Student Resources

The University of Maine School of Nursing and the Graduate School have many resources to provide graduate students with a rich and fulfilling experience. Some of the resources are listed below.

Graduate School

The Graduate School at the University of Maine has many resources for graduate students. Some of these include:

• Online new student orientation program
• The Graduate Student Government
• UMaine GRAD was designed to provide a framework for graduate students to learn and master the skills necessary for success in personal and professional opportunities while at UMaine and beyond. One of our goals is for our UMaine graduate students to be confident, mindful, attentive, intelligent, and exceptional in all realms of life. To do this, we created a platform for students to continue to grow, to become resilient, to strive for advancement, and to deliver their ideas and themselves in the most upstanding way.

G: Growth – the process of developing

R: Resilience – the ability to adapt effectively to adversity or change

A: Advancement – the process of promoting and progressing to a higher state

D: Delivery – the ability to effectively articulate and present

Visit UMaine Grad online

UMaine Online

Taking an online course or program of study? UMaineOnline provides multiple resources for remote learning, tips for success, technology and academic support.

Writing Center

The writing center at the University of Maine provides students with assistance in composition and/or presentation.

Library/APA Resources

• UMaine APA 7th Edition Citation Guide 
• APA Style Guide PDF
• APA 6th and 7th Edition Comparison Table

School of Nursing

All of the School of Nursing faculty and administrative staff are committed to supporting graduate student education. The graduate and FNP Track Coordinators and your academic advisor are available to support you throughout your program of study. Please feel free to contact them as needed. The clinical coordinator can assist you in identifying and seeking out clinical practicum sites.

Learning Resource Center

Mission of the Learning Resource Center

The Learning Resource Center (LRC) mission is to provide a collection of resources and space to support the clinical learning needs of the curriculum of the School of Nursing and serve the University of Maine community. These resources are specific to meet the needs of active learning in health assessment, medication administration, skilled nursing care, and clinical judgment.

In addition, the LRC provides a learning environment that is safe, supportive, and conducive to the socialization of students into the clinical practice of nursing.

Hours

• The exact hours of operation of the LRC will vary each semester.
• In general, the LRC staff will be available M, T, TH, F, 8–2. With additional hours on Wednesdays, afternoons, and evenings based on the availability of student employees and the schedule of laboratory courses. These additional hours will be published each semester and made available to faculty and students.
• Lab space can be made available to students to practice clinical Contact the LRC manager in advance for space availability.

Staff

Amanda Henderson, MSN, RNC-MNN, IBCLC, CCE
Director of the Learning Resource Center
232 Dunn Hall
207.581.2588

Amy Barnes, BSN, RN
Manager of the Learning Resource Center
129 Dunn Hall
207.581.3484

Nursing Student
Lab Technician
Assists with lab access, equipment, and maintenance

134J Dunn Hall

Location/Space

The physical space that is regarded as the LRC is primarily located on the first floor of Dunn Hall and is easily visible by signage. Additional lab space is available in room 217.

Dress Code

• Students are expected to dress professionally for all lab experiences.
• Specific expectations will be described in each course syllabus.

Code of Conduct

• Students are expected to conduct themselves in a professional manner during laboratory experiences – language, confidentiality, and mutual respect.
• Students are expected to do a “last look” before leaving any lab to return supplies and equipment to where they found them (for example, bed low, side-rails up, and linens made), dispose of trash remove personal belongings.
• The use of mobile phones is prohibited during lab sessions.

Safety

• The use of needles, syringes, and IV equipment should be under the direct supervision of the Nursing Faculty or LRC Staff.
• Any injury in the lab should be reported to faculty or staff and the LRC An incident report needs to be completed and submitted online by the supervising faculty.
• Please report any suspicious or concerning activity, odors, or alerts to LRC Staff.
• In the event of an emergency, there is a phone in the skills lab (rm 140).
• Fire exit pathways are posted throughout the LRC for reference in the event of an
• No food is allowed in the clinical areas of the All drink containers are required to have covers.
• If you have a fever or other symptoms of infection on your scheduled day in the lab, stay home and communicate with faculty ASAP.
• Appropriate hand hygiene and cough etiquette are to be practiced as well as other guidelines specified by the university or the CDC.

Use of Equipment and Lab Space

• Most of the equipment and lab space can be made available to students.
• Any requests for use of the lab, equipment, and space outside of regularly scheduled labs, are required to be communicated via email to the lab manager at least 1 week in advance.
• Please use all equipment as it is intended.
• Ask LRC staff for assistance if you have questions about how to use equipment or report any details regarding broken or faulty equipment to LRC staff.
• Clean hands and pencils, no pens, are required when working with any of the LRC manikins
• All equipment and supplies are expected to be left where and how it was set-up
• All trash and personal effects should be managed accordingly.

*Any breach of these expectations may result in students being asked to leave the LRC.

Student Representee on School Committees

A minimum of one student in the School of Nursing shall be selected as representative to the regular faculty meetings of the School of Nursing; one graduate nursing student will be selected as representative to the regular SON Graduate Program Meetings.

Graduate Capstone Guidelines

The student who earns a Master of Science in Nursing must complete all required course work in the program of study (POS), as well as a thesis (6 credits) or non-thesis graduate capstone (4 credits).

There are four options for completing graduate capstone requirements as follows:

1. Thesis (NUR 699 – 6 Credits)

If you are interested in doing a master’s thesis, please consult with your academic advisor as early in your program of study as possible. See the Graduate School website for thesis guidelines: umaine.edu/graduate/wp- content/uploads/sites/22/2019/03/Thesisguidelines.pdf

2. Synthesis Paper (NUR 697 – 1 Credit)

The synthesis paper demonstrates your knowledge of advanced nursing practice within the context of the elective course a clinical or educational issue. The student will demonstrate mastery of specialized knowledge through development of a synthesis paper that benefits the nursing profession or the population served by nurses in advanced roles. The synthesis paper demonstrates the student’s knowledge of advanced nursing practice within the context of the specialty concentration in Nursing Leadership. An accompanying abstract and poster presentation will provide a summary and critique of the process and outcome of the synthesis paper. The format of the Synthesis Paper usually includes the following:

• Introduction/overview of the issue
  o What exactly is the issue/problem that you are exploring?
  o Why is this of concern to your specialty track?
  o What is the scope of the problem (include national and state epidemiological date where
  appropriate)?
  o How does this relate to the concepts covered in your elective course?
• Critical review of the literature
  o Minimum of 10-12 peer-reviewed research articles plus other resources as appropriate Your
  capstone advisor will guide you in addressing any gaps in your paper that may need additional
  literature support
• Implications for advanced nursing practice
  o How will the FNP, educator, or master’s prepared nurse use this information?
• o What changes in practice would you recommend based on knowledge of theory, ethics, and
• evidence-based practice/research gained throughout your program of study?
• o What additional research might be indicated related to this topic?
• o What are the health policy implications of the topic explored?
• Summary and/or conclusion

There is no minimum length for this paper. Most papers range from 12-15 pages depending on the complexity of your topic. Your capstone advisor may want additional areas covered. Final decision on format and content is between you and your capstone advisor/1st reader. You will submit your synthesis paper to your capstone advisor with sufficient time to be read and revised for your anticipated graduation date. You also will choose a 2nd reader approved by your capstone advisor.

In order to stay on track and keep moving forward, you should submit an outline of your paper to your capstone advisor following the NUR 697 recommended timelines. Remaining deadlines for submission will be negotiated with your capstone advisor. This is not like a class assignment where you submit the paper and it is graded and done. This is a scholarly paper which is revised until it is deemed acceptable by your capstone advisor. Your capstone advisor will determine when the paper should be submitted to your 2nd reader.

The final paper should include the SON Graduate Synthesis Title page. This paper must adhere to the editorial style of the Publication Manual of the American Psychological Association (7th ed.). Dissemination is key to advancing the profession of nursing. Along with the scholarly paper, students will submit for poster presentation at the University of Maine Student Symposium held each spring, or other professional conference. Details including deadlines will be provided in the fall. Students are encouraged to submit for poster presentation at other professional venues such at the Maine Nurse Practitioner conference.

Preparation and submission of a manuscript for publication on a topic mutually agreed upon by the student and capstone advisor may be considered in lieu of the synthesis paper.

Once both readers have approved the final paper and poster, the NUR 697 faculty will submit a grade.

Capstone Readers

Readers

• First reader should be a member of the School of Nursing graduate faculty
• Second reader can be a member of the School of Nursing faculty, outside faculty member (e.g. instructor of elective course or adjunct instructor), or other (e.g. preceptor).

References

American Association of Colleges of Nursing. (2019). APRN clinical preceptor resources guide. Retrieved from https://www.aacnnursing.org/Education-Resources/APRN-Education/APRN-Clinical-Preceptor- Resources-Guide

Burns, C., Beauchesne, M., Ryan-Krause, P., and Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. Journal of Pediatric Health Care, 20(3), 172-183. doi:10.1016/j.pedhc.2005.10.012

Galeski, J. (2019). Case Western Reserve University Preceptor program. Retrieved from https://case.edu/ nursing/faculty-staff/preceptors

Lazarus, J. (2016). Precepting 101: Teaching strategies and tips for success for preceptors. Journal of Midwifery and Women’s Health, 61(S1), 11-21. doi:10.1111/jmwh.12520

National Organization of Nurse Practitioner Faculties. (2019). Preceptor portal. Retrieved from https://www. nonpf.org/page/PreceptorPortal_Main

Raisler, J., and O’Grady M. (2003). Clinical teaching and learning in midwifery and women’s health. Journal of Midwifery and Women’s Health 48(6), 398-406.