CONAH Definitions
FDU’s College of Nursing and Allied Health offers degrees from associate to doctoral levels, certificates and certifications, and delivers curricula focused on delivering healthcare credentials in the most efficient time frame consistent with favorable outcomes. The descriptions of our flexible programs, which use a range of instructional methods, may include terms that are unfamiliar to prospective students.
We have assembled this list of definitions to help to in understanding our College of Nursing and Allied Health offerings. Please feel free to contact the College (such as by using the form on this page) at any time with any questions.
Accelerated nursing program
Accelerated nursing programs offer a rapid pathway to licensure as a registered nurse for students who have already completed a bachelor’s degree in a non-nursing discipline. Accelerated nursing programs waive non-nursing “general education” courses (as students are earning a second bachelor’s degree) and offer few academic recesses. They are typically 15-18 months long.
Advanced-level nursing program
Advanced-level nursing programs are for students who already have a license as a registered nurse (RN). The curriculum can be embedded in master’s degree or doctoral degree programs. Advanced-level nursing programs prepare individuals to be licensed/certified as an advanced practice provider (APRN/APN) such as nurse practitioner (NP), clinical nurse specialist (CNS), or certified registered nurse anesthetist (CRNA), and/or to develop nurse leader competencies.
Entry-level (or Entry-to-practice, or Pre-licensure) nursing program
Entry-level nursing programs prepare students to take the NCLEX-RN exam for licensure as a registered nurse (RN). The required curriculum for entry-to-practice nursing programs can be embedded in diploma, associate degree, bachelor’s degree, or master’s degree programs, and include accelerated nursing programs.
Second-degree nursing program
A second-degree nursing program is an entry-to-practice nursing program for students who have previously earned a bachelor’s degree and includes accelerated nursing programs.
Completion program
Completion programs are for licensed/registered allied health or nursing professionals who received their initial preparation through certificate, diploma, or associate degree programs, and who want to earn a bachelor’s degree. They are typically online, have a flexible pace, and include primarily arts and science courses (rather than allied health or nursing courses).
Accessible course content
Accessible course content is usable by as many people as possible without an undue burden. In an accessible course, students have equal opportunity to access everything they need to be successful regardless of their range of circumstances, locations, or ability. These resources may include online publications in place of expensive textbooks, video recordings of live classes so that students can review what was presented, and sample tests for practice.
Learning management system
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of education classes, training programs, or other teaching/learning programs. An LMS is used to organize, deliver and manage many types of content, including videos, discussion boards, courses, presentations, documents, grade centers, and links to third-party content. There are many LMS brands (e.g., Blackboard, Canvas, Brightspace), each with a variety of functionality and features, including integration with university student management platforms.
Traditional education program
This refers to a program of study in which the primary method for delivering course instruction is face-to-face (i.e., when a student and instructor are physically in the same place at the same time). A learning management system or other web-based system may used to support course instruction, such as to post syllabi for easy student access, and participation in some online activities (e.g., such as discussion boards) may occur, but to a much lesser degree than in an online education program.
Distance education program
This refers to a program of study in where distance technology (e.g., one-way, or two-way transmissions, audio, video, the Internet) is the primary method to support regular and substantive interactions between the instructor and the students, who are not physically in the same place. Instruction may be synchronous or asynchronous. A learning management system or other web-based system is usually foundational to support course management and instruction. Students in distance education programs engage in online activities and digital simulations, and use many different types of productivity applications (such as MS Office or GoogeDocs).
Hybrid education program
This refers to a program of study where which instruction occurs using both distance and traditional education methods of delivery. Hybrid educational programs may may be composed of some courses that are fully online and some courses that that are in-person, or may be composed of blended courses.
Online (or remote, or virtual) course
An online course is one in which all content is delivered without the need for faculty and students to meet in person. Some online courses have weekly synchronous sessions (where students meet online at a set date/time and interact in real-time), some online courses have a few synchronous sessions (usually 2-3 per semester, such as for orientation and a special presentation), and other online courses are fully asynchronous (no set meeting times with the faculty). (Online courses are denoted by WEB or RMT in the FDU course catalogue.)
Blended (or hybrid) course
A blended/hybrid course is one in which there is a component of in-person learning. Some blended courses have all students meet in person for certain lessons with online learning to complement/supplement, while other hybrid courses offer students the option of attending lessons either in-person or online. (Blended/hybrid courses are denoted by BLD in the FDU course catalogue.)
In-person course
A fully in-person course is one in which there is minimal or no online learning. This course model has become uncommon, as course content (such as slides, readings, videos, and discussion boards) is increasingly available and accessible in online LMS repositories (such as Blackboard or Canvas). Physical education courses, or courses requiring skills practice, commonly are fully in-person. (In-person courses are denoted by LEC or LAB in the FDU course catalogue.)
Synchronous vs asynchronous learning
Synchronous and Asynchronous learning are the two main types of online learning. In synchronous learning, learning occurs in different locations but at the same time for all students. This approach allows students to engage with the instructor and other class participants in real-time, using web conferencing software (such as Zoom or Teams).
In asynchronous learning, neither the students nor the instructors meet at a specified time. This approach allows students to complete their work when it suits their schedule. Asynchronous learning occurs when students complete readings, contribute to discussion boards, view videos, and complete assignments independently. There are many collaboration applications that allow students to complete group work in an asynchronous learning environment.
Cohort-based curriculum
A cohort-based curriculum is one in which students start and advance together throughout the duration of the program. Cohort-based courses are common for healthcare students, who have many courses that need to be taken in a particular sequence and have few elective courses. Students in a cohort-based curriculum commonly have assignments due on set dates. Students who need to retake a course in a program with a cohort-based curriculum may have to wait a year (and join a different cohort) to progress in their program, as not all courses are offered every semester.
Self-paced curriculum
A self-paced curriculum is one in which students have more control over the pace at which they advance through an educational program (including how many and which courses they will take each semester) and/or the pace at which they progress through individual courses and complete assignments. A self-paced curriculum is usually offered online, primarily with asynchronous learning methods, and is very desirable among working adults.
Elective course
An elective course is a course that a student can choose to take as part of their degree program but is not required for graduation or to fulfill a specific program or general education requirement. In many cases, the credits earned for an elective course are required for graduation, but the course per se is not.
Major elective course
An major elective course is a course that a student can choose, but only from among a certain group of courses that are offered by their program. Like “free” elective courses, credits earned for a major elective course are required for graduation, but the course per se is not.
Prerequisite
A prerequisite requirement (or prerequisite course) is one that must be successfully completed before a student can enroll in a program or in a higher-level course. Prerequisites are designed to ensure that students have the necessary foundational knowledge and skills to succeed in more challenging program requirements.
Corequisite
A corequisite requirement (or corequisite course) is one that must be taken during the same term as another course. For example, many science courses have a corequisite laboratory course. For healthcare students, many population-focused courses (e.g., Nursing Care of Pediatric Patients) have a corequisite clinical course.
APRN (or APN)
This is the licensure classification for nurses who have advanced education, knowledge, and skills in one of four practice roles: clinical nurse specialist (CNS), nurse practitioner (NP), certified registered nurse anesthetist (CRNA), or certified nurse midwife (CNM). An APRN has completed a course of study from an accredited nursing program, has succeeded in passing an examination in the APRN specialty credentialed by a national certifying agency, and then becomes licensed/certified by the state. States differ in the requirements for becoming an APRN and in the degree of practice/prescribing independence permitted for APRNs.
Preceptor
A preceptor is an educationally/experientially qualified person who has received orientation to function as a clinical supervisor during a clinical/practicum experience of a healthcare student in lieu of having a faculty member onsite with students. Preceptors serve over a period of time and they are a resource and role model for healthcare students, and typically provide input into the evaluation of student performance. Unlike faculty, preceptors are generally unpaid.
Nurse licensing exam (NCLEX-RN)
Every person who applies for licensure as a registered professional nurse (RN), regardless of state or educational preparation, is required to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). States differ on steps needed to be eligible to take the NCLEX-RN exam, but all require that a candidate be 18 years of age and graduate from an accredited nursing program.
Advanced practice nursing certification exam
In almost all states, APRNs must successfully complete an examination in an advanced practice nursing specialty that is accredited by the American Board of Nursing Specialties (ABNS) and/or the National Commission for Certifying Agencies (NCCA) in order to be designated and practice as an APRN. In some cases, candidates can take this examination prior to graduation from an accredited, approved advanced practice nursing program.
Accreditation
Accreditation is the voluntary, self-regulatory process by which non-governmental associations recognize educational institutions or programs that have been found to meet or exceed standards and criteria for educational quality. Accreditation also assists in the further improvement of the institutions or programs as related to resources invested, processes followed, and results achieved. Healthcare education program accreditation ensures that a license-qualifying program meets national standards for preparing graduates for licensure/certification, beyond what is required for overall college/university accreditation. For example, FDU’s nursing programs are accredited by ACEN (Accreditation Commission for Education in Nursing). There are also specialized accrediting bodies for programs in vocational nursing, nurse-midwifery, nurse anesthesia, allied health specialties, physical and occupational therapy, pharmacy, psychology, etc.
Diversity
The wide range of human characteristics that make one individual or a group of individuals different from another. Diversity characteristics include, but are not limited to, race, ethnicity, culture, gender identity and expression, age, national origin, religious beliefs, work sector, physical ability, sexual orientation, socioeconomic status, level of education, marital status, language, physical appearance, and neurocognitive differences.
Evidence-based practice
A systematic approach that integrates research evidence, clinical experience, and patient preference to inform decision making by healthcare providers. Healthcare education programs prepare students with knowledge and skills based on current research and professional standards so they can apply evidence-based practice in their future professional roles.
Experiential learning
Experiential learning is the process of “learning by doing.” Engaging students in experiences where they can connect theory and knowledge is considered a best practice in education. Experiential learning activities include clinical rotations in hospitals, sub-acute care settings, and healthcare clinics; as well as community engagement experiences (e.g., participation in health fairs, food distribution, support groups), participation in university wellness activities (e.g., blood drives, vaccine clinics), virtual reality scenarios, and clinical laboratory simulations.
Interprofessional collaboration
Sharing of information among two or more healthcare professionals from different disciplines who are working together with a common purpose and mutual respect to improve patient outcomes. FDU Health educational programs prepare students for interprofessional collaboration through interprofessional learning activities, where students from different healthcare programs learn together in structured activities or combined classrooms.
Direct care clinical hours
Direct care clinical hours are hours in which a student in a healthcare program provides care directly to a patient/client, under the supervision of faculty. These hours do not include hours developing competencies in a skills lab, using virtual reality applications, engaging in simulations, or conducting a community or other project. Direct care clinical hours are distributed in a way that prepares the students to provide care to the populations served and may include telehealth and international direct care experiences.
Graduate tuition discount
A graduate tuition discount is non-loan assistance that a college/university offers to reduce the cost of tuition for students enrolled in the graduate program. Graduate tuition discounts may be merit-based, program-based, or based upon some other criteria. In every case, the effect is the same: the amount a student pays for tuition is reduced.
Academic credits
Academic credits measure the time commitment a college/university student is expected to devote to learning. According to federal guidelines, one academic credit “reasonably approximates” to one hour of classroom learning plus two hours of independent work, for a 15-week course. The number of academic credits required to complete a degree program varies, but must be aligned with local, regional, and/or national standards. Credits required to complete a degree may vary from student to student, depending on credits earned in prior learning, advanced placement credits, credit for military service, and other programs.
Matriculated student
Matriculated students have enrolled in a college/university and registered for a specific degree, with the aim of completing the academic requirements to be conferred with that degree, after being accepted for admission to the college/university.
Non-matriculated (or “visiting”) student
Non-matriculated students have registered to take a course at a college/university but are not enrolled in a program that leads to a specific degree. Non-matriculated students may later choose to apply for admission to a degree-granting program at the university where they have taken a course and may be able to apply the course toward that degree.
Full-time student
A full-time student is a student who is enrolled for the number of hours or courses that the school considers to be full-time attendance. This varies depending on the context. For example, a university undergraduate student is considered to be full-time for federal financial aid if they are enrolled in at least 12 credit hours per semester. Graduate students may be considered full-time if their total course load is equal to at least 75 percent of the normal full-time course load. Doctoral students may be considered full-time even if taking as few as 6 dissertation credits.
First-time, full-time student
A first-time full-time student is a student who is attending college for the first time and enrolled in a full-time course load. These students have different needs than students with college experience, or who are attending part-time. In the past, first-time, full-time students had typically recently completed high school. As college becomes more accessible, and course format more flexible, first-time, full-time students are increasingly diverse.
Transfer student
A college transfer student is someone who has completed coursework at one college/university and then decides to transfer to another college/university to continue their studies. Transfer students need to pay close attention to how their completed coursework will apply to the degree requirements at the new college/university and tend toward transferring to institutions with liberal credit transfer policies.
Change-of-major
Change-of-major refers to the process by which a student enrolled in a college/university switches to a different area of study, either within the degree program or in an entirely new degree program. This is a formal process and often requires being “accepted” into the new major or degree program, including meeting prerequisite requirements.