Introduction

This Student Handbook is designed to be a quick reference guide that is both informative and helpful. It is not a contract. It does not replace the official Catalog. It is a collection of information and policies, both general and specific, for the University of St. Augustine for Health Sciences’ (USAHS; the University; the University of St. Augustine) degree programs. If any conflict appears to exist between this Handbook and statements in the Catalog, the Catalog takes precedence. The University reserves the right to make changes to the Student Handbook at any time. The Student Handbook and University Catalog can be found on the USAHS website, www.usa.edu, under the Admissions & Aid tab.

The University complies with and follows policies associated with the Americans with Disabilities Act, including the right of reasonable accommodation. It also does not discriminate by reason of race, religion, age, gender, sexual orientation, or ethnic creed.

Each student should carefully read the current issues of both the Student Handbook and the Catalog. Please complete and return the Student Handbook Acknowledgment Form to the Student Services Office.

University of St. Augustine for Health Sciences Mission

The mission of the University of St. Augustine for Health Sciences is the development of professional health care practitioners through innovative, individualized, and quality classroom, clinical, and distance education.

Institutional Learning Outcomes

As a result of their educational experiences at the University of St. Augustine, graduates will achieve the following:

• Employ the skills necessary to engage in lifelong learning through intellectual inquiry
  • Promote the value of lifelong learning
  • Demonstrate information literacy
  • Analyze knowledge and skills to formulate a plan for self-improvement
  • Teach and mentor others
•  Apply an interdisciplinary approach to solving problems
  • Foster respect in the values and roles of interdisciplinary professionals
  • Determine the need for interdisciplinary collaboration
  • Practice interdisciplinary teamwork and communication
  • Recognize self-limitations and the need for referral
•  Utilize effective practice based on foundational knowledge and professional skills
  • Perform safe and competent skills as a clinician/researcher/educator
  • Apply the evidence to decision making across various aspects of practice
  • Promote the use of evidence in the workplace
  • Seek knowledge to stay current with practice standards
• Use effective professional communication
  • Appreciate the value of professional communication in daily interactions
  • Demonstrate professional communication across diverse groups and varied situations
  • Evaluate appropriate communication strategies
  • Build rapport with all types of people
• Exhibit professionalism, integrity, and ethical standards
  • Reflect on the value of professionalism in daily interactions
  • Demonstrate appropriate ethical and moral choices (in practice settings) that are in the best interest of the client
  • Apply a nonjudgmental approach in decision making by respecting values and beliefs of people from a variety of backgrounds
• Display leadership skills in a given profession
  • Define the role of leadership in professional advocacy
  • Promote the profession and ones abilities in a positive, constructive manner
  • Exhibit personal leadership development
  • Use effective organization and time management for efficient practice
• Apply evidence to decision making across various aspects of practice
  • Utilize critical thinking, logic, and sound reasoning when making decisions
  • Practice intellectual independence
  • Evaluate the problems, solutions, and consequences of current practice issues
  • Use flexible and creative thinking to solve problems

Expectations for Students in Professional Programs

Graduate health care education prepares students for the professional practice of their discipline and develops the skills necessary to become a self-directed, lifelong learner within the ever changing field of health care. This level of education requires a higher level of participation and commitment than is typically required of students in most undergraduate degree programs. In order to successfully progress through the academic program and transition into the role of a health care professional, it is important that students are self-directed in their learning and assume responsibility for their educational and professional growth and development. They should take the initiative to reflect on their own strengths and weaknesses, assess their own learning needs, identify available resources (human and material), and select and implement appropriate learning strategies. Students should relate prior academic or life experiences to new learning while recognizing that there is usually more than one answer or approach to most questions or problems. Students should exhibit high levels of self-reflection, self-motivation, engagement, intellectual curiosity, professionalism, and ethical standards. Students are expected to devote sufficient time to their studies and to be committed to learning activities both in and out of the academic setting in order to be successful.

NURSING POST-GRADUATE CERTIFICATES OFFERED

Family Nurse Practioner

Nurse Educator

Nurse Executive

Nurse Informaticist

See Catalog for full descriptions.

University of St. Augustine Teach-Out for Degree Programs

If the University decides to halt enrollments in a program, the University is obligated to develop a plan to teach-out the remaining students in the program. If that occurs, the students will receive timely and complete information regarding individual course plans and a timeline for degree completion.

Dr. Divina Grossman, President/CAO
University of St. Augustine for Health Sciences
700 Windy Point Drive
San Marcos, CA 92069