NUR 542 NCLEX Preparations

Charles R. Drew University of Medicine and Science

Mervyn M. Dymally School of Nursing
Course Syllabus
Spring 2016
NUR 542: NCLEX Preparation

Faculty Information
Assistant Professor:
Office:
For emergency:
Office Telephone
E-mail:
Office hours:

Betty Butler, DNP, MSN, RN

LSRNE Building N203 Room 205
Call 323-563-4800 and leave a message
(323) 568-3306
bettybutler@cdrewu.edu

Mentor/Content Expert:
Office:
For emergency:
Office Telephone
E-mail:
Office hours:

Rebecca, EdD, MSN, RN,

LSRNE Building, Room N
Call (323) 563-4800 and leave a message
(323) 568- 4871
rebeccaharris@cdrewu.edu

Placement in Curriculum:
Pre-Requisite:
Co-Requisite:
Course Credit/Clock Hours:

Semester Four, Year One

Admission into the ELM Program
1 total units: 15 Hours

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Mission and Purpose Statement of Charles R. Drew University:

To conduct education, research and clinical services in the context of community engagement to
train health professionals who promote wellness, provide care with excellence and compassion, and
transform the health of underserved communities.
School of Nursing Mission Statement:
The mission of the Charles R. Drew University Master of Science in Nursing program is to
advance the science and art of nursing by conducting nursing research and providing nursing
students with education that emphasizes the health status of underserved communities for the
purpose of enabling graduates to provide evidence-based nursing care with dignity, respect and
compassion to all nursing clients.
School of Nursing Conceptual Framework:
The Smith and Bazini-Barakat (2003) public health nursing practice model provides the theoretical
framework for the curriculum. The model captures three phases of health and illness that nurses are
involved in including: 1) primary, 2) secondary, and 3) tertiary prevention. Primary prevention
promotes health and prevents illness before it develops. Secondary prevention detects and treats a
problem after it has begun but in the early stages preferably before the sign and symptoms
appear. Tertiary prevention and care keeps existing problems from getting worse. It is highly
recommended to read and learn our School of Nursing conceptual model located at the link below:
2016 NCLEX-RN Test Plan:
Entry into the practice of nursing is regulated by the licensing authorities within each of the
[National Council of State Boards of Nursing (NCSBN, 2016)] (member board jurisdictions (state,
commonwealth, and territorial boards of nursing). To ensure public protection, each jurisdiction
requires candidates for licensure to meet set requirements that include passing an examination that
measures the competencies needed to perform safely and effectively as a newly licensed, entrylevel registered nurse (NCSBN, 2016).
Course Description:
This course is designed to provide the beginning nurse with the knowledge and skills that are
essential for preparation to sit for the NCLEX examination. The focus of the course will evaluate
the students ability through a structured NCLEX-RN Test Plan that is organized into four major
Client Needs categories that includes; Safe and Effective Care Environment, Health Promotion and
Maintenance, Psychosocial Integrity and Physiological Integrity.
The NCLEX-RN Test Plan provides a concise summary of the content and scope of the licensing
examination. It serves as a guide for examination development as well as candidate preparation.
The NCLEX examination assesses the knowledge, skills and abilities that are essential for the
entry-level nurse to use in order to meet the needs of clients requiring the promotion, maintenance
or restoration of health (2016).

2
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1/2016

Test Plan Structure:

The framework of Client Needs was selected for the examination because it provides a universal
structure for defining nursing actions and competencies, and focuses on clients in all settings. The
content of the NCLEX-RN Test Plan is organized into four major Client Needs categories. Two of
the four categories are divided into subcategories:
Two of the four categories are divided into subcategories are divided into subcategories [National
Council for State Boards of Nursing (NCSBN), 2016]:
Safe and Effective Care Environment

Management of Care
Safety and Infection Control
Health Promotion and
Maintenance
Psychosocial Integrity
Physiological Integrity
Basic Care and Comfort
Pharmacological and Parenteral Therapies
Reduction of Risk Potential
Physiological Adaptation (NCSBN, 2016).

Physiological Adaptation
14%

Management of Care
20%

Reduction of Risk Potential

12%
Safety and Infection Control
12%
Pharmacological and
Parenteral Therapies
15%

Basic Care and Comfort

9%

Health Promotion and

Maintenance
9%
Psychosocial Integrity
9%

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Integrated Processes:
Fundamental to the practice of nursing, the following processes are integrated throughout the above
categories. They include the following: Nursing Process, Caring, Communication and
Documentation, Teaching/Learning, and Culture and Spirituality.
Nursing Process
Caring

Communication and Documentation

Teaching/Learning
Culture and Spirituality

A scientific, clinical reasoning approach to client care

that includes assessment, analysis, planning,
implementation and evaluation
Interaction of the nurse and client in an atmosphere
of mutual respect and trust. In this collaborative
environment, the nurse provides encouragement,
hope, support and compassion to help achieve
desired outcomes
Verbal and nonverbal interactions between the nurse
and the client, the clients significant others and the
other members of the health care team. Events and
activities associated with client care are recorded in
written and/or electronic records that demonstrate
adherence to the standards of practice and
accountability in the provision of care
Facilitation of the acquisition of knowledge, skills
and attitudes promoting a change in behavior
Interaction of the nurse and the client (individual,
family or group, including significant others and
population) which recognizes and considers the
client-reported, self-identified, unique and individual
preferences to client care, the applicable standard of
care and legal instructions

Course Objectives:
Upon completion of this course students will be able to:
1. Demonstrate nursing competencies for entry into the practice of nursing by utilizing
beginning professional knowledge and core competencies (critical thinking,
communication, assessment and technical skills) derived from foundation of nursing
science and general education. Nursing competency will be demonstrated through weekly
test taking of the content outlined, evaluation of knowledge and ability and discussion.
2. Mastering of the following content will be demonstrated:
a. Safe and Effective Care Environment.
b. Health Promotion and Maintenance.
c. Psychosocial Integrity.
d. Physiological Integrity
e. Completion of NCLEX resources for test preparation that includes:
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RN Course Books
Videos: Orientation Strategy Seminar, Test Taking Workshop
Question Trainers: (Total of seven (7) exams)
Decision Tree Video: Review of content videos
Question Bank: Total of 1300 questions
NCLEX RN Review: 4-day review-8 sessions
NCLEX Sample: Take #3 and #4 a week before exam

Required Textbooks: None

Recommended Textbooks: RN Course Books
Recommended Web Sites and Resources for Review:
California Board of Registered Nursing (http://www.rn.ca.gov)
Center for Disease Control and Prevention (CDC) (http://cdc.org)
Healthy People 2020 (http://www.healthypeople.gov/2020)
Lippincotts Nursing Center (http://www.nursingcenter.com)
National Council of State Board of Nursing, Inc. (http://www.ncsbn.org)
National Institute of Health (NIH) (http://nih.gov)
Quality Safety Education for Nurses (http://qsen.org)
Grading: Non-graded Course
Course Evaluation: N/A
Teaching/Learning Strategies:
Lecture, discussion, videos, question trainers, review sessions , sample questions and question
banks.
Student Learning Responsibilities:
Learning of any new skill requires the student to acquire basic knowledge of the subject matter, to
modify attitudes that may impede learning and acquire attitudes that will facilitate learning. The
student needs to also practice use of the new knowledge in appropriate settings in order to link the
new knowledge and skill to memory and make the material available for future use. A variety of
learning activities will be undertaken as part of this course and students are encouraged to
experiment with new ways of learning as well as to utilize learning methods that are most familiar
and comfortable. The student is expected to be a self-motivated and active adult learner who takes
initiative to meet the objectives of the course as well as her/his personal learning objectives.
Learning activities in which students will be engaged in this course include:
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1/2016

Completing required videos for every class

Performing question trainers and sample test.
Actively listening in class lectures/discussions and responding to questions posed by faculty
or peers.
Actively participating in class discussions and review sessions

Role of the Faculty:

The role of faculty in this graduate course will be primarily as an experienced consultant who is
available to guide and assist students in meeting the course requirements. Faculty will introduce the
course, assign required reading and learning activities that will facilitate students in their learning
of course material and provide guidance, support and organization so that students may progress in
meeting their own learning objectives and those of the course. Students are expected to exercise
personal initiative and decision-making in all aspects of the course while sharing those
responsibilities with others when appropriate.

Schedule of weekly content will be placed here!

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NCLEX-RN PREP PROCESS

PLAN.PRACTICEPASS!!!!!
The process is to test, analyze, review (remediate), think, study,
then test again. You should aim for scores > 65%.
You should complete all your Focused Tests, Question Trainers 1-7, QBanks
AND review each question before you take your NCLEX.
Remember this is a marathon, NOT a sprint; Do not rush but also DO
NOT Procrastinate! Watch the Strategy Seminar, Test Taking
Workshop, Decision Tree videos from the NCLEX- prep box.
Click on this link to watch a 9 minute video about how to use the NCLEXprep box:
Click here >>>>> https://liveonline.kaptest.com/p143v7wprn4/

Start with a comprehensive test called Question Trainer #1 and follow

this process:
Take the test: after you complete the test, analyze your result (analysis
page of the test)

Did you change answers? Which way? Right to wrong or wrong to right?

Did you take enough time on each question or did you take too much
time on each one?

Did you lose concentration, if so, can you see a pattern? Do you need a
break, so you can relax and take deep breaths?

Did you not know the content of the question?

Review EVERY question thinking about why did the authors choose one
answer and you
picked another one.
Identify your lowest client need categories scores (the big 3 are
Management (23%),
Pharmacology and Parenteral Therapies (18%) , Physiological Adaptation
(17%) from the Analyze This Test page.
Watch the content video(s) of your lowest Client Need Categories using
the Content Review Guide (or eBook) as an outline for notes. (Download

eBook from Student homepage.)

Revised
1/2016

After the review course, continue with this process >> test, analysis,
review, think, study then test again. We cannot tell you enough the
learning occurs AFTER the test, do NOT skip this part. Start making
QBank tests.

8
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1/2016

BEFORE THE REVIEW COURSE (DURING YOUR LAST SEMESTER)

Date

Test

Category Scores

Total score
__________
Management
Question
_______
Trainer 1 Safety/Infec _______
75
Health Prom
questions;
_____________ Psychosocial
90 minutes
_______
Basic Care
_______
Pharm
Comments, questions, thoughts on Question

Evaluate
how you
took the
test

Remediation
Think about why
you picked each
answer why did
the writers pick
their answer

#
changed
answers right
to wrong

What were your

lowest 2
categories: 1
2

Q # start
run of wrong
answers

Watch content
video 1
2

too fast
too slow

Trainer 1? Are you thinking about how you

are thinking?

Total score
__________
Management
Question
_______
Trainer 2 Safety/Infec _______
75
Health Prom
questions;
_____________ Psychosocial
90 minutes
_______
Basic Care
_______
Pharm
Comments, questions, thoughts on Question
Trainer 2? Are you thinking about how you
are thinking?

#
changed
answers right
to wrong

What were your

lowest 2
categories: 1
2

Q # start
run of wrong
answers

Watch content
video 1
2

too fast
too slow

Question
Trainer 3
100
questions;
2 hours

Total score
__________
Management
_______
Safety/Infec _______
Health Prom
_____________ Psychosocial
_______
Basic Care
_______
Pharm
Reduce risk

#
changed
answers right
to wrong

What were your

lowest 2
categories: 1
2

Q # start
run of wrong
answers

Watch content
video 1
2

too fast
too slow

Comments, questions, thoughts on Question

Trainer 3? Are you thinking about how you
are thinking?
Are you seeing improvement?

Total score
__________
Management
Kaplan
_______
Exit Test Safety/Infec _______
(This test may
Health Prom
vary from
_____________ Psychosocial
school to
_______
school)
Basic Care
_______
Pharm
Comments, questions, thoughts on

#
changed
answers right
to wrong

What were your

lowest 2
categories: 1
2

Q # start
run of wrong
answers

Watch content
video 1
2

too fast
too slow

this test? Do you see improvement?

Are you thinking about how you are thinking?

Watch the Orientation video in the NCLEX Prep section on the Kaplan site. What did
you learn?

---AFTER THE KAPLAN REVIEW CLASS---

#
Total score
changed
Readiness __________
answers right
Management
to wrong
Test
_______
Safety/Infec _______
Q # start
(Taken last Health Prom
run of wrong
day of
answers
_____________ Psychosocial
Review
_______
too fast
Course;
Basic Care
too slow
3.5 hours)
_______
Pharm
Comments, questions, thoughts on the Readiness Test?

What were your

lowest 2
categories: 1
2
Watch content
video 1
2

Do you see improvement?

Are you thinking about how you are thinking?

Did you use the Decision Tree?

Did you take a break at the best time for you?

Take 50 - 100 Q bank questions each day until your next test - REMEDIATE and
Review.
Analyze your weakest Client Need Category and use Review of Content video,
eBook or Guide and Focus Review Tests. (Add dates as needed)
Date
Date
Date
#
Total score
changed
__________
answers right
Management
to wrong
Question
_______
Trainer 4 Safety/Infec _______
Q # start
150
run
of
wrong
Health Prom
answers
questions; _____________ Psychosocial
3 hours
_______
too fast
Basic Care
too slow
_______
Pharm
Comments, questions, thoughts on the Question Trainer 4?

5-6 weeks
before your
NCLEX
date

Do you see improvement?

Are you thinking about how you are

thinking? Did you use the Decision Tree?

the best time for you?

Did you take a break at

What were your

lowest 2
categories: 1
2
Watch content
video 1
2

Take 100 Q bank questions each day until your next test - REMEDIATE and Review.
Analyze your weakest Client Need Category and use Review of Content video,
eBook or Guide and Focus Review Tests. (Add dates as needed)
Date
Date
Date
#
Total score
changed
__________
Question
answers right
Management
to wrong
Trainer 5
_______
150
Safety/Infec _______
Q # start
questions;
run
of
wrong
Health Prom
3 hours
answers
_____________ Psychosocial
_______
too fast
Basic Care
too slow
_______
Pharm
Comments, questions, thoughts on the Question Trainer 5?

4-5 weeks
before your
NCLEX
date

Do you see improvement?

What were your

lowest 2
categories: 1
2
Watch content
video 1
2

Are you thinking about how you are

thinking? Did you use the Decision Tree?

Did you take a break at

the best time for you?

Take 100 Q bank questions each day until your next test - REMEDIATE and Review.
Analyze your weakest Client Need Category and use Review of Content video,
eBook or Guide and Focus Review Tests. (Add dates as needed)
Date
Date
Date
#
Total score
changed
2-3 weeks
Question __________
answers right
before your
Management
to wrong
Trainer 6
NCLEX
_______
200
Q # start
Date
Safety/Infec _______
questions;
run
of
wrong
Health Prom
4 hours
answers
_____________ Psychosocial
_______
too fast
Basic Care
too slow
_______
Pharm
Comments, questions, thoughts on the Question Trainer 6?

Do you see improvement?

Are you thinking about how you are

thinking? Did you use the Decision Tree?

the best time for you?

Did you take a break at

What were your

lowest 2
categories: 1
2
Watch content
video 1
2

Take 100 Q bank questions each day until your next test - REMEDIATE and Review.
Analyze your weakest Client Need Category and use Review of Content video,
eBook or Guide and Focus Review Tests. (Add dates as needed)
Date
Date
Date
Watch the Review of Questions videos if you need it. They are taped webinars
of a Review Class. Pause the tape after the question is displayed, answer it,
then un-pause it to see if you answered correctly using the Decision Tree.

*****Take QBank Sample Tests 1, 2, 3, 4******

Save Test 3 for 5-7 days before NCLEX!. It is all prioritization questions
(Which patient do I see first?) and you MUST look back to evaluate your
answers. Test 4 is all Alternate Items. Your score should be close to 65% for
all. If not, really look at WHY you are choosing the wrong answers.
NCLEX Sample Test 1

50 questions / 1 hour
Score
2 50 questions / 1 hour
Date
NCLEX Sample Test 3
30 questions / 36
Score
first?)
NCLEX Sample Test 4
50 questions

Date
NCLEX Sample Test
Score
minutes
Date
(Which pt do I see
/ 1 hour

Question Trainer 7 is your dress rehearsal for the NCLEX. It is 265

questions, 5 hrs 18 min long (thats the maximum questions allowed for NCLEX)
and contains all analysis and application level. You should be above 65% but you
will be okay if you are above 55. The BIG 3 should be close to the 65 mark.
Please take this test as if you are taking the real NCLEX, dress the way you will
on that day, be in a quiet controlled environment, break when you should, do
NOT talk on the phone, check Facebook, email or watch TV. You need to know if
you are ready for NCLEX, this is how you will tell.
#
What were your
Total score
changed
lowest 2
One week
__________
answers right
categories: 1
before your
to wrong
2
Question Management
NCLEX
_______
Trainer 7 Safety/Infec _______
Q # start
Watch content
date
265
run
of
wrong
video 1
Health Prom
answers
2
questions; _____________ Psychosocial
5 hours 18
_______
too fast
minutes
Basic Care
too slow
_______
Pharm
Comments, questions, thoughts on the Question Trainer 7?

Keep taking 100 Q bank questions each day until your NCLEX Exam date REMEDIATE and Review!! Analyze your weakest Client Need Category and use
Review of Content video, eBook or Guide and Focus Review Tests.(Add dates as
needed)
Date
Date
Date

Before your NCLEX Exam, you should have completed all the
resources and reviewed each one in careful and purposeful
manner.
Have you done this?
The day before your test,
Rest your mind and exercise your body -- NO studying!!
Use these resources:
Attend free webinars: www.kaplannursing.com
Email for help: NCLEX-Expert@kaplan.com
FaceBook: https://www.facebook.com/KaplanNCLEXPrep
Remediation is the KEY to success!
Assessment Testing and Remediation: HESI-NCLEX-RN Preparation

Print out the above pages and keep

a record of number of test taken
and scores!

Continue with Mervyn M. Dymally School of Nursing (MMDSON) P&P:

Policies and Procedures:
I.

Mervyn M. Dymally School of Nursing (MMDSON) at Charles R. Drew University (CDU) is

committed to providing resources designed to assist graduates to be successful with our rigorous
course of study and to pass the NCLEX-RN examination the first time. Participation in the Elsevier
HESI Assessment Testing and Remediation Program is mandatory for all students and incorporates
the use of case studies, quizzes, specialty exams, online courses and the RN exit exams to assess
and assist students in preparing for the NCLEX-RN exam. The aforementioned activities must be
completed as specified in the course syllabi, in order to progress and matriculate in the School of
Nursing.

Attendance/Course Participation:
Participation in classroom discussions is required. Attendance at each class session is expected, as new
material is covered in each session.
1. Attendance and punctuality at each classroom and clinical session is required. Tardiness is
unacceptable and will be reflected in your evaluation or by further action.
2. If you are too ill to report to your clinical facility, you must notify your clinical instructor by calling
him/her at least two hours prior to the established clinical start time. More than one absence is
considered unsatisfactory clinical performance and may result in failure of the clinical course
component.
Course Policies:
1. Each student is expected to be present for class each week and be prepared for any assigned topic by
having completed the required readings/exercises and to be active in discussion during each class
session. Critical reading, critical thinking, and active, rigorous discussion and questioning are expected
of students.
2. Attendance and punctuality at all class sessions are required. Faculty members are expected to record
student attendance regularly. Lateness or absence from class will be noted. Students bear full
responsibility for acquiring knowledge of all material covered in classes for which they have been late
or absent. Because of tight timelines, the importance of class discussion, the importance of classroom
learning activities and the frequency of assignments, students who miss more than one class over the
semester may be asked to withdraw from the course.
3. Class preparation consists of being prepared when called upon, having written answers to the assigned
questions. Students will be called on randomly and/or given pop-quizzes.
4. The instructor reserves the right to modify the class schedule and reading assignments during the
course, based on student input and needs.
5. Compliance with Americans with Disabilities Act: Any student in this course who has a disability that
might prevent him/her from fully demonstrating his/her abilities should meet with an advisor in the
Student Education and Service Center (SESC) as soon as possible. The SESC staff will initiate learning
disability verification and discuss accommodations that may be necessary to ensure your full
participation in the successful completion of course requirements.

6. All students are required to complete and submit an electronic course evaluation (Didactic and/or
Clinical as applicable) at the end of this course.
7. Non-Discriminatory Policy: CDU has a zero tolerance for any form of discrimination and/or
harassment including, but not limited to, discrimination and\or harassment on the basis of race, color,
sex, sexual orientation, gender, gender identity, gender expression, age (over 40), physical handicap,
disability, national origin, ancestry, marital status, medical condition, military or veteran status,
genetics, or religion. CDU does not prohibit the use of any language unless such prohibition is required
for business or academic purposes. CDU will reasonably accommodate any employee or job applicant
that requires such an accommodation. CDU will not retaliate against any employee, applicant, or
student because they have engaged in protected activity. CDU supports, and is in compliance with, Title
IV, Title VI, Title VII, Title IX, Clery Act, Violence Against Women Act, SaVE Act, Americans with
Disabilities Act, California Fair Employment and Housing Act, and all other applicable State and
Federal Statutes.
8. HIPAA Compliance - In order to avoid violations of HIPAA, you must not collect in your notes or
include in any reports (e.g., patient care plans) any information that would permit a third party to
identify a specific patient. Such information includes, but is not limited to, a patients name, address,
social security number, or the name of the hospital or clinic where you observed the patient. For
example, the diagnosis alone or situation may be such as to permit others to identify the patient. If other
information permit a third party to identify the patient, you should consult with your faculty member
regarding the appropriate way to comply with your course assignment prior to preparing a report about
that patient
Academic Integrity:

Expectation: Both the SON and the university expect academic integrity in all projects, papers,
examinations and related work.
Definitions: Academic Integrity: The maintenance of academic integrity and quality education is the
responsibility of each student at Charles R. Drew University. Plagiarism in connection with an academic
program is an offense for which a student will be expelled, suspended or given another disciplinary action.
Academic dishonesty diminishes the quality of scholarship and defrauds those who depend upon the
integrity of the educational system. Academic dishonesty includes:

Intentionally using or attempting to use unauthorized materials, information, or study aids in any
academic exercise.

Students completing any examination should assume that external assistance (e.g. books, notes,
calculators and conversations with others) is prohibited unless specifically authorized by the
instructor.

Students may not allow others to conduct research or prepare work for them without advance
authorization from the instructor.

Substantial portions of the same academic work may not be submitted for credit in more than one
course without authorization.

Fabrication: Intentional falsification or invention of any information or citation in an academic exercise.

Facilitating Academic Dishonesty: Intentionally or knowingly helping or attempting to help another
commit an act of academic dishonesty.
Plagiarism: To steal or pass off the words or ideas of another as ones own or to use without crediting the
source.
Plagiarism, fabrication and facilitating academic dishonesty will result in an F for that assignment plus
permanent probation for all students involved.
Any incident of violation of the Academic Integrity Policy may be handled by a faculty member or may be
treated as a judicial action, following the Student Codes of Conduct in the Student Handbook.
Documentation of a violation and any resulting discipline may be placed in the students file.
1. Coursework, laboratory exercises, reports and essays submitted for assessment must be your own work,
unless in the case of group projects a joint effort is expected and is indicated as such.
2. Use of quotations or data from the work of others is entirely acceptable and is often very valuable
provided that the source of the quotation or data is given. Failure to provide a source or put quotation
marks around material that is taken from elsewhere gives the appearance that the comments are
ostensibly your own. When quoting word-for-word from the work of another person quotation marks or
indenting (setting the quotation in from the margin) must be used and the source of the quoted material
must be acknowledged.
3. Sources of quotations used should be listed in full in a bibliography at the end of your piece of work.
Safe Assign:
Safe Assign is a plagiarism prevention tool that detects unoriginal content in students papers by identifying
areas of overlap between submitted assignments and existing works. All papers will be submitted through
Safe Assign to ensure that no portion of the paper has been plagiarized. After a paper has been processed,
an assessment report will be available that will show the percentage of text in the submitted paper that
matches existing sources. This percentage must not exceed 20%.
Non-discriminatory Policy:
CDU has a zero tolerance for any form of discrimination and/or harassment including, but not limited to,
discrimination and\or harassment on the basis of race, color, sex, sexual orientation, gender, gender
identity, gender expression, age (over 40), physical handicap, disability, national origin, ancestry, marital
status, medical condition, military or veteran status, genetics, or religion. CDU does not prohibit the use of
any language unless such prohibition is required for business or academic purposes. CDU will reasonably
accommodate any employee or job applicant that requires such an accommodation.
CDU will not retaliate against any employee, applicant, or student because they have engaged in protected
activity.

CDU supports, and is in compliance with, Title IV, Title VI, Title VII, Title IX, Clery Act, Violence Against
Women Act, SaVE Act, Americans with Disabilities Act, California Fair Employment and Housing Act, and
all other applicable State and Federal Statutes.
For any further policies, see Charles R. Drew University Catalog and MMDSON Student Handbook.
Support Services:
Learning Resource Center (LRC) is located in the Life Science Research and Nursing Education
(LSRNE) Building, serves as a resource specifically designed to supplement the learning needs of students
enrolled in the Mervyn M. Dymally School of Nursing (MMDSON). LRC offerings will include:
Supportive textbooks and remediation activities. Hours of operation are posted. Students are to make
individual appointments as needed.
Student Education and Service Center (SESC) is dedicated to helping students experience maximum
intellectual development and personal growth for students enrolled in any of the academic programs
offerings of the College of Medicine (COM), College of Science and Health (COSH) and the Mervyn M.
Dymally School of Nursing (MMDSON).
Academic Services
Charles R. Drew University has a library that assists the student in achieving the requirements of this
course. Any materials placed on reserve for this course are located in the Cobb library.
Special Needs Learners:
Students having special needs due to learning disabilities, language, or other factors that may affect
achievement should make special needs known to the instructor during the first week of the course.
Substantiation of the learning disability is the students responsibility.
Any student is this course who has a disability that might prevent him or her from fully demonstrating his
or her abilities should meet with an advisor in the SESC as soon as possible to initiate assistance with
resources (See SON Handbook).
* Schedules and dates are subject to change