BSN Collaborative Teach Out

Teach Out Information

This teach-out plan addresses students who are currently enrolled in the Partners in Nursing Education (PINE) program on the University of Maine at Augusta campus.

Admission to the University of Maine at Fort Kent Nursing Program offered on the University of Maine at Augusta campus (PINE) ended with the fall 2018 semester. Second, third, and fourth year students who are currently enrolled in the program and who are in good academic standing will have the opportunity to complete the UMFK Nursing Program at the University of Maine at Augusta as scheduled.

Timetable for Change

The following timetable will govern the teach-out.  All students who elect to remain in the PINE program will have the same academic opportunity that would have been offered without the program change.

Spring semester 2019:  There will be no new admissions to the PINE program.  Students wishing to transfer from the UMFK campus to the UMA campus will be able to do so only for the third and fourth year of the program (if space is available).  Program transfer policies and procedures remain as are.

Fall semester 2019 – Spring semester 2020:  Third and Fourth year students who remain enrolled in the program will continue the academic plan for students on the UMA campus.  All third and fourth year NUR courses customarily offered on the UMA campus will continue to be offered.

Spring semester 2020:  UMFK NUR students wishing to transfer from the UMFK campus to the UMA campus will be able to do so only for the fourth year of the program (if space is available).  Program transfer policies and procedures remain as are.

Fall semester 2020 – Spring semester 2021:  Fourth year students who remain enrolled in the program will continue the academic plan for students on the UMA campus.  All fourth year NUR courses customarily offered on the UMA campus will continue to be offered.

May 2021:  Last graduating class for the PINE program students. After May 2021, UMFK nursing courses will no longer be offered on the UMA campus.

BSN Collaborative Program

The Partners in Nursing Education (PINE) Bachelor of Science in Nursing (BSN) Program is a collaboration between the University of Maine at Augusta (UMA) and the University of Maine at Fort Kent (UMFK).

The curriculum is provided by UMFK and taught at UMA’s Augusta campus and online.

The University of Maine at Fort Kent Baccalaureate Program was granted accreditation in November 2012 by the Commission on Collegiate Nursing Education (CCNE). The next evaluation is scheduled for Fall 2022.

Program Coordinator

Terry ColbyTerry Colby
Professor Of Nursing

PHONE: 207.621.3237

BSN Collaborative Program Curricula

The nursing program curriculum helps prepare students to take the RN licensure examination. Here is a look at the general education and support requirements, and nursing core courses.

General Education & Support Requirements:

  • BIO 110 (UMA) or BIO 220 (UMFK) – Anatomy & Physiology I
  • BIO 210 (UMA) or BIO 221 (UMFK) – Anatomy & Physiology II
  • BIO 321 (UMA) or BIO 353 (UMFK) – Microbiology
  • BIO 345 (UMA) or BIO 401 (UMFK) – Pathophysiology
  • BIO 368 (UMFK) – Genomics for Nursing Majors
  • CHY 100, 108, 115 (UMA) or CHY 100 (UMFK) – Chemistry
  • CIS 100 (UMA) with COS103C (UMFK) or COS 103 (UMFK) – Information Technology
  • COM 101, 102 (UMA) or COM 200 (UMFK) – Communications
  • ENG 101 (UMA) or ENG 100 (UMFK) – English Composition I
  • ENG 101 (UMFK) – English Composition II
  • ENG 102W (UMA) or ENG 105 (UMFK) – Introduction to Literature
  • Foreign Language (May need 6 credits total. Must reach level two of language sequence)
  • HTY 103, 104, 105, 106 (UMA) or HTY 100, 101, 102, 103 (UMFK) – US History or Western Civilization
  • MAT elective (UMA) or (UMFK) – Math elective (100 level or higher)
  • MAT 115 (UMA) or MAT 351 (UMFK) – Statistics
  • PSY 100 (UMA) or (UMFK) – General Psychology
  • PSY 308 (UMA) or (UMFK) – Human Development
  • Visual & Performing Arts or Philosophy

Nursing Core Courses:

  • HLT 386 (UMFK) – Healthcare Policy
  • HLT 407 (UMFK) – Leadership & Management
  • NUR 200 (UMA) or (UMFK) – Introduction to Professional Nursing
  • NUR 201L (UMA) or (UMFK) – Fundamental Skills of Nursing Lab I (or NUR 212L for CNA’s)
  • NUR 202L (UMA) or (UMFK) – Fundamental Skills of Nursing Lab II
  • NUR 230 (UMA) or (UMFK) – Personal Health & Wellness
  • NUR 301 (UMFK) – Healthy Rural Communities
  • NUR 302 (UMFK) – Pharmacology
  • NUR 309 (UMFK) – Holistic Health Assessment w/Lab
  • NUR 330 (UMFK) – Adult Health I w/Lab and Clinical
  • NUR 335 (UMFK) – Family Health I w/Clinical
  • NUR 360 (UMFK) – Adult Health II w/Lab and Clinical
  • NUR 365 (UMFK) – Family Health II w/Clinical
  • NUR 380 (UMFK) – Transcultural Care in Nursing
  • NUR 401 (UMFK) – Health Related Research
  • NUR 425 (UMFK) – Adult Health III w/Lab and Clinical
  • NUR 425 (UMFK) – Mental Health Nursing w/Clinical
  • NUR 497 (UMFK) – Senior Capstone
  • NUR 497C (UMFK) – Senior Preceptorship Practicum

Vision Statement

The University of Maine at Augusta Division of Nursing envisions an environment that promotes excellence, innovation, and creativity in the educational preparation of baccalaureate nursing graduates.

Mission Statement

As an integral part of its parent institution, the Division of Nursing is committed to quality liberal arts education of nurse leaders serving rural northern Maine and beyond. Our mission is to educate caring, competent, professional nurses who participate in maintaining, promoting, and optimizing the ever-changing health and well-being of clients and communities.

Program Description

The University of Maine at Augusta offers an accredited baccalaureate nursing program founded upon the liberal arts and sciences. Over the course of study, students gain knowledge and skill in the social, behavioral, biological, and nursing sciences. Graduates are employed in a variety of practice settings to assist individuals, families, and communities to maintain, promote, and optimize their health and well-being. This program of study fosters the personal and professional growth of students, enhancing the creative and intellectual abilities of those who wish to pursue advanced clinical and academic studies.

Each nursing major must complete a minimum of 120 hours of credit, including the general education core, nursing prerequisites, and nursing core courses as outlined in the individual program plan. Upon successful completion of the program, the student is awarded a Bachelor of Science degree with a major in nursing and is eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).

Many health care agencies require criminal background checks for licensed health care providers, students, and volunteers serving in health care agencies. In response to these requirements, the UMA Division of Nursing has established a policy requiring criminal background checks of all nursing students. Students are responsible for contacting the Director of Student Services or the Maine State Board of Nursing if they have a question about their criminal history.

In keeping with the institutional mission and divisional goals, the Division of Nursing promotes an environment of respect and support for all persons regardless of gender, race/ethnicity, creed, or abilities. Students with special needs are advised to refer to the “Students with Disabilities” section of this catalog. Additionally, students are encouraged to review the Essential Qualifications Policy available on-line, under the nursing major.

Program Goals

In fulfillment of its mission, the Division of Nursing will:

  • Provide baccalaureate nursing education that responds to, and fosters the development of, professional nurses prepared to meet the health care needs of an ever-changing, multicultural society;
  • Develop and utilize creative and innovative educational methodologies that serve the learning needs of a diverse student population;
  • Prepare registered nurses as generalists who will become leaders in promoting, maintaining, and optimizing healthy communities;
  • Provide a community-based liberal arts educational program using a holistic approach focused on health promotion and optimal wellness;
  • Prepare registered nurses who are capable of using technology to meet the complex health care needs of the population;
  • Promote the development of the skills, values, and responsiveness required by registered nurses to meet the healthcare needs of the greater community;
  • Seek and utilize opportunities for faculty and students to pursue scholarly endeavors, such as teaching, practice, service, and research; and,
  • Develop, foster, and maintain collaborative partnerships with the community and other institutions.

BSN Collaborative Program Student Learning Outcomes

To successfully complete the nursing major, each graduate will demonstrate achievement of essential nursing student learning outcomes, which includes:

  1. Professionalism: (demonstrates accountability as a life-long learner for the delivery of evidence-based nursing care. Evaluates own practice that is consistent with ethical, moral, altruistic, humanistic, legal, and regulatory principles, and utilizes self-care to practice in a mindful manner)
    • Understanding the professional standards of practice, the evaluation of that practice, and the responsibility and accountability for the outcome of practice
    • Showing commitment to provision of high quality, safe, and effective patient care
    • Implementing a plan of care within legal, ethical, and regulatory framework of nursing practice
    • Participating in life-long learning
    • Enlisting system resources and participating in efforts to resolve ethical issues in daily practice
  2. Leadership: (demonstrates leadership in the professional practice setting through accountability, influence, change management, and collaboration with others in a way that will facilitate the establishment and achievement of shared goals)
    • Explaining the importance, necessity, and process of change
    • Understanding the principles of accountability and delegation
    • Implementing change to improve patient care
    • Demonstrating purposeful, informed, outcome-oriented thinking
    • Modeling effective communication and promoting cooperative behaviors
  3. Patient-Centered Care: (enters into a holistic, compassionate, respectful partnership with the patient and family that facilitates shared decision-making, recognizing consumer preferences, values, and needs in providing age and culturally appropriate, coordinated, safe, and effective care)
    • Understanding that care and services are delivered in a variety of settings along a continuum of care that can be accessed at any point
    • Respecting and encouraging individual expression of patient values, preferences, and needs
    • Understanding how health and illness are affected by socioeconomics, culture, race, spiritual beliefs, gender, lifestyle, and age
    • Valuing the inherent worth and uniqueness of individuals and populations
    • Supporting patient-centered care for individuals and groups whose values differ from their own
  4. Evidence-Based Practice (EBP): (identifies, integrates, and evaluates current evidence and research findings coupled with clinical expertise and consideration of consumers’ preferences, experience, and values to make practice decisions for quality outcomes)
    • Describing the concept of evidence-based practice (EBP), including the components of research evidence, clinical expertise, and patient/family values
    • Participating in data collection and other research activities
    • Basing individualized care on best current evidence, patient values, and clinical expertise
    • Facilitating integration of new evidence into standards of practice, policies, and nursing practice guidelines
    • Valuing the need for continuous improvement in clinical practice based on new knowledge
  5. Teamwork and Collaboration: (practices effectively with the healthcare consumer, family, and inter-professional team(s), to build relationships and foster open communication, mutual respect, and shared decision-making)
    • Appreciating the importance of collaboration
    • Functioning competently within own scope of practice as a member of the health care team
    • Understanding the impact of effective team functioning on safety and quality of care
    • Valuing the creation of system-solutions in achieving quality of care
    • Contributing to effective team functioning
  6. Communication: (communicates effectively, fostering mutual respect and shared decision making to enhance knowledge, experience, and health outcomes)
    • Understanding the principles of effective communication through various means, including verbal, written, and electronic methods
    • Understanding the physiological, psychosocial, developmental, spiritual, and cultural influences on effective communication
    • Identifying preferences for visual, auditory, or tactile communication
    • Making appropriate adaptations in own communication based on patient and family assessment
    • Interpreting differences in communication styles among patients and families, nurses, and other members of the health team
  7. Systems-Based Practice: (is knowledgeable and responsive to the changing healthcare system and demonstrates the ability to access resources in a safe, effective, and financially responsible manner to provide value based care)
    • Understanding interrelationships among nursing, the nursing work unit, and organizational goals
    • Planning, organizing, and delivering patient care in the context of the work unit
    • Understanding the concept of patient care delivery models
    • Valuing the need to remain informed of how legal, political, regulatory, and economic factors impact professional nursing practice
    • Valuing effective communication and information sharing across disciplines and throughout transitions in care
  8. Informatics and Technology: (demonstrates proficiency in the use of technology and information systems to communicate, manage knowledge, mitigate error, and to support decision making for safe practice)
    • Defining the impact of computerized information management on the role of the nurse
    • Extracting selected electronic resources and integrating them into a professional knowledge base
    • Evaluating information and its sources critically and incorporating selected information into his or her own professional knowledge base
    • Applying technology and information management tools to support safe processes of care and evaluate impact on patient outcomes
    • Using and evaluating information management technologies for patient education
  9. Safety: (utilizes clinical reasoning and critical thinking that drives a culture of safety to prevent risk of harm to healthcare consumers, families, colleagues, and the environment)
    • Describing factors that create a culture of safety
    • Recognizing that both individuals and systems are accountable for a culture of safety
    • Demonstrating effective use of strategies at the individual and systems levels to reduce risk of harm to self and others
    • Valuing system benchmarks that arise from established safety initiatives
    • Participating in analyzing errors and designing systems-improvements
  10. Quality Improvement: (contributes to evidence-based nursing practice by participating in improvement strategies/processes including the use of data to design, implement and evaluate outcomes to improve the quality and safety of healthcare systems)
    • Recognizing that quality improvement is an essential part of nursing and health care delivery
    • Actively seeking information about quality improvement in the care setting from relevant institutional, regulatory and local/national sources
    • Describing approaches for improving processes and outcomes of care
    • Participating in the use of quality improvement tools to assess performance and identify gaps between local and best practices
    • Participating in the use of quality indicators and core measures to evaluate the effect of changes in the delivery of care
  11. Geriatrics: (values the unique psychosocial, physical, and cultural attributes of the older adult in order to promote healthy aging and provide safe and effective care)
    • Acknowledges the older adult’s independence and ability to self-direct
    • Identifies nursing role in advocating for older adults
    • Identifies barriers to communication with older adults
    • Assesses symptoms related to geriatric syndromes and common illnesses of older adults
    • Recognizes the importance of the interdisciplinary team in helping an older adult and/or their caregiver(s) make healthcare decisions

Adopted from Massachusetts Department of Higher Education Nursing Initiative (2010), Nurse of the Future: Nursing Core Competencies and Maine Partners in Nursing (2013): Maine Nursing Core Competencies

Compliance Requirements for Program Participation

Students entering the program will be required to comply with the policy requiring immunization documentation and background check. This policy is in compliance with required immunizations, physical exam & health history, CPR certification, health insurance coverage, and background check, specified by healthcare facilities with which the University of Maine System is under contract with.

(Note: Immunization requirements for the Nursing Program is in addition the Universities Immunization Policy requirements for enrollment.)

Medical Documents required*:

  • Physical Examination & Health History – Proof of current physical examination and health history from your healthcare provider.
  • Hepatitis B – Both of the following is required. Proof of 3 vaccinations AND positive antibody titer (lab report required). If the titer is negative or equivocal, provide proof of booster and second titer. If second titer is negative, a non-responder letter from your healthcare provider is required.
  • Influenza – Proof of a flu shot administered during the current flu season is required annually.
  • Measles, Mumps & Rubella (MMR) – One of the following is required. Proof of 2 vaccinations OR positive antibody titer (lab report required).
  • TB Test / PPD – One of the following is required. Proof of 1 step TB Skin test OR QuantiFERON Gold Blood Test (lab report required) OR if positive results, submit a clear chest x-ray. If previous positive results, must submit a completed TB Questionnaire from your healthcare provider.
  • Tetanus, Diphtheria & Pertussis (TDaP) – Submit documentation of a TDaP booster within the past 10 years. Documentation of TD must also show proof of pertussis.
  • Varicella (Chicken Pox) – One of the following is required. Proof of 2 vaccinations OR positive antibody titer (lab report required).
  • CPR Certification – Proof of American Heart Association (AHA) HeartCode BLS (basic life support) certification, an advanced course designed for healthcare providers. No course substitutions. (Note: The Heartsaver courses do not include BLS healthcare level CPR, and will not be accepted.)
  • Health Insurance Coverage – Proof of current health insurance coverage is required annually.

Background Check required*:

  • Prior to starting clinical rotation a background check is required. The package includes statewide criminal check, nationwide healthcare fraud and abuse scan, nationwide record indicator alias, social security alert, and residency history. (Note: includes addresses associated with your name outside the State of Maine.)

*DO NOT submit your documentation to the Nursing Program:
Students admitted to the nursing program receive a packet with instructions regarding the purchase of a medical document manager and request for background check.

Nursing Resources Laboratory

The UMA Nursing Resources Laboratory, located at the back of the Augusta Civic Center (second floor), has newly renovated lab classrooms and new clinical simulation lab. This excellent nurse education center provides an ideal setting for learning, while our relationship with numerous healthcare facilities provides our students with invaluable hands-on clinical experience.