Commission on Collegiate Nursing Education Page 0

CCNE Self Study

January 25

2016College of Nursing and Health Sciences, UMass Boston

Commission on Collegiate Nursing Education Page 1

Table of Contents

CNHS CCNE Accreditation Supporting Documents

Selected Acronyms………………………………………………………………………………………………………..3

Introduction………………………………………………………………………………………………………………….5

Standard I: Mission and Governance……………………………………………………………………………..8

Substandard I A……………………………………………………………………………………………………………..8

Substandard I B……………………………………………………………………………………………………………15

Substandard I C……………………………………………………………………………………………………………19

Substandard I D……………………………………………………………………………………………………………20

Substandard I E……………………………………………………………………………………………………………22

Substandard I F……………………………………………………………………………………………………………23

Standard I Summary……………………………………………………………………………………………………24

Standard II: Institutional Commitment and Resources………………………………………………..25

Substandard II A………………………………………………………………………………………………………….25

Substandard II B………………………………………………………………………………………………………….29

Substandard II C………………………………………………………………………………………………………….37

Substandard II D………………………………………………………………………………………………………....38

Substandard II E………………………………………………………………………………………………………….44

Substandard II F………………………………………………………………………………………………………….45

Standard II Summary ………………………………………………………………………………………………….47

Standard III: Curriculum And Teaching-Learning Practices………………………………………..48

Substandard III A………………………………………………………………………………………………………..48

Substandard III B………………………………………………………………………………………………………..55

Substandard III C………………………………………………………………………………………………………...60

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Substandard III D………………………………………………………………………………………………………….63

Substandard III E………………………………………………………………………………………………………….64

Substandard III F………………………………………………………………………………………………………….69

Substandard III G………………………………………………………………………………………………………….71

Standard III H……………………………………………………………………………………………………………….73

Standard III Summary…………………………………………………………………………………………………..75

Standard IV: Assessment Of Program Outcomes…………………………………………………………..77

Substandard IV A………………………………………………………………………………………………………….77

Substandard IV B………………………………………………………………………………………………………….79

Substandard IV C………………………………………………………………………………………………………….81

Substandard IV D………………………………………………………………………………………………………….83

Substandard IV E………………………………………………………………………………………………………….84

Substandard IV F………………………………………………………………………………………………………….85

Substandard IV G………………………………………………………………………………………………………….86

Substandard IV H…………………………………………………………………………………………………………87

Standard IV Summary…………………………………………………………………………………………………..88

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Selected Acronyms

Programs in Review

Post Master’s DNP (Post Master’s Degree Doctorate in Nursing Practice)

Post Baccalaureate(BS) DNP (Post Bachelor’s Degree Doctorate in Nursing Practice

Post Master’s Certificate Program (APRN-NP* PMC) *NP=AGNP and FNP

Doctor of Nursing Practice (DNP)

Bachelor of Science (BS)

Advanced Practice Registered Nurse Practitioner (APRN)

Doctor of Philosophy (PhD)

Nurse Practitioner (NP)

Adult Gerontological Nurse Practitioner (AGNP)

Family Nurse Practitioner (FNP)

Adult Gerontological Acute Care Clinical Nurse Specialist (AGAC-CNS)

University of Massachusetts (UMass)

College of Nursing and Health Sciences (CNHS)

Department of Exercise and Health Sciences (EHS)

Department of Nursing (DON)

University of Massachusetts Boston (UMass Boston)

College of Advancing and Professional Studies (CAPS)

New England Association of Schools and Colleges (NEASC)

Tenure Track (TT)

Non-Tenured Track (NTT)

Administrative Leadership Team (ALT)

Center for Clinical Education and Research (CCER)

Massachusetts Board of Registration in Nursing (MBORN)

The DNP Capstone Scholarly Project (Capstone)

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Selected Acronyms, continued

Commission for Nursing Education Accreditation (CNEA)

Department Personnel Committee (DPC)

Office of Diversity and Inclusion (ODI)

Annual Faculty Review (AFR)

Office of Student Services (OSS)

Clinical and Internship Placement Office (CIPO)

Writing House Online (WHO)

Integrated Sciences Center (ISC)

College Leadership Group (CLG)

Teaching Excellence Group (TEG)

Office of Research and Sponsored Programs (ORSP)

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Introduction

This self-study presents a review of the University of Massachusetts Boston (UMass Boston) College of Nursing and Health Science (CNHS), Department of Nursing's (DON) compliance with the standards for the Commission on Collegiate Nursing Education (CCNE) accreditation processes. The programs under review and discussed in this self-report are: the Post Master’s Doctor of Nursing Practice degree (DNP) program, seeking re-accreditation along with an initial accreditation review of the newly launched blended online and class room Post Baccalaureate (BS) DNP degree program. In addition we are also seeking initial accreditation of the online Advanced Practice Registered Nurse Practitioner (APRN) Nurse Practitioner (NP) Post Master’s Certificate programs (PMC) for Adult Gerontological (AGNP) and Family Nurse Practitioners (FNP).

The University of Massachusetts (UMass) system was established in 1863 as the land grant Massachusetts Agricultural College located in Amherst. By 1964, the UMass system had acquired additional campuses in Worcester and Boston, and over the course of two years, beginning in 1982, Boston State College, a separate entity, merged with the Boston campus. In 1991, the UMass system was chartered to also include campuses in Dartmouth and Lowell. Each of the five campuses (Amherst [UMass Amherst], Boston [UMass Boston], Dartmouth [UMass Dartmouth], Lowell [UMass Lowell], and Worcester [UMass Worcester]) that make up the current UMass system is led by a Chancellor who reports to UMass system President Martin Meehan. The UMass system receives annual state appropriations from the Commonwealth of Massachusetts, which are dispersed by a Board of Trustees, which oversees the UMass system.

UMass Boston, a Carnegie Doctoral/Research University, is located on the Columbia Point peninsula in Dorchester, Massachusetts. The peninsula houses the John F. Kennedy Presidential Library and Museum, the Massachusetts Archives, and the newly opened Edward M. Kennedy Institute for the Study of the Senate, which will serve as a repository for the late Senator’s papers. The University is the only higher education institution in the northeast to share its campus with a presidential library.

As a commuter campus of over 17,000 students and more than 900 faculty members, UMass Boston stands apart because of the depth of its urban mission and its commitment to making a difference in the lives of average Massachusetts’s citizens through education, research, and public service. Classrooms, research laboratories, and campus services advance its vision of being a student-centered, urban public University. UMass Boston has embarked on an ambitious 25-Year Campus Master Plan (http://www.umb.edu/masterplan/) that incorporates significant infra-structure modernizations along with the opening of the Integrated Science Center in 2015, followed by University Hall in 2016.

The College of Nursing and Health Sciences (CNHS), which is the only public baccalaureate and higher degree granting nursing program in metropolitan Boston (Master's, DNP, and PhD), is one of eleven internal UMass Boston colleges and schools. The colleges and schools are: 1) College of Nursing and Health Sciences (CNHS); 2) College of Public and Community Service (CPCS); 3) College of Management (CM); 4) College of Liberal Arts (CLA); 5) College of Education and Human Development (CEHD); 6) College of Science and Mathematics (CSM); 7) College of Advancing and Professional Studies (CAPS); 8) the Honors College (HONORS); 9)the McCormack Graduate School of Policy and Global Studies (MGS); 10)the School for the Environment (SFE); and 11) the School for Global Inclusion and Social Development (SGISD). Collectively, the schools and colleges offer 204 undergraduate, graduate, and certificate programs. The College of Professional and Advancing Studies (CAPS), replaced the Division of Corporate, Continuing and Distance Education (CCDE), and is responsible for the administration of all online courses across the colleges and schools at UMass Boston. Various population-focused institutes such as Gaston Institute for Hispanic Studies and the Asian American Institute complement academic programs in that they offer culturally relevant and sensitive expertise to the teaching, scholarly, and service mission being accomplished across the University.

UMass Boston remains regionally accredited by the New England Association of Schools and Colleges (NEASC) while numerous programs have also achieved specialized accreditation such as the: Masters in Psychology and

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Counseling Accreditation Council (MPCAC), Association to Advance Collegiate Schools of Business, (AACSB) and Computing Accreditation Commission of ABET. Our CNHS RN to BS program at Cape Cod Community College is distinguished by being separately reviewed and accredited by NEASC for meeting its standards as an off-campus program. Other UMass Boston achievements include the following areas of distinction:

The Princeton Review has named UMass Boston as one of its Best in the Northeast colleges as well as ranking it No. 8 on its Greatest Opportunity for Minority Students list and it's College of Management one of the Best Business Schools

TopMBA ranks UMass Boston in the top 50 Top MBA ranked UMass Boston's MBA program No. 41 in North America.

Four UMass Boston graduate programs ranked in the top 100 in U.S. News and World Report listings: Nursing (#41), Rehabilitation Counseling (#56), Clinical Psychology (#70), and Public Affairs (#87).

These commendations reflect not only programmatic quality, but the increasing attention paid to research excellence at UMass Boston. Research partners include Dana-Farber/Harvard Cancer Center, IBM, Sanofi, Genzyme, and the New England Aquarium. Research funding for fiscal 2015 was a record $63.2 million. Expectations abound regarding the collaborative research potential of the Center for Personalized Cancer Therapy housed at UMass Boston which seeks to train the next generation of biomedical and life sciences leaders. The CNHS faculty has obtained research funding from the National Institutes of Health (NIH), National Cancer Institute (NCI), Robert Wood Johnson Foundation, Substance Abuse and Mental Health Services Administration (SAMHSA), and the Health Resources and Services Administration (HRSA), in addition to significant diversity and workforce development grants from HRSA, the Helene Fuld Health Trust and Partners HealthCare.

The history of CNHS began with Dean Emeritus Dr. Anne Kibrick’s belief that Boston, as a vibrant and growing medical center, needed a public baccalaureate degree granting nursing school. Accordingly, in 1975 the School of Nursing (SON) at Boston State College opened its doors. The rich heritage of the CNHS also has ties to the Boston City Hospital School of Nursing (BCHSON), which was founded in 1878. When the movement toward baccalaureate educated nurses took hold, the last class of BCHSON of nursing students became the first graduating class of Boston State College’s SON.

Dean Kibrick’s stewardship resulted in the creation of strong urban-based undergraduate and graduate nursing programs and an expanding faculty, which, upon moving to the UMass Boston campus as described previously, became the College of Nursing. In 1988, Dean Kibrick retired, and Dr. Brenda S. Cherry became the college’s second Dean. During Dr. Cherry’s 13 year tenure, graduate offerings expanded despite declining state appropriations. In addition, Dean Cherry invited the then Division of Human Performance and Fitness to become a department within the College of Nursing. Focused on health and fitness, the now Department of Exercise and Health Sciences (EHS) is a fully-fledged partner in the CNHS mission, and in 2001, the College of Nursing officially changed its name to the College of Nursing and Health Sciences. The name change reflects the collaborative research, teaching, and service between the two departments (Nursing and EHS) and brings a broader perspective of health and wellness across the lifespan. Following Dean Cherry’s retirement in 2002, Dr. Kristine Alster became the Interim Dean. Dr. Greer Glazer became Dean in 2004, and shepherded the college for 8 years increasing its research focus and doctoral programs. Associate Dean Dr. Marion E. Winfrey served as Interim Dean until 2013, when Dr. Anahid Kulwicki became Dean with a mission to further enhance research and global partnerships and to oversee implementation of the Master’s and Doctoral EHS programs.

The Department of Nursing of the CNHS has 43 full-time nursing faculty and approximately 95 part-time faculty lines currently. Nineteen (19) of the full-time nursing faculty are on the TT (TT), 12 of whom are tenured (T). The 15 full-time nursing faculty who are on the clinical teaching track hold academic rank comparable to the TT and

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are considered to be on a Non-TT (NTT); the 9 faculty who have been determined to be full time per the last Faculty and Staff Union contract hold the rank of instructor. Of those ranked higher than Instructor, 94% are doctorally prepared or in the process of completing a doctoral program.

Setting our program offerings apart are not only superb faculty, but also an enduring commitment to promoting a nursing workforce reflective of the communities it serves. Over 30% of our undergraduates, and almost 20% of graduate students, are minorities. Today, the CNHS, one of the largest UMass Boston's largest colleges on campus and online, offers nursing education to 1,180 undergraduate students, 213 graduate students and 117 graduate certificate students. In addition, EHS has experienced an exponential enrollment growth and currently services 680 undergraduate and graduate students.

The DON undergraduate program offerings are designed to meet the needs of three different student populations seeking a baccalaureate degree in nursing: a four-year Traditional Pre-Licensure Option; a fourteen month Accelerated Pre-Licensure Option (requires a previously obtain baccalaureate degree); and an RN to BS Option for baccalaureate degree seeking licensed Registered Nurses. At the graduate level the DON offers a range of programs from the traditional to the transitional. The DON offers a Doctor of Philosophy (PhD) program track designed for post-master's graduates interested in knowledge development/research that offers Health Policy or Population Health options, in addition to an accelerated BS to PhD track. Students may also pursue a concentration in oncology nursing in collaboration with the Dana Faber Cancer Institute/Harvard Cancer Center in either track. The Doctor of Nursing Practice has similar options to our PhD program with the newly launched Post Baccalaureate (BS) DNP program which is designed to complement our Post Master’s DNP option. Students with a Bachelor’s degree who want to obtain a Master’s Degree as a certification-eligible FNP, or Adult AGNP, or Adult Gerontological Acute Care Clinical Nurse Specialist (AGAC-CNS) will find those tracks available here at UMass Boston. Finally, if a Master’s prepared nurse decide to transition into the advanced practice role of a certification-eligible FNP or AGNP, the APRN-NP PMC program is an online program tailor-made for the advance practice nurse.

We are confident that this self-study will bring to light quality programs, engaged faculty, increased focus on research and full actualization of the Strategic Goals of the College and the mission of UMass Boston that contribute to our meeting the accreditation standards set forth in the Essentials of Masters Education in Nursing (AACN, 2011); Essentials of Doctoral Education for Advanced Nursing Practice, (AACN, 2006) and Criteria for Evaluation of Nurse Practitioner Program (National Task Force on Quality Nurse Practitioner Education (NTF, 2012).

Note to CCNE Site Visit Team:

1. For your convenience and reference we created a website that houses all of the referenced appendices that

you will find in this document. This site is called CNHS CCNE Accreditation Self Study Supporting Documents.

The URL for this website is: https://www.umb.edu/academics/cnhs/nursing/grad/accreditation

2. Throughout the electronic copy of the self-study there are “hot links” that you can access by pointing the

cursor directly over them and “clicking” your mouse.

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Standard I

Program Quality: Mission and Governance

The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality.

I-A. The mission, goals, and expected program outcomes are: congruent with those of the parent institution; and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals.

Elaboration: The program’s mission statement, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree/certificate programs exist. Student outcomes may be expressed as competencies, objectives, benchmarks, or other terminology congruent with institutional and program norms.

The program identifies the professional nursing standards and guidelines it uses. CCNE requires, as appropriate, the following professional nursing standards and guidelines:

The Essentials of Baccalaureate Education for Professional Nursing Practice [American Association of Colleges of Nursing (AACN), 2008];

The Essentials of Master’s Education in Nursing (AACN, 2011);

The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006); and

Criteria for Evaluation of Nurse Practitioner Programs [National Task Force on Quality Nurse Practitioner Education (NTF), 2012].

A program may select additional standards and guidelines.

A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education.

An APRN education program (degree or certificate) prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008).

Program Response:

The APRN-NP PMC and the DNP programs are compliant with Standard 1. The CNHS DON mission, goals and objectives (MGOs) are congruent with that of the UMass Boston’s MGOs.

UMass Boston is a public research University with a dynamic culture focused on teaching and learning, and with a special commitment to urban and global engagement. The University promotes a culture of lifelong learning, and

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serves as a catalyst for intellectual interactions with its scholarly communities, students, alumni, and the public. UMass Boston and its colleges/schools enact their collective educational mission characteristics through the following key values of 1) Inquiry, Creativity, and Discovery, 2) Transformation, 3) Diversity and Inclusion, 4) Engagement, 5) Environmental Stewardship and Sustainability, 6) Economic and Cultural Development and 7) an Urban Commitment to the communities we serve.

DNP and APRN-NP PMC students are challenged to develop action learning approaches in their course work as evidence of program outcomes congruence with UMass Boston and CNHS MGOs. Projects at both levels of graduate education are experientially driven with the goal of helping students recognize challenges in health care delivery systems reported in the literature or Department of Health websites as they relate to the goals of Healthy People 2020. Students are sensitized to the values of leadership and change as expected learning outcomes. Clinical settings are learning laboratories that provide a window on the quality of patient care and best practices as well as evidence of health disparities, health inequities, and health care outcomes relevant to social determinants of health. Opportunities for inquiry are many, and faculty direct students to appraise the current and seminal literature for evidence of feasible methods to transform practice in ways that are culturally relevant, gender sensitive, sustainable, cost effective, and innovative while including the use of technology as a resource. In this way, the DON faculty advance student success and achievement and meet programmatic goals and learning outcomes consistent with the Master’s and DNP Essentials for Advanced Practice Nursing.

UMass Boston continues to assess its vision, mission, and strategic plan as an ongoing process composed of members of dynamic faculty and student committees appointed by the Chancellor of UMass Boston. The current strategic plan spanning the first five years of a 15 year process called Fulfilling the Promise included five major goals which each college and program within the CNHS has embraced and acted upon (see Chancellors Communication and click on Progress Report).

The Administrative Leadership Team (ALT) operationalizes the MGOs at the CNHS. The ALT is comprised of the Dean, Associate Dean, Interim Associate Dean of Research, Assistant Dean of Finance and Administration, Department Chairs and Program Directors of both DON and EHS departments, the Office of Student Services Director, the director of the Center for Clinical Education and Research (CCER) and elected faculty (1 from DON and 1 from EHS), and staff (1). This group reviews and adopts a strategic plan under the leadership of the Dean and the plan is generated from mission/values of the UMass Boston Fulfilling the Promise. The goals that are central to the CNHS are to: 1) advance student success and development; 2) enrich and expand academic programs and research; 3) improve the learning, teaching, and working environment; 4) establish a financial resources model consistent with the University's vision statement; and 5) develop an infrastructure supportive of the preceding goals. Further evidence of the actions taken to operationalize all levels of congruent MGOs can be found in each program directors reports submitted to the Dean at the end of each academic year and to the Provost and Dean of Graduate Studies.

The University’s strategic planning process will begin anew Spring semester of 2016 answering a call from the Chancellor for input and recommendations of the faculty and students. For the purposes of this self-study, which is primarily a retrospective review, the strategic planning process refers to the UMass Boston DON, the Vision Statement, Mission and Goals in place from AY13-14 to this current AY unless otherwise noted.

Our CNHS and DON mission is to prepare graduates to meet the needs of culturally diverse urban populations and to improve the health-related quality of life for consumers in need of health care at the level of the local, national, and global community. The DON has a rich history of developing strong academic programs that address the Commonwealth of Massachusetts’s health care delivery needs while recognizing the goals and objectives of the nation’s Healthy People 2020 agenda for improving the health of the nation. In response, the faculty’s goal is to provide the best possible education for students through a variety of teaching-learning strategies within the classroom, online, and the clinical setting. Students are informed of the UMass Boston Mission, Vision statement and strategic plan through the University web site postings and through direct communications with students each

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term when they pre-register for courses, during advisement, in the program handbook and orientation session offered.

The DON philosophy, mission, and goals are congruent with the mission and vision of the University (UMass Boston as illustrated in Table I A-1 and Table I A-2 below. Additionally, the DON philosophy, values, mission and goals incorporate the needs of the department’s communities of interest, the students, faculty, and health care agencies. The DON values and beliefs influence the formation and implementation of program goals and provide direction for students, faculty, and graduates.

The mission, goals, and expected student outcomes are reviewed annually at the department and program level, are changed as needed, and are reported in the CNHS Annual Report to the Dean and Provost. This report and TABLE I A-1 demonstrates the integration between the University’s and department’s MGOs.

TABLE I A-1

UMass Boston Mission Statements:

https://www.umb.edu/the_university

Department of Nursing Mission Statement:

https://www.umb.edu/academics/cnhs/deansoffice/mission_and_vision

The University of Massachusetts Boston

is a public research University with a

dynamic culture of teaching and

learning, and a special commitment to

urban and global engagement. Our

vibrant, multi-cultural educational

environment encourages our broadly

diverse campus community to thrive

and succeed. Our distinguished

scholarship, dedicated teaching, and

engaged public service are mutually

reinforcing, creating new knowledge

while serving the public good of our

city, our commonwealth, our nation,

and our world.

The Nursing Department in the College of Nursing and Health Science at

University of Massachusetts, Boston, shares the mission of this public

research University. The Department of Nursing sustains a vibrant and

dynamic culture where teaching and learning, with a special commitment

to urban and global engagement, is valued. The faculty and students

derive energy from the diversity of a multi-cultural student/faculty

environment that encourages the ongoing growth of a professionally

focused community, thriving on translational research applied across the

domains of scholarship, teaching/learning, and campus and community

service. Our faculty and students are distinguished in scholarship, expert

teaching/ learning practices and service. Our mission has a deliberate

focus on meeting the health and wellness needs of the community that

we serve.

UMass Boston

Values Goals

Department of

Nursing Values

Department of

Nursing Goals

Post MS to DNP and

BS to DNP Program

Objectives

APRN-NP PMC

Program Objectives

Inquiry Creativity

and Discovery

Inquiry Creativity

and Discovery

Sustain an

environment that

supports intellectual

inquiry, creativity,

and discovery in the

field of health and

wellness.

Apply

scientific

evidence to

improve

patient

outcomes

Design, implement, and

evaluate evidence-

based care in relation

to ethno-cultural and

spiritual beliefs within

diverse populations.

Apply theories from

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nursing and other

disciplines to the

advanced nursing

practice for

individuals and families

from diverse

populations;

Transformation Transformation Transformation of

knowledge is the key

intention of our daily

work in the areas of

scholarship,

teaching/learning

and service

outcomes.

Apply scientific

evidence improve

patient outcomes

Improve health care

quality

Identify researchable

healthcare problems

and continually

appraise relevant

literature

Diversity and

Inclusion

Diversity and

Inclusion

The methods and

style of our

scholarship, our

teaching and

learning practices,

and our attention to

community service

encourages a

universal

perspective on

inquiry, intellectual

discourse and

discovery.

Increase health care

access to all

communities and

groups

Promote

individual/family

relationships that

facilitate positive

health care outcomes

for diverse populations.

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Engagement Engagement Sustain at the

campus, state,

national, and global

level a dynamic goal

for health

improvements that

reflects the ongoing

collaborative energy

of both students and

faculty. The Nursing

community

embraces the

emerging interest

around the world in

health care sciences,

health and wellness,

health care policy,

and population

health care needs.

Advocate for health

policy design and

implementation at the

local, state, national

and global level

Monitor and ensure the

quality of nursing and

health care practices

utilizing advocacy and

ethical decision-

making.

Communicate and

consult with health

care providers and

others to influence

policy change.

Demonstrate

competency in

professional oral and

written

communication.

Environmental

Stewardship and

Sustainability

Environmental

Stewardship and

Sustainability

Embrace a local and

global perspective,

we seek to support

and improve all

populations’ quality

of life within their

natural

environments

Apply theories and

conceptual models to

the analysis of health

care disparities our

aim is to

Improve health care

quality

Design, implement, and

evaluate educational

program for

individuals,

professionals and

communities

Economic and

Cultural

Development

Economic and

Cultural

Development

In examining the

economic, social and

cultural factors

influencing the social

determinants of

health, the faculty

and students seek to

positively contribute

to overcoming

population health

care disparities both

locally and globally.

Control costs, and

improve efficiencies

Plan comprehensive

continuous care

through

interdisciplinary

collaboration across

health care settings

with an emphasis on

diverse and urban

populations

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The Professional Nursing Standards and Guidelines (PNSGs), as presented in TABLE I A-2, are facilitated through a curricular process that reflects the following professional standards and regulations that are appropriate to the population focused roles of AGAC-CNS, AGNP, and FNPs

TABLE I A-2

Program / Track Standards Specialty Program Track

APRN-NP PMC NP Post Master’s

Track

The Essentials of Master’s

Education in Nursing (AACN,

2013)

Criteria for Evaluation of Nurse

Practitioner Programs [National

Task Force on Quality Nurse

Practitioner Education (NTF),

2012]

Consensus Model for APRN Regulation: LACE Document (2008)

244 CMR 4.00: ADVANCED

PRACTICE REGISTERED

NURSING

Adult Gerontological NP:12 and

or 21 credits

Family NP -12 and or 21 credits

Determined by gap analysis of the

prior MS in Nursing

transcript/program.

DNP Post Master’s DNP Program

Track

The Essentials of Doctoral

Education for Advanced Nursing

Practice (AACN, 2006)

DNP program / gap analysis is

conducted to determine if courses

taken in the MS meet equivalent

courses in the DNP if so they are

waived.

Post Baccalaureate BS to DNP Criteria for Evaluation of Nurse

Practitioner Programs [National

Task Force on Quality Nurse

Family NP

Urban Commitment

Urban

Commitment

We are committed to

excellent and

accessible nursing

education, as well as

informed research

and service, to

residents of Boston

and other cities,

regions, and

countries.

Apply theories and

conceptual models to

the analysis of health

care disparities

Demonstrate

competence in the

advanced nursing

practice and

management of health

and illness for

individuals, family, and

aggregate populations

using critical thinking

and evidence-based

clinical decision making

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Practitioner Education (NTF),

2012].

Consensus Model for APRN Regulation: LACE Document (2008)

National Organization of Nurse

Practitioner Faculties (NONPF)

core NP and FNP AGNP specialty

competencies (2013)

244 CMR 4.00: ADVANCED

PRACTICE REGISTERED

NURSING

Adult Gerontological NP

BS to DNP Doctorate Clinical Nurse

Specialist Core Competencies

AACN (NACNs, 2009) and

Adult/ Gerontological CNS

Competencies re Competencies

(2010)

Consensus Model for APRN Regulation: LACE Document (2008)

244 CMR 4.00: ADVANCED

PRACTICE REGISTERED

NURSING

Adult Gerontological CNS

The Graduate program in the DON adopted the AACN Master’s Essentials (2013), and Doctor of Nursing Practice Essentials (2006) as the professional standards for curriculum development and expected learning outcomes. Professional APRN standards adopted by the respective programs are cited in Table IA-2 above. The most recent review of these standards occurred in AY 13-14 at the academic program level and resulting changes were implemented into the curriculum for AY15-16. Standards are listed in the course syllabi for each program of study, reflected in evaluation tools and student DNP internships.

In addition, Post Baccalaureate (BS) DNP and APRN-NP PMC students are prepared for practice in accordance with Code of Massachusetts Regulations 244 CMR 4.00: ADVANCED PRACTICE REGISTERED NURSING Massachusetts Board of Registration in Nursing (MBORN) for registered nurses advanced practice licensure. These regulations guide the expected outcomes for meeting licensure eligibility for all NP and CNS students in the Post Baccalaureate (BS) DNP program and the APRN-NP PMC program. MBORN 244 CMR 4.00 has established the conditions under which the Registered Nurse (RN) licensed by the MBORN may be authorized to practice as an Advanced Practice Registered Nurse (APRN). Regulations cited herein as 244 CMR 4.00 also establish principles regarding category,

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scope, collaboration, supervision, and accountability to which Advanced Practice Registered Nurses are subject. For purposes of preparing graduates for licensure, the Post Baccalaureate (BS) DNP and APRN-NP PMC program are defined and identified in accordance with the Consensus Model/License, Accreditation, Certification, Education (LACE) (2008) parity document as either an Adult Gerontological NP or Family Nurse Practitioner, or as a Certified Adult Gerontological Clinical Nurse Specialist.

Massachusetts Nurse Practice Act Chapter 112,§ 80 requires NPs to practice under physician supervision when diagnosing health conditions and prescribing medications. Since the Consensus Model/License Model/License, Accreditation, Certification, Education (LACE) (2008) recommends full independent scope of practice for nurse practitioners, the Massachusetts Coalition of Nurse Practitioners has introduced a bill HB 1996/SB 1207, “An Act to Remove Restrictions on the Licenses of NPs and CRNAs.” This bill is fully endorsed by the Institute of Medicine and the Federal Trade Commission. The bill awaits a vote of Joint Committee on Public Health before it can be read to the full Massachusetts House of Representatives for consideration. Due to the current independent practice prohibition in our state, our faculty and students practice collaboratively with physicians.

The graduate nurse practitioner program--as required by the AACN Essentials--also incorporates the National Organization of Nurse Practitioner Faculties (NONPF) Core NP and Specialty Competencies (2013) as well as Criteria for Evaluation of NP programs (NTF). As noted, the course syllabi incorporate these professional standards including a list of the courses by programs. These are provided including titles, descriptions, objectives and standards are available in resource room.

I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect:

1) professional nursing standards and guidelines; and

2) the needs and expectations of the community of interest.

Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement.

Program Response:

Program goals and objectives are reviewed in response to the identified needs and expectations of the community of interest defined as 1) students, 2) DON faculty, 3) UMass Boston, 4) CNHS leadership, 5) UMass Boston graduate programs, 6) regulatory bodies, 7), practicing nurses, 8) employers, 9) clinical agencies, 10) advisory board, 11) professional organizations, 12) graduate studies committee and 13) UMass Boston faculty council/senate. For example, revisions to the MBORN 244 CMR, 4.0 during 2014 directed us to assure that all AGAC-CNS students are prepared to pass the national American Nurses Credentialing Center (ANCC) certification exam in order to be recognized as an APRN in Massachusetts. In keeping with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education/LACE (2008) document, the Adult CNS program responded by changing its title and population focus to Adult Gerontological Acute Care CNS (AGAC-CNS). In so doing the program also required AGAC-CNS to incorporate health promotion content.

At monthly nursing department meetings, with faculty and students present, admissions, progression, and graduation statistics are discussed. At these meetings the program directors also present substantive changes to

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the program or curriculum elements for review and consideration of the DON faculty as a whole in the spirit of shared governance. For example, the change in the population focus of the Adult CNS program was first introduced at the DON meeting following the Program Committee’s recommendation to do so. The next step in the process was a review by the total CNHS faculty (full, part-time, on-ground and online), at the Faculty and Staff (FAS) meeting, followed by obtaining approval from the Graduate Studies committee (University level), and faculty council/senate (University level). Finally, changes were published in the DNP and APRN-NP PMC Student Handbook for dissemination to faculty, students, staff, and community of interest. Another example of review and taking action to be responsive to professional guidelines is that all DNP and APRN-NP PMC programs now include pain management content provided through the Boston University pain management module on line.

In a dynamic health care environment in the context of health reform, our DON programs under review are creative as well as responsive. The mission of the Post Master’s DNP program is designed to give experienced nurses the knowledge, skills, and judgment required for advancing the quality and level of excellence in clinical nursing practice and health care delivery systems leadership. In keeping with the values of diversity and inclusion, the Post Master’s DNP program revised its admission policies to include non-APRN master’s prepared registered nurses with evidence of roles in health systems leadership, policy development, and interdisciplinary collaboration. These revised admission criteria intend to foster engagement, eliminate health disparities and inequities while also attracting minority graduate students and representative faculty who can advance their roles in education, and leadership. Many of our focused efforts to revise and be responsive to change are in direct response to the identified preferences of the community of interest, faculty, and students voicing their concerns of a greater representation of minority faculty in in leadership role models. Most recently, the CNHS DON hired a new program director for the APRN-NP PMC program who gives representation to our commitment to diversity. In keeping with our commitment to the urban community of interest, Dean Kulwicki is now a member of the Board of Directors for Codman Square Community Health Center. This community health center services a multicultural community of African American, Hispanic and Asian health care consumers. A member of our DNP and Graduate faculty is an FNP in this same health center, while another member of our faculty sits on the Board of Directors of Harbor Health Services with health centers here in Dorchester and on Cape Cod, Hyannis. Our Associate Dean is the President of the Board of Directors of North Shore Community Health Center while our department chair is the Vice-President of the Board of Directors of the Multicultural AIDS Coalition and member of New England Association of HIV Over Fifty, Incorporated which serves both the Black and MSM communities in Boston at risk and living with HIV infection. One of our DNP faculty works with DNP and APRN-NP PMC students in a community health center on Cape Cod (considered an underserved area). She responded to community needs for implementing evidence-based science by getting a local health department grant to begin an active program of home blood pressure monitoring. One of our CNHS Advisory Board members, who represent our urban and suburban community of interest in the form of health care agencies and consumers, advises the Dean and Department Chair on future directions and strategic planning that are appropriate for the DNP and APRN-NP PMC program. In particular, the Commonwealth Care Alliance, has influenced our programs by encouraging the training of APRNs in the area of home care and long term care.

In all graduate courses in the programs under review, students experience creativity and committed engagement in the care of patients while improving systems of care. They advance in developing creative approaches by using technology to promote change. They apply scientific evidence and are sensitive to diversity and inclusion in their advanced leadership roles in seminars and clinical case presentations. Faculty embrace the MGOs and PNGOs and promote these throughout the curriculum. Minutes of meetings show tangible revisions to the curriculum in response to students’ desires to improve flexibility, clarify how to approach planning types of inquiry, and increase the rigorous standards of their studies. When students or faculty have asked for more emphasis on clinical practice supervision, critique of SOAP notes, or integration of evidence-based guidelines in keeping with the MS Essentials, we have adjusted our attention to these areas using best practices.

In response to the AACN (2006) policy statement on the Doctor of Nursing Practice, the DNP program seeks out and prepares MS prepared advanced practice nurses with strong clinically focused backgrounds for roles in health

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systems leadership, policy development, and interdisciplinary collaboration. National conferences suggested a need for interdisciplinary education and for more nurses in educator roles. We answered this call in our programs through student enrollment in the NU607 course (Evidence- based Nurse Educator). Interdisciplinary experiences of the DNP students are obtained during the DNP Capstone Scholarly Project (Capstone Process page 29), online educational experience in collaboration with the Institute for Health Care Improvement and the influence of PhD prepared educators in biostatistics and epidemiology. A PMC nurse educator program was created to meet the needs of students interested in obtaining National League for Nursing (NLN) nurse educator certification.

Students in the APRN-NP PMC program are encouraged to take focused courses that can be applied towards the DNP degree such as evidence-based teaching practices, primary care dermatology or primary care oncology. These three courses were developed in response to the needs of the community of interest and to current students requesting more educational content.

The mission and programmatic objectives of the DNP Program are enabled through expected outcomes as stated in the AACN (2006) Standards of the DNP Essentials and discussed in III-B below. The expected DNP competencies are developed and evaluated as course learning experiences and through a variety of DNP internship experiences documented on internship logs. There is a culminating synthesis action project entitled “The DNP Capstone Scholarly Project” (Capstone). This project includes a written publishable quality paper, an oral defense and various methods of scholarly dissemination including poster presentations, conferences podium presentations, publishable abstracts and papers. Copies of student project will be made available in the evidence room.

The BS to DNP program was developed as a response to the professional AACN (2006) community of interest recommendations for doctoral preparation for Advanced Practice Graduate Nursing by year 2015. The program proposal was approved by the full governance and the UMass Boston Board of Trustees in 2008. The Post Master’s DNP program commenced in the Fall of 2008. Although the Post Baccalaureate (BS) to DNP program was approved in 2008, full course development along with revisions to the MS, APRN-NP PMC and Post Master’s DNP occurred in the AY13-14. Following full department, college, graduate studies and faculty council/senate governance review and approval, the program was initiated in the Fall of 2015. The revised AY13-14 curriculum shares courses across programs including electives, i.e., the clinical focused didactic and practice courses including the required pathophysiology, pharmacology and advanced health assessment courses may be co-enrolled across programs. Students enrolled in the Post Master’s DNP courses share enrollment with students in the Post Baccalaureate (BS) to DNP cohort as they move through the program. Eventually, we see both the BS to DNP and the PMS to DNP cohorts of students graduating in the same calendar year.

The APRN-NP PMC program has as its mission to provide a flexible 12 to 21 credit online academic program that is designed to assist RNs who have an MS degree in nursing to acquire the knowledge and clinical experience that will prepare them to sit for national certification exams as AGNP or FNP. No APRN-CNS PMC track is offered at this time due to patterns of low enrollment related a lack of employment opportunities locally and regionally (See Post Master’s Certificate web page).

The program objectives and student learning experiences build on the MS prepared students degree of knowledge, skills, and attitudes acquired through completion of a graduate degree in nursing from a CCNE or NLN Commission for Nursing Education Accreditation (CNEA) accredited institution. In keeping with the guidelines set forth by the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education/LACE (2008) requirements for population focused APRNs are met. All applicants must demonstrate evidence of satisfactory completion at grade level of B or better in advanced pathophysiology, advanced health assessment, advanced pharmacology, and role of the advanced practice nurse. Students whose transcripts are lacking these mandatory classes or grade level, are required to take these courses before advancing to the didactic or clinically focused elements in the program of study. In addition, applicants who are not practicing in the role of FNP, and have advanced beyond five years since taking a pharmacology course, must take this course again. This is consistent with most states’ ruling on eligibility to obtain prescribing privileges. In addition, PNPs entering the program must take NU615 Advanced Health Assessment as well as Advanced Pharmacology. Advanced Health Promotion is

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integrated into NU615 Advanced Health Assessment and the clinical internships NU680, NU682 and NU672, where a population focused health promotion is integrated in the seminar format. (Please see Standard III for more information about access to Blackboard online courses for the APRN-NP PMC program).

The programmatic objectives for the APRN-NP PMC are modeled on the MS program expectations and competencies (https://www.umb.edu/academics/caps/certificates/nursepractitioner). Knowledge, skills, and attitude acquired in the MS program courses serve as pre requisites to the APRN post graduate/master’s program. The APRN program objectives reflect the mission and values of the UMass Boston including creativity, discovery, transformation, engagement, diversity and inclusion as shown in Table 1B-1:

TABLE I B- 1

Examples of Role Objectives

APRN-NP PMC & BS to DNP role

Objectives

Facilitating Courses (found syllabi on Web page space with

course objectives)

Demonstrate competence in the

advanced nursing practice and

management of health and illness for

individuals, family, and aggregate

populations using critical thinking and

evidence-based clinical decision

making.

NU614, Advanced Pathophysiology, NU634, Advanced

Pharmacology, NU615, Advanced Health Assessment, NU631

Role of the APRN; Didactic focused course NU638: Mental Health;

NU681 PC of childbearing Family; NU639 PC of adults

Adult/older adults; and NU671 PC of older adults and companion

Practicums: NU680 PC of adults, NU682 PC of Childbearing

family; NU672: PC of Older adults.

Promote individual/family

relationships that facilitate positive

health care outcomes for diverse

populations.

NU638 Mental Health Problems of Family ; NU680, NU682,

NU672 Practicum Courses Family and Adults

Design, implement, and evaluate

educational programs for individuals,

professionals, and communities.

Practicums: NU615: Assessment NU680, NU682, NU672

Practicum Experiences and GNOME **project, DNP Capstone

Scholarly Project

Plan comprehensive continuous care

through interdisciplinary collaboration

across health care disciplines and

settings with an emphasis on diverse

and urban populations.

NU 638 Mental Health, NU680, NU682, NU672 Primary care

practicums Focus on interdisciplinary collaboration and primary,

secondary, and tertiary prevention for patients and families.

Monitor and ensure the quality of

nursing and health care practices

utilizing advocacy and ethical decision-

making.

GNOME project carried out in NU680, NU682 and NU672 Clinical

practicum courses. DNP capstone project

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Design, implement, and evaluate

evidence-based care in relation to

ethno-cultural and spiritual beliefs

within diverse populations.

Graduate Degree in Nursing: Didactic courses: NU681: Primary

care of the childbearing family; NU639 Primary care of the adult

NU671 Primary care of the adult/older adults

Apply theories from nursing and other

disciplines to the advanced nursing

practice for individuals and families

from diverse populations.

Applied in GNOME project in clinical practicums NU680, NU682

and NU672

Identify researchable health care

problems and continually appraise

relevant literature.

APRN-NP PMC: Apply research to problems and supportive

evidence in patient care cases in NU680, NU682, NU672 seminars

and practicums. Post Master’s DNP Evidence-Based Practice I and

II

Communicate and consult with health

care providers and others to influence

policy change.

APRN-NP PMC demonstrated in NU680, NU682, NU672 Primary

care practicums of adults, child bearing families and older adults

in capstone project. NU631 Role of the APRN for Post Masters

and BS DNP

Demonstrate competency in

professional oral and written

communication.

MS in Nursing and Demonstrated in Capstone project and case

presentations in seminars in NU680, NU682, NU672 and NU615

**Goals, Needs, Objectives Methods and Evaluation (GNOME) project defined in Appendix

I-C. Expected faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations.

Elaboration: The nursing unit identifies expectations for faculty, whether in teaching, scholarship, service, practice, or other areas. Expected faculty outcomes are congruent with those of the parent institution.

Program Response:

Faculty expectations are clearly defined by the recruitment and hiring processes for full-time TT and clinical track faculty, as well as for part-time faculty. In addition, the department chair issues teaching assignment letters to all full-time TT and NTT faculty. The department chair makes faculty assignments in collaboration with advisement from the program directors and the faculty themselves. Program directors negotiate and discuss teaching expectations of part-time faculty (See Appendix 1-C.1). Each faculty’s academic year teaching load assignment clearly outlines the expectations (see examples in Appendix 1-C). The UMass system-wide policies and procedures for recruitment, hiring, and evaluating faculty are available in the so-called “Red Book,” which is available on the UMass Boston Provost’s web site, as is the annual academic master calendar, which includes dates when various personnel actions are due. Until recently, all the NTT faculty were subject to the expectations for performance as “lecturers” defined in the UMass Boston Faculty Staff Union (FSU) contract. Personnel changes directed to TT or NTT faculty as well as periodic reviews of faculty performance are provided through the contract negotiations with the FSU dictated by the Agreement between the Board of Trustees of UMass Boston and the Massachusetts Society

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of Professors Faculty Staff Union/MTA/NEA union contract. The current FSU contract can be found at: https://www.umb.edu/hr/employee_relations/collective_bargaining_agreements. The FSU contract does not describe NTT expectations in the areas of teaching workload, scholarship, clinical work, and service, which are currently under negotiation.

Student evaluations of faculty, courses, and agencies are required elements of all faculty performance evaluation (full and part-time). Several years ago, prompted by students and faculty concerns regarding the time required to administer lengthy and complex evaluations in class (60 minutes/1 hour), the DON began a secure online administration of evaluations. Although students cannot be compelled to complete the online evaluations, and the response rate is lower than the paper and pencil version, the online version 1) is less coercive, 2) written comments are legible and thoughtful, 3) processing time is markedly decreased, and 4) faculty do not have to give up an hour or more of valuable teaching time to administer the evaluation. Although the online evaluation approach is not perfect, we are continuing to identify strategies to increase response rates, decrease junk mail deliveries, and provide strategically asked questions about quality of the teaching learning experience while gathering feedback of value to faculty and administrators.

New faculty orientations are provided by the Provost’s Office, the Center for Innovative Teaching, and the CNHS DON chair which includes a mentorship plan. In addition to a mentorship plan there are two groups that meet monthly: the Tenure Stream Group (TSG) and the Teaching Excellence Group (TEG). Both serve as voluntary forums for faculty to discuss and share best practice across teaching, scholarship, clinical work, and service for all full- and part-time faculty in the TT or NTT track. All faculty, but particularly part-time clinical faculty, are encouraged to attend Faculty Development Day held each semester prior to the beginning of classes. Topics for this seminar focus on clinical teaching strategies and issues. Clinical faculty also spend time meeting with their colleagues and course coordinator. To accommodate the large number of clinical faculty and their work schedule, morning and evening sessions are held and continuing education units are provided. In AY14-15 a part-time NTT was designated as a “Part-time Faculty Champion”. This pilot proved to be successful in offering the availability of an experienced NTT faculty member to assist in decreasing isolation and increasing the number from 5 to 33 of NTT faculty completing and submitting an Annual Faculty Report (AFR) detailing their teaching, service and scholarship for the academic year.

Although we do not have a specific Nursing Faculty Handbook, the “Red Book”, the CNHS Bylaws (2007) and other materials needed for comprehensive orientations are given to newly hired faculty by the Provost and the CNHS DON chair. All nursing faculty are aware of their roles and responsibilities through these materials and additional discussions with Program Directors and the Department Chair. To further clarify the UMass Boston perspective, Dean Kulwicki periodically invites the Provost or his representative to departmental or college meetings to elaborate on what he expects of all faculty in their respective roles, and to receive feedback, suggestions, and creative ideas for future development.

Teaching effectiveness is assessed on a number of levels via the AACN Educational Benchmarking Exit Surveys, end of semester teaching evaluations completed by students, and pass rates of our graduates on certification exams. The annual AACN Educational Benchmarking Exit Surveys pose questions related to teaching effectiveness for DNP graduates only. Of note, this survey differentiates between clinical and lecture faculty as well as preceptors. Although helpful, this evaluation tool only provides information in the aggregate and is not faculty specific. Furthermore, due to availability we have only one report, but its annual administration has now been factored into the program and budget.

I-D. Faculty and students participate in program governance.

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Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Nursing faculty are involved in the development, review, and revision of academic program policies.

Program Response:

Students participate in the DNP and APRN-NP PMC program committee as volunteers. Each academic year and sometimes semester we ask for volunteers and invite those that come forward to participate in all committees of the CNHS. This is true for all committees at CNHS (see Strategic plans and Goal 2 objective 2.1 Appendix 1). Student participation in online meetings has not been consistent due to conflicting responsibilities with jobs and family. Efforts are being made to secure students who are willing to share the responsibility. Faculty learn from the students about concerns and bring these forward to the program committee for discussion and action. Students also share insights to concerns brought forth by faculty thus securing the opportunity of multiple viewpoints during discussions. During the past AY14-15, representation on the DNP/APRN-NP PMC program committee has been more consistent and has provided direction for program improvement and change.

All full-time and part-time faculty teaching in the DNP and APRN-NP PMC program are eligible to sit on the program committees. Those that teach on-line from a distance or those that cannot make the meetings in person are offered the option to come to the meeting virtually through FUZE software, Skype or conference call. Participants are advised of committee meeting times in advance. The faculty teaching in the programs under review are notified and invited via email Outlook Calendar about the meeting dates and times. A plan for consistent dates and times for committee meetings has improved faculty attendance in AY13-14 and AY14-15. The program director acts as the committee chair and minutes are recorded by a full-time program assistant. Where conflicting committee meeting times may arise a Doodle is taken to determine an appropriate time that fits for most faculty. Minutes of meetings document student and faculty attendance and participation at the program level. During AY13 and AY14, considerable input was provided by all faculty in the revision of all courses in the DNP/APRN-NP PMC programs. The course syllabi reflect the intended learning outcomes aligned with AACN DNP Essentials (2006), AACN MS Essentials (2011), and NONPF competencies. These newly revised courses went into effect in the Fall of 2015 with the launching of the Post Baccalaureate (BS) DNP program. During AY14-15, the DNP program minutes reflect a review of admission policies related to the DNP program. A motion was passed to consider non-APRN admissions to the program based on the applicants past and current demonstration of excellence in clinical practice, and advanced leadership roles demonstrated on resume and references. The faculty and student representation agreed that APRN roles and certification in the role were not necessary to demonstrate the potential for advancing health care quality, the principle aim of the Post Master’s DNP program. This motion was brought to the department, college wide, and University governance for discussion and approval in the Fall of 2015. In a similar way, in the Spring 2015 DNP retreat, it was determined by unanimous vote of the faculty and student representatives that DNP students could better be guided in the selection of internship activities to facilitate the competencies outlined in the DNP Essentials by having more focused guidance. Therefore, the virtual on line seminars in DNP 1 (NU761) and DNP 2 (NU762) internships were conducted in conjunction with the faculty teaching Evidence-Based Practice I (NU616) and Evidence-Based Practice II (NU716). The goal was to help students focus on experiences that would better inform their Capstone Scholarly proposal and in part be informed by the evidence found in their State of the Science paper written during NU616 and NU716.

Finally, faculty representatives from the CNHS departments (DON and EHS) are represented on the University wide faculty council/senate. Faculty representatives are voted in at a CNHS Faculty and Staff meeting at the beginning of each academic year after being vetted independently in their respective departments. In this way, faculty have input through their faculty council representatives.

There are many examples about how faculty and students participate in program governance to operationalize the strategic goals explained earlier in Standard 1 of the UMass Boston campus and the CNHS DON in particular. These examples are demonstrated here and aligned with specific goals of the strategic plan.

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Advance student success and development: DNP students have been encouraged to obtain innovative internship experiences, such as the two DNP students who were aided in obtaining mentorship experiences with the Associate Chief Nurse at the Massachusetts General Hospital; APRN-BC PMC students conducted a GNOME project during their clinical experiences and worked to implement a web based immunization history program in Pennsylvania; In response to DNP students’ concerns of the number of hours required for internship experiences in one semester, the faculty voted to revise the structure of the DNP I and DNP II so that it would allow students to complete the 100 hours over a period of one calendar year for DNP I NU761 and over one academic year for DNP II NU762; The internship hours for DNP NU763 and NU764 in year III were changed to 100 hours per term allowing time in the summer to allow students to complete the capstone project and prepare their capstone final scholarly paper in keeping with DNP Essential I; Students in the APRN-NP PMC program have asked for advance planning with notifications of early registration and guidelines for clinical practice requirements and this information is provided to students in their recommendation for admission letter, in the co-signed and agreed upon program plan and access to all on line academic calendars in order to register and plan for clinical placements in a timely manner; On-line information Google apps web forms provide students with specifics related to required texts, clinical requirements, and timelines for entering the clinical information which is then reviewed and preapproved by the program director. The web link is sent to all students at the time they pre-register for courses.

Enrich and expand academic programs and research: The DNP program was expanded to include non APRN prepared nurses with strong backgrounds in leadership and change; The APRN-NP PMC program was expanded to allow for students to apply using the short form for admission to the DNP program of study; DNP students were offered electives in evidence-based nursing education and the opportunity to earn a nurse educator certificate while enrolled in the DNP program; PhD students with an MS in nursing were welcomed into the APRN-NP PMC program; courses in the APRN certificate program were applied as electives in the PhD program of study.

Improve the learning, teaching, and working environment: On line environments have improved with

the support of the Information Technology Department at UMass Boston. Feedback from faculty and students directly to the IT department has resulted in improvements in the quality of technology applied in the online environments. This support service provides in depth training for all faculty and provides support for all students who take on the online learning experience. All students in the APRN-NP PMC and DNP programs are provided links to the tutorials to assist them with learning how to use Blackboard for their courses. Faculty have invited Information technology department personnel to teach DNP students how to use Google apps and Skype, and are developing an online program to enhance student understanding of how these tools are applied in their education program. Equally important is the team of Instructional Support professionals assigned to each college to support the integration of web-based teaching/learning strategies or both online and on-campus courses. (https://www.umb.edu/it/getting_services/instructional_support/faculty_liaisons )

I-E. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications.

Elaboration:

References to the program’s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, grading policies, degree/certificate completion requirements, tuition, and fees are accurate.

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Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. For APRN education programs, transcripts or other official documentation specify the APRN role and population focus of the graduate.1, 2

If a program chooses to publicly disclose its CCNE accreditation status, the program uses either of the following statements:

“The (baccalaureate degree in nursing/master's degree in nursing/Doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, 202-887-6791.”

“The (baccalaureate degree in nursing/master's degree in nursing/Doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education (http://www.aacn.nche.edu/ccne-accreditation).”

Program Response:

The CNHS Program Assistants are charged through their position description to be responsible for the currency of information on their program’s website. Toward this end, they have received additional training from IT to facilitate this process. The college also employs a full time IT professional to insure timeliness of all electronic postings such as news, newsletters and maintenance of the CNHS eBoard, prominently mounted across from the CNHS reception area . The CNHS and College of Advancing and Professional Studies (CAPS) jointly provide full disclosure of the admission requirements, academic calendar, fees, and locations in the United States from which the program can or cannot admit students. When inquiries are made or whenever an online open house occurs, potential applicants are directed to the website that lists state eligibility. Information sessions are held to inform potential applicants about the program of study, its requirements, costs and expected learning outcomes.

Information is updated and posted in the DNP and APRN-NP PMC Wiki Spaces and online. Students are sent a web link for the Student Handbook upon admission and the Student Handbook is posted in the Wikis spaces and online for both programs. Find here evidence of respective information sessions and CNHS DON Website information:

http://media.umb.edu/dnpinformation/

http://www.umb.edu/academics/cnhs/nursing/professional_development/

http://media.umb.edu/p68799077/

I-F. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected student outcomes. These policies are: fair and equitable; published and accessible; and reviewed and revised as necessary to foster program improvement.

Elaboration: Academic policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are

1 Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008).

2 Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012).

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identified and support achievement of the program’s mission, goals, and expected student outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs and revisions are made as needed.

Program Response:

Students in the DNP and the APRN-NP PMC programs are subject to the academic policies consistent with those of the division of Graduate Studies at UMass Boston. Academic grading policies are printed in course syllabi for both the Post Master’s DNP, Post Baccalaureate (BS) to DNP and APRN-NP PMC programs. The DNP Handbook and the Master’s and APRN-NP PMC Handbook contain the academic policies that align with the UMass Boston graduate student regulations and policies. Handbooks are online which are accessible by all students enrolled in the program of study.

During the Spring 2015 and Fall 2015, a motion was successfully put forward by all the programs under review to increase the required passing grade for all required courses in the nursing graduate programs from a B- (80%) to a B or 84% (see evidence recorded in DON minutes of Spring 2015). This policy will surpass the requirements of the UMass Boston graduate programs and thus must be taken through governance at the College of Nursing and Health Sciences Faculty and Staff meeting level, the graduate studies level and the University Faculty Council/Senate level before such a change can be initiated. The May 2015 minutes of the DNP and APRN-NP PMC program committee meeting reflects this motion. It was also approved by the faculty at the DON department level (note: students were represented at these meetings as indicated earlier (see policies published at this link: https://www.umb.edu/life_on_campus/policies/academics/academic_regulations_grad).

Evidence that students are given the information about policies and changes in policies includes: 1) students sign off on their plan of study and receive Student Handbook concurrently; 2) during advisement students have an opportunity to respond to policies related to academic policies that exist or have been changed; and 3) all information sessions include accurate and up to date information related to policies.

Standard I Summary

Areas of Accomplishments

Student information is clear and regularly reviewed and updated regarding programs of study and offerings

The DON administrative, faculty, and program leadership has worked successfully to implement the MG0S and PNSGs that meet required CCNE standards for graduate nursing education

Standards, objectives and competencies for each program and population focus are defined and listed in the course syllabi and in the Student Handbook

Student and faculty participation in governance has improved and student voices are more evident and seriously considered

Student Handbook is updated each AY and posted on-line

Web page information is current; updating has improved.

Access to program information is provided through the website and open houses on campus

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The CNHS has responded to the expanding need for multi population focused NPs by developing the APRN-NP PMC program

Areas for Continuous Focus:

Include a formal review of the MGOs and PMGOS to be conducted annually with the faculty and administrators by creating an evaluation plan with designated tasks, responsible person, and frequency

Develop a format in which students can provide feedback re: their perceptions of our meeting MGOs and PNGOs such as end of term focus group or standardized feedback on a survey sent to students by program directors.

Develop a plan in which faculty and CNHS DON leadership works to help graduate students develop a representative process so that their participation in governance is more formalized by creating a UMass Boston CNHS Graduate Student Organization

Work to implement the UMass Boston CNHS faculty senate structure to replace the current CNHS Faculty and Staff meeting structure and include graduate student representation.

Continue to work with the Faculty Staff Union contract to better define expected faculty outcomes for clinical faculty teaching (currently known as NTT faculty) in the programs under review.

Standard II

Program Quality: Institutional Commitment and Resources

The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty members, as a resource of the program, enable the achievement of the mission, goals, and expected program outcomes.

II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed.

Elaboration: The budget enables achievement of the program’s mission, goals, and expected outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the program’s mission, goals, and expected outcomes. A defined process is used for regular review of the adequacy of the program’s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate.

Program Response:

FISCAL RESOURCES

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The UMass Boston Office of Financial Planning gives the CNHS and Department of Nursing ongoing commitment and support. The process and five-year capital plan, as reported to New England Association of Schools and Colleges (NEASC) during their review in 2015,is transparent and includes evidence of the budgeting cycle. Through a combination of legislative funding, grants, internal and external revenue generation, the institution makes available resources to enable the program to achieve its mission, goals, and expected outcomes. The CNHS’ Department of Nursing 5-year Strategic Plan addresses our responsibility to address fiscal goals.

As a form of review, each year the Department Chair asks program directors for budgetary requests (resources needed to address program needs). In turn these requests are submitted to the Dean and depending upon the categories of the requests, i.e. capital investments of high cost requests, they may be submitted for further consideration to the Provost and Vice Chancellor of Finance. The NEASC report lists the budgetary process in detail. University faculty at-large are notified of the budget issues and constraints through the Faculty Council reports received from the Chancellor and Provost. The DON, has a representative elected to the Faculty Council, keeping the budgetary process transparent, and communication travels from the Chancellor, to the Provost, to the Dean and to the Department Chair.

In addition to the budgetary process described in the NEASC report, there are several funds that the CNHS relies upon for both direct student services and general operations of the unit. CNHS receives income derived from online courses offered through the College of Advancing and Professional Studies (CAPS). CNHS has had a longstanding agreement, negotiated by previous CNHS deans, to receive 50% of the net revenue from online courses that the nursing faculty teach, less expenses such as online course faculty salaries. This has provided sufficient funds for general operating expenses. Full time NTT faculty who exclusively teach online are paid salaries by CAPS rather than by state monies.

Another departure from the University budgetary process is the Student Service Fee structure in 2013, adopted after a year of piloting such an income source. The history of the Student Service Fee structure began in 2012 when the University Office of Budget and Finance asked the CNHS and the College of Management, the two professional colleges at the University, to consider implementing a student fee as their respective programs attracted large numbers of students to the campus. The cost difference to students between UMass Boston’s tuition and tuition charged at private Boston colleges amounted to tens of thousands of dollars annually. Thus, adding a student fee seemed reasonable.

Although these student service fees must be presented to and approved by the President’s Office, the Board of Trustees, the Chancellor and the Provost, these funds have proven to be a consistent and predictable source of revenue that meets the needs and challenges of all CNHS programs. Accordingly, CNHS earmarks all such funds for direct student services (academic and support). Among the resources supported by the Student Service Fee are: 1) the staff and operations of the Clinical and Internship Placement Office (CIPO), 2) Writing Program Manager, writing tutors, and the Writing House Online program (WHO), 3) the cost of required national background checks required in clinical settings, 4) additional academic advisors, and 5) the Office of Student Services (OSS). The Student Service Fee has been critical in helping nursing programs meet the Strategic Plan Goals of: advancing student success and development; establishing a financial resource model consistent with the University’s vision statement; and improving the learning, teaching, and working environment.

PHYSICAL RESOURCES

Each semester the Assistant Dean inventories all computers to determine those requiring upgrades or replacement based upon criteria established by the Provost Office. Individual faculty requiring specific software can make these needs known through the department chair for inclusion in the department budget. The budget for the Center for Clinical Education and Research (CCER) is separately developed by its director in collaboration with program directors and department chair and is reviewed by the Dean. Funds for the administration and maintenance of the CCER come primarily through lab fees and special purchases through a one-time bond fund as well as through

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fundraising. In the CCER, lab fees support tutors, lab assistants and some hourly students along with Teaching Assistants (TAs), drawn from the ranks of graduate nursing students who are eligible to undertake these roles.

All budgetary issues are discussed with the Special Assistant to the Provost for Financial Affairs as the Provost Office serves as an advocate for CNHS in terms of resource needs. The CNHS annual budget is developed by the dean and is drawn from requests from the department chairs and separately from the directors of the CCER, Office of Student Services, the Office of Research and the former GoKids Boston. Each director must be prepared to describe how his/her budgetary requests relate to the achievement of CNHS Strategic Plan goals and objectives. The Dean then presents the budget to the Provost for an initial review, which is followed by a meeting with the Dean, Associate Dean and Assistant Dean for an in-depth discussion of budgetary items. Some items must receive separate final approval from the UMass system through the President’s Office. Examples of initiatives requiring this level of approval are the Lab and Student Service fees mentioned previously. As a public institution, the final budget depends upon decisions made by the Commonwealth of Massachusetts legislature in terms of specific allocations that will or can be made to the UMass system as a whole. Allocations to the nursing department have adequately supported its programs with only one exception. Academic Building #2, which was to house the CNHS, is on hold due to funding issues.

RECRUITMENT AND RETENTION OF QUALIFIED FACULTY AND STAFF

All recruitment and retention goals are focused on fairness/equity across three processes 1) forming a search committee representative faculty and/or staff when appropriate; 2) prospective compensation, and 3) regular and ongoing evaluation.

Faculty Search. Annually the department chair works with the nursing faculty chair of the Department Personnel Committee (DPC), which includes elected full-time T and NTT faculty, to identify department needs. These will include faculty lines needed to be filled because of a vacancy from retirement or resignation or new lines needed to support the department of nursing strategic plan across both online, in-class, and blended options. The lines needed are finalized through the department chair and are presented to the Dean of the college (see sample of open lines for AY15-16 below).

SPECIALITY AREA FACULTY RANK

Pediatric Nurse Practitioner Clinical Assistant Professor NTT

Health Policy Associate Professor TT

Pediatric Nursing Assistant/Associate Professor TT

Acute Care/Adult Medical Surgical Nursing Assistant/Associate Professor TT

Nurse Researcher Assistant/Associate Professor TT

Doctor of Nursing Practice/Nurse Practitioner

Lecturer NTT

Adult Medical Surgical Nursing Lecturer NTT

Family Nurse Practitioner Lecturer NTT

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The Dean presents the requested open lines to the Provost for approval. Based on this approval, the chair of the DPC identifies a DPC member to serve as a chair of the search committee. At times, this position is created as a “co-chaired position” where one TT and one NTT member of the nursing faculty share the role. The chair/co-chairs of the search committees invite(s) volunteers to the committee who represent diversity by gender/ethnicity/race, length of teaching experience, rank, and tracks (TT and NTT). The group members are reviewed by the Office of Diversity and Inclusion (ODI) to assure the search committee represents gender, race, ethnicity, and experience differences to make the process representative of different worldviews. The Dean, department chair, and ODI representative meet with the committee to explain the rationale for the lines, the types of ideal candidates we would like to hire, and the best practices in fair/equitable conversation while hiring individuals. The search committee process is reviewed including creation and placement of the ad (pre-approved by ODI and placed by the Human Resource Department online and in hard copy). Search members and the search committee chair are directed to review all applicants (electronically submitted through the UMass Boston website) and devise a process where NTT representatives and TT representatives on the committee share expertise in evaluating applications in order to invite candidates for a phone interview and/or campus visit. Candidates are only invited to make contact with the search committee after a review by the ODI. Every attempt is made before this process begins on the part of the Dean and the Department Chair to know the local ranges of salaries within the University of Massachusetts College/Schools of Nursing system (public University system) and the private universities in the area across ranks and levels of experience. Salaries in the context of the search process are only discussed between the candidate and the Dean and are negotiated based on local norms by track (TT, NTT), candidate experience, curricular needs, and mutual understanding of workload requirements. At time of employment, an offer letter to the selected candidate serves as a contract.

Each faculty member, full-time TT, NTT or part-time faculty is evaluated annually using an electronic Annual Faculty Review system (AFR). Faculty self-report in completing the AFR, and it is then reviewed by the departmental personnel committee (DPC), the department chair, and the Dean. The AFR review includes teaching evaluations submitted by students for all class (online, classroom, blended) and clinical settings. All student-submitted evaluations by course are reviewed only by the DPC and department chair (quantitative and qualitative data). If there is any question of sub-standard performance defined as below 85% totaled across Likert Scale items Highly Effectively, Very Effectively, Effectively, the department chair consults with the program director to initiate a conversation with the faculty member to understand the context of the evaluation and to develop an improvement plan with the expectation that improvement will occur within the next academic year. Plans are made to address

continuance of role/position where applicable (See below a sample summative item from an evaluation submitted by a graduate student identifying teacher effectiveness within our evaluation process in NU616, Evidence-based Practice).

Highly Effectively–

Very Effectively–

Effectively– Somewhat Effectively–

Not At All Effectively–

Total– Weighted Average–

OVERALL, how

effectively did this

instructor teach this

course:

26.32%

10

34.21%

13

23.68%

9

10.53%

4

5.26%

2

38

2.34

For each of the last three years, there have been 8 open faculty positions (full-time NTT and TT). The College of Advancing and Professional Studies (CAPS) approved the hiring of one full-time, PhD ANP/GNP prepared faculty to

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support the needs of the DNP and the APRN-NP PMC programs online. In the past year, the Dean has hired three new DNP faculty to assist with the development of the BS to DNP and to serve as chairs on DNP Capstone committees and to act as consultants for Capstone projects and serve as members of the DNP program committee. A new faculty member was hired to teach epidemiology in the DNP and PhD programs but resigned at the end of AY14-15.

Faculty assigned to teach Biostatistics in the DNP program have achieved tenure, thereby securing their continuing contributions to the DNP program which includes consulting on Capstone Scholarly Projects. Faculty development and retention is addressed by providing financial support to the DNP Program Director and co-Directors to attend the ANCC Doctoral Education meetings and the NONPF meetings, as well as financial support to present at conferences. All faculty members are awarded funding to attend conferences and present papers on a shared cost basis and through funding supplied by the faculty staff union contract agreements ($1000 per FT member per year) with the stipulation that the faculty member is presenting a paper or poster, and through the CNHS funding ($1000 per FT member per year) for presentation or attendance.

Staff are evaluated through a Human Resources (HR) driven electronical evaluation system annually (after an initial probationary period stipulated by HR). Remediation plans are utilized when necessary and followed-up through the staff supervisor. We often have turnover in staff positions primarily because those who take these positions often advance their education through UMass Boston to qualify for higher paying jobs within or outside of the UMass Boston system. The attraction of higher paying jobs with more flexibility/benefits in the private sectors in Boston also creates a problem related to retention in these positions in particular, but can be a source of tension with faculty lines as well.

II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs.

Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve

the mission, goals, and expected program outcomes. There is a defined process for regular review of the adequacy of the program’s academic support services. Review of academic support services occurs and improvements are made as appropriate.

Program Response:

ACADEMIC AND SUPPORT SERVICES

The Office of Student Services (OSS), while primarily utilized by undergraduate students, also supports graduate students directly through referrals to campus resources such as University Health Services, Counseling Services, and Financial Aid Services. In addition, OSS is able to provide referrals to appropriate offices within the University or direct services as it relates to scholarship support, commencement, academic progression policies compliance, grade change requests, and programmatic or related complaints or concerns.

Academic support services remains at a sufficient level to guide the work of students in the DNP program and the Post Master’s programs within the Department of Nursing in collaboration with the College of Advanced Professional Studies (CAPS). CAPS annually shares a strategic plan and report with its steering committee where a representative from the Department of Nursing participates by appointment (Drs. Sheryl LaCoursiere 2013-2014 and DeMarco 2014 to present) (See Nursing Annual reports/CAPS ). This report informs and enhances the

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collaboration between CAPS and our DNP and APRN-NP PMC Programs through our internal strategic planning and annual reports.

The DNP and the APRN-NP PMC programs each have a designated program assistant supported through the CHNS budget and supervised by the appropriate program director. The DNP program shares one full time program assistant position with the Graduate Program Director (GPD). This program assistant is co-supervised by the Graduate Program Director (GPD) and the director of the DNP program. The APRN-NP PMC program assistant is a full time position supervised by the program director. The program assistants (2) work collaboratively with the APRN-NP PMC and the DNP program directors as well as the office of graduate admissions and the office of the Dean of Graduate Studies. The program assistant job descriptions address all aspects of work appropriate for a professional staff position including oversight of the program inquiries, student applications, admissions, registration and graduation audit and clearance process as well as other skills involved with web page and wiki-space maintenance. Program assistants also organize and maintain individual advising forms for program directors to be completed with students upon admission and again during study. In addition, program assistants assist in maintaining student’s folders, clinical logs, assistance with scheduling courses and registering non matriculated students for courses open to students prior to admission. The program assistant works closely with the Clinical and Internship Placement Office (CIPO) to support student clinical clearance and contracts for clinical placements.

The CIPO supports students and faculty by consolidating the administrative requirements associated with clinical and internship placement. With over 2,200 students enrolled in CNHS programs, all requiring one or more internships, preceptorships or clinical experience, organizing these administratively is essential. In addition, the national growth of our online programs often require that state laws or board of nursing regulations be researched and factored into placement agreements and health clearance requirements. Concerns regarding the securing of confidential information such as background checks and health clearance documents require attention. As a self-contained area of the college CIPO has its own copier/fax machine and shredder, as well as a dedicated door and file cabinet locks. CIPO computers have special access to the University server and databases to facilitate information acquisition and communication with students. Each CIPO Specialist is dedicated to a particular area: undergraduate placements, RN to BS and graduate preceptorships, health clearances and background checks or the review and execution of agency working agreements. Working in close collaboration with program assistants and faculty, this office has an extensive custom built database for docketing and monitoring student and faculty adherence of placement agency requirements. For example, last year the CIPO office was responsible for executing over 700 agency working agreements as well as processing an equal number of locally required Criminal Offender

Record Information (CORI)checks, national background checks and thousands of health information and immunization documents. Having this office also means that faculty and program directors need not spend time on the details of placements and can focus on teaching, learning and the appropriateness of the placement in relation to course objectives.

During the admission process all students are provided with a Healey Library access card and identification cards that they obtain during the orientation and advising process. Librarian assistance is available to students and faculty (see detailed description of Library Services for faculty and students below).

During the monthly Graduate Program Directors meetings, students’ need for writing support has been discussed extensively. Working in collaboration with the Dean and Associate Dean of Graduate Studies, an online and in classroom program to provide opportunities for writing support through the Graduate Studies Office has been initiated. In January of 2015, the CNHS hired a full-time writing specialist who established the Writing House Online (WHO) program for all students in the CNHS. WHO offers writing resources and guides, workshops, and one-on-one and group tutoring—both online and in-person. CNHS students and faculty have access to WHO resources through Blackboard. Students schedule appointments with tutors through an online scheduling system. WHO is an active response to the process of asking students what their most significant challenges and needs were in graduate study. Many CNHS students are returning to graduate school after a lengthy hiatus, and in some cases

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many have never written professionally or scientifically in their undergraduate or graduate programs. We are actively evaluating outcomes currently related to the work produced by students when using WHO. Most recently, the Graduate Studies Office provided direct invitations to DNP students to work with graduate writing specialists over the summer. During the DNP program orientation and intensives held in the Spring of each year and Fall for newly admitted and ongoing students, the Graduate Writing Center provides intensive direct sessions to assist with writing skills, including “In Class Wimba Workshop Request” and “Online Tutoring Initiatives”). These spring intensives have allowed students who will graduate in a May cohort to polish their writing skills while working on their Capstone proposals and finishing their state of the science papers. This past year the Graduate Program Directors Committee, which includes directors of all UMass Boston Graduate programs, has worked with faculty and staff to improve the graduate students’ writing resources and online access for graduate students. Evaluation feedback from students and faculty was the impetus for developing the needed academic resources for graduate students at UMass Boston. During the AY14-15 year, the Graduate Studies writing tutorial was posted directly into two Blackboard online courses as content within these courses that could facilitate writing of integrated review of the literature and project concept papers, increasing accessibility to writing assistance.

Most recently in the AY14-15, the Graduate Studies Department has developed a highly in-depth graduate teaching intensive program for graduate students. See: https://www.umb.edu/academics/graduate/info_for_graduate_students/graduate_teaching_program. This program was developed to meet the teaching learning needs of graduate students who may serve as teaching assistants and/or plan to pursue teaching as part of the doctoral career preparation.

In addition to the varied CNHS’s student support services, Graduate Studies provides a fall graduate orientation open to all students on campus or those taking on line courses. See https://www.umb.edu/academics/graduate/info_for_graduate_students and

https://www.umb.edu/academics/graduate/info_for_graduate_students/orientation.

The Graduate student’s assembly provides all graduate students an opportunity to obtain funding to present their scholarly work at conferences. (https://gsaumb.wordpress.com/ ). In the past, DNP students have received funding to attend conferences and share their scholarly work via podium or poster presentation both locally and nationally.

The sufficiency of program support services is an item addressed through the strategic planning process between the Department of Nursing and CAPS and directly through communication with the CAPS Associate Dean and the Office of Graduate Studies. Items are also addressed in the annual reports sent to both the department chair and graduate associate dean. (See for DNP and APRN-NP PMC and CAPS Annual Reports ). An intensive review of the graduate admissions process occurred during the AY 13-14 year. Following the recommendations of the members of a provost appointed committee, an intensive evaluation process of graduate admissions was conducted with face-to-face meetings co- led by the then Senior Associate Dean for Graduate Studies and Graduate Admissions and the Director of Graduate Admissions. The outcome, combined with continuous process improvements and advances in technology (particularly for application documentation management), led to enhancements in the graduate admissions process in an incremental manner to advance turn-around time, ease of online applications, use of credit cards for online deposit payment and speed in notifying students of their admission status on line and by email. A recently updated version of WebNow software has contributed to improved student-applicant satisfaction. Most recently, supports have been requested for a full time DNP program assistant and funding for DNP intensives twice a year in response to students’ requests.

In each case of academic services offered, there is a “per semester” formative and summative system of evaluation that occurs during advisement periods and during formal teaching evaluations (online) throughout the academic year and in summer sessions. Students are given the opportunity to let faculty know what is going well or not going well related to any infrastructure experience while at CNHS.

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SPACE

Space and Technology access for adequate student, staff, faculty and administrative needs is highly needed as student numbers across all colleges at UMass Boston expand and make demands on the infrastructure whether for online, in class or blended courses. The following describes both space and technology support that is in process or being actively implemented.

In 2010, the University acquired the Bayside site at 200 Mt. Vernon Street, Dorchester. The 20-acre property was acquired for $18.7 million from a Covered Mortgage Asset Trust (CMAT 1999-C2) and it will be used to support on-campus construction of new academic buildings while the University leads a planning process for the redevelopment of the site. The Bayside property includes approximately 1,300 parking spaces currently being used by faculty and staff.

The Bayside property will help UMass Boston meet its space needs over the next several years as it begins to develop new campus facilities, renovate outdated existing facilities including the Science Center where the CNHS is housed, and accommodate a growing student enrollment, which has increased 26 percent over the past five years. The new Edward M. Kennedy Institute for the United States Senate opened last summer, UMass Boston’s Integrated Sciences Complex opened last spring and University Hall, a general academic building, is expected to open this spring.

The University this fall will also kick off a planning process to create a long-term plan for redeveloping the site. UMass Boston will work with the state, the City of Boston, its Harbor neighbors, and the surrounding communities to develop a plan that furthers the University’s mission, realizes the potential of the site, stimulates economic activity, creates jobs, and brings greater activity and opportunity to Columbia Point and the region.

UMass Boston’s 25-year capital plan calls for the redevelopment of the campus with new and renovated facilities, new infrastructure and roadways, and green space for greater access to and engagement with the public. The first 10 years of the master plan, launched in 2007, calls for more than $500 million in new facilities, including residential facilities for 1,000 students, and infrastructure construction on the campus, creating jobs and generating significant economic impact for Boston and the Commonwealth.

Classes and meeting space availability started in spring 2015 in the Integrated Sciences Complex (ISC) the first new academic building on campus in nearly 40 years. Our most recent DNP orientation occurred in this building earlier this year. The new building is advancing student and faculty access, engagement, and success with state-of-the art research, teaching, and training laboratories. Its design promotes collaboration among students, faculty, staff, and visitors while opening doors to strategic and community partnerships and funding opportunities. Adjacent to the Quinn Administration Building and the Healey Library, the ISC has made an immediate welcoming impact upon those entering the campus from Morrissey Boulevard and to pedestrians approaching the building. The new building provides 220,000 gross square feet of space featuring: 1) research lab and support space (for biology, chemistry, environmental sciences, physics, and psychology), 2) infant cognition lab, and 3) a new research center—the Center for Personalized Cancer Therapy among other space opportunities to encourage and increase interdisciplinary conversations and scholarship. The $182 million dollar project was funded by the Commonwealth of Massachusetts, the UMass Building Authority, and Mass Development.

UMass Boston's University Hall, initially called General Academic Building No. 1, will serve a large cross-representation of students, faculty, and staff and support the University's growing student enrollment and extended course offerings. The four-story building will provide nearly 2,000 seats in state-of-the-art general purpose classrooms, faculty and staff offices, a café, student lounge and study spaces, as well as specialized space for three academic programs: art, chemistry, and performing arts.

University Hall will provide approximately 190,000 square feet including four large lecture halls, two case-method classrooms, thirteen 40-seat classrooms, five 20-seat seminar classrooms as well as areas for the Art Department,

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the Chemistry Department, Performing Arts and general office area. Benefits of this building to nursing will be the addition of classrooms with cutting edge technology and more student study areas, neither of which exist in the Science Building that houses CNHS.

With input from department chairs and the director of the office of student services, space resources are regularly reviewed by the Dean, Associate Dean and the Assistant Dean in collaboration with the Provost Office. These “Space Reports” detail existing space utilization and requests and rationale for additional space. The requested space might be for research, personnel or equipment. For example, we recently moved the Writing Program Manager and writing tutors to their own large workspace in the Wheatley Building and converted the office they were using into a research space for the peer educators working on CNHS’s Dr. Teri Aronowitz’s three year $900,000 grant from the Substance Abuse Mental Health Service Administration (SAMSHA), an arm of the Department of Health of Human Services focusing on substance abuse, HIV, and Hepatitis C prevention. Larger projects are submitted to the Space Committee for review and approval in the process described below.

Space Planning and Capital Expenditure Policy

There is an active University Campus Master Plan that directs all the efforts to expand space that directly affects the needs of the CNHS the SPACE Committee is composed of four senior institutional leaders designated by the chancellor, and as a committee, is responsible for the review and approval of all University space allocations, space utilization and requests for space changes or additions. Current membership of the SPACE Committee consists of the Provost, the Vice Chancellor for Administration and Finance, the Vice Chancellor for Student Affairs and the Chancellor’s Chief of Staff.

The work of the SPACE Committee is supported by the SPACE Committee Work Group consisting of staff from Academic Affairs, the Chancellor’s Office, the Office of the Vice Chancellor for Administration and Finance and the Facilities Department. The SPACE Committee at UMass Boston keeps accurate floor plans of over 2.1 million square feet of campus space and the accounting of each room's use and finds space to meet changing needs on campus. All space requests are reviewed in accordance with the Space Policy.

UMass Boston Space Request Process. UMass Boston's space is considered a scarce resource that is under the control and management of the SPACE Committee. The SPACE Request Process begins with a department/unit submitting a Space Request and Space Profile Form documenting its need to add to or modify its current space allocation. Prior to being submitted to the SPACE Committee, requests must be approved by the appropriate dean or vice chancellor in order to be considered. Each request must indicate the source of funding as follows:

Department/Dean - Department’s current year general operating funds or department’s restricted/grant funds

Unknown - Department has no identified funds available for space request

Completed space request forms should be printed, signed, scanned and sent via email to Anne Riley, while academic units submit forms to Anita Miller, Associate Vice Chancellor for Academic Affairs, for Provost review and approval. You can also track the submitted requests in the Space Request Log. Each submitted request will have one of the following Request Statuses:

Pending Budget Approval - Request submitted by the department as part of their annual budget process; no action taken at this time

Workgroup - Assigned to Workgroup for review

Study - Large project which has been recommended for feasibility determination, cost estimation, and/or design

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Capital Plan - Project requires inclusion on the capital plan in order to identify funding and attain System Office and BOT approval

SPACE Committee - Workgroup has recommended project to the SPACE Committee

Approved - Request has received a project number and moved to implementation

Returned - Request could not be approved

Space Request Decision Criteria. Space requests for functions or programs strongly linked to the University's mission, strategic plan or other stated campus priorities will be given priority over competing requests.

Criteria for space allocation analyses include:

Centrality to UMass Boston's mission and strategic plan priorities;

User productivity (whether measured by grant generation, publication and scholarship, client service, or instructional activity);

Cost and anticipated return on investment;

Availability of funding;

Appropriateness of the scale of the request;

Improving any existing allocation threatening to expose the University to liability;

The adequacy, location, and functionality of existing and proposed space assignments; and

Appropriateness of functional adjacencies

Space Utilization Principles include:

Instructional and study spaces,

Specialized space for scholarly research, including both “wet” and “dry” laboratories,

Space for tenure system faculty, full-time NTT faculty, full-time staff working on funded research, and other full-time professional staff

Space for student use,

Space for part-time NTT faculty, part-time instructional and research staff (including teaching and research assistants), part-time professional staff, full or part-time support staff

Conference rooms and other meeting rooms

Space (office and/or laboratory) for individuals associated with University programs but not on the University payroll,

Shop spaces

Private study/social spaces, and

Storage spaces

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The SPACE Committee has reported UMass Boston Space Initiatives to the Chancellor’s Executive Leadership Team on efforts that have been undertaken to improve UMass Boston’s facilities infrastructure and provide space suitable to the University’s mission.

During the past few years, physical office space in the college and department have been re-modeled and maximally expanded to accommodate new staff positions and increasing numbers of full-time and part-time faculty. The CNHS faculty offices are located in a renovated library stack area on the third floor of the Science Center Building. The current faculty and staff offices do not have ceiling to floor walls due to the configuration of the HVAC system, severely compromising privacy and the discussion of clinical experiences with students. Contiguous to faculty offices is a Doctoral Student Office and the Center for Clinical Education and Research (CCER). Inside the CCER is a classroom ringed with hospital beds, simulation rooms, mock hospital rooms and simulated exam rooms. One floor below are administrative offices housing the dean, advisors, the Office of Student Services and the Office of Research. Other student service and research areas for the college can be found in the Quinn and Wheatley buildings. We have clearly outgrown our allocated space and remain in need of newer, private faculty offices, lab and research areas and study areas for students. More importantly, the Science Building housing CNHS is slated for demolition because years of deferred maintenance have resulted in such structural instability that the upper and lower level parking levels of the building has been closed since 2006. Millions of dollars had to be invested in an elaborate bracing system to meet occupancy safety requirements. Consequently, the building has a limited lifespan before it must be – and is – slated for demolition. Unfortunately, due to its limited lifespan, it is minimally maintained and requests for workplace improvements are often not approved.

Given the structural issues with the Science Building, and as part of the Master Plan, in 2015 the college was engaged in a process to design and build General Academic Building 2 (GAB2) that would have become the new home of CNHS. Inadequate office space, no room for students to study and overutilization of the CCER (determined to be 117% by architects) all would have been addressed by this new facility scheduled for completion by 2018. Having reached the stage of blueprinting the interior and exterior GAB2, all hopes for improved facilities were shattered by the new governor’s decision to rescind funding for the project, leaving CNHS in a structurally compromised building that must be demolished within the next five years. In a specially convened meeting with the college, Provost Langley insisted plans for GAB2 have not been rescinded and discussions remain ongoing with the Administration to restore funding. Currently, we do not know if or when funding will be restored, or if CNHS will be scattered across the campus in renovated space.

INFORMATION TECHNOLOGY SERVICES DIVISION (IT)

The Information Technology Services (IT) Division at UMass Boston is made up of over 100 staff and provides a wide range of computing resources for CNHS and department with particular emphasis on supporting student needs (https://www.umb.edu/it). The University-wide infrastructure and services are provided by IT in collaboration with CAPS . The support includes a secure internet, network infrastructure, data warehouse, informational security, IT planning, support and problem resolution services for faculty, staff, and students. Ongoing inquiries for requests for support and web conferencing support in particular is made available each semester (See IIB.4) All servers, desktop, lab and classroom systems are secured with by anti-viral software and patch updates. Exchange and email/calendaring services, file services, research services, course capture, course management support and instructional media and simulation services are provided through IT. In addition, IT provides technical advising and support services including how to integrate mobile devices, with college email, calendar and file services and supports general computing services as well as virtual environments such as wiki-spaces. Key components and examples of the services mentioned follow here as examples of supplying instructional support resources to our faculty, staff, and students:

Blackboard Learning Management System

https://umb.umassonline.net/

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Digital Learning Studio

https://www.umb.edu/it/getting_services/instructional_support/digital_learning_studio

IT Service Desk and Web Services

https://www.umb.edu/it/getting_help

In each case there is a “per semester” formative and summative system of evaluation that occurs during advisement periods and during formal teaching evaluations (online) throughout the academic year and in summer sessions. Students are given the opportunity to let faculty know what is going well or not going well related to any infrastructure experience while at CNHS.

LIBRARY

The University Libraries Collection at the Healey Library supports the research and instructional programs of UMass Boston and represents the depth and range of scholarship that is at UMass Boston. Along with books, journals, sound recordings and microfilm the library has a wide collection of online databases across disciplines (Pub med/Medline, CNAHL/Cochrane Library, EMBASE, PsychInfo to name a few) that can accommodate online and on ground students and faculty. The library subscribes to Refworks and Endnote and gives assistance through a department of nursing designated librarian liaison in compiling publications for promotion or tenure as well as acting as a problem solver and evaluator of library quality. In addition, all students are given an orientation to the library system through lectures, demonstrations, and online programming. Recent signature events include the launching of a digital repository, adoption of an open access policy, and the opening of a digital library (see links below).

Launch of the Digital Repository Scholarworks

Faculty Adopt the Open Access Policy, 2012

International Opening of the Mercedes Agulló Digital Library

To further advance access to library resources our students, staff, and faculty have access through consortia collaborations to 1) the John F. Kennedy Presidential Library and Museum, 2) the Edward M. Kennedy Institute for the United States Senate, 3) the Massachusetts Commonwealth Consortium of Libraries in Public Higher Education Institutions, 4) Fenway Library Consortium, 5) Boston Library Consortium and 6) the Center for Research Libraries.

UMass Boston has created instruments for informing a new learning-outcomes-assessment plan to develop information-literacy outcome measures with faculty and to receive feedback annually on the intersection of the Library and Technology through a faculty survey and bibliographic review. The following are examples of such work and are available to graduate students (active links):

Standardized Assessment of Information Literacy Skills

Rubric Assessment of Information Literacy Skills

Faculty Reflections on Information Technology and Library, 2012

Faculty Survey and Bibliographic Review Study, 2014

Commission on Collegiate Nursing Education Page 37

II-C. The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in nursing; holds a doctoral degree if the nursing unit offers a graduate program in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected program outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected program outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes.

Elaboration: The administrative authority of the chief nurse administrator is comparable to that of chief administrators of similar units in the institution. He or she consults, as appropriate, with faculty and other communities of interest to make decisions to accomplish the mission, goals, and expected program outcomes. The chief nurse administrator is perceived by the communities of interest to be an effective leader of the nursing unit. The program provides a rationale and a plan to come into compliance if the chief nurse administrator does not hold a graduate degree in nursing and a doctoral degree (if applicable).

Program Response:

Dean Anahid Kulwicki RN, PhD, FAAN, began her leadership role as Dean in November of 2012, following Interim Dean Marion E. Winfrey, EdD who was in this position after Dean Greer Glazer resigned to take a deanship closer to her family home at University of Cincinnati. A substantive change regarding Dean Kulwicki’s acceptance as Dean was filed with AACN and CCNE. Dean Kulwicki is PhD prepared in Nursing with a degree from Indiana University’s College of Nursing. Her resume reflects strengths in leadership, research, publications, and grant funding. It also demonstrates the unique contributions she has made as not only an academician but also as a health officer in a large, busy, ethnically diverse health department in Wayne County, near Detroit, Michigan. Her work in the Arabic/Muslim community is supported not only by her established level of prevention scholarship, but also by her sensibilities to the Arabic community. She is a sought after key consultant to many across the country and internationally because of this expertise.

The academic leadership experience, degree preparation, leadership skills and scholarship publications provide evidence of her comparative preparation to other comparable Deans appointed by the provost at UMass Boston. Dean Kulwicki has the full support of the Provost and Chancellor in all matters related to academic quality, including management of the budget, approval of curriculum changes, faculty hiring, retention, evaluation and promotion. She has led the College in directing faculty to learn how to write HRSA, other program grants, and science grants to help support scholarships and programs for student development and seek grant funding in keeping with the strategic plan and goals of the University to become more and more research intensive in both knowledge development and translational research congruent with the APRN-NP PMC and DNP role. Her annual reports reflect her enthusiastic support for the DNP program and her desire to see it expand to include the BS to DNP program beginning in Fall 2015. Her global initiatives include expanding access to online and exchange on-ground courses at the CNHS to nursing programs in Ireland, Egypt, Palestine, and Scotland (See annual Dean’s reports in evidence room).

Balancing her external interests in global development of our UMass Boston students as well as other international students, she has focused wholeheartedly on developing an administrative and director team that understand their role, job description, supervisory responsibilities and their contribution to the department of nursing strategic plan (See IA.1). Shortly after her arrival she took the chairs, the directors and the entire administrative team team of CNHS on a three-day retreat off-campus. She presented her vision of how the CNHS could and should advance in conjunction with the University Strategic Plan. It was a result of this retreat that the College Leadership Group(CLG) met twice a month for an entire year (AY13-14) to redefine the organizational chart of the college and to work on a strategic plan with measureable and obtainable goals (See IIC.3 and IIC.4)

Commission on Collegiate Nursing Education Page 38

The Dean is informed of programmatic changes from national sources to in house reviews of MGO’s and everything in between. As leader of the CNHS, Dean Kulwicki has initiated and continued regular ALT meetings with program directors and key support service directors on a monthly basis. All CNHS program directors- PhD, DNP, Graduate Program Director, APRN-NP PMC Program Director, Undergraduate Program Director and Director of the Exercise and Health Sciences undergraduate and graduate programs-are ALT members, as are the director of students services, the Dean’s administrative assistant, the Associate Dean, the Assistant Dean-Finance and Administration, the Department Chairs, the Director of Fund Raising and Development, the Interim Associate Dean for Research, the Director of Special Projects and Grants, and staff and faculty representatives who are specifically selected by a vetting a voting process, and all members are expected to attend these monthly meetings (See ALT Minutes in resource room). In addition, the Dean leads and sets the agenda for a college wide Faculty and Staff meeting held every other month over the last three years. In response to a request from the faculty to form a College wide Senate in keeping with the governance model developed by other Colleges within the UMass Boston system, the Dean convened a College wide meeting to address the task force report on this subject and supported motions to move forward on the development of a College wide representative Senate to address curricular and academic matters (See Annual reports. )

The Dean communicates with the community of interest through regularly scheduled meetings with the Advisory Board. In addition, the Dean serves on the board of directors of Codman Square Community Health Center and works with many aspects of enabling the strategic goals and objectives including fund raising, developing scholarships and recognizing alumni members for their professional leadership and contributions to the CNHS. The Dean is active in writing grants with faculty involvement and administrative support. She is highly respected in the community and partnerships formed during the Dean’s tenure at UMass reflect her high esteem as a community-based public health expert. Examples of her help to our local communities include a recent invited lecture at Dana Farber Cancer Institute and Children’s Hospital Medical Center to discuss best practices with dealing with Arab

patients in the United States. Noteworthy is her effort to designate a day weekly to visit community settings and get our communities to know about UMass Boston, the CNHS and the research and scholarship our faculty and students are undertaking. Most recently she worked with the Goddard House, Senior Living Center to provide scholarships to our students on one of these “development” days so that those who have worked for 10 years or more in Boston healthcare facilities and were coming back to school could have some financial support. This was an opportunity offered to the CNHS through and endowment that Goddard has had for quite a longtime. They offered the opportunity to all nursing schools in Boston and selected CNHS because the Dean showed leadership and follow-up with a specific plan. She has met weekly with alumni encouraging them to come back to school or to come teach with our faculty or participate CNHS activities to build an active community of those passionate about our University and college. She is also the leader who represents several CNHS partnerships in Boston of great significance to our graduate and undergraduate students. The Dean supports these initiatives and partnerships and their advancement of education in CNHS graduate programs.

Dean Kulwicki has increased the visibility of CNHS both globally because of her efforts and at the same time has been a key proponent locally by encouraging faculty, staff, and students to develop more broadly as leaders through encouraging them to apply or personally nominating individuals for awards. For example, the Robert Wood Johnson Nurse Faculty Scholars Award was bestowed on Assistant Professor Dr. Emily Jones, commencing in 2014.

II-D. Faculty are: sufficient in number to accomplish the mission, goals, and expected program outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach.

Commission on Collegiate Nursing Education Page 39

Elaboration: The full-time equivalency (FTE) of faculty involved in each program is clearly delineated, and the program provides to CCNE its formula for calculating FTEs. The overall faculty (whether full-time or part-time) is sufficient in number and qualifications to achieve the mission, goals, and expected program outcomes. Faculty-to-student ratios ensure adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies and professional nursing standards and guidelines.

Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree. The program provides a rationale for the use of any faculty who do not have a graduate degree.

Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies. Advanced practice nursing tracks are directly overseen by faculty who are nationally certified in that same population-focused area of practice in roles for which national certification is available.

Program Response:

As referenced in the Academic Personnel Policy of the University of Massachusetts Amherst, Boston, and Worcester publication also known as the “Red Book” and Guidelines for the Boston Campus, all personnel policies including rank identification and recommendations for promotion are identified. Currently, there are 43 FT faculty and 95 PT faculty employed by the DON for all academic programs. The CNHS FT faculty are tenured, TT and NTT, and the majority of our faculty have doctorate degrees (PhD, EdD, DNP). Those serving in NTT, both full-time and part-time positions, straddle University ranks/titles and working clinical faculty titles. CNHS is in a bargaining process to change Associate Lecturer, Lecturer, Senior Lecturer, Senior Lecturer 2 to clinical titles such as Assistant, Associate, and Full Clinical Professors. Some of our current DNP and APRN-NP PMC faculty hold titles that are currently being negotiated. In addition, in the newly negotiated union approved system, PT faculty on continuous appoints will be guaranteed FTE’s ≥ .50 FTEs. The curriculum vitae of faculty corroborate that our faculty are well-prepared and qualified to achieve the CNHS MGOs and expected student and faculty outcomes (See Faculty CVs and credential verifications in evidence room).

Formula for Calculating 1 FTE. All full-time NTT faculty teach 12 credits per term (Fall and Spring; 9 month appointments). This is considered 1 FTE. If the faculty member is in a director position, leading a program of study, she/he is given a per semester reduced teaching load of 3 credits as is the case with the APRN-NP and DNP programs. Directors are also given a stipend to offset the needs to address programmatic issues throughout the calendar year. Please see website for all FT faculty.

Faculty Qualifications: In order to meet the education and practice needs of the APRN-NP PMC and BS to DNP Master’s program, one part time PhD prepared certified Women’s Health NP, who is actively practicing clinically in the role, is retained from Harvard Vanguard Atrius Health Care. This faculty member attends all program meetings and provides input into the APRN-NP PMC and BS to DNP program.

Three DNP prepared and one PhD prepared faculty were hired since the last accreditation report of 2011 and are now added to those available to teach DNP courses and serve on DNP Capstone Committees. A DNP prepared PNP was hired as new director of the APRN-NP PMC program. This faculty member teaches the pediatric content of the FNP program in both didactic and clinically focused courses.

Faculty active in DNP and APRN-NP PMC Program (Full Time FT and Part-Time PT) are included in the table below. All faculty teaching clinical courses meet the National Task Force on Quality Nurse Practitioner Education Guidelines (NTF) for certification in their field of practice. These faculty are licensed as NPs, in

Commission on Collegiate Nursing Education Page 40

Massachusetts, as required by the Board of Registration in Nursing and certified and holding either a MS in Nursing, a Doctorate in Nursing Practice or a PhD (See faculty resumes, licenses, and other related credentials in resource room).

The table below identifies 1) specific DNP and APRN-NP PMC Faculty, 2) their academic preparation, 3) roles in the Program and 4) Practice (clinical)/Teaching (course) evidence (per Guidelines for Evaluation of NP Programs (2012)). Note there is a mix of both full-time and part-time DNP and PhD prepared faculty in the TT and NTT to meet the needs of our students. Also listed are faculty who teach in the programs who are not nurse practitioners (See all faculty CVs and credentials in evidence room).

TABLE II D-1

Clinical faculty DNP

Program

Institutional

Doctorate

Role in Programs Practice/ Teaching

Patricia Halon DNP, FNP-

BC, Clinical Assistant

Professor

Full Time NTT

DNP UMass Boston,

MS FNP UMass

Boston

Graduate Program

Director; DNP program

committee; chair MS/ PMC

AY13-14

Codman Square health

Center; former Director

General Medicine

Clinical UMass Boston

Health Services

Susan Parker DNP-GNP-BC,

Clinical Assistant Professor

Full Time NTT

UMass Lowell DNP

MS GNP UMass

Lowell

Director, DNP program,

AY13-14; AY14-15, AY15-

16 Capstone committee

member

Long term care / DNP

program advisor

Jennifer Hackel GNP-BC,

DNP, CDNE, Clinical

Assistant Professor

Full Time NTT

Columbia University

DNP, MS University

of Michigan

DNP program Committee,

DNP capstone committee

member

Long Term Care,

Diabetes Nurse

Educator Certified

Lisa Kennedy Sheldon ANP-

BC, ONCNP, PhD Associate

Professor

Tenured

University of Utah

PhD Nursing

DNP Capstone Chair,

Faculty Elective Oncology

in Primary Care; member

DNP program committee

Developed elective in

Oncology in Primary

Care for DNP and PMC

and master’s students

Terry Buttaro ANP-BC, PhD

FAANP, Clinical Assistant

Professor

Full Time NTT

Simmons College

PhD Education; MS

Capstone Committee Chair

and member of DNP

program committee; PMC

faculty

Adult Primary Care/

Long Term Care/ Acute

Care

NU671 PC of Older

Adult NU680 PC of

Family Adult Focus;

Practice: Coastal

Medical Associates

Sheryl LaCoursiere FNP-BC, University of DNP capstone chair, DNP DNP Internship NU761,

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Certified Nurse Informatics,

Clinical Assistant Professor

Full Time NTT

Connecticut PhD,

FNP UMass Boston,

Nurse

Administration

University of

Connecticut

Committee member NU762, Informatics

NU715; NU765:

Leadership and

Management

Practice: Gero Psych

Eileen Stuart Shor ANP-BC,

FAHA, FAAN

Associate Lecturer Part

Time

PhD, Health policy

UMass Boston,

MSANP Boston

College

Capstone chair, member of

DNP committee, faculty

coordinator DNP capstones

AY14-15.

NU616 Evidence-Based

Practice I; NU716

Evidence-Based

Practice II; Adult

primary care practice.

Global Health Elective

Beth Ann Rowlands GNP-

BC, DNP

Clinical Assistant Professor

Full Time Non TT

DNP Rush University

MS UMass Lowell

GNP

Capstone chair, member

DNP program committee.

Experience in health policy

and leadership; legislation

PMC faculty

NU618 Health policy;

NU766 Health

Economics and Finance.

NU672 PC of older

adults practicum PMC;

Advanced

pharmacology NU634

Margaret McAllister FNP,

BC, FAANP Senior Associate

Lecturer Pat Time

PhD Northeastern ;

SpCNL FNP Indiana

University, MA

Nursing Education

NYU

Capstone chair; DNP

program director AY13-14,

AY14-15

Retired Program

Director DNP and Post

Master’s;

Teaching DNP

Internship III and IV

NU763 and NU764

Michelle Ferguson DNP,

PNP-BC

Clinical Assistant Professor

Full Time Non TT

DNP University of

Miami

PMC program co-Director PNP practice; Teaching

NU681 PC of

Childbearing Family;

U682 Primary care of

family practicum III

pediatric and obstetric

supervision

Non NP Faculty are listed

below

Haeok Lee PhD, FAAN,

Professor,

Tenured

PhD, University of

California, San

Francisco

MS, Yonsei

Advanced pathophysiology

Master’s PMC & PhD,

Program Director

NU614 Advanced Patho

see resume re:

qualifications

Commission on Collegiate Nursing Education Page 42

University

Sun Kim PhD Associate

Professor

TT

PhD Rutgers

University, MS Pysch

Mental Health

nursing

PMC Committee; DNP

student capstone

committee member

PMC required course

NU638 Mental Health

and Psychosocial

problems of the family

Part time NP faculty Post

Master’s Certificate only

Robin Cowper RN, MS, FNP

Lecturer

Full Time Non TT

MSN FNP Yale

University

PMC Didactic 639 PC of

Adults, 681 PC of

Childbearing Family

Practice FNP Marshfield

MA;

Debra Aloe PhD, FNP-BC,

PNP-BC Lecturer

Full Time Non TT

PhD University of

Florida Gainesville;

FNP UMass Boston;

PNP University of

Florida Gainesville,

Florida

PMC program committee;

clinical practicum seminar

NU682

Actively practicing in

pediatric primary care

practice in Pittsburgh;

teaching NU682

Primary Care of Family

Peds and OB Clinical

practice seminar with

Dr. Fischer WHNP

Kathleen Ouzts PhD, FNP,

ANP, ACNP Lecturer II

PhD

FNP UMass Boston

ACNP Johns Hopkins

PMC program committee; NU680 PC of family

adult focus on line

seminar and

supervision FNP and

AGNP

Mary Fischer PhD, WHNP-

BC Associate Lecturer

PhD UMass

Worcester; MS

WHNP Mass General

Institute

PMC and Master’s Program

Committee

Teaches women’s

health / OB content

throughout the PMC

program; NP Harvard

Vanguard Atrius

Somerville MA

Marjorie Crabtree DNP,

FNP-BC, ANP Lecturer Part

Time

DNP UMass Boston

FNP UMass Boston

ANP University of

Rhode Island

DNP and PMC Program

committee, former

students representative

DNP committee

NU680 PC of Family

Adult focus clinical

seminar on line

FNP/ANP supervision

Practice: Harbor

Community Health

Center- Hyannis, MA

Commission on Collegiate Nursing Education Page 43

Ellen Latour DNP, AGNP-BC

Lecturer Part Time

DNP UMass Boston

PMC program committee NU615 advanced health

assessment and

promotion; Practice:

Western Massachusetts

Hospital, Westfield, MA

Faculty Workload and Faculty to Student Ratios: In making all assignments, the department chair closely adheres to the criteria and role expectations of faculty by using the criteria established by the Department of Nursing for TT/T and NTT positions respectively to complete teaching assignments. This use of criteria established by the Department of Nursing aligns established standards in conjunction with the Faculty Staff Union (FSU) guidelines. (See Faculty Workload Guidelines in CNHS CCNE Accreditation Supporting Documents)

Faculty are teaching clinical seminars on line in the APRN-NP PMC program courses: NU615 Advanced Health Assessment, NU680 Primary Care of the Family Practicum Adult focus, NU682 Primary Care of the Family Pediatric with added OB focus and NU672 Primary Care of the Adult/Older Adult only allow enrollment of 12 students in a six credit course, allowing six students for each of three credits in keeping with the NTF guidelines for clinical supervision. In all online non-clinical courses, a maximum faculty to student ratio is 1:25.

Advisement Ratios:

The DNP Program Director does all the advising on admission to the program, prior to each semester. Current enrollment including new students (and returning students) for 2016 Spring is 45.

The APRN-NP PMC program director is the only faculty advisor. She advises students on admission, when they fill out the program plan and at every pre-registration period. The faculty are currently discussing a plan to share advisement. The number of students varies between 150-170 at any given time, due to students fluctuating in and out of an active status.

Fiscal Factors Affecting Faculty Sufficiency:

Three fiscal factors affect faculty sufficiency: salary differential with clinical agencies; restricted ability to “grow our own;” and the status of NTT faculty contract negotiations.

According to the United States Bureau of Labor Statistics, Massachusetts is among the top five states in terms of salaries for nurse practitioners. In fact, the Bureau reports that the Mean Annual Wage for the Boston-Cambridge-Quincy, MA New England Cities and Towns Division reports is $110,880, while our most recently hired doctorally prepared Nurse Practitioner is being paid a nine month salary of $85,000. Although one day a week is set aside for nurse practitioner faculty to practice and therefore remain clinically current, this policy also allows faculty to earn supplemental income. Regardless, it remains impossible to match the industry salary of Boston area nurse practitioners as education is not strictly a 40 hour/week job.

Another fiscal constraint concerns the Provost’s strong reluctance to hire graduates of UMass Boston, making “Grow Your Own Faculty” impossible. Master’s degree graduates of UMass Boston are welcome to apply for our faculty openings only if their doctorate or post-doc is from another college or University. While we have been able to hire one faculty member who graduated from our DNP program, the Dean had to present a very strong case to the Provost in order to prove that she was by far the best candidate for the position.

Finally, the last variable affecting faculty sufficiency concerns ongoing negotiations with the Faculty Staff Union (FSU) regarding position titles, promotion and workload. Several years ago the nursing faculty defined the clinical faculty positions and promotion criteria, however neither were ever officially recognized within the Faculty Staff

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Union contract. Complicating negotiations is the fact that the Amherst and Boston campuses are under the same contract, yet have differing workload expectations. It is hoped that negotiations will be completed sometime in 2016.

II-E. Preceptors, when used by the program as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes.

Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are:

clearly defined;

congruent with the mission, goals, and expected student outcomes; and

congruent with relevant professional nursing standards and guidelines.

Preceptors have the expertise to support student achievement of expected outcomes. Preceptor performance expectations are clearly communicated to preceptors and are reviewed periodically. The program ensures preceptor performance meets expectations.

Program Response:

APRN-NP PMC Program. Students in the 21 credit FNP or AGNP program must complete a minimum of 600 hours of direct clinical supervision. Students in the 12 credit gap analysis program for the FNP or AGNP must complete a minimum of 300 hours, with 300 hours honored from their prior MS program in which NP preparation was provided and proof of certification and licensure in the adult, pediatric or acute care role is provided. Women’s health NPs must complete the 21 credit program with 80 clinical hours of credit for women’s health Obstetrics (OB) experience.

Preceptor role and expectations are clearly defined and sent to all preceptors upon appointment and shared with the student. Students cannot begin any clinical experience until a signed working agreement with the preceptor’s agency is in place congruent with state regulations across the country.

Preceptors are secured by the students under the guidelines indicated in the materials sent to students with pre-registration and as listed in the Student Handbook. Preceptors must be licensed in their state as an NP, MD, or PA or Certified Nurse Midwife for Family NPs needing OB experience. Preceptors must demonstrate experience in the area of student clinical learning. Preceptors are approved by the Program Director and listed on a clinical web form (managed by the program assistant) that is filled out by all students. Preceptors contribute to the student learning outcomes through supervision of students in clinical practice. Validation of student experiences and learning is provided through a review of the students’ web-based clinical log and conferences with faculty at the beginning, midterm and end of the semester. If any problems are identified in student performance, faculty intervenes to develop an improvement strategy for students. The preceptor and student complete the student’s clinical evaluation tool at midterm and end of the semester in collaboration with faculty . Signatures validate this review and indicate areas that need improvement. Copies of preceptor resumes and state licenses are provided in the exhibit room. Clinical working agreements are kept in the CIPO office at the CNHS.

DNP Program (BS-DNP/MS-DNP). All students admitted to the program are certified population focused APRNs with some exceptions made for applicants who are not in this category but are currently in leadership roles or have been so in past or those who are APRNs but may not be practicing now. Students must identify an onsite Capstone facilitator/mentor familiar with their project, who is also required to serve on their DNP Capstone Committee

Commission on Collegiate Nursing Education Page 45

following approval from the DNP committee Chair and Program Director. All facilitators/mentors must submit their resume for review by the DNP Program Committee and Director prior to students receiving approval for their choice of on-site capstone committee member. Approval includes a consideration of how this facilitator/mentor will contribute to the student’s internship experiences and guide him/her in the internship project. A proposal hearing allows time for faculty to learn about the role of the facilitator in the agency and their background and experience. Facilitators attend ongoing hearings and review of progress on the Capstone Project as requested by the committee chair. During the most recent review of the Capstone Project process, faculty and facilitators recommended the need for a process to further clarify the role of the DNP Capstone facilitator/mentor in relation to faculty and to meet more frequently during the proposal phase of the DNP Capstone Project.

II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes.

Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role and in support of the mission, goals, and expected faculty outcomes. For example:

Faculty have opportunities for ongoing development in the scholarship of teaching.

If scholarship is an expected faculty outcome, the institution provides resources to support faculty scholarship.

If practice is an expected faculty outcome, opportunities are provided for faculty to maintain practice competence, and institutional support ensures that currency in clinical practice is maintained for faculty in roles that require it.

If service is an expected faculty outcome, expected service is clearly defined and supported.

Program Response:

The Teaching Role:

The University provides teaching role support through the Center for Innovative Teaching and recognizes excellence in teaching, scholarship and service through annual awards.

In AY14-15, the DON chair initiated a Teaching Excellence Group (TEG) that meets monthly through the academic year. All full and part-time faculty are invited to attend in person or virtually. Topics have included 1) online/class cheating, 2) technology challenges, 3) teaching in large classrooms, 4) teaching pedagogies that are successful, and 5) developing syllabi congruent with learning and practice standards. This TEG gives evidence to the DON’s commitment to reflect a culture where teaching and learning is highly valued and all faculty are eager to test innovative approaches to achieve best practices in teaching effectively and to improve learning outcomes.

The DON is committed to teaching mentoring when a new faculty member arrives regardless of his or her past teaching experience. Each new full-time or part-time faculty member is paired with a mentor or given access to a point person to assist with their teaching role. Mentoring ranges from orientation to the UMass Boston infrastructure (IT, classroom, testing/academic conduct policies) to pedagogy (class/clinical). Guidance is also given on how to utilize program and faculty assistants efficiently as well as problem-solving using the Program Director, Department Chair, College associate Dean and/or College Dean.

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The College supports faculty to attend nursing education, and clinically specific as well as interdisciplinary conferences across the US as well as globally. All track faculty are given the time and financial support to attend conferences locally, nationally and internationally by the Faculty Staff Union (FSU) if they are presenting a paper or

poster. In addition, they are also supported by the CNHS if they are not presenting a paper or poster but are attending for professional development purposes. The dean provides support for faculty program directors to attend the annual NONPF and the annual AACN doctoral education conferences.

Faculty are given a reduced teaching load if she/he is in a director role or is awarded a grant that includes in-directs (F & A costs) where 17% buyout yields one 3-credit course release.

The Research/Scholarship Role:

There are a variety of intramural grant options that are available at UMass Boston as well as support for applications to larger more competitive extramural grants through the Office of Research and Sponsored Programs (ORSP). Congruent with a University and College mission directed to eliminating health disparities and disease prevention, examples of two programs supportive of faculty research are the Health Equities Scholars Program (HESP) and the U54 Cancer Research Center. The HESP opportunity includes the chance to be research assistants for faculty who have research in health disparities. The Center for Personalized Cancer Therapy is a joint initiative between the University and Dana Farber/HCC. Led by Dr. Jill A. Macoska, The Center has established a translational research program that will advance the instructional and research mission at UMass Boston.

The CNHS Interim Associate Dean for Research works with faculty on science and program grants pre- and post- award. (At date, there is an open position for a director for program grants). The Research Office is dedicated to supporting and growing a mission of knowledge development and translational research using interdisciplinary approaches. This office also offers mentoring to TT faculty monthly in a group called the “Tenure Stream Group” (TSG). This group explores publication, research, and tenure success goals.

Statistical services are available at the University level through the Office of Research and Special Programs (ORSP) and at the college where Dr. Ling Shi’s workload is partially outsourced to help all doctoral students and faculty in developing quality improvement or scientific experimental designs.

The Department of Nursing works collaboratively with the Department of Exercise and Health Sciences to write interdisciplinary grant proposals, implement grants, and discuss creative ideas across the nursing discipline and psychology, nutrition, exercise physiology, and public health.

The Practice Role:

Faculty who are required to maintain clinical practice as part of their advanced practice licensure may use a day a week to advance their practice requirement or can use their summer non-responsible time to UMass Boston to acquire hours needed. Currently, collective bargaining is underway to clarify the establishment of a clear and distinct clinical/practice faculty role where clinical work would be part of the workload calculation. This bargaining effort also includes a stipulated amount and type of scholarship and defined method of promotion in the ranks of assistant, associate, and full clinical professorships. The current NTT positions only require Teaching and Service as part of the workload although Scholarship is expected. The annual faculty teaching assignment letter stipulates that the College expects faculty to integrate the relationship between teaching, scholarship and research. The Dean has diligently visited many health centers in metro Boston, i.e. Codman Square Health Center, to develop relationships in an effort to improve the opportunities for clinical practice for full time NTT advanced practice faculty.

The Service Role:

Commission on Collegiate Nursing Education Page 47

The CNHS recognizes the value of faculty engagement in a multi-dimensional professional role. All faculty are expected and encouraged to become active in professional service opportunities at all levels, including the department, college, University, and community (local and global). Full time faculty are expected to serve on at least one or two college committees and or one college and one University committee. The AFR (Annual Faculty Review) captures these activities.

Faculty Satisfaction and Mentoring Models:

Each semester there is an open session at a designated Nursing Department meeting conducted by the department chair and Dean when faculty are asked about barriers and facilitators to their work(See IB.1) All FT and PT faculty and student representatives are invited to attend the nursing department meetings in person or virtually. Themes addressed are the atmosphere at the CNHS, workload, mentoring, advancement accomplishments, the strategic plan and goals for the academic year and future, and overall satisfaction. Generally, the pertinent findings (based on average attendance of 30-35 faculty where the majority are FT) show that there is tension related to current workload for FT, TT and NTT faculty.

A mentoring model has been instituted for the tenure-track faculty. For the NTT faculty, a model has been created and is on hold until union bargaining is completed. It is expected that successful bargaining will include new “clinical professor track” where teaching, scholarship, and service that is now central to the NTT role, will include a specific time for clinical work.

The department chair is working with administration on the clinical bargaining side of the workload issue and on the TT side trying to find a workload balance that allows for teaching, research/scholarship, service, and practice to be obtainable with a 12 credit per semester standard for NTT and 9 credit per semester standard for TT faculty

that is currently at hand. Space and quality of space will always be a challenge for all CNHS faculty until a new CNHS building is built.

Standard II Summary

Areas of Accomplishments:

Despite being a public University which is necessarily bound by legislative endorsement in provision of our budget, we have been successful thus far in increasing enrollment and developing programs that serve our constituents

Like many large universities in urban areas with competition from other nursing programs, we struggle to continue to attract competent faculty who are committed to our mission but we have been successful

We struggle to find doctorally prepared faculty who are interested in a tenure track position but we continue to be committed to hiring doctorally prepared faculty in all of our programs

We have a good system to sustain good faculty as well as direct improvement or suspension of their work

We have a competent and well suited Dean who leads our strategic plan

Areas for Continuous Focus:

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Obtaining space with paralleled IT support to increase quality of the teaching and learning experience through the pursuit of an academic building that has been promised to us

Although we have preceptors for our graduate programs, we continue to need to find creative ways to obtain preceptors and increase our ability to take in more graduate students; we are exploring partnerships with primary care and other gerontological settings/agencies

We need to continue to work with the FSU to a clinical track that will define for nursing clinical teaching faculty to know what is expected of their workload and ability to be promoted through the ranks of a clinical professorships

Standard III

Program Quality: Curriculum and Teaching-Learning Practices

The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes.

III A. The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that are congruent with the program’s mission and goals, and with the roles for which the program is preparing its graduates.

Elaboration: Curricular objectives (e.g., course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected learning that relate to student outcomes. Expected outcomes relate to the roles for which students are being prepared.

Program Response:

The curriculum for the Post Master’s’ DNP, Post Baccalaureate DNP and the Post Master’s Certificate programs are presented below. The evaluators will find that there is sufficient evidence that PNSGs are integrated throughout the curricula. The Post Master’s DNP is a 39 credit offering involving online and internship experiences. From its inception, the program was designed for the working professional. The Post Baccalaureate DNP builds upon the undergraduate experiences scaffolding upon that Master’s degree and then DNP online courses along with extensive clinical and internship experiences. Undergirding all of the programs under review is the fully accredited Master’s degree program which is ranked #41 nationally by U.S. News and World Reports.

Doctor of Nursing Practice Program of Study

Year 1 Fall NU 765 Leadership/Managt Semester NU 760 Biostats

NU 761 DNP Internship I Spring NU 616 Evidence Based Practice I Semester NU 722 Health Care Systems Quality

NU 761 DNP Internship I

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Summer Summer Courses TBA with Advisor

Year 2 Fall NU 715 Informatics Semester NU 716 Evidence Based Practice II

NU 762 DNP Internship II Spring NU 618 Introduction to Health Policy/Eco Semester NU 780 Principles of Epidemiology

NU 762 DNP Internship II Summer Summer Courses TBA with Advisor

Year 3 Fall NU 763 DNP Internship III

Semester Elective Spring NU 764 Capstone Seminar & DNP IV 2 credits Semester NU 766 Health Economics & Finance 3 credits

Elective* The Post Baccalaureate Program incorporate the 48 credit Master’s degree program of study in its entirety (https://www.umb.edu/academics/cnhs/nursing/grad/nursing_ms). The fully online Post Master’s Certificate programs of study currently allow students to become certification eligible FNP or AGNP candidates. Depending upon their Master’s degree preparation, gap analysis, and their existing licensure status, the student will be advised to pursue the 12 Credit or 21 credit option. Due to the small number of applicants requesting the Clinical Nurse Specialist or Nurse Educator programs, admission to these program is currently on hold. Post Master’s Certificate Programs of Study

Family Nurse Practitioner 21 credit Certificate Program NU 637 Psychosocial Mental Health NU 639 Primary Care of the Adult NU 680 Primary Care Fam Pract II NU 681 Primary Care of the Childbearing Family NU 682 Primary Care Fam Pract III

Family Nurse Practitioner 12 credit Certificate Program NU 637 Psychosocial Mental Health NU 681 Primary Care of the Child Fam NU 682 Primary Care Fam Pract II

Adult Gerontological Nurse Practitioner 21 credit Certificate Program

NU 637 Psychosocial Mental Health NU 639 Primary Care of the Adult NU 671Primary Care of the Older Adult NU 672 Primary Care Adult/ Older Adult Pract III NU 680 Primary Care Fam Pract II

Adult Gerontological Nurse Practitioner 12 credit Certificate Program NU 637 Psychosocial Mental Health NU 671 Primary Care of the Older Adult NU 672 Primary Care Adult Adult Pract III

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The program objectives which are clear, measurable statements of expected individual student learning outcomes are congruent with the mission and values of UMass Boston. These objectives align with the University mission, vision and strategic plan (see https://www.umb.edu/the_university/mission_values ). The values of the University are reflected in the course objectives across both the APRN-NP PMC Program and the DNP Program. The values include creativity, inquiry, discovery, transformation, diversity, and inclusion and engagement. Through the learning experiences, enabled by the course objectives in each program under review here, the graduates are prepared to focus on leadership, change, and quality improvement. The CNHS DON has as a focus the continuing need to eliminate health care disparities by a process of encouraging student adoption of the values described above. The faculty believe that the Goals, Needs, Objectives, Methods and Evaluation (GNOME) quality improvement project carried out by students prepares them for future DNP capstone projects and improves their ability to meet the MS Essentials. The DNP Program furthers the UMass Boston, CNHS, and DON vision to enhance the health of urban populations through the integration of teaching, targeted research, practice, service and health policy in partnership with others (CNHS http://www.cnhs.umb.edu/).

The DNP Essentials (AACN, 2006) are used as the standard for expected DNP student learning outcomes. In addition, during AY13-14 the MS and DNP courses were revised in accordance with the new requirements of the AACN MS Graduate Program Standards and NTF guidelines (see Appendix Standard III-A for MS and DNP course revisions). Standards are enabled by the expected programmatic objectives and the individual course objectives for both the APRN-NP PMC and the Post Master’s DNP Program, course syllabi, and the newly initiated BS to DNP Program which accepted the first students for matriculation in September of 2015. The programmatic outcomes are listed in Table IIIA-1 below.

The APRN-NP PMC and DNP program course objectives align with the MS and DNP Essentials respectively (2006). All course syllabi are on exhibit in the resource room. The DNP Essentials addressed in each course and further aligned in the Table IIIA-2 below. Students are made aware of each course’s description and objectives in their respective Graduate Student Handbook. Course level objectives are reviewed in each course’s syllabus, and explained thoroughly during course orientation. Course content is revisited and constructively critiqued using evidence (data) from students and faculty during the program’s annual Spring retreat. During these intensive sessions, faculty and students alike evaluate courses, assignments and format, and provide feedback and revisions for assignments, teaching methods, and courses in the curriculum. Any substantive changes needed are processed through the department, college, and university system as stated previously (voting in department meeting, Faculty and Staff meeting of the college and Faculty Council/Senate).

The goals of the DNP program are to:

1. Assure an appropriate supply, diversity, and distribution of advanced practice nurses to meet emerging health care system needs in the Commonwealth and Boston urban and suburban community; specifically to recruit multicultural and diverse DNP students

2. Prepare advanced practice nurses with the highest level of knowledge and competence to successfully pass the national certification exams and obtain employment in their specialty area through the transition in our programs to the Post Baccalaureate (BS) to DNP tract and course objectives (no students have graduated to date)

3. Develop advanced practice nurses with competence in health systems leadership, policy development, and interdisciplinary collaboration to improve health care quality and increase health care access for all populations through the DNP Essentials (see below in Table 1 Standard III-A) by demonstrating leadership skills in DNP internship seminars and developing recommendations for policy change or institute policy change as an outcome for the DNP capstone project.

4. Prepare graduates with transformational leadership skills in policy change to overcome disparities in health care for those population groups bearing a disproportionate share of disease and

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disability through the DNP Essentials, course facilitating objectives, internship experiences in conducting capstone internship experiences and in clinical practice following graduation.

DNP Program congruency with the DNP Essentials, CNHS mission, philosophy, and goals is illustrated in Table III A-1 below.

Table III A-1

DNP Program Congruency with CNHS Elements, DNP Essentials and Course Facilitating Objectives

Elements of the CNHS Mission, Philosophy and

Strategic Goals

DNP Program Objectives

DNP Essentials

Courses and Corresponding Facilitating Assignments

Improve the health-related quality of life for consumers in need of health care at the level of the local, national, and global community.

Organizational and systems leadership for quality improvement and systems thinking

II NU766 Health Care Economics and Finance; NU762 Health Care System Quality: Papers describing health care problems and dis-equity in health care services; examples: Implementing new guidelines for management of cardiovascular disease; improve patient satisfaction with care in the ER through regular rounding practices.

Advocate for health policy at the local and national level

Heath care policy for advocacy in health care.

V NU618 Health Care Policy and Economics; NU761, NU762, NU763, NU764 DNP Internships I, II, III, IV: Papers submitted related to health policy problem, disparities; Internship presentations related to capstone inquiry related to health policy and or other agency policy

Apply theories and conceptual models to the analysis of health care disparities

Advancing nursing practice at the highest level of clinical expertise

VIII

NU 760 Biostats, NU780 Epidemiology; NU616, NU716 Evidence-Based Practice I and II; DNP Internships NU761, NU762, NU763, NU764 ; exploring data in exams and papers related application to theory to practice and how theory informs practice

Apply scientific evidence to improve patient outcomes

Clinical scholarship and analytic methods for evidence based practice

Advanced scientific

II

NU616, NU717, Evidence-based practice I and II; DNP Internships NU761, NU762, NU763, NU764; Leadership and Management NU765; NU766

Concept paper developed in NU616 and NU716 applying evidence from

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underpinnings for practice

I literature and agency data to problem identified

Commit to excellent and accessible nursing education, as well as informed research and service, to residents of Boston and other cities, regions and countries

Technology and information for the improvement and transformation of health care

IV Health Care Informatics NU715; DNP Internships and Capstone: NU761, NU762, NU763, NU764; In NU717 and NU715 students utilize evidence through data collection to drive quality improvements and assess outcomes. Project are displayed at research day. Examples in course folder for NU715 and capstone presentations folder NU764

Sustain at the campus, state, national, and global level a dynamic goal that reflects the ongoing collaborative energy of both students and faculty.

Interprofessional collaboration for improving patient and population healthcare outcomes

Essential VI NU760 Biostats, NU780: Epidemiology: DNP Internships and Capstone: NU761, NU762, NU763, NU764; Implementing capstone projects; improving patient care experiences in internships; See DNP internship logs ; capstone projects in NU764;

Increase health care access to all communities and groups

Clinical prevention and population health for improving the nation’s health;

Essential VII

Internship ships experiences; capstone projects; Examples improving other NPs ability to diagnosis otitis media, improved screening for depression. Implementing an allergy clinic in rural area.

Embrace a local and global perspective, we seek to support and improve all populations’ quality of life within their natural environments

Advanced nursing practice at the highest level of clinical expertise

Essential VIII

Demonstrated in certification and clinical experience on resume, references; continued clinical work while a student with peer review and evaluations

The goals of the APRN-NP program ensure that students become fully immersed in cultivating prior skills acquired in their bachelors and masters education. Evidence of our holistic educational approach is delineated in the following goals that highlight our student’s ability to:

1. Demonstrate competence in the advanced nursing practice and management of health and illness for individual, family, and aggregate populations using critical thinking and evidence-based clinical decision making

2. Promote individual/family relationships that facilitate positive health care outcomes for diverse populations

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3. Design, implement, and evaluate educational programs for individuals, professionals, and communities

4. Plan comprehensive continuous care through interdisciplinary collaboration across health care settings with an emphasis on diverse and urban populations

5. Monitor and ensure the quality of nursing and health care practices utilizing advocacy and ethical decision-making

6. Design, implement, and evaluate evidence-based care in relation to ethno-cultural and spiritual beliefs within diverse populations

7. Apply theories from nursing and other disciplines to the advanced nursing practice for individuals and families from diverse populations

8. Identify researchable health care problems and continually appraise relevant literature

9. Communicate and consult with health care providers and others to influence policy change

10. Demonstrate competency in professional oral and written communication

Table III A-2

Congruence between MSN Essentials and APRN-NP PMC Goals:

Elements of the CNHS Mission,

Philosophy and Strategic Goals

MSN Program

Goals

MSN Essentials Courses and

Corresponding Facilitating

Assignments

Improve the health-related quality

of life for consumers in need of

health care at the level of the local,

national, and global community.

1,2,4,5,7 III, VIII NU 615 Adv Health Assess; NU

637 Mental and Psychosocial

Health of the Urban Family; NU

639 Adv Care of Adult;

NU 671 Adv Care of Older Adult;

NU 681 Care of the Childbearing

Family- Exams/Quizzes;

Content Topic development;

Leadership development

projects.

Advocate for health policy at the

local and national level

3,4,5,6,8,9 VI NU 615; NU 631 Role of the Adv

Practice Nurse; NU 670 Adv

Care of the Adult Practicum ; NU

682 Care of the Childbearing

family Practicum; NU 672 Adv

Care of the Older Adult

Practicum: Clinical Immersion,

Clinical Patient log Data entry;

GNOME clinical Leadership

projects; Case Analysis.

Apply theories and conceptual 3,6,8 I, VIII NU 615; NU 670; NU 682; NU

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models to the analysis of health care

disparities

672: Clinical Patient entry logs;

GNOME clinical Leadership

projects; Case Analysis.

Apply scientific evidence to improve

patient outcomes

2,3,5,6,8 III, IV NU 615; NU 631 Role of the Adv

Practice Nurse; NU 670 Adv Care

of the Adult Practicum; NU 682

Care of the Childbearing family

Practicum; NU 672 Adv Care of

the Older Adult Practicum:

Clinical Immersion, Clinical

Patient log Data entry; GNOME

clinical Leadership projects; OB

Community assessment project

and presentation; Case Analysis

project and presentation.

Commit to excellent and accessible

nursing education, as well as

informed research and service, to

residents of Boston and other cities,

regions and countries

3,5,8 I, II, IX NU 670; NU 682; NU 672: Clinical

Immersion, Clinical Patient log

Data entry; GNOME clinical

Leadership projects; OB

Community assessment project

and presentation; Case Analysis

project and presentation.

Sustain at the campus, state,

national, and global level a dynamic

goal that reflects the ongoing

collaborative energy of both

students and faculty.

4,5,6,7 VII NU 615; NU 631; NU 670; NU

682; NU 672: Clinical Immersion,

Clinical Patient log Data entry;

GNOME clinical Leadership

projects; OB Community

assessment project and

presentation; Case Analysis

project and presentation.

Increase health care access to all

communities and groups

2,4,7 VII,VIII NU 615; NU 631; NU 637; NU

670; NU 682; NU 672: Clinical

Immersion, Clinical Patient log

Data entry; GNOME clinical

Leadership projects; OB

Community assessment project

and presentation; Case Analysis

project and presentation.

Embrace a local and global

perspective, we seek to support and

improve all populations’ quality of

life within their natural

1,2,4,5,7 III, VII,

VIII

All Courses and Assignments

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environments

III B. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate).

Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008).

Master’s program curricula incorporate professional standards and guidelines as appropriate.

a. All master’s degree programs incorporate The Essentials of Master’s Education in Nursing (AACN, 2011) and additional relevant professional standards and guidelines as identified by the program.

b. All master’s degree programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012).

Graduate-entry program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines.

DNP program curricula incorporate professional standards and guidelines as appropriate.

a. All DNP programs incorporate The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and additional relevant professional standards and guidelines if identified by the program.

b. All DNP programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012).

Post-graduate APRN certificate programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012).

Elaboration: Each degree/certificate program incorporates professional nursing standards and guidelines relevant to that program, area, role, population focus, or specialty. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curriculum.

APRN education programs (degree and certificate) (i.e., Clinical Nurse Specialist, Nurse Anesthesia, Nurse Midwife, and Nurse Practitioner) incorporate separate comprehensive graduate level courses to address the APRN core, defined as follows:

Advanced physiology/pathophysiology, including general principles that apply across the lifespan;

Advanced health assessment, which includes assessment of all human systems, advanced assessment techniques, concepts and approaches; and

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Advanced pharmacology, which includes pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of all broad categories of agents.

Additional APRN core content specific to the role and population is integrated throughout the other role and population-focused didactic and clinical courses.

Program Response:

All of the Post Master’s programs align with the standards of the AACN’s MS essentials as well as incorporates the NONPF guidelines for Advanced Practice clinical education. The National Task Force Criteria for Evaluation of Nurse Practitioner programs (NTF,2012) sets the precedence for which our programs are operationalized and evaluated. Based on NTF’s foundational guidelines and recommendations, our curriculum implements congruent alignment with the National Organization of Nurse Practitioner Faculty’s clinical practice competencies. The DNP Program curricula, including the Post Baccalaureate (BS) DNP and the Post Master’s DNP, is comprised of courses with outcomes that support the DNP Essentials (2006), NONPF NP Core Competencies (NONPF,2012), and the National Task Force Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012) as illustrated in Table 1 Standard III-B below:

TABLE III-B-1

Curriculum Relationship to: DNP Objectives, Essentials & Competencies

Course Title (Objectives in appendix)

BS-to-DNP FNP/AGNP (BD)

Post Master’s DNP (PMD)

DNP Program Objectives DNP Essentials (2006), NONPF NP Core Competencies (NONP,

2012) and (NTF, 2012)

NU601 Adv. Nsg. Concepts (BD)

NU615 Adv. Health Asses. (BD)

NU638 Adv. Health Prom. (BD)

NU634 Adv. Pharm (BD)

NU614 Adv. Patho. (BD)

NU639 Prim. Care Adult (BD)

NU670 Adult Practicum (BD)

NU681 Prim Care Family (BD)

NU682 Prim Care Fam. Pract

I. Develop APRNs* with:

The highest level of knowledge and competence to successfully pass the national certification exam in their specialty and obtain employment in their specialty area.

DNP Essential 1: Scientific Underpinning for Practice

NONPF: Scientific Foundation and Ethics Competencies

NTF: Clinical hours, credits, course sequence and population focus

(see curriculum templates Appendix Standard III-B )

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(BD)

NU765 Clinical Immersion (BD)

NU637 Mental Health** (Both)

NU668 Nurse Educator** (Both)

NU690 Adv. P. A&CC I (BD)

NU691 A&CC CS II (BD)

NU664 Cl. Pract. I (BD)

NU665 Cl. Pract. II (BD)

NU667 ED Pract III N. Ed. (BD)

NU722 Imp. Outcomes (Both)

NU765 H. S. Leadership (Both)

II. Develop APRNs* with:

Competencies in health systems leadership, policy development, interdisciplinary collaboration skills to improve health care quality and increase healthcare access for all populations.

DNP Essential 2: Organizational and Systems Leadership for Quality Improvement and Systems Thinking

NONPF: Leadership, Quality, and Health Delivery Systems Competencies

NU760 Intro. Biostats I (Both)

NU616 EVP I (Both)

NU716 EVP II (Both)

NU780 Epidemiologic M. (Both)

III. Develop APRNs* with:

Transformational leadership skills in policy change in order to overcome disparities in health care for those population groups bearing a disproportionate share of disease and disability.

DNP Essential 3: Clinical Scholarship and Analytical Methods for Evidence Based Practice

NONPF: Quality Competencies

NU715 Health Informatics (Both)

I, II, & III DNP Essential 4: Technology and Information for the Improvement and Transformation of Health Care

NONPF: technology and Information Literacy

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Competencies

NU618 Health Policy (Both)

NU766 Health Finance & Eco (Both)

IV. Assure an appropriate supply, diversity, and distribution of APRNs* to meet the emerging health care system needs in the Commonwealth, Boston urban and suburban community as well as nationally.

DNP Essential 5: Health Care Policy for Advocacy in Health Care

NONPF: Policy, Ethics, Practice Inquiry, Quality Improvement, and Independent Practice competencies

NU761 DNP I (Both)

NU762 DNP II (Both)

NU763 DNP III (Both)

NU764 DNP IV (Both)

I, II, III & IV DNP Essential 6: Inter-professional collaboration for Improving Patient and Population Healthcare Outcomes

NONPF: Health Care Systems and Leadership competencies,

NU763 DNP Internship III (Both)

NU764 DNP Internship IV (Both)

I, II, III, IV DNP Essential 7: Clinical Prevention and population Health for Improving the Nation's Health.

NONPF: Independent Practice, Health Delivery System, Leadership and Scientific Foundation and quality competencies

NU763 DNP Internship III (Both)

NU764 DNP Internship IV (Both)

I, II, III, IV DNP Essential 8: Advanced nursing practice nursing at the highest level of

clinical expertise

NONPF: Leadership, quality, practice inquiry and independent practice competencies

Key/Legend:

* Admission policy changed Spring 2015 to accept non-APRNs who are masters prepared clinical nurse leaders to develop in positions of advanced practice nursing.

** Electives

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Post Baccalaureate (BS) DNP Program

This program builds upon the baccalaureate curriculum which incorporates The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). We view the baccalaureate as being foundational preparation for master’s and doctoral education.

Post Master’s Certificate Program

This program curriculum incorporates professional standards and guidelines as appropriate. All master’s programs incorporate the Graduate Core Curriculum of The Essentials of Master’s Education for Advanced Practice Nursing (AACN, 2011) and additional relevant professional standards and guidelines as identified by the program. The Post master’s-level advanced practice nursing programs incorporate Advanced Practice Nursing Core Curriculum of The Essentials of Master’s Education for Advanced Practice Nursing (AACN, 1996) and incorporate National Organization of Nurse Practitioner Faculty’s Clinical Practice Competencies as a direct reflection of a curriculum based on the NTF Criteria (see Table 2, IIIB below). The graduate program faculty and administrators undertook a major revision of the MS curriculum and courses for awarding the master’s degree incorporating the MS Essentials into all courses and reflective in every course syllabus. The rationale for the revisions was intended to accomplish two things:

Reflect and clearly articulate the domains and core competencies outlined by the 2011 AACN MSN Essentials to ensure congruency between the revised 2011 AACN MSN Essentials and MSN program/course objectives.

Improve national certification pass rates for the nurse practitioner tracks.

The curricular revisions included the following efforts:

1. Congruency between the revised 2011 AACN’s Msn essentials, 2012 NTF Criteria incorporated throughout the curriculum in the appropriate courses as depicted in the Appendix (location).

2. Ethical decision making, cultural competence, health policy, healthcare finance and incorporated in the course NU 631, Role of the Advanced Practice Nurse, as well as throughout population specific courses.

3. Use of a standardized MSN Clinical Student Evaluation tool that demonstrates progression form novice to proficiency. The tool reflects the now revised 2011 Essentials and 2008 NTF Criteria.

N.B. The 2011 AACN MSN Essentials are found in the Appendix. Additionally, a complete overview of all MSN course objectives as they reflect the 2011 AACN MSN Essentials and the NTF Criteria are located in the Resource Room.

TABLE III B-2

Curriculum Relationship to Post Master's Certificate Objectives, MSN Essentials & Competencies

PMC Course Title (see Objectives in Appendix)

MSN Program Objectives (above)

MSN Essentials (2006), NONPF NP Core Competencies (NONP, 2012)

Foundational course:

NU615 Advanced Health Assessment

NU 614 Advanced Pathophysiology

1,7,10 MSN Essential I, V, VIII, IX

NONPF: Scientific Foundation,

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NU634 Pharmacology for Advanced Practice Nurses

NU690 A/G Health AC I**

NU691 A/G Health AC II**

Informatics, Technology and Information Literacy, and Health Delivery System Competencies

Theory courses:

NU 631 Role of the Advanced Practice Nurse

NU637 Mental and Psychosocial Health of the Urban Family

NU 668 Nurse Educator

3,4,6,7,9,10 MSN Essential I, V, VII, VIII, IX

NONPF: Scientific Foundation, Leadership, Technology and Information Literacy, and Health Delivery System Competencies

NU639 Prim. Care of the Adult

NU681 Prim Care of the Child- Bearing

Family

1,2,3,4,5,7,10 MSN Essential I, V, VII, VIII, XI

NONPF: Scientific Foundation, Leadership, Quality, Technology and Information Literacy, Policy, Health Delivery, Ethics, and Independent Practice Competencies

Practicum Courses:

NU670 Advanced Adult Practicum

NU682 Prim Care Child- Bearing Family Practicum

1-10 MSN Essential: I-IX

NONPF: Scientific Foundation, Leadership, Quality Improvement, Practice Inquiry, Technology and Information Literacy, Policy, Health Delivery, Ethics, and Independent Practice Competencies

III C. The curriculum is logically structured to achieve expected student outcomes.

Baccalaureate curricula build upon a foundation of the arts, sciences, and humanities.

Master’s curricula build on a foundation comparable to baccalaureate level nursing knowledge.

DNP curricula build on a baccalaureate and/or master’s foundation, depending on the level of entry of the student.

Post-graduate APRN certificate programs build on graduate level nursing competencies and knowledge base.

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Elaboration: Baccalaureate program faculty and students articulate how knowledge from courses in the arts, sciences, and humanities is incorporated into nursing practice. Post-baccalaureate entry programs in nursing incorporate the generalist knowledge common to baccalaureate nursing education as delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) as well as advanced course work.

Graduate curricula are clearly based on a foundation comparable to a baccalaureate degree in nursing. Graduate programs delineate how students who do not have a baccalaureate degree in nursing acquire the knowledge and competencies comparable to baccalaureate education in nursing as a foundation for advanced nursing education. Accelerated programs that move students from basic nursing preparation (e.g., associate degree or diploma education) to a graduate degree demonstrate how these students acquire baccalaureate level knowledge and competencies delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), even if they do not award a baccalaureate degree in nursing in addition to the graduate degree.

DNP programs, whether post-baccalaureate or post-master’s, demonstrate how students acquire doctoral-level competencies delineated in The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The program provides a rationale for the sequence of the curriculum for each program.

Program Response:

The APRN-NP PMC program, which was launched in 2012, offers plans program consisting of 12-21 credits of theory and 300-615 hours of clinical specialty course work in one of four tracks: 1) Family Nurse Practitioner (FNP), 2) Adult Gerontology Nurse Practitioner (AGNP), 3) Clinical Nurse Specialist, Adult Acute Care (AGAC) Gerontology * and the Nurse Educator. * Notice of moratorium/suspension was communicated to AACN/CCNE in writing, by completing a substantive exchange document.

TABLE III-C-1

Core courses for the PMC Program:

NURSING 614 Advanced Pathophysiology

NURSING 615 Advanced Health Assessment Practicum

NURSING 631 Role of the Advanced Practice Nurse

NURSING 634 Advanced Pharmacology

Concentration courses for the PMC Program:

NURSING 637 Mental and Psychosocial Health of the Urban Family (AGNP and FNP)

NURSING 639 Primary Care of Adults (AGNP and FNP)

NURSING 670/680 Primary Care of the Adult / Older Adult Practicum III (AGNP and FNP)NURSING 670 Primary Care of the Adult / Older Adult Practicum III (AGNP and FNP)

NURSING 671 Primary Care of Older Adults (AGNP)

NURSING 672 Primary care of the Adult / Older Adult Practicum III (AGNP)

NURSING 681 Primary Care of the Childbearing Family (FNP)

NURSING 682 Primary Care of the Family Practicum III and Capstone (FNP)

The Post Master's DNP Program was launched in 2008 as a 39 credit/400 hour, clinical internship that was a part-time and on-line program. Initially the program admitted only APRNs, who were certified by a national accrediting organization, and in the Spring of 2015 the decision was made by the DNP program committee and the CNHS DON to admit masters prepared nurses who were actively engaged in advanced nursing practice (leaders in clinical settings).

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The Post Baccalaureate (BS) DNP program was launched in the Fall semester of 2015 as a 78 credit /1,065 hour program to prepare BS nursing graduates to become advanced practice nurses at the doctoral level. APRNs in the Post Baccalaureate (BS) DNP program are prepared for population focused roles in society in keeping with the mission of UMass Boston and the CNHS DON which includes six substantive areas: access, excellence, innovation,

public service, improving students’ quality of life, and improving the economics of the region. These graduates are prepared as Family and Adult Gerontology nurse practitioners (FNP/AGNP) and Adult Gerontology Acute Care Clinical Nurse Specialists (AGAC-CNS (see curriculum below in Table 1, IIIC). Students are provided the opportunity to learn in several established partnerships which UMass Boston has developed and secured. These partnerships include several of the finest research and health care facilities in this country: Massachusetts General Hospital, Beth Israel Deaconess Hospital and Dana Farber Cancer Institute/Harvard Cancer Center.

Advanced practice nurses in the Post Baccalaureate (BS) DNP program are prepared through the curriculum which includes the core components of the Essentials of Master's Education (AACN, 2011) (see curriculum below in Table 1, IIIC). For example, advances in evidence-based science and practice are examined in NU616, Evidence-Based Practice I, Advanced Pathophysiology (NU614), Advanced Pharmacology (NU634), and Advanced Health Assessment (NU615).

The curriculum was developed as a part-time hybrid program to include face-to-face classes with local preceptorships. As the student progresses in the program and for course work that does not require clinical preceptorship with 1:1 oversight, the classes are online. The course work can be completed in 5-6 years depending upon student progress. The student will be qualified to sit for certification exams at the completion of the Master’s degree requirements.

TABLE III-C-2

Post Baccalaureate (BS) DNP Curriculum

CORE COURSES

NU 601 Advanced Nursing Concepts in Theory and Practice

NU 614 Advanced Pathophysiology

NU 615 Advanced Health Assessment

NU 616 Evidence Based Practice I: Appraising the Strength and Significance of Evidence

NU 618 Health Policy, Finance and Ethics

NU 634 Advanced Pharmacology

NU 638 Advanced Health Promotion Practicum I

NU 715 Health Informatics

NU 716 Evidence Based Practice II

NU722 Identification, Interventions, and Evaluation of Qual. Improvement Projects

NU 735 Doctor of Nursing Practice (DNP) Clinical Inquiry Seminar and Clinical Specialty Immersion

NU 760 Introduction to Biostatistics: Biostatistics I

NU 761 Doctor of Nursing Practice (DNP) Internship I

NU 762 Doctor of Nursing Practice (DNP) Internship II

NU 763 Doctor of Nursing Practice (DNP) Internship III

NU 764 Doctor of Nursing Practice (DNP) Internship IV

NU 765 Health Systems Leadership

NU 766 Health Finance and Economics

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NU 780 Epidemiologic Methods

CONCENTRATION COURSES

NU 637 Mental and Psychosocial Health of the Urban Family (AGNP and FNP)

NU 639 Primary Care of Adults (AGNP and FNP)

NU 664 Clinical Practicum I: Acutely Ill or Critically Ill Patient (AGAC CNS)

NU 665 Clinical Practicum II: Focus on the CNS Role (AGAC CNS)

NU 667 Clinical Practicum III: Nurse Educators in Clinical Practice Settings (AGAC CNS)

NU 668 Clinical Practicum IV: Nurse Educators in Academic Settings (AGAC CNS)

NU 670 Primary Care of the Adult Practicum (AGNP and FNP)

NU 671 Primary Care of Older Adults (AGNP)

NU 672 Primary Care of the Older Adult Practicum (AGNP)

NU 681 Primary Care of the Childbearing Family (FNP)

NU 682 Practicum in Primary Care of the Family (FNP)

NU 690 Advanced Practice in Acute and Critical Care I (AGAC CNS)

NU 691 Acute and Critical Care Clinical Specialist II (AGAC CNS)

III-D. Teaching-learning practices and environments support the achievement of expected student outcomes.

Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student outcomes identified in course, unit, and/or level objectives.

Program Response:

The Post Baccalaureate (BS) DNP Program uses teaching-learning experiences that are face-to-face classrooms, online classrooms, individual conferences between students and faculty (face-to-face and/or by internet delivery), and clinical preceptorships / internships making it a truly hybrid curriculum. These students begin their learning experience with a two day orientation on campus which provides information about the course requirements, how to access and utilize platforms for distance learning, enhancing their writing skills and provides the opportunity for them to meet and interact with their peers. The orientation is followed up by DNP Intensives during which students engage in learning activities that assist the student in developing their DNP Capstone Scholarly Project as they progress in the program (see Appendix III-D Fall Orientation / Intensive). Additionally, courses are aligned in the curriculum such that the students will begin taking courses with their Master’s Degree peers in the P the first semester.

The Post Master's DNP Program uses teaching-learning experiences that are entirely online (See CNHS CCNE

Accreditation Supporting Documents and resource room for Syllabi). For example, students in the DNP program meet with faculty via the internet in seminar to review their potential internship/clinical experiences which will help them optimize their competencies in the DNP Essentials. Students present their experiences and align them with knowledge gained in the program and document experiences on clinical logs. Students present their concept papers for review to their DNP capstone seminar leaders and DNP capstone committee chairs. (See DNP capstone Guidelines in DNP Handbook at https://www.umb.edu/editor_uploads/files/cnhs_files/HANDBOOKDNPAY2015-2016_Nov15.pdf ). Committee chairs provide mentorship and have meetings with DNP Capstone Scholarly Project

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committee members to provide guidance. Currently there are 16 Capstone Scholarly Project committees in process (Available in resource room).

The APRN-NP PMC Program utilizes the advantage of having a diverse geographic spread of student and faculty locale in order to enhance the global perspective of our clinical education. Students and faculty alike utilize a vast

array of technological innovations to meaningfully represent their unique communities, cultures, and clinical experiences. As a result of our programs’ online platform, the teaching-learning practices and environments utilize cutting edge technology, faculty creativity, and dedication to upholding clinical education standards and guidelines to support ultimate achievement of expected learning outcomes. The use of technology for supporting the achievement of student learning outcomes is the cornerstone of our faculty’s innovative teaching strategies. These include:

E-mail communications across the secure UMass Boston email server as well as within each courses Black Board Messaging center

Audiovisual virtual library is fully accessible for reference

Electronic textbooks and clinical practice guidelines

“Turnitin” software offers anti-plagiarism program that enables students and faculty alike to maintain work integrity

Clinical patient logs are generated and stored in the University’s domain of the Google Drive application.

Virtual meeting technologies like Fuze, Skype, Joinme, and Facetime, which provide group webinars, meetings, and intimate student preceptor conferences and meets and addresses the need for students to learn new and evolving technologies.

“Respondus Lock-Down Browser” and Webcam which provides an environment for fair and equitable testing

The use of the Learning Management System (LMS) of Blackboard allows our students to receive their education on the best educational platform with world-class technical support. Faculty members are continuously kept abreast of emerging educational technologies and applications through the LMS staff and learning portals. All students and faculty have access to Adobe Pro, MS Office 2013 and other software for a minimal charge.

Faculty are updated on current teaching practices thru attending 1) instructional technology and design classes offered on campus, and online (see https://www.umb.edu/it), 2) workshops offered by the Center for Innovative Teaching (CIT) at UMass Boston, 3) monthly meetings of the CNHS DON Teaching Excellence Group (TEG), 4) conferences and meetings of the National Organization of Nurse Practitioner Faculties (NONPF), and 5) local, regional conferences and meetings of Massachusetts Association of Colleges of Nursing Conferences (MACN), ANA Massachusetts, and Eastern Nursing Research Society (ENRS) as examples.

III-E. The curriculum includes planned clinical practice experiences that: enable students to integrate new knowledge and demonstrate attainment of program outcomes; and are evaluated by faculty.

Elaboration: To prepare students for a practice profession, each track in each degree program and post-graduate APRN certificate program affords students the opportunity to develop professional competencies in practice settings aligned to the educational preparation. Clinical practice experiences are provided for students in all programs,

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including those with distance education offerings. Clinical practice experiences involve activities that are designed to ensure students are competent to enter nursing practice at the level indicated by the degree/certificate program. The design, implementation, and evaluation of clinical practice experiences are aligned to student and program outcomes.

Program Response:

The Post Baccalaureate (BS) DNP Program includes clinical practicum that are designed to prepare the student for certification in their specialty (See course descriptions and sequencing in DNP Handbook). As the student advances in the program, the student will engage in the doctoral level internships (DNP I, DNP II, DNP III and DNP IV) which prepare the student for completion of the DNP Capstone Scholarly Project. These internships are the same as those in the Post Master's DNP tract.

The Post Master’s DNP program positions students in internships which may be within their clinical agencies of employment. These students are not performing hands on clinical patient care, but are participating in experiences that will enhance the competencies in the DNP Essentials. These experiences including attending quality assurance meetings, meetings in the health departments locally, meeting with state NP associations, conference presentations and visiting legislators (See examples of clinical logs in Table 1 III-E below). The Post Baccalaureate (BS) DNP program will include clinical practicum that are designed to prepare the student for certification in their specialty and aligns with the Post Master’s DNP practicum experiences.

TABLE III-E-1

Clinical Practice Experiences with Objectives and Outcomes

DNP Graduate Program Objectives /

DNP Essentials

Facilitating Experiences by Internship

Evaluation Outcomes

Advanced scientific underpinnings for practice

Clinical scholarship and analytic methods for evidence-based practice

Organizational and Systems Leadership for Quality Improvement and Systems Thinking

Technology and information for the improvement and transformation of health

NU761 DNP Internship I

NU762 DNP Internship II

NU763 DNP Internship III

NU764 DNP Internship IV

Students engage in an independent investigation of the organization in which they work or which they are targeting for development of their project by:

1. Attending QI meetings,

2. Interviewing program directors & key stakeholders in area of interest

3. Attending or

See capstone projects in Appendix by key element

Other Evaluation:

Concept Paper NU716

Capstone Project Proposal

Competence on Exams

Concept mastery on Essay papers

Group dynamics and team work to problem solve and promote effective leadership

Capstone Project Defense

Dissemination Project

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care

Health care policy for advocacy in health care

Interprofessional collaboration for improving patient and population healthcare outcomes

Clinical prevention and population health for improving the nation's health

Advancing nursing practice at the highest level of clinical expertise

participating in professional conferences related to area of interest

4. Attending board meetings

5. Progressing as the area of interest is developed to requesting permission to develop a project within the organization

6. DNP Project proposal

7. Beginning stages of the project, engaging stakeholders in the organization

8. Carrying out the project

9. Analyzing the results and reporting back the results to the organization as a preliminary step

10. DNP Project defense

11. Dissemination of the project

In the Post Master’s NP Program, its students and the CIPO personnel coordinate clinical practicum experiences. Students are given a clinical education guide delineating the qualifications of appropriate sites and preceptors, and submit all the required information 1-2 months prior to starting clinical rotations. The CIPO is responsible for completion of agency requirements (i.e., background checks, immunizations, and drug testing) and initiating and maintaining clinical affiliation agreements for the CNHS DON. Students are clinically cleared according to the program’s clinical policies. Settings are selected in accordance with the student’s clinical course objectives as determined by their GAP analysis, program progression plan, and certification requirements for the clinical track selected. A list of the clinical affiliation agreements can be found in the Resource Room.

Clinical practicum experiences are monitored by clinical faculty via teleconferences with preceptors, and joint conferences/ case discussions with students and preceptors while in the clinical setting. These conferences, along with a running log of patient clinical encounters, are documented in a secure electronic log stored on the University’s Google Drive site. The clinical log is shared with and viewed by preceptors and faculty alike to ensure log entry accuracy and clinical skill appropriateness. Consistent feedback and remediation occurs within the document, which allows for tracking and evaluation of skills progression and attainment.

Standardized clinical evaluation tools are issued to preceptors, along with course syllabi and objectives, and are documented at midterm, final, and at additional intervals as mandated by the student’s progress. Evaluation tools

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are discussed and reviewed amongst the clinical faculty, preceptor, and student. Substantive feedback and remediation is provided to the student verbally as well as in writing when warranted. Evaluations tools are based on population specific NONPF advanced practice nursing competencies and driven by the 2012 NTF guidelines for clinical education and evaluation. A list of the clinical student evaluations can be found in the Resource Room.

Clinical experiences that align with the patient population focus for the AGNP and the FNP are approved and contracted with through the CNHS program director and the CIPO office. The program director reviews the clinical placement and preceptor selections that students secure months prior to the practicums’ start. Faculty periodically interact with the preceptor and provide them with the objectives and goals of the clinical experience. Clinical seminar faculty monitor the students self-reported clinical logs and cross references the entries during midterm and final preceptor conferences. Student log entries are monitored by clinical faculty and preceptors for appropriateness of clinical assessment, physical exam, and plan of care and follow up. The electronic log documentation format allows for faculty feedback and student response/remediation. This provides for immediate practice monitoring and evaluation.

TABLE III-E-1

Clinical Practice Experiences with Objectives and Evaluation Methods

PMC APRN Graduate Program Objectives / MSN Essentials

Facilitating Experiences by Practicum

Evaluation Methods

Demonstrate competence in the advanced nursing practice and management of health and illness for individual, family, and aggregate populations using critical thinking and evidence-based clinical decision making / I, IV, VII, VIII, IX

Promote individual/family relationships that facilitate positive health care outcomes for diverse populations / III, VIII

Plan comprehensive continuous care through interdisciplinary collaboration across health care settings with an emphasis on

NU 615 Adv Health Assessment

NU 670 Advanced Adult Practicum

NU 672 Prim Care Adult/Older Adult Practicum

NU682 Prim Care Child-Bearing Family Practicum

Evaluation Methods:

Google Doc Patient Log

Weekly Clinical Skills Assessments

SOAP Case Analysis

Obstetrics Community Resources Assessment

GNOME Clinical Leadership Project

Clinical Skills Evaluation forms as listed in Appendix

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diverse and urban populations / VI,VIII,IX

Monitor and ensure the quality of nursing and health care practices utilizing advocacy and ethical decision-making / II,III, V

Design, implement, and evaluate evidence-based care in relation to ethno-cultural and spiritual beliefs within diverse populations / II, IV, V

Apply theories from nursing and other disciplines to the advanced nursing practice for individuals and families from diverse populations / I, VIII, IX

Identify researchable health care problems and continually appraise relevant literature / II, VI, VI, IX

Communicate and consult with health care providers and others to influence policy change / VI, VII, IX

Demonstrate competency in professional oral and written communication / I, IX

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III-F. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest.

Elaboration: The curriculum and teaching-learning practices (e.g., use of distance technology, didactic activities, and simulation) are appropriate to the student population (e.g., adult learners, second language students, students in a post-graduate APRN certificate program) and consider the needs of the program-identified community of interest.

Program Response:

The CNHS has many internal communities of interest (current students, faculty, administrators, and other academic units, offices, and departments) and external communities of interest (higher education accreditation boards, prospective students, alumni, donors, other educational institutions, health care institutions, the Board of Governors of the State University System, the UMass Boston Board of Trustees, and the Advisory Council). The CNHS has an external Advisory Board for the college as a whole. This group meets quarterly (every three months annually) and consists of chief nursing officers of hospitals, executive directors or presidents of clinical agencies and health organizations, representatives from health related organizations including physicians, and educational institutions, and lay members.

Internal and external communities of interest provide input to the CNHS DON programs through a variety of individual and group meetings, reports, standards/guidelines, laws and regulations, needs assessments, and surveys. CNHS’s administrators and faculty respond to needs and expectations from the community of interest by implementing recommended additions or changes to curricula to develop mutually beneficial collaborative strategies related to teaching-learning practices and faculty support.

Students, a key community of interest, are included at all program meetings when we discuss topics related to maintaining the quality of our programs. Program directors ask students specifically about particular topics to get their input and utilize their experiences to balance rigor with relevance.

Examples of External Community of Interest “driven” curriculum changes:

The original Post Master’s Doctor of Nursing Practice (DNP) curriculum was approved for implementation in response to a community need for doctorally-prepared advanced practice faculty and professional nurse who can teach in local educational institutions as well as deliver expert care to underserved communities.

In 2013, the APRN-NP PMC program was initiated in response to nationwide need for quality advanced practice primary care providers.

A major revision of the Master’s Degree curriculum was undertaken in response to the revised 2011 AACN MSN Essentials and in alignment with The 2008 NTF criteria for Clinical education.

Examples of Specific Student “driven” changes:

The student body is represented at faculty retreats and meetings by one attendee per program. Substantive input and feedback in encouraged and often lead the way to useful insight on bettering course delivery and evaluation. For example, students have asked for a clearer alignment of DNP I & II with Evidence Based Practice I and II. As a result the connection between these courses was strengthened by making them co-requisites (See Minutes of DNP).

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Student evaluations of DNP Intensive experience has resulted in the addition of a Winter Intensive to facilitate learning experiences, peer collaboration, and face-to-face committee communication (See DNP Spring Intensive 2015).

Student evaluation of the DNP Orientation revealed that the students thought the objectives for the sessions were met and the students especially appreciated meeting the other members of their cohort. (See evaluation of DNP orientation)

The students requested via email and in advising session with the Program Director that they receive additional information about the new SQUIRE 2.0 Guidelines and reinforcing information about the capstone process. As a result a FUZE webinar was held 1.7.16 to address their request.

Teaching-Learning Practices/Faculty Practice (see Table III-F-1)

The TEG meets monthly to provide a forum for expression of current teaching learning practices and evaluation of those practices. New teaching modalities and technologies are also presented to provide faculty with the most updated arsenal of pedagogical and clinical education practices. Faculty retreats also offer an additional opportunity for peer course format and teaching appraisal and evaluation.

In both the DNP Program and the APRN-NP PMC programs “virtual”, internet-driven, required attendance seminars are scheduled at times convenient to the students who are working in full time licensed positions. Students are surveyed using Doodle polling to determine best times for course virtual seminars. They are then notified well in advance of the scheduled times for virtual seminar meetings held in all DNP courses and all APRN courses. Reading materials are provided to students in the course for their reference. Books are posted in the syllabus as well as UMass Boston’s virtual bookstore for student reference. Students and faculty have provided input into changes in the curriculum that have increased student learning. For example, NU722, Quality Matters has been moved to the Spring semester and Biostatistics I and Health Care Leadership and Management courses were moved to the Fall semester. The alignment of Health Care Leadership and Management with the first year Internship experiences provided students with knowledge to conduct an investigation into the quality problems affecting the agency in which they are practicing. The Health Care quality course adopted the “Value by Design” book to help students navigate and assess the internships experience in their second term of the Internship I.

TABLE III-F-1

Elements of Teaching--Learning Experience

Distance Learning Simulation Adult Learner Needs Second Language Needs

Blackboard collaborate classroom

Interaction with students online; FUZE, Skype, Blackboard

Electronic Logs for MS students to document practicum experience and

CNHS Center for Clinical Education and Research (CCER)

Video and DVD resources

Demonstrations of patient assessments and students provide return

Graduate Writing Center

Hacker online Writing Tutorials

Healey Library online

Ovid and many online data bases

Articles via

Hacker Writer’s Reference (2006) online ESL tutorials

Graduate Writing Center

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faculty evaluation of activities

Electronic Logs for DNP students to document the nature of their internship and for faculty to evaluate according to the DNP Essentials.

demonstrations. interlibrary loan from Boston Library Consortium delivered to email address

One on one meetings with faculty to guide capstone experiences for MS and DNP students

Post presentation assistance free for all graduate students

III-G. Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied.

Elaboration: Evaluation of student performance is consistent with expected student outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. Processes exist by which the evaluation of individual student performance is communicated to students. In instances where preceptors facilitate students’ clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students in all programs. Faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms.

Program Response:

Grading criteria and distribution of course evaluation criteria by points or percentage is clearly outlined in every course syllabus. The Pass/Fall option is not available to students in the graduate program who are taking courses towards the DNP degree or Post Master’s Certificate. Students are advised of the grading policy cited in the DNP Handbook and the Masters Graduate Student Handbook and criteria for Grading set up by the Office of Graduate Studies at UMass Boston.

All courses both didactic and clinical components combined follow the grading criteria set forth by the UMass Boston, graduate programs. Students in the clinical courses are provided with feedback on clinical logs by faculty. Clinical evaluation is conducted with a rubric distributed to all students and preceptors. The evaluation is conduction at midterm and the final weeks of the course (see Table IIIG-1).

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TABLE III-G-1

University of Mass Boston Office of Graduate Studies and CNHS Grading Scale

Also, find copies of the clinical evaluations form, examples of graded papers and logs included in evidence room.Grading in the DNP internship courses NU761 and NU762, NU763 and NU764 is by using a “Satisfactory and Unsatisfactory” criteria approach. This policy is in keeping with the graduate studies policy related to internships. A satisfactory grade is awarded students who meet the criteria as outlined in the syllabus and document their internship experiences in clinical logs. The minimum satisfactory criterion is aligned with a grade of B- in those internships NU763 and NU764 in which deliverables include seminar presentations and participation in seminar discussions and evidence of progress on the capstone scholarly project. The student experiences are representative of the DNP Essentials. Grading criteria for DNP763 and DNP764 are built on the grading system of percentage points. An example is provided here for NU763 Internship seminar III offered in fall term:

NU763 Seminar participation rubric: 2 point per week per objective per week 10 points 7 sessions (2hrs)

1. Contribute to the topical discussion topic incorporate content from readings

2. Provide case stories or histories that demonstrate your ability to synthesize the theory with the topic;. Exhibit prior knowledge learned in the program such as epidemiology, practice policy, meetings attended, capstone project, healthcare policy.

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3. Demonstrate verbal ability to interact with the speakers or others in your group through reflection on what has been said, notation of the knowledge and skills of others in the group.

4. Skillfully limit others in the group who many not be on topic

5. Completion of self- evaluation sent to you from the faculty leader in Doodle

6 Evaluation of the seminar leader (see Table III-G-2)

TABLE III-G-2

DNP Internship Deliverables NU763 DNP Seminar

APRN-NP PMC faculty members utilize a variety of evaluation strategies and tools to reflect the achievement of individual student learning outcomes. Evaluation methods of student performance (including, if appropriate, rubrics and score points and percentages associated with grades) are described in the course syllabus. Evaluation methods include tests, quizzes, and a variety of course content-specific papers and presentations. Faculty members provide feedback through test reviews in the didactic courses and faculty-student conferences in the clinical settings.

Evaluations of communication skills (written and oral) are based on the assessment rubric templates, which can be adapted to the specific assignment. Integrative SOAP documentation are guided by standardized templates and evaluated by rigorous rubrics.

· Rubric for Written Skills Evaluation

· Rubric for Oral Skills Evaluation

· Rubric for SOAP Documentation Skills Evaluation

In keeping with our mission for student excellence, systems are in place for early identification and remediation of sub-optimum performance. Faculty members strive to work in concert each other, preceptors, and the student in providing the most enriching educational and clinical experience possible. A variety of program plan trajectories are available to help students that steer off course.

III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement.

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Elaboration: Faculty use data from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of student outcomes. Such evaluation activities may be formal or informal, formative or summative. Curriculum is regularly evaluated by faculty and other communities of interest as appropriate. Data from the evaluation of curriculum and teaching-learning practices are used to foster program improvement.

Program Response:

As a result of existing as an extension of the Graduate program, both the DNP and Post Master’s APRN-NP PMC programs share common faculty and meeting forums. All faculty meet as a cohort and collectively collaborate and innovate under the auspice of graduate education. Common practices are interwoven throughout each respective program as applicable, while still preserving the distinct individuality that each program necessitates.

Curricular and teaching-learning practices are appraised every term during program specific faculty retreats. Areas for improvement are assessed along with student feedback on course satisfaction. Brainstorming sessions inspire innovation and creativity with our faculty, displayed by the production of substantive changes.

A faculty member’s teaching skills may also be evaluated by his/her supervisor using guidelines found in the FSU Collective Bargaining Agreement. If appropriate, faculty members are supported to enhance teaching through, collaborative peer teaching learning brainstorming sessions. Great consideration is given to student feedback. For example, student evaluations have indicated the need for an additional DNP Intensive prior to the students' progressing to the DNP Capstone Scholarly Project. This is currently being instituted this Spring 2016 semester. APRN-NP PMC students' feedback have led to modifications of the Patient Log Entry format. This change was implemented and well received in the Summer 2015 semester.

Meeting minutes of program faculty meetings and semi-monthly meetings and end of year retreats can be found in supporting documents in the Evidence Room. These minutes provide evidence of ongoing evaluation of the DNP program and the APRN-NP PMC program (see Table IIIH-1 for examples of feedback mechanisms to foster quality improvement).

TABLE III-H-1

MS and DNP Program Indicators of Curriculum and Teaching Learning Practices and Feedback to Foster Quality Improvement

Methods Data Feedback Methods Follow-Up Effectiveness

Student course faculty evaluations location: Associate Deans Office

Feedback provided to faculty by department chair on yearly written evaluations; measured against benchmark of good to excellent 80-100% expected in course and faculty evaluations.

Faculty institute self and course improvements; Faculty may choose to have peer evaluations of teaching learning practices and obtain recommendations. Chair follows up with faculty in subsequent year.

Faculty end of course summary evaluations

Faculty retreat end of AY: Minutes of MS and DNP program

Faculty course evaluation and changes

Follow up subsequent year end of term faculty summaries and faculty assessment of student performance individual and aggregate

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Faculty may use midterm formative evaluations to make course adjustments in response to student needs

Exit survey MS and DNP Programs

Reviewed by program directors and faculty; plans for improvement discussed and implemented

Follow up in subsequent years with exit survey data and reflected in master evaluation plan.

Standard III SUMMARY

Areas of Accomplishment:

DNP Programs

o The curriculum in the DNP Program strongly aligns with the recommendations of the American Association of Colleges of Nursing as stated in the August 2015 White Paper. We have reviewed both and find UMass Boston accomplishments in these areas:

We have clarified the distinction between the research and the practice doctorate in our DNP curriculum by preparing the DNP graduate to institute quality improvement processes that utilize theory, generate site specific knowledge and drive improvement in practice in specific populations.

We have established the DNP Capstone Scholarly Project to be developed upon scientific principles, evidence based, quality improvement focused to foster improvement in practice, and under the guidance of a committee of faculty and site champions.

The final DNP Capstone Scholarly Project is rigorously defended by the student candidate, evaluated by the faculty, chairs and committee members and the student is required to produce a high quality dissemination project.

The DNP program on site intensives has improved students collegial relationships, writing skills, and understanding of the capstone process. In addition, student exposure to high level leadership in Boston has provided students with opportunities for involvement in internship experiences in their own communities as well as what is valued by Institute for Health Care Improvement for improving the quality of health care.

o The integration of the new Post Baccalaureate (BS) DNP Program into the existing Post Master's DNP Program has been relatively seamless to date. We plan to strengthen the program to align with the needs of the students and the community of interest by considering an accelerated, full time tract in the near future.

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o The DNP Program has the advantage of outstanding clinical partnerships to provide excellent learning experiences for students

APRN-NP PMC Program

o Developed and disseminated a Clinical Education Guide for the Post Master’s Students which instituted key quality components of our program:

Clear placement criteria as it pertains to a national online program

Clear expectations for clinical experiences

Helpful guidelines for obtaining an optimal practicum experience

o Improved the turnaround time for students for obtaining clinical clearance and contract to begin the clinical experiences in a timely manner.

o Established an orientation webinar for incoming students

o Ongoing links to PowerPoints that inform prospective students about the program requirements

o Improved web site information related to States where we are not able to admit students

Areas of Continuous Focus:

DNP Programs

o The student portfolio process will be strengthened and the digital repository of the students' final work will be accessed to a greater extent.

o Continued attention to implementation and evaluation of curriculum the new BS-to-DNP Program

o Continued attention to innovative strategies to present DNP Essentials in course content and encourage and improve student engagement in the learning process

o Further incorporation of the exit survey feedback as a way to improve the program.

o Develop a DNP advisory board composed of alumni and community leaders concerned with health care improvement.

o Improve processes related to following the success and employment patterns of our graduates as well as indicators of actual intended outcomes in the practice environment.

APRN-NP PMC Program

o Providing and enhanced experience from admission, through advising, and enrollment through more frequent web enhanced meetings and orientations.

o Improving the clinical site selection and clearance process with improved site selection to approval turnaround times.

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o Create an improved communication process between College of Advanced Professional Studies (CAPS) and Information Technology with program directors to evaluate and select best online learning practices and platforms.

o Seek ongoing feedback regarding online teaching and learning issues across all levels of graduate and undergraduate education.

o Improving the resources available for online advanced practice nursing practice education through the budgeting process and collaboration with the College of Advanced Professional Studies (CAPS)

o Create an improved communication process between College of Advanced Professional Studies (CAPS) and Information Technology with program directors to evaluate and select best online learning practices and platforms.

o Seek ongoing feedback regarding online teaching and learning issues across all levels of graduate and undergraduate education.

o Improving the resources available for online advanced practice nursing practice education through the budgeting process and collaboration with the College of Advanced Professional Studies (CAPS)

Standard IV

Program Effectiveness: Assessment and Achievement of Program Outcomes

The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement.

IV-A. A systematic process is used to determine program effectiveness.

Elaboration: The program uses a systematic process to obtain relevant data to determine program effectiveness. The process:

is written, ongoing, and exists to determine achievement of program outcomes;

is comprehensive (i.e., includes completion, licensure, certification, and employment rates, as required by the U.S. Department of Education; and other program outcomes);

identifies which quantitative and/or qualitative data are collected to assess achievement of the program outcomes;

includes timelines for collection, review of expected and actual outcomes, and analysis; and

is periodically reviewed and revised as appropriate.

Program Response:

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Data included in the evaluation plan includes certification rates, student success in classes, graduation rates, student satisfaction, faculty satisfaction with the program and curricular offerings as related to the plan of study. Student outcomes at this time include completion rates, licensure, certification, as required by the U.S. Department of Education and other program outcomes for students and faculty. All students entering the Post Masters DNP and Post Master’s NP program are employed upon entry to the program as either registered nurses and or APRNs. Students advancing to a second NP population focus are doing this to retain employment in their current setting in keeping with credentialing requirements. A newly developed systemic evaluation plan for all the programs under review has been developed and is listed in the Table 1. This newly developed systemic evaluation plan will be initiated at the completion of the 2016 academic year (AY16-17).

The Post Master’s programs evaluate student outcomes related to performance on certification exams including AANP and ANCC exams for FNP and AGNPs. Student achievement and success on the exams has been recorded in minutes from meetings and suggestions for improving the exams scores have been noted by enlisting students to take both the Fitzgerald preparation exams and the Barkley preparation exams. Follow up on post master’s student outcomes is specific to the passing rate on the certification exam as licensure is a pre request for program admission.

The evaluation on meeting the program outcomes and mission and goals includes student’s satisfaction with the program as recorded on the AACN, DNP, Educational Benchmarking Inc Survey (AACN DNP EBI/Skyfactor) outcomes listed in the Systemic Evaluation Plan. A more directed self-study on the outcome of the post master’s graduates has been completed with a brief on line survey found in the appendix. Student follow up on surveys has not been very successful because of lack of response from students once they exit the program.

TABLE IV-A-1

Systematic Evaluation Plan

Tools DNP Program Post Master’s Certificate Program

Semester Course Evaluation Process in place Process in place

Program Exit Survey (within 1 year after completion)

Process in place Process in place

AACN DNP EBI/Skyfactor

Annual

(see AACN DNP EBI/Skyfactor below)

Process in place Process under development

Post Masters Certification readiness for certification Evaluation

Process in place

Advising of students 1:1 with program director.

On entry to program

Before start of

Process in place Process in place

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each semester

Barkley Diagnostic Readiness Test

Process in place

Key/Legend:

See CCNE supporting materials website for examples for all of above

http://Skyfactor.com/about/history

IV-B. Program completion rates demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of required program outcomes regarding completion. For each degree program (baccalaureate, master’s, and DNP) and post-graduate APRN certificate program:

The completion rate for each of the three most recent calendar years is provided.

The program specifies the entry point and defines the time period to completion.

The program describes the formula it uses to calculate the completion rate.

The completion rate for the most recent calendar year is 70% or higher. However, if the completion rate for the most recent calendar year is less than 70%, (1) the completion rate is 70% or higher when the annual completion rates for the three most recent calendar years are averaged or (2) the completion rate is 70% or higher when excluding students who have identified factors such as family obligations, relocation, financial barriers, and decisions to change major or to transfer to another institution of higher education.

A program with a completion rate less than 70% for the most recent calendar year provides a written explanation/analysis with documentation for the variance.

This key element is not applicable to a new degree or certificate program that does not yet have individuals who have completed the program.

Program Response:

Completion rates for the Post Master’s DNP are listed in the Table 1. The time for completion is three years by advisement and no more than 7 years as set by university policy. Students are encouraged to follow with their term of entry cohort and graduate in three years. Students may enter the program in the Spring or Fall semester or take courses as a non-matriculated student during the summer term prior to the Fall in which they are matriculated into the cohort model. All students accepted in Spring semester are considered part of the Fall entering cohort and are advised to reach program completion in a three year model. Completion rates in percentages are listed in Table IV-B-1 and are based on the number of students graduated per calendar year divided by the number admitted times 100 to create a percentage. Students may be admitted in the Spring or Fall semester cohort admission year.

TABLE IV-B-1

Doctor of Nursing Practice Program (for the three most recent calendar years):

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Term/Year of

Graduation

Term/Year of

Admission

# Students Admitted

# Students Graduated+

% Students Graduated

% Graduates Employed++

Spring 2012 2009 5 4 80% 100%

Spring 2013 2010 10 6 60% 100%

Spring 2014 2011 12 10 83% 100%

Spring 2015 2012 15 13 85% 100%

Spring 2016 2013 12 10 83% 100% currently employed as APRN

NPs and one CNs

Students who did not complete the Post Master’s DNP program withdrew for a variety of reasons. In the 2013 cohort, one student withdrew because he moved to Alaska and wanted more intensive clinical practice education and experience not consistent with our program objectives. Another student in this cohort withdrew due to pregnancy with twins and a third student continues but is in active due to family health problems. The fourth student continues but is not enrolled in courses due to clinical practice needs at the Dana Farber Cancer Institute. Two students in the 2015 cohort withdrew due conflicts related to her job opportunities and conflicts with study and work demands as well as financial demands. One student in the 2016 cohort withdrew for financial reasons but continues practicing as an APRN. The second student in the 2016 cohort continues but not enrolled due to family needs in India, Flexibility in course electives and core course offerings in the summer provide students with a lighter load more conducive to family and work life. Students can also take 2 courses off campus for transfer that are pre-approved as equal in content to courses offered in the CNHS DNP program. Many students receive support from their work place to offset the cost of their education. During 2013 and 2014, Health Resources and Services Administration (HRSA) professional nurse traineeship funds were available to assist students with the cost of tuition. In summary, close advising and contact with students occurs each term through the advising process conducted by the program director.

Table IVB-2 depicts the two tracks within the APRN-NP PMC program and number of applications, admissions, and number graduated per year and percentage of those admitted graduating. Inconsistencies in this table related to number completing the program each year is due to the fact that we do not operate on a cohort model. In keeping with the MGOs of increasing student success and development, we have been very flexible with this program. Some students through gap analysis complete the program in one term taking only 12 credits, other may complete it in three terms. Likewise students in the 21 credit program may complete the program in two years. So it is not feasible for us to track this data as requested by CCNE. UMass Boston Office of Research provided the data posted above which is listed on their web site.

TABLE IV-B-2

APRN-NP PMC Program Completion Rates (four most recent calendar years)

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Year Certificate # Completed Applications

# Admitted # Students Completed

% Certification Exam

2012

FNP 98 74 72 97

AGNP 38 24 19 79

2013

FNP 83 76 62 81

AGNP 26 24 19 79

2014

FNP 86 76 105 75

AGP 21 20 15 76

2015

FNP 88 65 42 64

AGNP 23 21 15 42

IV-C. Licensure and certification pass rates demonstrate program effectiveness.

Elaboration: The pre-licensure program demonstrates achievement of required program outcomes regarding licensure.

The NCLEX-RN® pass rate for each campus/site and track is provided for each of the three most recent calendar years.

The NCLEX-RN® pass rate for each campus/site and track is 80% or higher for first-time takers for the most recent calendar year. However, if the NCLEX-RN® pass rate for any campus/site and track is less than 80% for first-time takers for the most recent calendar year, (1) the pass rate for that campus/site or track is 80% or higher for all takers (first-time and repeat) for the most recent calendar year, (2) the pass rate for that campus/site or track is 80% or higher for first-time takers when the annual pass rates for the three most recent calendar years are averaged, or (3) the pass rate for that campus/site or track is 80% or higher for all takers (first-time and repeat) when the annual pass rates for the three most recent calendar years are averaged.

A campus/site or track with an NCLEX-RN® pass rate of less than 80% for first-time takers for the most recent calendar year provides a written explanation/analysis with documentation for the variance and a plan to meet the 80% NCLEX-RN® pass rate for first-time takers. The explanation may include trend data, information about numbers of test takers, data relative to specific campuses/sites or tracks, and data on repeat takers.

The graduate program demonstrates achievement of required program outcomes regarding certification. Certification results are obtained and reported in the aggregate for those graduates taking each examination, even when national certification is not required to practice in a particular state.

Data are provided regarding the number of graduates and the number of graduates taking each certification examination.

The certification pass rate for each examination for which the program prepares graduates is provided for each of the three most recent calendar years.

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The certification pass rate for each examination is 80% or higher for first-time takers for the most recent calendar year. However, if the pass rate for any certification examination is less than 80% for first-time takers for the most recent calendar year, (1) the pass rate for that certification examination is 80% or higher for all takers (first-time and repeat) for the most recent calendar year, (2) the pass rate for that certification examination is 80% or higher for first-time takers when the annual pass rates for the three most recent calendar years are averaged, or (3) the pass rate for that certification examination is 80% or higher for all takers (first-time and repeat) when the annual pass rates for the three most recent calendar years are averaged.

A program with a pass rate of less than 80% for any certification examination for the most recent calendar year provides a written explanation/analysis for the variance and a plan to meet the 80% certification pass rate for first-time takers. The explanation may include trend data, information about numbers of test takers, and data on repeat takers.

This key element is not applicable to a new degree or certificate program that does not yet have individuals who have taken licensure or certification examinations.

Program Response:

This key element does not apply to the Post Master’s DNP Program as this track is not preparing graduates for licensure or certification exams. Changes were made in the program in 2013 so that students entering the post master’s certificate program could not also be co-enrolled in another area of study. The Post Baccalaureate (BS) DNP program has not graduated students as yet because the program was launched in Fall semester of 2015.

Data for the PMC graduates is integrated with data from the Master’s NP program. Please refer to Table IV-C-1 belowfor data from the past three years. We have asked ANCC and AANP to separate out these data but at this time we do not have these results. Tracking students in the PMC program has not been effective as many of these students are already certified in one specialty and may or may not go on to take the second certification exam. Some attend the program to gain knowledge and state licensure may not require them to be certified in a second specialty. Part of our plan for improvement includes methods for tracking PMC graduates related to their specific certification and passing rates as well as licensure in a first or second population focused area such as FNP or AGNP.

TABLE IV-C-1

Certification Program

EXAM

Year Exam and

Completion

# Students

Pass Rate

AANP FNP 2011 44 86%

2012 43 88%

2013 36 92%

2014 48 94%

AGNP 2013 13 92%

2014 12 92%

ANP 2011 22 82%

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IV-D. Employment rates demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of required outcomes regarding employment rates.

The employment rate is collected separately for each degree program (baccalaureate, master’s, and DNP) and post-graduate APRN certificate program.

Data are collected within 12 months of program completion. For example, employment data may be collected at the time of program completion or at any time within 12 months of program completion.

The employment rate is 70% or higher. However, if the employment rate is less than 70%, the employment rate is 70% or higher when excluding graduates who have elected not to be employed.

Any program with an employment rate less than 70% provides a written explanation/analysis with documentation for the variance.

This key element is not applicable to a new degree or certificate program that does not yet have individuals who have completed the program.

Program Response:

Students enrolled in the Post Master’s DNP program are all employed as NPs, CNS’s or are in leadership positions documented on their resumes and are known to faculty through their capstone project experiences as being employed. Students who have graduated have notified us of changes in employment related to their completing the program or while they in the in the program. For example a number of our enrolled and graduates of the DNP have been promoted to advanced leadership position and have notified us informally.

Students entering the APRN-NP PMC program are employed as nurses or nurse practitioners. We review their resumes and license as part of their admission process and ongoing clinical experiences. All graduates of the post master’s certificate program have not been tracked for changes in employment since they were admitted to the

2012 39 90%

AANC FNP 2011 15 100%

2012 11 73%

2013 25 76%

2014 16 75%

AGNP 2012 1 0

2013 13 92%

2014 14 71%

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program. This is a process we intend to implement as part of our improvement plan and systematic program evaluation.

Students enrolled in the Post Baccalaureate (BS) DNP program have not completed the program so we have not been able to collect data on this cohort beginning the program in Fall 2015.

IV-E. Program outcomes demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of outcomes other than those related to completion rates (Key Element IV-B), licensure and certification pass rates (Key Element IV-C), and employment rates (Key Element IV-D); and those related to faculty (Key Element IV-F).

Program outcomes are defined by the program and incorporate expected levels of achievement. Program outcomes are appropriate and relevant to the degree and certificate programs offered and may include (but are not limited to) student learning outcomes; student and alumni achievement; and student, alumni, and employer satisfaction data.

Analysis of the data demonstrates that, in the aggregate, the program is achieving its outcomes. Any program with outcomes lower than expected provides a written explanation/analysis for the variance.

Program Response:

Figure IV-E-1 below is provided from AACN/Benchworks Nursing Exit Assessment for 2015, for which the UMass Boston overall program effectiveness is 6.12. Please link to the entire report. We are pleased to note that our program did very well.

Figure IV-E-1

Chart of Overall Program Effectiveness from AACN DNP EBI/Skyfactor Assessment

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IV-F. Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of expected faculty outcomes. Expected faculty outcomes:

are identified for the faculty as a group;

incorporate expected levels of achievement;

reflect expectations of faculty in their roles and evaluation of faculty performance;

are consistent with and contribute to achievement of the program’s mission and goals; and

are congruent with institution and program expectations.

Actual faculty outcomes are presented in the aggregate for the faculty as a group, analyzed, and compared to expected outcomes.

Program Response:

Evaluation of faculty performance also is accomplished through the UMass Boston tenure track (TT) faculty review process, as delineated by the Agreement between the Board of Trustees of the University of Massachusetts and the Massachusetts Society of Professors Faculty Staff Union/MTA/NEA (Redbook and Union collaboration). This peer review process is overseen by the Department Personnel Committee (DPC) in collaboration with the department chair, the college personnel committee, the Dean and Provost.

Elements of evaluation tenured faculty performance are as follows:

The Department Personnel Committee (DPC), department chairperson, and dean are charged with annual review of each faculty member’s Annual Faculty Report (AFR). As part of the AFR, student evaluations for the previous academic year are evaluated; any peer evaluations of teaching are also reviewed. Comments from the DPC, department chairperson, and dean are given to each faculty member, and faculty members are afforded an opportunity to provide a written response to those comments.

TT faculty are evaluated during their fourth year of employment to determine their eligibility to continue on to their tenure decision year which is a lengthy multilevel review process. This is called a “Fourth Year Review”.

Tenured faculty engage in Periodic Multiyear Review (post-tenure; PMYR) every six years. This review provides faculty with the opportunity to reflect upon their accomplishments, their roles and contributions to the CNHS DON, and the need for refreshing and retooling. Ideally, the PMYR serves as the basis for a sabbatical leave or other developmental activities to allow faculty to attend to issues identified during the PMYR process. Clinical track faculty are evaluated by the Chairperson of the Department of Nursing, with consideration of DPC annual evaluations, for rehiring every one to two years. Procedures and timing for promotion are being developed through current FSU negotiations with administration at the CNHS and university level.

Although policies and procedures for evaluation of clinical track faculty (NTTs) were approved by the Provost in spring 2010 and adopted by the nursing faculty for Fall 2010 implementation (see Appendix I C-2) the current FSU negotiations are addressing titles of ranks, what workload components should be, and the criteria for promotion. Also, if NTTs as we know them become Clinical professors, then what component of their workload would give reasonable evidence to clinical work, expertise, and scholarship.

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The establishment of the clinical track is regarded as essential for expansion of the advanced nursing practice-prepared faculty to teach clinical courses across all levels of curriculum.

IV-G. The program defines and reviews formal complaints according to established policies.

Elaboration: The program defines what constitutes a formal complaint and maintains a record of formal complaints received. The program’s definition of formal complaints includes, at a minimum, student complaints. The program’s definition of formal complaints and the procedures for filing a complaint are communicated to relevant constituencies.

Program Response:

Formal student complaints are addressed by the program directors or Dean according to whomever the student may choose to contact first. A formal complaint can take one of several forms as identified to students in the Handbooks concerning grades. A student is advised to address her/his concerns directly first to the faculty member of record for the course. If the student is not satisfied with the response the student can then contact the program director and seek a meeting with the faculty and the program director. Finally if there is no resolution, the student can contact the Department Chair who may wish to have a meeting with the student and the faculty member. Students can also contact the Dean directly who will advise the student to follow the process as outlined in the MS post MS Student Handbooks and the DNP Student Handbook (p.26. 11.2). For complaints in general Department Chairperson’s Handbook posted online concerning policies related to student complaints about faculty and other complaints.

The complaint process is posted at the UMass Boston Web site. Any person wishing to initiate a complaint regarding any University of Massachusetts Boston student or student organization is encouraged to do so in writing as soon as possible following the incident. The University may independently investigate an allegation of student misconduct whether or not it has been submitted in writing and whether or not it is beyond the three hundred sixty-five days provided in this paragraph. A complaint will be investigated when it is submitted in writing (independently by the University) within three hundred sixty-five University of Massachusetts Boston Student Code of Conduct, revised 5-14-14 14 (365) days of the alleged violation or discovery of the alleged violation is presented to the Office of the Dean of Students. The complainant should include the following information, if available:

1. Date of the incident

2. Name(s) of the accused

3. Description of the incident, including location

4. Names, addresses, and telephone numbers of witnesses

5. Names, addresses, and telephone numbers of those filing the complain

For other complaints, the University has an established complaint policy as listed in the Department Chairperson’s Handbook which advises students and faculty on the process related to complaints that is implemented by the respective College Department Chairperson. Finally, ADA Compliance and Grievances procedure is listed at the web link below. UMass Boston maintains an intermediary to help students deal with issues related to disabilities and completing course work that may require accommodations. Students are advised regarding disability services through the course syllabi and the student handbook.

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Harassment and Discrimination and Sexual Harassment procedures are also covered by processes listed in the link below.

https://www.umb.edu/editor_uploads/images/odi/INternal_COmplaint_Procedure_1.pdf

IV-H. Data analysis is used to foster ongoing program improvement.

Elaboration: The program uses outcome data for improvement. Data regarding completion, licensure, certification, and employment rates; other program outcomes; and formal complaints are used as indicated to foster program improvement.

Data regarding actual outcomes are compared to expected outcomes.

Discrepancies between actual and expected outcomes inform areas for improvement.

Changes to the program to foster improvement and achievement of program outcomes are deliberate, ongoing, and analyzed for effectiveness.

Faculty are engaged in the program improvement process.

Program Response:

DNP Program

During the spring of 2015 the College of Nursing adopted the AACN measurement of student response to the program and the comparison to selected College comparisons. The DNP program faculty has paid close attention in

particular to the quality of the DNP capstone projects. These projects are supposed to focus on improving health care quality. Although statistics may be used to analyze data, the data is specific to the health care agency and cannot be extrapolated to other populations and groups. During the fall and spring terms of 2014-2015, the faculty spent considerable time redefining the project scholarly internship experience and the expected outcomes for the project. The information slides are found in the Wiki exhibit space along with the written guidelines for the project.

The Post Baccalaureate (BS) DNP program has get to complete its first year and at the end of this first year we will commence the ongoing evaluation of the student satisfaction with their learning experiences and expected learning outcomes.

The APRN-NP PMC Program

We began a pilot peer evaluation of teaching initiative, which as it evolves provide data that will augment the student evaluations. Furthermore, we have a successful Teacher Mentor Program that pairs an experienced faculty member with a new faculty member or with a faculty member teaching a new area of content. Collectively, our evaluation process provides multiple sources of data. Faculty can select another faculty member or program director to sit in and evaluate their teaching online.

All data is reviewed at the monthly MS/Post MS Curriculum meeting, areas for improvement are identified. One example of an improvement was in 2015 was the need to improve students understanding and knowledge of the clinical placement requirements and the process. As there is a continued difficulty in finding pediatrics and primary care OB for the 12-14 students in the FNP program per term. Other improvements have included an orientation formal virtually for incoming post master’s students. Prior orientation was done one on with during the advisement process and through the online PowerPoints and referral to handbook and wiki spaces for the post master’s NP certificate track. The program assistant keeps a listing of all prior placements and students are

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informed of these and how to contact and reach the potential preceptor. The process of working with the contract office has also improved with feedback from students and work with the Associate Dean. This enabled the cohort to be split and only have to secure 12-15 specialty placements. Although this has not completely resolved the issue of decreased specialty preceptors in the Boston area it has greatly improved. Even though clinical placements remain a challenge, all students have graduated on time.

`

Standard IV SUMMARY

Areas of Accomplishment:

Completion rates for the DNP and Post Master’s program have shown improvement with close advising and program planning upon student admission to the program

DNP Post Master’s program effectiveness has been verified by students completing the Skyworks evaluation and provides evidence of student satisfaction with the program of study. https://wess.webebi.com/rptweb/RptDriver.aspx?vidx=ZhGg21aFeOw=&oid=34111&OrderMenu=true see in particular PDF print outs in Appendix IV AACN DNP EBI/Skyfactor outcomes data.

The first AACN DNP EBI/Skyfactor exit survey outcome evaluation by students shows strong satisfaction across all of the DNP Essentials as reported in the diagrams and tables in IV Appendix AACN DNP EBI/Skyfactor Exit Survey.

Areas for Continuous Focus:

Implementation of systematic process of program evaluation yearly for both DNP and Post Master’s programs.

Improved tracking of program outcomes related to students success and achievement on certification exams for APRN in the post master’s versus the master’s program

Improved tracking of faculty outcomes listed on a common web site for distribution of the public

Although AACN DNP EBI/Skyfactor data on overall program effectiveness is midrange to high. Student satisfaction with faculty instruction needs improvement as it is below other institutions and those of the comparative six. More input from student representatives on this matter will be addressed. See Appendix IV-4 related to AACN DNP EBI/Skyfactor outcomes evaluation data.

Indications from AACN DNP EBI/Skyfactor feedback suggest that better communication within and between faculty is needed, this area has been addressed though improved scheduling of meetings and organization of meeting agendas. Continuous improvement along the lines of faculty and student input will be addressed.