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• The role of a nurse is to understand the dynamic health status of a person, to dialectically verify health concerns, and to devise interventions with the goal of assisting the person to master the appropriate health knowledge and skills for the attainment of optimal wellness in bio-psycho-social-spiritual aspects. As health professionals, nurses have four fundamental responsibilities: to promote health, to prevent illness, to restore health, and to alleviate suffering.

• Nursing is a caring, client-focused and evidence-based profession. Nurses should be compassionate, innovative and have the competency to deliver quality care, carry out health-related scientific research, and make a significant contribution to the development of nursing professionalism and the well-being of mankind.

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• Core Competencies of Registered Nurses

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4

• Build up early connection between students

and the School • Provide information about academic

regulations and requirements • Assist students to explore their interests,

abilities and values on academic pursuits, and formulate intellectual, professional and personal goals

• Enable students to develop study plan • Connect students to resources, opportunities

and support

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• seek advice about their Major study from their

academic advisors at the school

• seek advice about the GUR from academic

counselors in the OGUR

• advise students on matters related to the GUR

• advise students on matters related to the

Discipline subjects

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Year 1

• Relationship Building and Advising on Study Pattern

• Preparation for Clinical Placement

Year 2 • Preparation for Other Study Options, if eligible, e.g.

Minors

Year3

• Development of Broad Based Knowledge; Involvement in Exchange Programmes & Overseas Placements

Year 4 • Professional Knowledge and Personal Development

Year 5 • Career Development and/or Planning for Further Study

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I) Student Academic Advising Charter II) AA Checklist for students III) AA Checklist for staff

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• Andrew, N. (2013) Clinical imprinting: The impact of early clinical learning on career long professional development in nursing. Nurse Education in Practice, 13(3), 161-164

• Andrew, S., Halcomb, E.J., Jackson D., Peters K., Salamonson Y. (2011) “If you

haven't got a PhD, you're not going to get a job”: The PhD as a hurdle to continuing academic employment in nursing. Nurse Education Today, 31(4), 340-344

• Banister, G., Bowen-Brady, H.M., Winfrey, M.E. (2014) Using Career Nurse Mentors to Support Minority Nursing Students and Facilitate Their Transition to Practice, Journal of Professional Nursin, 30(4), 317-325

• Burt, T.D., Dixon, S., Hawthorne, M.J., Young‐Jones, A.D. (2013) Academic advising:

does it really impact student success? Quality Assurance in Education, 21(1), 7-19 • Cleary, M., Jackson, D (2011) Practical advice to support midcareer doctoral

students in nursing: Some considerations for academic supervisors, Contemporary Nurse, 38(1-2), 171-179, DOI: 10.5172/conu.2011.38.1-2.171

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• Gorton, K., Kathleen L.B. (2015) Student’s Academic Transition Issues: Associate Degree to Baccalaureate Nursing. J Nurs Care, 4(1), 1-6. doi: 10.4172/2167-1168.1000231

• Jamookeeah D., Jokelainen, M., Tossavainena K., Turunen H. (2013) Finnish and British mentors' conceptions of facilitating nursing students' placement learning and professional development. Nurse Education in Practice, 13(1), 61-67

• Jones, M.C., Neilson, G.R. (2012) What predicts the selection of nursing as a career

choice in 5th and 6th year school students? Nurse Education Today, 32(5), 588-593 • Mooring, Q. E. (2014) Aggressive academic advising practices: Improving nursing

student persistence. Available from ProQuest Dissertations & Theses A&I. (1654410059). Retrieved from http://search.proquest.com/docview/1654410059?accountid=16210

• Reynolds, J., Riversb P.H., Weglicki , R.S. (2015) Continuing professional

development needs of nursing and allied health professionals with responsibility for prescribing. Nurse Education Today, 35(1), 227–231

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