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The Essential Functional Abilities Standards for the Bachelor of Science–Nursing (BSN) program at the University of Wisconsin–Madison School of Nursing. The purpose of these standards is to validate the BSN student’s ability to meet cognitive, affective, and psychomotor requirements of the curriculum with or without academic accommodations and/or auxiliary aids and services, consistent with Title II of the Americans with Disabilities Act, as amended, and Section 504 of the Rehabilitation Act of 1973. the essential physical/neurological functions, essential judgment skills, and essential communication skills required for nursing students.
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Purpose: To validate the academically accepted Bachelor of Science–Nursing (BSN) student’s ability to meet cognitive, affective, and psychomotor
requirements of the curriculum with or without academic accommodations and/or auxiliary aids and services, consistent with Title II of the Americans with Disabilities Act, as amended, and Section 504 of the Rehabilitation Act of 1973.
Preamble : The University of Wisconsin–Madison School of Nursing will make appropriate academic accommodations to facilitate enrollment and
participation of qualified individuals with temporary or permanent disabilities. The School of Nursing has established these Essential Functional Abilities Standards to provide a framework to balance several competing interests, including:
These competing interests and the nature of nursing educational activities may prevent some students with disabilities from qualifying for enrollment or
continued enrollment and may limit access to the academic program(s) of the School of Nursing.
I. Essential physical/neurological functions: Nursing students must be able to accurately observe close-at-hand and at-a-distance to learn skills and to gather data. Students must possess functional use of the senses that permit such observation. I-A. Tactile Essential Functions
Clinical Examples
I-B. Visual Essential Functions
Clinical Examples
I-C. Hearing Essential Functions
Clinical Examples
I-D. Smell Essential Functions
Clinical Examples
II-D. Physical Strength Essential Functions
Clinical Examples
II-E. Mobility Essential Functions
Clinical Examples
III. Essential communication skills: Nursing students must be able to communicate effectively and efficiently. Students must be able to process and comprehend written and verbal material. III-A. Communication Essential Functions
Clinical Examples
IV. Essential judgment skills: Nursing students must exercise good judgment and promptly complete all responsibilities required of the program. They must develop mature, sensitive, and effective professional relationships with others. They must be able to tolerate taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and function in the face of uncertainties and ambiguities. Concern for others, interpersonal competence, and motivations are requisite for the program. IV-A. Judgement Essential Functions
Clinical Examples
V. Essential intellectual and cognitive skills: Nursing students must be able to measure, calculate, reason, analyze, synthesize, integrate, remember and apply, and evaluate information. Creative problem-solving and clinical reasoning require all these intellectual abilities. In addition, students must be able to comprehend three-dimensional relationships and understand the spatial relationship of structure. V-A. Reading Essential Functions
Clinical Examples
VI. Essential Emotional Coping Skills: Essential emotional coping skills: Nursing students must have the emotional health to fully use their intellectual ability, exercise good judgment and complete all responsibilities requisite to the delivery of patient care. Students must be able to develop mature, sensitive and effective relationships with patients and colleagues and be adaptable, flexible and able to function in the face of uncertainty. VI-A. Interpersonal Skills Essential Functions
Clinical Examples
Clinical Examples
Supporting Documents American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC.
Purdue University Northwest (2017). Essential abilities standards policy Wendt, (2007). Report of findings from the 2006 RN post entry-level practice analysis. Chicago, IL: National Council of State Boards of Nursing, Inc.
Wendt, & Eich, M. (2007). Report of findings from the 2006-2007 RN continuous practice analysis. Chicago, IL: National Council of State Boards of Nursing, Inc.
Yocom, J. (1996). Validation study: Functional abilities essential for nursing practice. Chicago, IL: National Council of State Boards of Nursing, Inc.
Rev. 09.21.
To be completed by Provider (Physician, Certified Nurse Practitioner, Certified Nurse Midwife, or Certified Physician’s Assistant)
The individual named below is a Bachelor of Science–Nursing student at the University of Wisconsin–Madison, enrolled in clinical/lab/simulation courses providing patient care, usually in a hospital, outpatient, or community setting. This care may include, but is not limited to, walking, transferring patients, lifting (without restriction), moving, and/or bending, and may require significant physical activity. The school’s BSN Essential Functional Abilities Standards provide details on the broad combination of physical/neurological functions, as well as motor, communication, judgement, intellectual and cognitive, and emotional skills and attributes needed in order to provide highly effective and safe patient care. These standards can be used to assist students and their healthcare providers in determining whether accommodations or modifications are necessary and to provide an objective measure upon which informed decisions can be based about whether students can safely and effectively participate in the nursing clinical program.
To Be Completed by Provider
Student’s Name: _______________________________________________________________________________________
Based on your assessment as the student’s healthcare provider and the UW–Madison School of Nursing’s BSN Essential Functional Abilities Standards, the above-named student: □ Is released for full clinical/lab/sim participation with no restrictions/accommodations, beginning ________________ (date). □ Is unable to return to clinical/lab/sim participation until ________________ (date). □ Is able to return to clinical/lab/sim participation beginning ________________ (date) with the following restrictions and/or recommended accommodations:
(Note: The School of Nursing will work with the student and the university’s McBurney Disability Resource Center to assess this recommendation in an effort to provide reasonable accommodations. The school, in consultation with the McBurney Center and the relevant clinical agency, reserves the right to determine that recommended restrictions/accommodations cannot be provided because they would result in a fundamental alteration to the essential functional abilities standards, compromise patient care, or compromise the student’s safety or the safety of others in the healthcare setting
Provider’s Name with Credentials (please print): ______________________________________________________________
Providers Phone #: _____________________________________________________________________________________
Date: ________________________________________________________________________________________________
To Be Completed by Student
I give the School of Nursing permission to contact the above-named provider and/or the McBurney Disability Resource Center to discuss any questions or concerns regrading these recommendations, the suggested accommodation(s), and/or my participation.
Student’s Signature:_____________________________________________________________________________________
Date: ________________________________________________________________________________________________
Completed form should be returned to the student and submitted by the student to the UW–Madison School of Nursing Office of Academic Affairs.