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|All Authors / Contributors:||
Mary Ellen Smith Glasgow; Heyward Michael Dreher; Carl Oxholm
|Description:||xxviii, 419 p. : ill. ; 23 cm.|
|Contents:||An introduction to the legal process: a primer --
An introduction to the legal process: rights, claims, and decisions --
Legal issues commonly encountered by faculty and academic administrators --
How to read a judicial decision --
The role of the university attorney: when the academic nursing administrator comes calling --
Legal cases with nursing students and nursing faculty --
The role of the ombudsman for the student --
The role of the ombudsman for the faculty --
Due process issues for the student --
Due process issues for the faculty --
Academic freedom issues for the student --
Academic freedom issues for the faculty --
Student issues and conflicts over intellectual property --
Faculty issues and conflicts over intellectual property --
Dealing with student-student harassment --
Dealing with faculty-faculty and faculty-administrator harassment --
Managing issues of student complaints of discrimination --
Managing issues of faculty complaints of discrimination --
Confronting academic honesty among students --
Confronting academic honesty among faculty --
Managing student incivility --
Managing faculty incivility --
Disability issues for the student --
Disability issues for the faculty --
Dealing with mental health issues among students --
Dealing with mental health issues among faculty --
The challenge of online learning: discussion boards and blogs --
Issues surrounding drug testing and monitoring of students --
Issues surrounding the tenure process --
Conflict of interest issues in the faculty role --
A discussion of professional liability: when a student is sued --
Best practices in the nursing education legal environment --
Management of students at risk for clinical failure: best practices --
Best practices and procedures to avoid post-graduation low NCLEX scores --
Best practices in evaluating student performance --
Best practices in evaluating faculty performance --
How to best enforce student-faculty boundary ares in the academic and clinical environment --
How to best manage substance abuse among students --
Best practices in addressing students with mental health issues or psychiatric disabilities --
Best practices in creating a safe nursing education classroom and clinical environment.
|Responsibility:||Mary Ellen Smith Glasgow, H. Michael Dreher, Carl Oxholm III.|
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