submission and verification of required documentation via the College's third-party vendor. The institution reserves the right to make matriculation and placement determinations based on credentialing status and verification timelines.

 

---

 

Addendum 11: BSN Course Descriptions

This addendum adds new state-specific courses to the BSN program. See course classification note for details.

Bachelor of Science in Nursing State-Specific Requirement Course Descriptions

BSN-346-SS1: Direct Focused Client Care State-Specific Requirement I

Delivery Modality: Blended

Semester Credits: 1

Contact Hours: 45 Direct Focused Client Care hours

Outside Preparation: As required to prepare for assigned direct focused client care experiences

Typically Offered: Based on state-specific learner need and placement availability

Prerequisites: Minimum eight (8) semester credits in human anatomy and human physiology, three (3) semester credits in college-level English, and three (3) semester credits in College Algebra or equivalent; BSN 246 and BSN 266.

Corequisites: BSN 346

Requisites: None

Description: 

This course provides eligible prelicensure nursing learners with an opportunity to complete additional direct focused client care experiences in approved healthcare settings. Learners will apply previously developed nursing knowledge and skills while strengthening clinical judgment, communication, prioritization, safety, and culturally competent client-centered care. The course emphasizes evidence-based practice, professional accountability, teamwork and collaboration, care coordination, and the application of nursing competencies appropriate to the learner's level of progression. Learners will participate in supervised direct focused client care activities designed to support achievement of program outcomes and preparation for professional nursing practice.

 

BSN-366-SS2: Direct Focused Client Care State-Specific Requirement II

Delivery Modality: Blended

Semester Credits: 1

Contact Hours: 45 Direct Focused Client Care hours

Outside Preparation: As required to prepare for assigned direct focused client care experiences

Typically Offered: Based on state-specific learner need and placement availability

Prerequisites: Minimum eight (8) semester credits in human anatomy and human physiology, three (3) semester credits in college-level English, and three (3) semester credits in College Algebra or equivalent; BSN 266 and BSN 346.

Corequisites: BSN 366

Requisites: None

Description: 

This course provides eligible prelicensure nursing learners with an opportunity to complete additional direct focused client care experiences in approved healthcare settings. Learners will apply previously developed nursing knowledge and skills while strengthening clinical judgment, communication, prioritization, safety, and culturally competent client-centered care. The course emphasizes evidence-based practice, professional accountability, teamwork and collaboration, care coordination, and the application of nursing competencies appropriate to the learner's level of progression. Learners will participate in supervised direct focused client care activities designed to support achievement of program outcomes and preparation for professional nursing practice.

 

BSN-395-SS3: Direct Focused Client Care State-Specific Requirement III

Delivery Modality: Blended

Semester Credits: 1

Contact Hours: 45 Direct Focused Client Care hours

Outside Preparation: As required to prepare for assigned direct focused client care experiences

Typically Offered: Based on state-specific learner need and placement availability

Prerequisites: BSN 335 and BSN 366.

Corequisites: BSN 395

Requisites: None

Description: 

This course provides eligible prelicensure nursing learners with an opportunity to complete additional direct focused client care experiences in approved healthcare settings. Learners will apply previously developed nursing knowledge and skills while strengthening clinical judgment, communication, prioritization, safety, and culturally competent client-centered care. The course emphasizes evidence-based practice, professional accountability, teamwork and collaboration, care coordination, and the application of nursing competencies appropriate to the learner's level of progression. Learners will participate in supervised direct focused client care activities designed to support achievement of program outcomes and preparation for professional nursing practice.

 

Catalog Note for BSN-346-SS1, BSN-366-SS2, and BSN-395-SS3

Enrollment is limited to learners who require additional direct focused client care hours based on state-specific requirements or an approved academic plan. Each course requires completion of forty-five (45) verified direct focused client care contact hours. Placement location, specialty, schedule, and availability are determined by the College and are not guaranteed.

 

Table of Contents

Location in Catalog: Catalog page 6, Table of Contents

Bachelor of Science in Nursing Core Course Descriptions....................149

Bachelor of Science in Nursing State-Specific Requirement Course Descriptions......160

Master of Science in Nursing Core Course Descriptions..................160

 

Edit 2 — Course Classifications Note

Location in Catalog: Catalog page 77, Prelicensure Programs — Course Classifications
Lower-Division Courses: Lower division courses are those numbered 100-299.
Upper-Division Courses: Upper division courses are those numbered 300-499.
Master-Level Courses: Graduate courses are those numbered 500-699. 

State-Specific Requirement Courses: State-Specific Requirement courses (e.g., BSN-346-SS1, BSN-366-SS2, BSN-395-SS3) use the number of their required corequisite core course, followed by a “-SS” suffix and sequence number (e.g., BSN-346-SS1 corresponds to corequisite BSN 346, as the first course in the State-Specific Requirement series). This numbering convention applies only to the State-Specific Requirement series and does not alter the numbering or classification of any existing elective course.

FOUNDATIONAL COURSEWORK 

To assist applicants in gaining requisite skills necessary for success in college-level math and English courses, the College offers Foundational courses...

 

---

Summer Addendum

Addendum 1: Learner Credentialing: Required Immunizations

Previously, the COVID vaccine was a credentialing requirement for all learners attending SOFEs. Effective immediately, we are removing COVID vaccination as a standard credentialing requirement in our credentialing software. However, many SOFE sites still require COVID vaccination, and learners assigned to these sites may be required to submit documentation of COVID vaccination.
 
In-Catalog Modification:
COVID-19
Proof of current full immunization, as indicated by the vaccine manufacturer, is required to attend any SOFE.
Individual SOFE sites may impose more stringent requirements for COVID vaccination.
 
COVID-19
Individual SOFE sites may impose requirements for COVID vaccination.

 

---

Spring Addendum

This is a Spring Semester 2026 Addendum to the 2026 College Catalog. 

Although we make every effort to provide current, complete, and accurate information in the College Catalog, occasionally we need to modify the College Catalog after publication.   

Addendum 1: New Course Addition for RN-to-BSN Track only 
To align with accreditation requirements, a new course named BSN 486 will be added to the  RN-to-BSN Track only, taking the place of BSN 485 in the RN-to-BSN Track Sample Curriculum Plan, effective Spring Semester 2026.  

Generic BSN Program learners and BMTC Advanced Placement BSN Program learners will continue to take BSN 485. Both of these courses are listed in the course descriptions. BSN 355 is a preparatory course for both BSN 485 and BSN 486.

 

RN-to-BSN Track Sample Curriculum Plan

Course Descriptions 

BSN 355:  

Capstone Proposal Delivery Modality: Distance  

Semester Credits: 1  

Contact Hours: 15 Outside  

Preparation: An average of three (3) hours per week for every didactic credit hour. 

Typically Offered: Prerequisites: Minimum eight (8) semester credits in human anatomy and human physiology, and three (3) semester credits in College Algebra or equivalent; and BSN 246.  

Corequisites: None Requisites: PSY 201, SCI 131, and SCI 225  

Description: This course is a preparatory proposal course for BSN 485: Capstone Leadership or BSN 486: Capstone Leadership RN-to-BSN, which will be taken the last academic semester of the BSN Program or the RN-to-BSN Track. Learners will be completing a capstone project in the BSN Program or the RN-to-BSN Track during that final academic semester. 
 

BSN 486: Capstone Leadership RN-to-BSN  

Description: This course is a follow-up course to BSN 355: Capstone Proposal, which was taken the first or second semester of the RN-to-BSN Track. In this course, learners will be completing the capstone project they proposed in BSN 355. Learners will apply and implement their learning about vision, creativity, and planning as it relates to leadership in nursing. They will complete a capstone project.

---

Addendum 2: Code of Conduct, Academic Integrity

The use of VPNs to simulate a U.S. IP address from international locations is added to the list of academic integrity violations.

In-Catalog modification:

• The use of VPNs to simulate a geographic address for the purpose of accessing College materials from an international location.
• Removal, without prior permission, of any materials, supplies, or equipment from the College or a SOFE site.
• Submission of Nightingale College course content (including, but not limited to, tests, study materials, assignments, and essays) to third-party websites.
• Production of copies ing copies of course materials without approval from the instructor.
• Use of any type of recording devices to capture learning activities or academic evaluations in distance or on-ground learning environments without authorization.
• Violation of any faculty instruction or College policies.

---

Addendum 3: Computer and Technology Requirements

The policy for international access to College materials and VPN use is added to the Catalog. 

 In-Catalog modification:

A laptop or desktop with wireless capability and internet access is required for participating in online learning activities and completing course requirements. Although tablets and smartphones may be used, some required learning applications are not compatible with certain devices. 

College materials are not available outside of the United States. The use of VPNs to simulate a geographic address is not permitted and may constitute a violation of the Code of Conduct that may result in action up to and including expulsion from the College.

---

Addendum 4: Phaseouts of MSNEd Program and RN-to-BSN Track

Effective immediately, the MSNEd program and the RN-to-BSN track will close to new enrollments. This decision reflects a strategic shift in institutional priorities and the need to focus our resources on programs that best support the evolving needs of our learners and communities. 

Current learners for MSNEd program and the RN-to-BSN track will continue to take courses offered in their curriculum as outlined by their program plans until their expected graduation dates. Prospective learners interested in these programs may contact their admissions advisor to discuss other options. Other College programs are unaffected by this change.

In-Catalog modification:

Master of Science in Nursing Education Program 

Note: The MSNEd program is closed to new enrollments. Currently enrolled learners may continue in the program under their current program plans. Other MSN programs remain open for enrollment. 
 
Master of Science in Nursing Core Course Descriptions 

Note: The MSNEd program is closed to new enrollments. Currently enrolled learners may continue in the program under their current program plans. Other MSN programs remain open for enrollment. 
 
RN-to-BSN Track

Note: The RN-to-BSN Track is closed to new enrollments. Currently enrolled learners may continue in the program under their current program plans.  

---

Addendum 5: Removal of General Education Course Resource Fee Footnote

In compliance with current regulation and practice, we have removed language from tuition and fee tables concerning learners’ option to purchase general education materials themselves rather than paying the $125 general education course resource fee.

In-Catalog modification:

PN Program

1.In lieu of the $125 course resources fee, learners may elect to personally purchase all general education required materials. 

LPN-to-ASN Program

1.In lieu of the $125 course resources fee, learners may elect to personally purchase all general education required materials. 

BSN Program

1.In lieu of the $125 course resources fee, learners may elect to personally purchase all general education required materials. 

---

Addendum 6: ENG 320 Course Deletion

This course is no longer offered.

---

Addendum 7: Enrollment: State Licensure Requirements

Learners must verify that they meet all state-specific requirements for licensure. 

In Catalog modification:

During the admissions process, it is the learner’s responsibility to verify that they meet all state-specific requirements for licensure. State licensing boards determine eligibility, and requirements may vary. Learners must ensure they understand and comply with the regulations in the state where they intend to practice by visiting the website above or contacting admissions@nightingale.edu.

---

Addendum 8: PSY 300: Prerequisite Information

New prerequisite information is added to this course.

In Catalog modification:

PSY 300: Human Development   
Delivery Modality: Distance (Online Didactic Instruction)   
Semester Credits: 3 (Didactic Only)   
Contact Hours: 45   
Outside Preparation: An average of three (3) hours per week for every didactic credit hour   
Typically Offered: Fall, Spring, and Summer (Subject to Enrollment)   
Prerequisites: PSY 201 or Equivalent . This prerequisite is waived when the course is taken on a nonmatriculated basis or not required within the program.  

---

Addendum 9: MSN 650: PMHNP Care Across the Lifespan III

New course name: Advanced PMHNP Care Across the Lifespan III

---

Thank you for your attention to these changes.