Functional and Technical Standards
Admission and continued participation in the academic programs of the School of Nursing requires students to satisfy the functional and technical standards for nursing students by consistently demonstrating the skills relevant to each component of the academic program.
The VCU School of Nursing is committed to ensuring accessibility and equal access to its academic programs and provides reasonable accommodation to students with disabilities, as set forth in the university’s policy on Accessibility and Reasonable Accommodation. Students who think they may need an accommodation to meet one or more technical standards must contact the VCU Division for Academic Success to determine what accommodation(s) can be offered.
Functional and Technical Standards for Nursing Students in Direct Patient Care Programs
B.S. Program, Nurse Practitioner
The VCU School of Nursing supports student success in acquiring nursing knowledge for strong clinical judgment and reasoning, the building of competent interpersonal relationships necessary to the nursing profession, and the achievement of highly professional nursing behaviors. Nursing education also involves the development and application of intricate skills that typically depend on sensory observation, verbal and non-verbal communication, gross and fine motor skills, cognitive, behavioral, and social abilities for professional success, particularly in preparing for a role in direct patient care. Individuals interested in a potential career in nursing need to be fully informed about the functional and technical expectations needed for successful achievement in nursing education, particularly in the provision of safe, high-quality, direct patient care.
Functional/Technical Standard: Sensory and Perception
Purpose for and Definition of the Functional/Technical Standard
Important to data collection for progressive and urgent evaluation of patient care and safety
Examples
- Collect and interpret patient data about skin, body drainage etc., including observation of visual, audio, touch and odor cues
- Read instrument gauges for monitoring patient status
- General observation of patient behavior
- Assess patient health through taking blood pressures and observing auscultate breath, heart and bowel sounds
- Assess equipment audio alarms, verbal patient requests and cries for help
- Use a stethoscope to observe blood pressure, lung and bowel functioning
- Discern odors emanating from a patient, as well as smoke or chemicals in the immediate environment as a mechanism for maintaining patient safety
- Perception for continuous awareness of surroundings for the safety of patients, nurses and others in the immediate environment
Functional/Technical Standard: Motor
Purpose for and Definition of the Functional/Technical Standard
Performance of gross and fine motor movements with coordination necessary for effective manipulation of tools and devices for physical intervention associated with direct patient care
Examples
- Fine motor skills needed to perform clinical interventions associated with direct patient care. Examples include, but not limited to, performing physical assessment techniques with patients to include inspection, palpation, percussion, auscultation and other diagnostic maneuvers; insertion of intravenous catheters, foley catheters, nasogastric and other types of tubing.
- Gross motor skills: Move patients in hospital beds, to and from stretchers or wheelchairs; turn, transfer and ambulate patients; lift, carry, push or pull up to 25-50 pounds, with or without accommodation.
- Movement and maneuverability to assist with procedures, treatments, medication administration, management and operation of diagnostic and therapeutic equipment
- Strength, stamina and endurance of mobility and the coordination of gross and fine motor movements for optimal and often prolonged engagement in patient care
Functional/Technical Standard: Communication
Purpose for and Definition of the Functional/Technical Standard
Verbal and nonverbal communication
Examples
- Read, write, speak and comprehend written and verbal communication for interacting with patients, family members and other professionals in health care settings as well as maintaining patient records and providing patient education
- Listen to patients and others to assess their comprehension of education
- Collect written and verbal information for patient assessments
Functional/Technical Standard: Cognitive
Purpose for and Definition of the Functional/Technical Standard
Capacity for gaining knowledge about nursing in general during education and applying it to patient clinical situations; intellectual, conceptual and quantitative abilities
Examples
- Measure and perform assessments
- Calculate formulas and perform mathematical functions related to medication administration
- Analyze, integrate and synthesize knowledge
- Integrating ethical reasoning into critical thinking and clinical judgments
- Critical appraisal of research as evidence for nursing practice
Functional/Technical Standard: Professional, Behavioral and Social
Purpose for and Definition of the Functional/Technical Standard
Collaborative and productive behaviors and social relationships for professional nursing education activities
Examples
- Establish rapport and interact with sensitivity toward others, including patients, families, classmates, coworkers, instructors, members of the health care team, other staff and members of the general public in a health care setting
- Manage stress and other emotions to address complex and dynamic patient care conditions and environments
- Take self-responsibility for actions and outcomes
- Respect for and openness to learning about to diverse groups and their approaches to thinking and acting
- Demonstrate cooperative teamwork, that is courteous, considerate and respectful of others
- Demonstrate ethical behavior including patient confidentiality the protection of patient rights
- Demonstrate professional nursing standards (values of excellence, respect, diversity, integrity and accountability)