Graduate Catalog

College of Nursing and Health Sciences

John J. McFadden, Ph.D., CRNA, Dean 

Tony Umadhay, Ph.D., C.R.N.A., Associate Dean

Faculty: Ackbarali, Albuja, Amasay, Antolchick, Beason, Beckley, Bell, Boiangin, Chan, Chandra, Chin, Collazo, Collins, Colvin, Cooperman, Demshok, Dick, Egret, Evitt, Fernandez, Ferrand, Fien, Foucauld, Greenfield, Greg, Hanson, Hart, Havenstein, Landa-Gonzalez, Langen, Lau, Leal, Lee, Londono, Ludwig, Mattox, McFadden, Morton, Nimblett-Clarke, Packert, Parker, Papadakis, Ritter, Rogers, Ryan, Shaffer, Shapiro, Shaw, Umadhay, Valentine, Velis, Yacoob.

Introduction to the College

Barry University has a long history of preparing compassionate health care practitioners who are committed to excellence in practice. In 2008, the faculty and administration united select biological, biomedical, and health care professional courses and programs to create the College of Health Sciences. In 2014, College of Health Sciences was renamed the College of Nursing and Health Sciences to affirm the composition of the College’s programs and the collaborative nature of our disciplines. In 2017, Sport and Exercise Science programs from the School of Human Performance and Leisure Sciences and the Physician Assistant Program from the School of Podiatric Medicine became part of CNHS. The College provides students with a vibrant academic environment that supports an inclusive community. Our graduate programs encourage faculty and students to explore ideas and solve professional problems as a scholarly community. The purpose of the College of Nursing & Health Sciences is to provide high quality education that will prepare competent, thoughtful, ethical, and compassionate sport and exercise science, wellness and health professionals and scientists both within the U.S. and at the international level. This is accomplished within a caring environment supportive of the religious dimension of the University. The College also provides biological and biomedical science courses for students from other academic disciplines as part of a liberal education.

Vision

The College of Nursing and Health Sciences advances human potential through the integration of body, mind, and spirit in pursuit of excellence. To reach their full potential, professionals in healthcare, sport, exercise and wellness should become proficient as leaders, change agents, problem solvers, negotiators for conflict resolution, and promoters of multicultural health inclusive of physical, spiritual, emotional, intellectual, social, financial, vocational and global well-being.

Mission of the College of Nursing and Health Sciences

The College of Nursing and Health Sciences is committed to providing a quality education to students and producing self-directed graduates who can make a difference in the local, state, regional, national community and world as highly competent, caring, culturally-sensitive, professionals. We accomplish this in a diverse and inclusive, caring, and nurturing environment with dedicated and professionally competent faculty who excel in teaching, service, and scholarship. Our diverse and inclusive faculty strive to produce graduates who are committed to lifelong learning, providing healthcare, sport, exercise and wellness education, as well as injury, illness and disease prevention services while promoting social justice for all. We aspire to be the college of choice for students who desire an international, premium, ethically based, and relevant education.

Values

  • INTEGRITY-All students in the College of Nursing and Health Sciences are expected to adhere to the ethical principles of their profession. They should exercise academic integrity, adherence to federal, state and municipal regulations, and demonstrate respect for the confidentiality and privacy of others.
  • CHARACTER-Moral character, ethical behavior, and the pursuit of knowledge enable our students to become graduates who will contribute to the reputation we aspire to achieve.
  • COLLABORATION-College members should exercise civility at all times, as this is crucial to collaborative practices where receiving and relaying information about clients/patients/employees/colleagues is necessary to promote the well-being of those we serve. We engage in service to our university, our profession, and our community to contribute to positive, transformative, social, and intellectual outcomes.
  • CRITICAL THINKING-Learning is a lifelong endeavor that leads to professional development. All learners should be self-directed and committed to the development, evaluation, and application of knowledge and critical independent thought that is based on scientific inquiry. For our professions, this scientific inquiry informs decisions, interventions, and practices.
  • SCHOLARSHIP-We strive to create an environment conducive to scholarship and provide opportunities for professional development and personal growth in the Catholic and Dominican intellectual tradition, we facilitate disciplinary content and experiential learning in each student through the development of confidence and competence.
  • RESEARCH-Scientific inquiry develops students’ perspectives about themselves and the world around them and fosters new and creative ways of thinking. It is also the foundation upon which professional practice knowledge, essential for success in a career, is constructed. We contribute to research-based evidence and generate new knowledge in our respective academic fields by producing high-quality research that is locally, nationally and internationally relevant and ethically responsible.
  • SOCIAL RESPONSIBILITY-Embrace a commitment to lifelong learning, and the knowledge and skills necessary to make a difference for one’s profession and in the lives of others. The ability to engage clients, communities, and larger segments of the population in health promotion and disease reducing initiatives will require a strong sense of social responsibility.
  • DIVERSITY-CNHS professionals should be competent practitioners/providers who represent and advocate for multicultural and diverse populations. Cultural sensitivity, along with mutual respect for others, is necessary to practice in a global society. The cultural aspects of health, sport, exercise and wellness require interventions that can be tailored to individuals, improving adherence and health outcomes.
  • INCLUSION-We embrace inclusion of all aspects of personhood through the diversity among our scholarly community, as these add to the cultural competence of all and promote mutual respect and tolerance among and between students, faculty, administrators, alumni, patients, clients and all those in need of our expertise. Adding culturally diverse and inclusive professionals to the current workforce is necessary to minimize unjust disparities, and reduce barriers to services and create an inclusive global community.
  • SOCIAL JUSTICE-Social justice serves as a paradigm by which professionals teach, serve, and conduct research in order to distribute our social capital among all people. It drives the efforts to educate populations about their risk factors and to serve those who live in communities with limited resources. Social justice also relies on scientists and researchers to produce findings that inform the health, sport, exercise and wellness community at large about the plight and needs of disenfranchised segments of the population.
  • RESPECT-We respect the diversity of our students and their desire to make meaningful contributions locally, nationally and internationally.

Goals

With the knowledge that the world and human needs are constantly changing, the goals of the College of Nursing & Health Sciences are to:

  1. Provide a liberal and professional education in the biological, biomedical, sport and exercise science, wellness and health sciences to a diverse student body within an environment that fosters self-directed analytical thinking and a commitment to life-long learning and scholarship.
  2. Offer didactic, laboratory, simulation, and practicum courses and other educational experiences that meet the requirements of Barry University and of entrance into professions and professional programs.
  3. Foster a sense of ethical and social responsibility through interprofessional education and collaborative service-learning opportunities.

Philosophy of Teaching/Learning

In the Catholic intellectual tradition, integration of study, reflection and action inform the intellectual life. Faithful to this tradition, a Barry education and university experience foster individual and communal transformation where learning leads to knowledge and truth, reflection leads to informed action, and a commitment to social justice leads to collaborative service. Barry University provides opportunities for affirming our Catholic identity, Dominican heritage, and collegiate traditions. Catholic beliefs and values are enriched by ecumenical and interfaith dialogue. Through worship and ritual, we celebrate our religious identity while remaining a University community where all are welcome. The Faculty members of the College of Nursing and Health Sciences are committed to providing a quality education to students and producing self-directed graduates, who can make a difference in the community as highly competent, caring, and culturally sensitive sport and exercise science, wellness and healthcare professionals. By using multiple classroom innovations, technology-rich curricula and small group discussions as appropriate, our diverse faculty members encourage active learning and strive to produce graduates who are committed to lifelong learning, providing applied sport and exercise science services, wellness promotion and healthcare, while promoting social justice for all.

The College offers the following graduate degree programs (by degree, in alphabetical order):

  • Master of Science degree program in Biomedical Sciences (M.S.)
  • Master of Science degree program in Clinical Biology (M.S.)
    • Histotechnology specialization
    • Laboratory Management specialization Management specialization
    • Seamless BS to MS option (see Undergraduate Catalog)
  • Master of Clinical Medical Science
  • Master of Science degree program in Health Services Administration (M.S./H.S.A.) Master of Science degree program in Health Services Administration and Master of Public Health Dual Degree Program (M.S./H.S.A.—M.P.H.)
  • Master of Science in Nursing (M.S.N.)
    • Adult-Gerontology Acute Care Nurse Practitioner specialization
    • Family Nurse Practitioner specialization
  • Master of Science degree program in Occupational Therapy (M.S.)
  • Doctor of Occupational Therapy (O.T.D.)
  • Post-Baccalaureate-Doctor of Nursing Practice (D.N.P) Advanced Practice Registered Nurse
    • Adult Gerontology Acute Care Nurse Practitioner specialization
    • Family Nurse Practitioner specialization
    • Certified Registered Nurse Anesthetist (C.R.N.A) specialization
  • Post Master’s-Doctor of Nursing Practice— (D.N.P.)
    • Adult-Gerontology Acute Care Nurse Practitioner specialization
    • Family Nurse Practitioner specialization
    • Certified Registered Nurse Anesthetist (C.R.N.A) specialization
  • Doctor of Philosophy in Nursing (Ph.D.)
    • BSN to PhD
    • MSN to PhD
  • Master of Science in Human Performance and Wellness (M.S.)
    • Sport, Exercise and Performance Psychology specialization
    • Sport, Exercise and Performance Psychology specialization/Master of Business Administration Dual Degree (M.S./M.B.A.)
  • Graduate Certificate in Health Services Administration
  • Post-Baccalaureate Certificate in Histotechnology
  • Post-Baccalaureate Pre-Med Certificate
  • Post-Graduate Certificate Advanced Practice Registered Nurse (A.P.R.N)
    • Adult-Gerontology Acute Care Nurse Practitioner specialization
    • Family Nurse Practitioner specialization
    • Certified Registered Nurse Anesthetist (C.R.N.A) specialization

Highlighted College Policies

Background Checks and Drug Screens

Participation in clinical experiences, rotations, or fieldwork is a required part of the curriculum and a requirement for graduation. Clinical rotation and fieldwork sites require drug, criminal, and/or child abuse background checks, and clearance through the HHS/OIG list of excluded individuals and the GSA list of parties excluded from federal programs in order to permit participation in the program’s clinical experiences, rotations and/or fieldwork experiences. Clinical and fieldwork sites may deny a student’s participation in the clinical experience, rotation, or fieldwork experience because of a felony or misdemeanor conviction, failure of a required drug test, or inability to produce an appropriate health clearance, which would result in delayed graduation or in the inability to graduate from the program. Individuals who have been convicted of a felony or misdemeanor may be denied certification or licensure as a health professional. Information regarding individual eligibility may be obtained from the appropriate credentialing bodies. Drug and background checks will be conducted at the student’s expense.

Curricular and Policy Changes

The curricula described in this catalog are continually subject to review in order to respond to external mandates, including those of both regional and professional accrediting bodies. University policy changes in curriculum may be made without advance notice. The College will make every effort to minimize the impact of such changes on currently enrolled students by stipulating that students complete the requirements of their degree program in effect at the time of admission or readmission to the program. In the event that this is not possible due to accreditation standards or the deletion of courses, students may be required to complete alternative degree requirements in order to graduate.

The programs, policies, requirements, and regulations listed in this catalog are continually subject to review in order to serve the needs of the University’s and College’s various communities and stakeholders. Changes may be made without advance notice. Please refer to the General Information section for the University’s policies, requirements, and regulations. Please refer to the College’s website for the most recent information regarding program requirements, policies, and procedures.

CNHS Procedure for Appeal of Grades

The purpose of this policy is to address a CNHS student’s request for the revision of an academic grade. The Procedure for Appeal of Grades will only apply to the final grade of a course in a CNHS program.

A standing CNHS Grade Appeal committee will consist of five (5) CNHS faculty members and one (1) undergraduate & one (1) graduate student. The committee members will be proposed annually at the beginning of the fall semester and will be approved by the Dean. One of the faculty members will be appointed as the Chair of the Committee. A minimum of three (3) faculty members and one (1) student will consist of a quorum to review an appeal. A challenge to a grade will only be considered when the student has evidence that the final grade received reflects other than the appropriate academic criteria, that is, the achievement and proficiency in the subject matter as stated in the course syllabus. The committee will follow an internal decision-making procedure described below.

  1. CNHS students have the right to appeal any final course grade that they believe, based on available evidence, was inappropriately assigned. The faculty member responsible for the course is the only person who may make a grade change. A faculty member cannot be mandated to change a grade.
  2. Any faculty and / or student who was involved in the decision of the final course grade at issue may not serve as a CNHS Grade Appeal committee member. In such situations, the Dean will appoint a replacement as an alternate as needed.
  3. The student must first discuss the matter with the faculty teaching the course or awarding the grade before filing a Grade Appeal, in an effort to resolve the matter informally. If the appeal is not resolved, the student will meet with the Program Director or designee who will seek an informal reconciliation. In the event that the appeal is not resolved within the program level, the student will file the Grade Appeal Form to the Chair of the CNHS Grade Appeal Committee. The form must be filed within five (5) business days after the date on which the final course grade was due to the Registrar’s office.
  4. The CNHS Grade Appeal Committee will make a formal investigation. The Grade Appeal Committee will determine if a hearing with the student & faculty is required to make a decision. No external representation or consultations by either the student or faculty will be allowed during a hearing. The Committee will inform the student and faculty of the decision in writing within 25 business days of the filing of the Grade Appeal Form. The decision will be that the grade will stand or that the faculty member should change the grade as recommended by the Committee.
  5. The student and / or faculty may appeal the decision of the Committee by sending a letter of appeal to the Dean within five (5) business days after notification of the Committee’s decision. The Dean will make a decision to either affirm or overturn the Committee’s decision in writing and will inform the faculty and student within ten (10) business days of receipt of the appeal letter. The decision of the Dean is final.
  6. In instances that the Dean recommends a grade change and the faculty disagrees, the Dean will inform the Program Director and the Registrar that the grade will not affect the student’s GPA, and will not prevent the student’s continuation in the University. The Dean may allow the student to repeat the assessment or course without penalty if required by the student’s program plan or progression policy. Progression in the program may be affected.
  7. All written communications or documents can be transmitted in electronic format. Time-sensitive deadlines apply. A student who does not appeal a particular grade within the stated time period waives future rights to appeal that grade.

Dismissal

The College of Nursing & Health Sciences strives to graduate professionals who demonstrate the knowledge, skills, and behaviors necessary to be successful in their careers and contribute to the community they serve. As such, the College faculty and leadership reserves the right to remove any students for academic or non-academic reasons as outlined in University, school, or program policies and procedures. Students removed from any program must follow the grievance procedures as outlined by the College and Program.