Disqualifying Offenses & Eligibility of Licensure Notification

Eligibility for Rueckert-Hartman College for Health Professions programs is pending the successful completion of a drug screening, a criminal background check and the Essential Functions and Safety Forms. A complete list of Disqualifying Offenses is provided below.

Disqualifying Offenses:

Convictions and deferred adjudications of the following offenses will automatically disqualify an application from admission to the Rueckert-Hartman College for Health Professions at Regis University:

Crimes against persons (homicide, assault, kidnapping, and unlawful sexual behavior) as defined in Title 18-3-101 through 18-3-405.5 C.R.S.
Any crime of child abuse or incest, as defined in Title 18-6-401 and 18-6-301 C.R.S.
Any act of domestic violence, as defined in Title 18-6-800.3 C.R.S.
Any offense involving moral turpitude (prostitution, public lewdness, indecent exposure, etc.), unlawful sexual behavior as defined by Colorado law.
Registered sex offenders.
Any crimes of theft, burglary or robbery except misdemeanor shoplifting.
Felony crimes of arson, criminal mischief, fraud or forgery.
Any offense related to the unlawful possession, use, sale, manufacture, transfer or distribution of a schedule I, II, III, IV, or V controlled substance.
Any offense related to the unlawful possession, use sale, manufacture, transfer, or distribution of more than one ounce of marijuana or any amount of marijuana concentrate.
Multiple DUI offenses or Driving with Ability Impaired (DWAI) offenses.

The University reserves the right to deny admission, services, continued enrollment and re-enrollment to any applicants, students or other persons whose personal history, medical history, background or behavior indicates that their presence in University facilities, programs, or activities, or use of University services would endanger themselves, the health, safety, welfare, well-being or property of the University, its employees, students, guests, or others, or would interfere with the orderly performance and conduct of the University's or affiliated agencies' functions.

Approved August 3, 2005

Eligibility of Licensure Notification:

Admission to Regis University does not guarantee professional licensure. The laws and rules for professional licensure are outlined by the Colorado Department of Regulatory Agencies (DORA) or the state licensure board where you intend to apply for professional licensure. Successful academic program completion includes but is not limited to successful completion of all academic and experiential (clinical/practicum/internship) requirements and some programs require provisional licensure to complete experiential requirements. In Colorado, among other requirements, licensure requires proof of U.S. citizenship and lawful presence in the United States and no disqualifying offenses.

Approved March 5, 2019

Essential Functions

Applicants admitted to the Health Information Management and Health Care Administration programs must demonstrate the ability to perform, or learn to perform, the essential functions/skills listed in this document to comply with job functions and requirements by area employers. Upon admission a student who discloses a properly certified disability will receive reasonable accommodation, but must be able to perform the essential functions of the program and meet the standards described.

Vision/Audio Skills
Students must have adequate vision with or without correction for close-up work on computers as well as for distances up to 20-30 feet. Students must be able to discern colors both on computer screens and on printed materials or other surfaces. Students must be able to hear with or without accommodation.

Communication Skills
Students must be able to communicate in many forms; these include: speech, language, reading, writing and computer literacy (including keyboarding skills). Students must be able to communicate in English in oral and written form with faculty and peers in classroom and at clinical settings. Students must be able to communicate effectively and sensitively with patients/clients, supervisors and faculty, as well as perceive non-verbal communications. Students must also be able to communicate effectively and efficiently with other members of the health care community to convey information as appropriate.

Cognitive Skills
Students must be able to exercise simple and complex decision-making and judgment, follow guidelines and instructions and be able to develop such if requested. Students must also exhibit adequate problem-solving skills.

Psychomotor Skills/Physical Abilities
Students, in the classroom, must have the ability to sit, stand, and/or walk, for up to 10 hours daily. In the clinical setting, students must have the ability to sit, stand or walk for at least eight hours daily—modified according to the schedule of the specific facility to which a student is assigned. In some settings, students must be able to push or pull up to 75 lbs. Students must have manual dexterity and be able to reach with hands and arms sometimes performing repetitive movements and be able to lift 20 lbs or more. In some situations, students may be required to climb ladders of varying heights in certain file areas. Students must also be able to stoop and bend in tight spaces.

Behavioral and Social Attributes
Students must possess the ability to function under stressful situations, adapt to changes in schedules, workflows and job assignments and to change priorities on short notice. Students must be able to exhibit a positive and collaborative work attitude that projects an orientation towards customer service and respect towards those in the workplace.

RN-MS, Master of Science - Leadership in Health Care Systems, and DNP Advanced Leadership in Health Care (ALHC)

A professional nurse is expected by the employer, consumers, and other health care providers to assume specific role responsibilities in a safe and competent manner. Due to these expectations of a nurse, all skills taught and evaluated in the LHSON program are required for successful completion of the program. Qualified applicants to LHSON programs are expected to meet all admission criteria, including these essential functions with or without reasonable accommodations.

Any evidence of a possible inability to meet the mental and physical qualification for professional nursing may be cause for further evaluation at the LHSON discretion. Such evidence may include additional application materials, letters of recommendation, interviews, visual observations of mental and physical qualifications, evaluation by a physician or other practitioners (e.g., psychologist, nurse practitioner, etc.) of our choice, or evaluation by our University’s Disability Services.

The MS in Nursing – Leadership in Health Care Systems, and DNP – ALHC programs are designed to prepare registered nurses to plan, implement, and evaluate nursing care for individuals, families, and groups and to assume nursing leadership roles in health care facilities and communities.

The School has identified the observational, cognitive, affective, and psychomotor skills it deems essential to complete each of these programs. If a student cannot demonstrate the essential functions, skills, and abilities, it is the responsibility of the student to request through the University’s Office of Disability Services appropriate accommodations. The University will provide reasonable accommodations as long as they do not impose an undue hardship.

Notes: Legacy SHB; Approved Asst. Dean 6/1l

The Loretto Heights School of Nursing (LHSON) at Regis University is committed to admitting students without regard to race, color, age, ethnicity, disability, sex, marital status, or religion. The LHSON has identified essential functions critical to the successful preparation of nursing students and to success in their future career as nurses. These essential functions are to establish performance levels that are required to provide safe patient care, with or without reasonable accommodations.

A professional nurse is expected by the employer, consumers, and other health care providers to assume specific role responsibilities in a safe and competent manner. Due to these expectations of a nurse, all skills taught and evaluated in the pre-licensure (Traditional, CHOICE, Accelerated BSN), MS–Nurse Practitioner, and DNP–APRN programs are required for successful completion of the program. Qualified applicants to LHSON programs are expected to meet all admission criteria, including these essential functions with or without reasonable accommodations.

Any evidence of a possible inability to meet the essential functions may be cause for further evaluation at the LHSON discretion. Such evidence may include additional application materials, letters of recommendation, interviews, visual observations of essential functions, evaluation by a physician or other practitioners (e.g., psychologist, nurse practitioner, etc.) of our choice, or evaluation by our University’s Disability Services.

To enroll in the pre-licensure nursing major (Traditional, CHOICE, Accelerated BSN), nurse practitioner, or DNP – APRN courses, a student must meet the essential functions below, with or without reasonable accommodations, and maintain related satisfactory demonstration of these functions for progression through the program. Reasonable accommodations must be arranged through the University’s Disability Services. The essential functions to meet nursing curriculum performance standards include, but are not necessarily limited to, the following:

General Abilities
In order to provide safe and effective nursing care, an applicant and/or student in the LHSON nursing program is expected to possess functional use of the senses of vision, touch, hearing, taste, and smell. All information received by the senses must be integrated, analyzed, and synthesized in a consistent and accurate manner. The applicant/student must be able to observe a patient accurately at a distance and close at hand. In addition, the individual is expected to possess the ability to perceive pain, pressure, temperature, position, equilibrium, and movement.

Observational Skills
Students require the functional use of vision, hearing, and somatic sensations. A student must be able to observe lectures, lecture and laboratory demonstrations, and observe microscopic studies of tissues. The student must be able to observe a patient accurately, observe digital and waveform readings, and other graphic images to determine a patient’s/client’s condition. Integral to the observation process is the functional uses of the senses and adequate motor capability to conduct assessment activities.

Communication Skills
Students must be able to communicate in many forms; these include: speech, language, reading, writing, and computer literacy (including keyboarding skills). Students must be able to communicate in English in oral and written form with faculty and peers in classroom and laboratory settings. Students must be able to communicate effectively and sensitively with patients/clients, maintain written records, elicit information regarding mood and activities, as well as perceive non-verbal communications. Students must also be able to communicate effectively and efficiently with other members of the health care community to convey information for safe and effective care.

Psychomotor Skills
Students, in the classroom, must have the ability to sit, stand, and/or walk, for up to 10 hours daily. In the clinical setting, students must have the ability to sit, stand or walk for at least eight hours daily—modified according to the schedule of the specific facility to which a student is assigned. Students must possess sufficient motor function to elicit information from the patient/client examination by palpation, auscultation, percussion, and other examination maneuvers. Students must be able to execute movements (including twist, bend, stoop, and/or squat) required to provide general and therapeutic care, such as positioning, lifting, transferring, exercising, or transporting patients; to perform or assist with technical procedures, treatments, administration of medications, and emergency interventions. These skills require coordination of both gross and fine muscular movement, equilibrium, physical strength and stamina, and the integrated use of touch, hearing, and vision.

Cognitive Skills
Students must demonstrate the ability to receive, interpret, recall, measure, calculate, reproduce and use; to reason, analyze, integrate, and synthesize information across the cognitive, psychomotor, and affective domains in order to solve problems, evaluate work, and generate new ways of processing or categorizing similar information in a timely fashion as listed in course objectives. In addition, students must be able to comprehend the three-dimensional relationships and to understand spatial relationships of structures. Examples in which cognitive skills are essential include: performance of a physical evaluations, including extracting and analyzing physiological, biomechanical, behavioral, and environmental factors in a timely manner; use of examination data to formulate and execute a plan of nursing management in a timely manner, appropriate to the problems identified; and the reassessment and revision of plans as needed for effective and efficient management of nursing/health care problems in a timely manner. All of these must be consistent within the acceptable norms of clinical settings.

Behavioral and Social Abilities
Students must possess the psychological ability required for the utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of responsibilities inherent to the diagnosis and care of patients/clients, and for the development of mature, sensitive, and effective relationships with patients. Students must be able to tolerate physically and mentally taxing workloads and function effectively under stress. They must be able to tolerate and adapt to a changing, unfamiliar (and perhaps, uncomfortable) environment, display flexibility, respect individual differences, and learn to function in the face of ambiguities inherent in the clinical problems of patients/clients. Concern for others, honesty, integrity, accountability, interest, and motivation are necessary personal qualities. As a component of their education and practice, students must demonstrate ethical behavior. Examples include recognizing and appropriately reacting to one’s own immediate emotional responses to situations while maintaining a professional demeanor.

In order to provide safe and effective pharmacy care, an applicant and/or student in the School of Pharmacy program is expected to possess functional use of the senses of vision, hearing, and somatic. All information received by the senses must be integrated, analyzed, and synthesized in a consistent and accurate manner. The applicant/student must be able to observe a patient accurately at a distance and close at hand.

Title III of the Americans with Disabilities Act provides comprehensive civil right protections for “qualified individuals with disabilities.” An “individual with a disability” is a person who:

has a physical or mental impairment that substantially limits a “major life activity” or;
has a record of such an impairment, or
is regarded as having such an impairment

The ADA Handbook published by the Equal Employment Opportunity Commission and the Department of Justice states: “Examples of physical or mental impairments include, but are not limited to, such contagious and non-contagious diseases and conditions as orthopedic, visual, speech, and hearing impairments; cerebral palsy; epilepsy, muscular dystrophy, HIV disease (whether symptomatic or asymptomatic), tuberculosis, drug addiction, and alcoholism. Homosexuality and bisexuality are not physical or mental impairments under the ADA.”

“Major life activities” include functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. Individuals who are currently engaged in the illegal use of drugs are not protected by the ADA when an action is taken on the basis of their current illegal drug use.

A “qualified” individual with a disability is one who meets the essential eligibility requirements for the program or activity offered. The “essential eligibility requirements” will depend on the type of service or activity involved.

Essential Functions and Safety Standards
Applicants admitted to the pharmacy education program must demonstrate the ability to perform, or learn to perform, the essential functions/skills listed in this document. Regis University must ensure that patients/clients are not placed in jeopardy by students with impaired intellectual, physical or emotional functions. The essential skills listed in this document can be accomplished through direct student response, the use of prosthetic or orthotic devices, or through personal assistance (e.g., readers, signers, note-takers). Upon admission a student who discloses a properly certified disability will receive reasonable accommodation, but must be able to perform the essential functions of the program and meet the standards described. Reasonable accommodations must be arranged through Disability Services, as noted in the Course Syllabus “Equal Access to Classes and Learning Accommodations”.

Observational Skills
Students require the functional use of vision, hearing and somatic sensations. A student must be able to observe lectures, lecture and laboratory demonstrations, and observe microscopic studies of tissues. The student must be able to observe a patient accurately, observe digital and waveform readings, and other graphic images to determine a patient’s condition. Integral to the observation process is the functional uses of the senses and adequate motor capability to conduct assessment activities. Examples in which these observational skills are required include, but are not limited to: palpation of peripheral pulses, auscultation (listening with a stethoscope), percussion (tapping of the chest or abdomen to elicit a sound indicating the relative density of the body part), palpation (feeling various body parts such as the breast or abdomen with the ability to discern the size, shape and consistency of masses), and visual observation sufficient to note such changes as skin and eye color, and body positioning as well as to use such instruments as an otoscope (magnifying instrument for examining the ear) and ophthalmoscope (magnifying instrument eye examinations)

Communication Skills
Students must be able to communicate in many forms; these include: speech, language, reading, writing and computer literacy (including keyboarding skills). Students must be able to communicate in English (oral and written forms) with faculty and peers in classroom and laboratory settings. Students must be able to communicate effectively and sensitively with patients, maintain written records, elicit information regarding mood and activities, as well as perceive non-verbal communications. Students must also be able to communicate effectively and efficiently with other members of the health care community to convey information for safe and effective care.

Psychomotor Skills
Students, in the classroom and clinical setting (modified according to the schedule of the specific facility to which a student is assigned), must have the ability to sit, stand, and/or walk, for up to 8 hours daily. Students must possess sufficient motor function to elicit information from the patient examination, by palpation, auscultation, percussing, and other examination maneuvers. Students must be able to perform or assist with technical procedures, treatments, administration of medications, and emergency interventions. These skills require coordination of both gross and fine muscular movement, equilibrium, physical strength and stamina, and the integrated use of touch, hearing and vision.

Cognitive Skills
Students must demonstrate the ability to receive, interpret, remember, measure, calculate, reproduce and use; to reason, analyze, integrate and synthesize information across the cognitive, psychomotor and affective domains in order to solve problems, evaluate work, and generate new ways of processing or categorizing similar information in a timely fashion as listed in course objectives. In addition, students must be able to comprehend the three-dimensional relationships and to understand spatial relationships of structures. Examples in which cognitive skills are essential include: performance of a physical evaluations, including extracting and analyzing physiological, biomechanical, behavioral, and environmental factors in a timely manner; use of examination data to formulate and execute a treatment plan in a timely manner, appropriate to the problems identified; and the reassessment and revision of plans as needed for effective and efficient management of health care problems in a timely manner. All of these must be consistent within the acceptable norms of clinical settings.

Behavioral and Social Attributes
Students must possess the psychological ability required for the utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of responsibilities inherent to the diagnosis and care of patients/clients, and for the development of mature, sensitive, and effective relationships with patients. Students must be able to tolerate physically and mentally taxing workloads and function effectively under stress. They must be able to tolerate and adapt to a changing, unfamiliar (and perhaps, uncomfortable) environment, display flexibility, respect individual differences, and learn to function in the face of ambiguities inherent in the clinical problems of patients. As a component of their education, students must demonstrate ethical behavior. Examples include recognizing and appropriately reacting to one’s own immediate emotional responses to situations while maintaining a professional demeanor.

Title III of the Americans with Disabilities Act provides comprehensive civil right protections for "qualified individuals with disabilities." An "individual with a disability" is a person who:

Has a physical or mental impairment that substantially limits a "major life activity," or
Has a record of such an impairment, or
Is regarded as having such an impairment

"Qualified" individuals are defined as follows:

A "qualified" individual with a disability is one who meets the essential eligibility requirements for the program or activity offered
The "essential eligibility requirements" will depend on the type of service or activity involved

Applicants admitted to the physical therapist education program must demonstrate the ability to perform, or learn to perform, the essential functions/skills listed in this document. Regis University must ensure that patients/clients are not placed in jeopardy by students with impaired intellectual, physical or emotional functions. The essential skills listed in this document can be accomplished through direct student response, the use of prosthetic or orthotic devices, or through personal assistance (e.g., readers, signers, note-takers). Upon admission a student who discloses a properly certified disability will receive reasonable accommodation, but must be able to perform the essential functions of the program and meet the standards described. Reasonable accommodations must be arranged through Disability Services, as noted in the Course Syllabus “Equal Access to Classes and Learning Accommodations."

Observational Skills
Students require the functional use of vision, hearing and somatic sensations. A student must be able to observe lectures, laboratory dissection of cadavers, lecture and laboratory demonstrations, and observe microscopic studies of tissues. The student must be able to observe a patient accurately, observe digital and waveform readings, and other graphic images to determine a patient’s/client’s condition. Examples in which these observational skills are required include, but are not limited to: palpation of peripheral pulses, bony landmarks and ligamentous structures: visual and tactile examination of areas of inflammation: visual and tactile assessment of the presence and degree of edema: and observation of the patient/client during interview and history taking.

Communication Skills
Students must be able to communicate in many forms; these include: verbal and non-verbal language, reading, writing and computer literacy (including keyboarding skills). Students must be able to communicate in English in oral and written form with faculty and peers in classroom and laboratory settings. Students must be able to communicate effectively and sensitively with patients/clients and caregivers, maintain written records, elicit information regarding mood and activities, as well as perceive non-verbal communications. Students must also be able to communicate effectively and efficiently with other members of the health care community to convey information for safe and effective care.

Psychomotor Skills
Students, in the classroom, must have the ability to sit, stand, and/or walk, for up to 10 hours daily. In the clinical setting, students must have the ability to sit, stand or walk for at least eight hours daily—modified according to the schedule of the specific facility to which a student is assigned (which may be up to 12 hours per day). Students must possess sufficient motor function to elicit information from the patient/client examination, by palpation, auscultation, percussing, and other examination maneuvers, including reliably reading meters, dials, and printouts. Students must be able to execute movements (including grasp (gross to fine), twist, bend, stoop and/or squat) required to provide general and therapeutic care, such as positioning, lifting, or moving immobile and/or bariatric patients; gait training using therapeutic aids and orthotics; positioning and performing manual therapy/manipulation techniques; performing non-surgical wound debridement; and placing electromyographic electrodes. These skills require coordination of both gross and fine muscular movement, equilibrium, and the integrated use of touch and vision. Students must have the ability to respond quickly to emergency situations.

Cognitive Skills
Students must demonstrate the ability to receive, comprehend, recall and interpret, measure, calculate, reproduce and use; to reason, analyze, integrate and synthesize information across the cognitive, psychomotor and affective domains in order to solve problems, evaluate work, and generate new ways of processing or categorizing similar information in a timely fashion as listed in course objectives. In addition, students must be able to comprehend the three-dimensional relationships and to understand spatial relationships of structures. Each person must possess the emotional health required to fully use his/her intellectual abilities, exercise good judgment, prompt and safe completion of all responsibilities related to patients and caregivers. Examples in which cognitive skills are essential include: performance of a physical therapy evaluation, including extracting and analyzing physiological, biomechanical, behavioral, and environmental factors in a timely manner; use of examination data to formulate and execute a plan of physical therapy management in a timely manner, appropriate to the problems identified; and the reassessment and revision of plans as needed for effective and efficient management of physical therapy problems in a timely manner. All of these must be consistent within the acceptable norms of clinical settings.

Behavioral and Social Attributes
Students must possess the psychological ability required for the utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of responsibilities inherent to the diagnosis and care of patients/clients, and for the development of mature, sensitive, and effective relationships with patients. Students must be able to tolerate physically and mentally taxing workloads and function effectively under stress. They must be able to tolerate and adapt to a changing, unfamiliar (and perhaps, uncomfortable) environments, display flexibility, respect individual differences, and learn to function in the face of ambiguities inherent in the clinical problems of patients/clients. As a component of their education, students must demonstrate ethical behavior. Examples include recognizing and appropriately reacting to one’s own immediate emotional responses to situations while maintaining a professional demeanor.