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Department of Nursing 1200 Murchison Road, Fayetteville, NC 28301
2014
CCNE SELF STUDY DOCUMENT
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Contents
Introduction ................................................................................................. 1
Brief History of Fayetteville State University .................................................. 1
Description of Fayetteville State University.................................................... 1
History of Nursing at Fayetteville State University ............................................ 3
Current Pre-licensure Program ................................................................... 3
Current RN to BSN Program ....................................................................... 4
Standard I
Program Quality: Mission and Governance ............................................................ 5
Congruence of Mission and Goals with Parent Institution .................................... 6
Congruency of Mission Statements (Table I-A) ................................................ 6
Congruence of Expected Student Outcomes ................................................... 7
Consistency with Professional Nursing Standards and Guidelines ........................... 7
Community of Interest (COI) ..................................................................... 8
Standard II
Program Quality: Institutional Commitment and Resources ..................................... 12
Department of Nursing Budget (Table II-A) ................................................... 13
FSU DON Salaries by Rank compared to Mean of AACN Instructional Salaries of Public
Universities (Table II-B) ......................................................................... 13
Physical Resources ............................................................................... 13
Advising ........................................................................................... 14
Student Success Services ........................................................................ 14
Library and Learning Resources ................................................................ 15
Information Technology Services and Distance Education Support ...................... 16
Office of Civic Engagement and Service Learning ........................................... 16
Office of Faculty Development ................................................................. 17
Faculty Profile (Table II.D-I) ................................................................... 20
Full-Time Faculty Course Assignment, Faculty Experience and Academic Preparation (Table II.D-2) ..................................................................................... 21
Collaborative Practice .......................................................................... 25
Standard III
Program Quality: Curriculum and Teaching –Learning Practices ................................ 26
Relationship between FSU & DON mission & BS Program Objects (Table III.A-1) ....... 26
Congruence between Program Outcomes & Baccalaureate Essentials (Table III.B-1) .. 29
Example of Relationship of QSEN Standards to BSN Course Objectives (Table III. B-2) 31
Meeting Student Needs .......................................................................... 36
Teaching and Learning Practices of the RN to BSN Program ............................... 36
Teaching and Learning Practices of the Pre-licensure Program ........................... 37
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Standard IV
Program Effectiveness: Assessment and Achievement of Program Outcomes ............... 41
Completion Rates of RN-BSN Students (Table IV.B-I) ...................................... 43
Selected Graduating Senior Survey Items and Results (Table IV.E-I) .................... 47
Selected Results of NSEE Fall 2013 Survey of RN-BSN Students (N=41) (Table IV.E-2) 48
Nursing Alumni Survey (Table IV.E-3) ........................................................ 49
Employer Survey (Table IV.E-4) ............................................................... 51
Departmental Evaluation of Faculty Teaching ............................................... 54
Responses of Selected Scaled Questions of Course Evaluation (Table IV.F-I) ........... 55
Faculty Engagement in Community Service .................................................. 55
Faculty Engagement in Advising................................................................ 55
Responses of Selected Scaled Questions on Advising Survey (Table IV.F-I) .............. 56
Faculty Scholarship .............................................................................. 56
Creating a RN to BSN Advisor Position ........................................................ 58
RN to BSN Curriculum, offered online ......................................................... 58
Kaplan Entrance Examination Score ........................................................... 58
Community Health Class in RN to BSN curriculum ........................................... 58
Summary ........................................................................................... 58
Appendices
Appendix 1
Educational Program Outcomes .............................................................. 59
Appendix 2
FSU Department of Nursing Master Evaluation Plan ..................................... 60 A. Structure and Governance .................................................................. 60 B. Facilities ...................................................................................... 61 C. Students ....................................................................................... 62 D. Faculty ........................................................................................ 64
Curriculum ................................................................................... 65 E. Records and Reports ......................................................................... 67
Appendix 3
Plans of Study
Pre-licensure: Nursing Generic BSN Curriculum Plan ....................................... 68
RN to BSN Program .............................................................................. 71
Appendix 4
Selected Course Objectives, Essentials & Mission Goals
PNUR 210 ......................................................................................... 73
NURS 300 .......................................................................................... 74
NURS 310 .......................................................................................... 75
NURS 320 .......................................................................................... 76
NURS 321 .......................................................................................... 77
NURS 324 .......................................................................................... 78
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NURS 325 .......................................................................................... 79
NURS 326 .......................................................................................... 80
NURS 330 .......................................................................................... 81
NURS 350 .......................................................................................... 82
NURS 350L ......................................................................................... 83
NURS 365 .......................................................................................... 84
NURS 400 .......................................................................................... 85
NURS 411 .......................................................................................... 86
NURS 421 .......................................................................................... 87
NURS 430 .......................................................................................... 88
NURS 450 .......................................................................................... 89
NURS 480 .......................................................................................... 90
Acronym
Fayetteville State University .................................................................. FSU
University of North Carolina .................................................................. UNC
Southern Association of Colleges and Schools ............................................. SACS
Department of Nursing ........................................................................ DON
University of North Carolina at Pembroke ............................................... UNC-P
Historically Black Colleges and Universities .............................................. HBCUs
Commission on Collegiate Nursing Education ............................................. CCNE
Area Health Education Centers.............................................................. AHEC
Health Resources and Services Administration ........................................... HRSA
The Collaborative Institute for Interprofesional Education and Practice ........... CI-PEP
Operational Planning and Assessment Report ............................................. OPAR
Community of Interest ......................................................................... COI
North Carolina Board of Nursing .......................................................... NCBON
National Council State Board of Nursing ............................................... NCSBON
Admission, Progression, Retention ........................................................... APR
American Association of Colleges of Nursing ............................................. AACN
Southern North Carolina Nursing Education and Research Center .................... SNERC
Office of Sponsored Research and Programs .............................................. OSRP
Creating Higher Expectations for Educational Readiness .............................. CHEER
Freshman Year Initiative ........................................................................ FYI
Southern Regional Area Health Education Center ..................................... SRAHEC
Information Technology and Telecommunication Services .............................. ITTS
The Office of Faculty Development ........................................................ OFD
Quality and Safety Education for Nurses ................................................... QSEN
Kaplan Integrated Testing ..................................................................... KIT
National Student Survey of Engagement ..................................................NSSE
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List of Exhibits
Introduction
Exhibit I: Reaffirmed Accreditation
Exhibit II: Fact Book Fall 2013
Exhibit III: College of Arts and Sciences Committees
Exhibit IV: Pre-licensure Program Suspended
Exhibit V: Initial Approval
Exhibit VI: Substantive change notification – Pre-licensure
Exhibit VII: Substantive change RN to BSN Program
Standard I: Mission & Governance
Exhibit I: A-1 Bachelor of Science in Nursing Student Handbook
Exhibit I: A-2 OPAR
Exhibit I: A-3 Educational Program Outcomes
Exhibit I: A-4 The Essentials of Baccalaureate Education for Professional Nursing
Practice
Exhibit I: A-5 Quality and Safety Education for Nurses (QSEN)
Exhibit I: A-6 Core Competencies for Interprofessional Collaborative Practice
Exhibit I: A-7 North Carolina Board of Nursing Standards
Exhibit I: B-1 Master Evaluation Plan
Exhibit I: B-2 Minutes of Mission Review
Exhibit I: C-1 FSU Faculty Handbook
Exhibit I: C-2 Final Annual Evaluation of Faculty
Exhibit I: C-3 FSU Tenure and Promotion Policy
Exhibit I: D-1 Committee Assignments
Exhibit I: D-2 FSU Student Handbook
Exhibit I: E-1 Submitting Changes
Standard II: Institutional Commitment & Resources
Exhibit II: A-1 UNC Enrollment Funding Model
Exhibit II: B-1 Charles W. Chesnutt Library Website
Exhibit II: B-2 Nursing Library Services
Exhibit II: B-3 Distance Learning Library Services
Exhibit II: B-4 Information Technology & Telecommunications Services (ITTS)
Exhibit II: B-5 Office of Civic Engagement and Service Learning
Exhibit II: B-6 Office of Faculty Development (OFD)
Exhibit II: C-1 Dr. Arhin’s Curriculum Vitae
Exhibit II: D-1 Full-time Faculty Curriculum Vitae
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Exhibit II: E-1 Sample of Student Journal entries
Exhibit II: E-2 Preceptor Handbook
Standard III: Curriculum & Teaching-Learning Practices
Exhibit III: A-1 Conceptual Framework
Exhibit III: A-2 Course Syllabi
Exhibit III: D-1 Office of Online Education
Exhibit III: F-1 Dual Enrollment Agreement
Exhibit III: G-1 Student Handbook
Exhibit III: G-2 Clinical Evaluation Tools
Exhibit III: H-1 Example of Student Work
Exhibit III: H-2 Example of Student Instructional Report (SIR II)
Exhibit III: H-3 Student Instructional Report (SIR II) 2013-2014
Exhibit III: H-4 Affiliation Agreement
Exhibit III: H-5 Clinical Facility Evaluation
Standard IV: Assessment & Achievement of Program Outcomes
Exhibit IV: A-1 CAS Assessment
Exhibit IV: A-2 Operational Plan & Assessment Reports (OPAR)
Exhibit IV: A-3 OPAR Meeting Minutes
Exhibit IV: A-4 OPAR Faculty Formative Data
Exhibit IV: D-1 Graduating Senior Survey
Exhibit IV: E-1 Kaplan Integrated Testing (KIT) Report
Exhibit IV: E-2 National Student Survey of Engagement (NSSE)
Exhibit IV: E-3 Nursing Alumni & Employer Survey
Exhibit IV: F-1 Guidelines for Faculty Teaching Load & Course Reassignment
Exhibit IV: F-2 Spring 2014 Aggregate Scores
Exhibit IV: F-3 Faculty Service Documentation
Exhibit IV: F-4 Adviser Survey Summary Report
Exhibit IV: F-5 Faculty Scholarship
Exhibit IV: G-1 Written Complaint Procedure
Exhibit IV: G-2 Student Complaint Form
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INTRODUCTION
Brief History of Fayetteville State University
In 1867, seven Black men - Matthew N. Leary, A. J. Chesnutt, Robert Simmons, George Grainger, Thomas Lomax, Nelson Carter, and David A. Bryant - paid $136 for two lots on Gillespie Street and converted themselves into a self-perpetuating Board of Trustees to maintain this property permanently as a site for the education of Black children in Fayetteville, North Carolina. General O. O. Howard of the Freedman's Bureau, one of the best-known friends of Black education, erected a building on this site, and the institution became known as the Howard School. The name of the school was changed to Fayetteville State College in 1963. In 1969, the institution acquired the present name of Fayetteville State University. By a legislative act in 1972, Fayetteville State University (FSU) became a constituent institution of the University of North Carolina (UNC) System. It has a Carnegie Classification of Masters Colleges and Universities-Medium Program.
Description of Fayetteville State University (FSU) FSU is a Comprehensive I University that offers bachelors, masters and doctorate degrees. FSU is accredited by Southern Association of Colleges and Schools (SACS) with a recent reaffirmation in 2011 for the next ten years (Exhibit 1). The university has an enrollment of 6,100 students of which 5,280 are pursuing undergraduate degrees. Seventy percent of the student population is female. Sixty six percent of the enrolled students are Black/African American. Ninety-five percent of FSU students are from North Carolina, 51% are non-traditional students over the age of 24, 75% of all students are commuters and 46% are military affiliated. The typical enrolled student at FSU is female (70%), over 25 (51%) in-state (95%), and Black (66%). (Exhibit 2).
Source Office of Institutional Research
Profile of FSU Students by Race
Whites
Asian
Latino
Blacks
Other
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The demographics of the student enrolled in FSU’s Department of Nursing (DON) is more diverse and deviates from that of the university. Ninety percent of the 371 nursing student body (288 RN to BSN ad 83 pre-licensure) 90% is female and 10% are male. Further, 34% of the study body is Black/African American, 46% are Caucasian, 8% are Native American, 6% are Asian, and 3% are Latino. Eighty five percent of the nursing students are 25 and older.
Source: Office of Institutional Research
FSU has a total of 335 teaching faculty (276 full-time and 59 part-time) as of October 1, 2013. Of the 276 full-time faculty, 88% hold a doctorate or 1st professional degree. Of this number, 49% have earned tenure, while 39% are on the tenure track. Fifty six percent of faculty members are male, and 44% are female, 45% of the faculty body are black, 34% are white, 14% are Asian, 3% are Hispanic, 3% are Non-Resident Alien, and 1% are Native Hawaiian or Pacific Islander. The DON currently has 11-fulltime faculty and 13 part-time faculty. Fifty percent of regular faculty and 40% of part time faculty hold doctorates. Fifty percent of the 24 faculty members are African American, 40% are white and 10% are Asian. Located, in the city of Fayetteville, the fourth largest city in North Carolina, the facilities of the institution include 156 acres and 41 buildings. Because of its close proximity to the military bases of Fort Bragg, educational offerings are available on the Fort Bragg Off-Campus Centers.
FSU is accountable to the UNC Board of Governors through a 13-member Board of Trustees and the office of the President (Chancellor). Five Vice Chancellors and the Provost representing academic affairs; student affairs; business and finance; institutional advancement; and information technology report to the Chancellor. The Deans of the College of Arts and Sciences, School of Business and Economics, School of Education, Graduate School and Sponsored Research and the University College report to the Provost and Vice Chancellor of Academic Affairs. Thirteen departments including Nursing constitute the College of Arts and Sciences. Chairpersons and faculty of these thirteen departments play a significant role in the governance of the College of Arts and Sciences including active participation in a number of college wide committees (Exhibit 3).
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HISTORY OF NURSING AT FAYETTEVILLE STATE UNIVERSITY
In January 1992, the UNC Board of Governors approved the establishment of a collaborative RN to BSN program between FSU and the University of North Carolina at Pembroke, (UNC-P), two historically minority constituent institutions of the University of North Carolina System. The consortium was funded by the Kate B. Reynolds Healthcare Trust foundation and represented a pioneering effort by two universities to share resources and develop the first professional nursing program in North Carolina designed exclusively for registered nurses. The purpose of the program was to meet the health needs of southeastern North Carolina by increasing access to baccalaureate education for registered nurses, increasing the number of minority nurses with the BSN, and responding to the health care needs of citizens in the most underserved area in southeastern North Carolina in a cost-effective manner. The FSU-UNCP consortium was dissolved in 2004 when funding was exhausted and all set goals of the consortium were realized. With the established curriculum and reputation, each university continued with its own RN to BSN program. The RN to BSN program at FSU continued its success as a hybrid program but with small cohorts of students.
In April 2004, an application to establish a pre-licensure BSN program at FSU was approved and in the fall of 2004, the first pre-licensure class was admitted. The new pre-licensure program was very ambitious, grew exponentially and was supported by a young, inexperienced faculty. Consequently, student outcomes particularly pass rates on the NCLEX-RN were negatively impacted and scores were consistently dismal.
In May 2009, the new Chancellor of FSU made the decision to suspend student admission to the pre-licensure program (Exhibit 4); ordered the enhancement of the pre-licensure curriculum; employment of external consultants and the “teaching out” of those students who were currently enrolled. Those decisions contributed to the improvement of student outcomes, particularly as they related to NCLEX. In 2009, the NCLEX scores were 88% and 2010 they were 100%. Also, in the fall of 2009, the university began an active recruitment of a new Chair to spearhead a new direction of FSU’s nursing program focusing on the enhancement of the RN to BSN program as well as redeveloping the pre-licensure program.
In fall 2010, the current chair, Dr. Afua O. Arhin was recruited from Grambling State University where she served as an Associate Dean. Her expertise in curriculum development and her successes working with challenged nursing programs of Historically Black Colleges and Universities (HBCUs) made her a good fit for FSU’s program. After her hire and prior to her arrival, all but one of the existing nursing faculty resigned, thus offering Dr. Arhin the opportunity to recruit and hire new faculty as the department embarked on its new vision. New faculty hiring began immediately and by Spring 2014, 10 experienced full-time faculty and 13 experienced part-time faculty, 1 Lab Manager and 2 Academic Advisors were hired.
Current Pre-licensure Program
In the spring of 2011, an application to reinstate the pre-licensure program that reflected a revised curriculum and revised policies was submitted to the North Carolina Board of Nursing and was approved (initial approval) (Exhibit 5). A substantive change notification was also submitted to the Commission on Collegiate Nursing Education (CCNE) and on July 8, 2011, the Executive Committee of CCNE officially recognized the substantive change (Exhibit 6).
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In the fall semester of 2011, students were admitted to begin pre-requisite coursework. The first cohort of the reinstated pre-licensure program was admitted into the upper division in Spring 2013 and are expected to graduate in December 2014.
Current RN to BSN Program
Despite the good reputation of FSU’s RN to BSN program and the dearth of baccalaureate prepared nurses in southeastern North Carolina the enrollment in FSU’s RN to BSN’s program continued to be stagnant and limited. In the fall of 2010, a community assessment via meetings with area nurses, Associate Degree Nursing graduates, hospital administrators, community college students and administrators, Area Health Education Centers (AHEC) representatives and other key community stakeholders, it was revealed that the delivery of the RN to BSN courses at the time (hybrid with a full semester of required face-to-face courses) presented challenges to working nurses and prevented them from pursuing the BSN degree at FSU. Thus, in the Spring of 2011, the decision was made to offer the RN to BSN program online using Blackboard as the platform except for NURS 320 (Health Assessment) which is offered as a hybrid, and the practicum courses of NURS 430 (Community Health) and NURS 480 (Senior Practicum). As a result, there was a dramatic increase in enrollment in RN to BSN students at FSU from 7 in the fall of 2010 to 28 in the spring of 2011 to 98 in the fall of 2011. A substantive change document was submitted to CCNE in 2012 and was approved to address the rapid growth of RN to BSN students (Exhibit 7). Despite the increased enrollment, students consistently rate their learning experiences in the RN to BSN program as very good or excellent. Graduates of our program move up the career ladder in their respective places of employment and also are successful in pursuing graduate work.
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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 program’s mission statement, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents, and found on the university as well as the department’s website, in printed documents as well as in the student handbook (Exhibit 1 A-1) which is also found on the website.
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Congruence of Mission and Goals with Parent Institution
The university’s mission (2008)… “is to provide students with the highest quality learning experiences that will produce global citizens and leaders as change agents for shaping the future of the State….FSU is an institution of opportunity and diversity. Committed to excellence in teaching, research, scholarship, and service, the university extends its services and programs to the community, including the military…”
This mission is congruent with the nursing unit’s mission which states…“the mission of the DON at FSU is to educate culturally competent, ethical, and caring nurses for a global society…The DON is committed to educating graduates who will provide evidence-based and patient-centered care… to promote the optimal health of clients throughout the life cycle and in a variety of settings…” (See table I-A) Further, the university has identified four core values: 1) Student Success and the Pursuit of Excellence; 2) Shared Governance; 3) Global Responsibility; and 4) Collaboration. Consistent with collaboration, which is the belief in outreach, partnerships with educational institutions, engagement with the military and the community, economic transformation of the state, and service to others” the DON, with funding from Health Resources and Services Administration (HRSA), established the Collaborative Institute for Interprofessional Education and Practice (CI-PEP). Through an inter-professional collaborative model, faculty and students of the DON, Social Work, Psychology and FSU/Fort Bragg Veterans Center practice and provide the highest quality, coordinated care specific to the bio-psychosocial health needs of uniformed service personnel, families, and veterans residing in surrounding communities.
Table I-A
Congruency of Mission Statements
FSU MISSION STATEMENT FSU is a public comprehensive regional university that promotes the educational, social, cultural, and economic transformation of southeastern North Carolina and beyond. The primary mission of FSU is to provide students with the highest quality learning experiences that will produce global citizens and leaders as change agents for shaping the future of the State. Awarding degrees at the baccalaureate, master’s level and the doctorate in educational leadership, FSU offers programs in teacher education, the arts and sciences, health professions, business and economics, and unique and emerging fields. FSU is an institution of opportunity and diversity. Committed to excellence in teaching, research, scholarship, and service, the university extends its services and programs to the community, including the military, and other educational
DON MISSION STATEMENT
The mission of the DON at FSU is to educate culturally competent, ethical, and caring nurses for a global society. Nursing is a discipline that builds on knowledge from nursing theory; the natural, social, and applied sciences; and the humanities. The DON is committed to educating graduates who will provide evidence-based and patient-centered care. The faculty value the systematic and purposeful application of the nursing process to promote the optimal health of clients throughout the life cycle and in a variety of settings. The DON strives to produce graduates who appreciate lifelong learning and are contributing members to the profession of nursing, the community, and society.
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institutions throughout North Carolina, the nation, and the world.
Congruence of Expected Student Outcomes
In an attempt to evaluate its achievement of set goals for its strategic plan, the university employs the systematic use of an Operational Planning and Assessment Report (OPAR), which requires all departments within Schools and Colleges to engage in regular and rigorous program assessment to ensure that FSU’s graduates are mastering the student and program learning outcomes in each discipline as well as documenting progress in achieving the goals stated in the FSU Strategic Plan. Examples of goals in the 2009-2014 FSU strategic plan that are systematically assessed through OPAR include improved retention and graduation rates of students. All university OPARS are housed in Task Stream which is an electronic portfolio as well as an assessment manager. The DON’s OPAR is aligned closely with the university’s mission and strategic plan as well as assessment plans that focus on strategic areas of the nursing program. (Exhibit 1 A-2)
Consistency with Professional Nursing Standards and Guidelines
The expected program outcomes of FSU’s nursing program found in Appendix-1 (Exhibit 1 A-3) are in congruent with the parent institution and are guided by the following professional nursing standards and guidelines:
The Essentials of Baccalaureate Education for Professional Nursing Practice
[American Association of Colleges of Nursing (AACN), 2008] (Exhibit 1 A-4)
Quality and Safety Education for Nurses (QSEN) (Exhibit 1 A-5)
Core Competencies for Interprofessional Collaborative Practice (Exhibit 1 A-
6)
North Carolina Board of Nursing Standards (Exhibit 1 A-7)
I-B. The mission, goals, and expected student outcomes are reviewed periodically and
revised, as appropriate, to reflect: professional nursing standards and guidelines; and 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:
Per the DON’s Master Evaluation Plan, Appendix-2 (Exhibit 1 B-1) the mission, goals and program outcomes are reviewed periodically every other year in the fall semester. They were
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last reviewed in June 2014 by the faculty with input from the communities of interest including the Provost, the Dean of College of Arts and Sciences and the College’s Assessment Coordinator. Minutes from the last review are shown (Exhibit 1 B-2). The recommendations to the mission and goals are integrated into the departmental OPARS. The next review is scheduled for Fall 2016. Community of Interest (COI) The internal COI in the DON includes students, faculty, staff, FSU administrators as well the FSU Veterans Center. The external COI include other universities and community colleges, local hospital and health agencies, alumni, accreditation and approval boards, prospective students, affiliating agencies, health care institutions, employers of graduates, FSU’s Board of Trustees, UNC General Administration and the DON/CI-PEP Advisory Board.
The DON/CI-PEP advisory board meets quarterly. The board consists of 21 members representing key stake holders of the community including representatives from our nursing program, health care agencies, other universities and community colleges, the military, administrators, nurses, physicians and other allied health professionals. The needs and expectations of the COI are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. For example, in the fall of 2010, a COI assessment revealed that the delivery of the RN to BSN courses at the time (hybrid with a full semester of required face-to-face courses) presented challenges to working nurses and prevented them from pursuing the BSN degree at FSU. Thus, in the Spring of 2011, the decision was made to offer the RN to BSN program online. The COI also played an important role in the redesigning of the curriculum of the new pre-licensure program. For example, through the internal COI, the new Chair and faculty realized that the previous curriculum required 3 credit hours of all the science prerequisites instead of 4 credits which is typically the norm of nursing programs. As a result, the DON worked closely with the Chemistry and Biology Departments to develop 4 credit courses in Chemistry 1; Organic Chemistry; Anatomy & Physiology I, Anatomy & Physiology II and Microbiology. 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:
The faculty outcomes of the nursing units are congruent with the institutional expectations. Policies and procedures related to faculty expectations in teaching, scholarship, service and practice including policies regarding evaluation, tenure and promotion are found in the FSU Faculty Handbook found in the resource room. (Exhibit 1 C-1). Each unit in the university sets realistic goals in meeting faculty outcomes of that particular unit and evaluates the unit outcomes related to teaching, scholarship and service in their unit OPARS (Exhibit 1 A-2). In the DON, teaching and service are priority outcomes and realistic goals for all faculty including non-tenure track faculty who are often Master’s prepared. Research, publishing and grant writing are expected outcomes of tenured and tenure track faculty. Even though
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practice is not a required outcome for the faculty, nursing faculty are allowed time off for that pursuit. The DON adheres to the university’s Comprehensive Faculty Evaluation Plan http://www.uncfsu.edu/evaltaskforce which addresses teaching, research/scholarship and service including advising, in assisting the faculty member and the Department Chair to determine the final annual evaluation of faculty. Examples of faculty evaluations are found in the onsite resource room (Exhibit I C-2). Faculty members who are tenure track and/or apply for promotion, are evaluated based on criteria found in the FSU Tenure and Promotion Policy (Exhibit 1 C-3) as well as on the website http://www.uncfsu.edu/faculty-senate/policies-and-procedures/tpr. I-D. Faculty and students participate in program governance.
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:
Nursing faculty and students participate in program governance at the university, college and nursing unit level. Governance of the program is accomplished by a committee of the whole faculty.
Faculty meetings are scheduled monthly or as needed to meet the needs and demands of the faculty and students. This allows full participation of all faculty members. The work of the faculty is done primarily in these meetings and all faculty have an equal vote.
The Bylaws of Departmental committees including the Curriculum Committee, Assessment and Evaluation Committee, Admission, Progression & Retention and Chair’s Committee, call for faculty and student representation. Faculty and students have the option of participating in committee meetings face to face or via technology such as conference calls. At the university level, a representative of the DON faculty serves on the FSU Faculty Senate, an integral part of FSU’s academic governance. The Senate is essential in initiating, reviewing, evaluating and recommending policy. A list of the Department of Nursing’s committees and names of faculty and student members of the 2013- 2014 AY are available (Exhibit 1 D-1). On the university level, undergraduate and graduate students participate in governance of the university through the Student Government Association (SGA). The SGA and the Division of Student Affairs annually update and publish the FSU Student Handbook http://www.uncfsu.edu/handbook (Exhibit 1 D-2). Faculty meeting minutes will be available in the resource room.
I-E. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications.
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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. 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:
Policies and procedures are in place to assure accuracy of program information, including program offerings and outcomes, accreditation/approval status, academic calendar, recruitment/admission and grading policies, credit transfer, degree requirements, and tuition and fees. Program information is published in the university catalog. Complete FSU catalogs are published online only. Information/admission packets, brochures, manuals, and handbooks are published as needed, and as the University goes “paperless,” any changes to documents and publications are placed on the university website. All documents are posted online and available to all constituents. Any policy change is posted on the website and communicated directly to the constituents. The Department Chair, the Assistant Chair, the Coordinator of Student Success and the Web Manager (who is a faculty member) review general electronic and print information on an annual basis per the Master Evaluation Plan or as needed, such as during major website modifications—for currency, accuracy, clarity, and consistency, and consults with the nursing faculty when print and/or electronic revisions are necessary. A catalog copy is sent out by FSU Academic Affairs to be reviewed and revised each spring by the Department Chairs for the subsequent academic year. The Chair and the appropriate committee provide feedback to the revising of the catalog and submit the changes per the university’s policy as documented http://catalog.uncfsu.edu/undergraduate/submitting-changes.htm (Exhibit 1 E-1) Printed materials, such as brochures, are revised at the next printing and the revision is incorporated into electronic documents.
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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Links to the North Carolina Board of Nursing (NCBON) and the National Council State Boards of Nursing (NCSBON) are found on DON’s website and students are instructed in their Nursing Leadership course to use those links as resources when applying for licensure.
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 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:
The Department Chair of the nursing program and faculty are responsible for developing, evaluating and revising policies and procedures through the Admission, Progression, Retention Committee (APR), that impact student recruitment, admission and progression. The DON faculty reviews the policies for fairness, equitability and congruency with university policies at their time of development. Policies and procedures are reviewed annually per the university Master Evaluation Plan or on as needed basis. Academic policies for the DON must be the same or more rigorous than the university policies. For example, the admission policy for FSU is a minimum cumulative GPA of 2.0, however, pre-licensure students must have a minimum cumulative GPA of 2.8.to be considered for admission to the upper division of the nursing program. Program and student learning outcomes in the Master Evaluation Plan as well as strategic goals of the unit’s Operational Planning and Assessment Report (OPAR) are used to determine policies to foster program improvement. For example, NURS 430 is a 5 credit hour community health course that is offered in an 8 week term. It is a 3 hour didactic course and 2 credit hour practicum course. Student performance, course evaluations, student feedback in committee meetings as well as faculty feedback suggested that the course expectations, particularly the practicum component were too much for an 8 week term. Thus, the decision was made to offer the course in 16 week terms effective in Fall, 2014.
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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 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:
The fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals and expected outcomes. FSU is a state institution and is one of the 16 schools that make up the University of North Carolina system. The university receives an annual appropriation from the state of North Carolina. Each unit in the university receives funds proportional to its size as well as funding from projected generation of student credit hours using the UNC funding model (Exhibit II A-1). The nursing unit also receives funding from other sources including laboratory fees, scholarship and research grants. The budget planning process at FSU occurs annually in the late spring semester. The Department Chair in consultation with the faculty, submits budgetary requests and justifications to the Dean the College of Arts & Sciences. The Dean, in consultation with the Department Chair, makes final recommendations to the Provost for final planning. Information on new University budgets is released to the Department Chairs after the beginning of the University System fiscal year on July 1 of each year. Budgets submitted and approved are typically a reflection of student enrollment and the departmental needs required to meet the teaching/learning of those enrollments. For example, in the last budget cycle, the university approved the hiring of two additional faculty members and an additional academic advisor to support the expansion of the nursing unit. Nursing unit operating budgets are summarized and found in Table II-A.
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Table II-A
DON Budget
Fiscal Year 2011 2012 2013 2014
Salaries – Fringes and Benefits
$600,956 $929,234 $928,612 $941,230
Operational Costs $39,996 $69,195 $33,708 $26,613
State Appropriation
$640,952 $998,429 $962,320 $967,843
Reserve Allocation
$25,000 $35,000 $45,000 $15,000
Ed Tech Fee Allocation
$31,729 $29,520 $27,015 $2500
Total State Funds $697,681 $1,062,949 $1,034,335 $1,007,843
Grant Overhead $5,002 $ 15,050 $16,000 $16,000
Nursing Clinical Fees
$5,000 $7,500
The faculty salaries of the DON at FSU are competitive and are comparable to American Association of Colleges of Nursing (AACN) instructional salaries for public universities.
Table II-B
FSU DON Salaries by Rank compared to Mean of AACN Instructional Salaries of Public Universities
Rank FSU DON Mean 2013- 2014 AACN Mean
Chair & Professor $121,000 (11month year) $141,747 (calendar year)
Assistant Professor $90,000 (academic year) $ 74,656 (academic year)
Instructor/ Lecturer (Non Doctoral)
$61,500 (academic year) $62,041 (academic year)
Physical Resources
The DON is currently housed in the 37,458 square foot, environmentally sustainable Southeastern North Carolina Nursing Education and Research Center (SNERC). The building is currently shared with the Department of Psychology. SNERC houses eleven classrooms, 22 of which are “smart classrooms.” The third floor of the facility houses a dedicated computer laboratory and a fully equipped simulation laboratory as well as nursing faculty offices. The 22 offices are all equipped with computers, and offers faculty and administrative support personnel privacy for uninterrupted work. Additionally, there are three conference rooms for meetings and student seminars. Each floor has a faculty resource room, and student lounges are found on the second and third floors. The SNERC is conveniently located next to the university library.
Per the Master Evaluation Plan, adequacy of fiscal and physical resources is evaluated on annual or as needed basis. For example, up until Fall 2013, the Office of Sponsored Research
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and Programs (OSRP) was housed in SNERC. After a DON evaluation of the physical resources needed to support the growing unit, a recommendation was made by the DON to the university to relocate OSRP.
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 support services are sufficient to carry out the DON’s mission and goals and to ensure expected student and faculty outcomes are met. Providing excellent student service is that ongoing institutional goal and FSU has several programs in place to aid and support students in their success.
Advising
Freshman students are assigned an academic advisor within the Student Support Services in the Office of Academic Advising. This service is designed to provide appropriate academic advising and support that enable students to make sound choices and decisions necessary for a successful college career. Academic advisors assist students in understanding and accepting themselves as individuals, developing the ability to cope with and solve problems, and increasing their competence in decision making.
Once the major of nursing has been declared, students are advised by the BSN academic advisors. After the student begins the BSN program, they are assigned a faculty advisor from within the DON who assists with all aspects of advising. During the nursing student’s final semester prior to graduation, the Department Chair ensures that all course and graduation requirements are met.
Nursing faculty advisors at FSU assist and support students in making informed decisions that align with personal educational and professional goals. Specifically, nursing faculty advisors may recommend learning resources and areas of focus based on the individual student‘s background, strengths, and weaknesses. The assigned faculty advisor serves as the nursing student’s primary faculty contact at FSU through regular telephone, email, and web conference contacts as necessary. In addition, the faculty advisor supports the student‘s efforts to achieve mastery of the program competencies and assists the student in maintaining on time progress to graduation.
Student Success Services:
The Creating Higher Expectations for Educational Readiness (CHEER) Scholars Program offers comprehensive academic support activities and programs that enhance personal development
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and includes courses in English and mathematics. It is offered to incoming freshman during the summer between graduation and fall enrollment and provides the students with individualized and small group support to ease the transition to college learning.
The Freshman Year Initiative (FYI) is a comprehensive program that includes academic advisement assisting students until they declare a major, academic support through the University College Learning Center, and academic enrichment through special programs such as the Chancellor’s Reading Club and Learning Communities. It was designed to promote positive transition and development of skills, habits and attitudes essential to success in college and career.
The Mathematics Laboratory provides computer assisted tutoring or peer tutoring for students who need to strengthen mathematics skills. Students enrolled in Math 123 (College Algebra), a required mathematics course in the nursing curriculum, may receive additional assistance. The Reading Laboratory provides computer assisted instruction and one-on-one tutoring designed to enhance reading and critical thinking skills. The Writing Center provides support to student writers on every aspect of the writing process by offering individual writing conferences where students can get feedback on their work and enhance their current writing skills. Smarthinking is an area of many Blackboard courses which offer online tutoring in a variety of subjects.
University Testing Services, as part of its program offerings to the University, works with the DON to provide testing, scoring, surveys, and accommodations for examinations of nursing students throughout their academic career at the University. This includes pre-nursing admission testing, progression testing and NCLEX practice testing.
Library and Learning Resources
The Charles W. Chestnutt Library supports the FSU nursing students in their educational, research and cultural endeavors by offering careful selection, acquisition, organization, and interpretation of information resources. The library is committed to promoting the use of information resources by collaborating with faculty in developing information to literate students who become life-long learners. Library staff is available to assist patrons with the on-line public access catalog, circulation, reference, and inter-library loan services. Students are provided with a University identification card that provides them with access to the plethora of materials available. DON students may receive a specialized orientation and an online tutorial of the library’s resources is also available. All students registered at FSU, regardless of location, have access to electronic library resources, including indexes, full-text databases, and journals through the library’s web page at http://libguides.uncfsu.edu/content.php?pid=501491 (Exhibit II B-1). Student status is verified by FSU Exchange e-mail user name and password.
The library currently has a total of 1,467,504 items which includes holdings in excess of 324,000 print and 120,000 E-book titles and 2,600+ current print periodical titles and 410 electronic journal titles. The library also offers access to 11,600 full-text electronic journal titles through NC Live. There are over 400 full-text databases and websites that contain articles, books, statistics, images, audio, streaming videos, maps, biographies and other informational materials.
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Current nursing holdings include 12,812 items and library services specific to nursing can be found at http://libguides.uncfsu.edu/nursing. (Exhibit II B-2). Library Services for distance learners can be found at http://libguides.uncfsu.edu/distanceeducation. (Exhibit II B-3). Other services offered by the library are Laptop and IPad Checkouts. Group study rooms with flat-screen TVs are also available on the second and third floors of the library. Most importantly, the Charles Chestnutt Library provides access to over 400 research databases and indexes via its "Articles and Databases" tab on the library's homepage: http://library.uncfsu.edu/ (Exhibit II B -1). The library staff has created several subject-specific lists of databases that are specific to the topic of nursing and has over fifteen databases that cover the spectrum of nursing research and scholarship. In addition to the resources available in the Chestnutt Library, FSU is a member of the Coastal Libraries Consortium in collaboration with UNC which also has nursing reference, clinical and research journals and materials available through interlibrary loan. Students in the DON also have access to the Southern Regional Area Health Education Center (SRAHEC) Library located in Fayetteville. The SRAHEC library offers evening and Saturday hours and provides services to health care professionals and faculty participating in health science programs in several counties throughout North Carolina.
Nursing students also have access to the Mary B. Dickey Memorial Library located on the third floor of the Nursing Education and Research Center. A collection of nursing texts is located in the reception area and is available for use by students. It is the hope that the late Mrs. Dickey’s legacy of nursing leadership continues through this collection.
Information Technology Services and Distance Education Support
The Information Technology and Telecommunications Services (ITTS) department at FSU http://www.uncfsu.edu/itts (Exhibit II B-4) provides nursing students and faculty with support areas that include email and computer network accounts, Blackboard, Banner, printing and software needs. The department also provides Smart Classroom and computer laboratory support for both nursing faculty and students. Services available through ITTS are 24 hours a day, 7 days a week and can be accessed by a local number, toll free number, email or live chat.
In addition to these services, the Office of Online Education at FSU is available to provide faculty and students with necessary training and support in online course learning and instruction. The mission of the Office of Online Education at FSU is to promote high quality online courses through faculty and student training and services and support to students who seek to complete their degrees online. These courses provide access and educational opportunities to students throughout North Carolina, the nation and the world. There is a webpage dedicated to students of online learning that lists resources and support programs such as Blackboard Help, Technical Assistance, Library Services and Academic Policies and Procedures to name a few.
Office of Civic Engagement and Service Learning
Consistent with the university’s mission of community engagement, service learning is an integral component of the university’s curriculum. A number of nursing courses including
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NURS 430 Community Health with Populations, NURS 406L Community Health Clinical, NURS 360L Pediatric Nursing Clinical are certified as service learning courses. These courses apply content to community based activities giving students experiential learning opportunities and skills of community engagement while affording community partners opportunities to address significant needs. The Office of Civic Engagement and Service Learning http://www.uncfsu.edu/civic-engagement (Exhibit II B-5) supports the faculty and staff by assisting with student service learning placement as well as establishing community partnerships.
Office of Faculty Development
The Office of Faculty Development (OFD) http://www.uncfsu.edu/facultydevelopment (Exhibit II B -6) strives to provide professional development opportunities to enhance educational endeavors at FSU and promote innovative pedagogical and technological practices that meet the needs of the student body. They also assist in providing an environment for collaboration and interaction among faculty members that leads to improved student learning. OFD offers a variety of resources for new faculty and those going through reappointment, tenure, or promotion processes. These resources include new faculty orientation, workshops and seminars on a wide range of topics dealing with teaching and student learning, scholarship, tenure process, and technology use. The Office of Faculty Development hosts New Faculty Orientation workshops. These are a series of day- long workshops that are designed to acquaint the new faculty with the culture of FSU, available resources, and helpful teaching tips before they begin their teaching roles. This part of the orientation provides a forum for the discussion of vital issues and challenges that are related to teaching and learning. Finally, the Office of Faculty Development is committed to enhancing and improving online education at FSU by providing high quality training and support to faculty members developing and teaching online, hybrid and web enhanced courses. The goal of that office is to ensure integrity and quality in all courses utilizing distance education at FSU. Support services are evaluated annually or on an as needed basis by the Office of Academic Affairs and results of evaluations inform decisions for overall improvement. For example, as a result of feedback received regarding university-wide faculty orientation, all new tenure track faculty receive release time in their first semester to participate in a semester long Faculty Development seminar facilitated by the provost. 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.
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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:
The current Chair of the DON at FSU is Dr. Afua O. Arhin. Her tenure at FSU began on August 8, 2010. She is a registered nurse licensed in North Carolina. Dr. Arhin holds a Master of Science in Nursing Education from the University of Wisconsin in Madison and a PhD in Nursing Sciences from the University of Florida in Gainesville. She has over 25 years of clinical experience and 20 years’ experience in nursing education primarily in nursing schools of Historically Black Colleges and Universities (HBCUs), very similar to FSU. Prior to assuming her current position at FSU, Dr. Arhin served as the Associate Dean at Grambling State University for four years where she was instrumental in the dramatic improvement of nursing student outcomes. Dr. Arhin’s research interest is in the area of learning styles and outcomes of Generation Y students and has researched and published several articles on the topic. Dr. Arhin recently secured a $1.2 million HRSA grant to establish an interprofessional collaborative institute that targets behavioral health of military families. She is charged with the overall oversight of the DON, faculty, administering the DON budget, decision-making, and evaluation in equal measure as other Department Chairs in the University and subsequently provides effective leadership to the nursing unit in achieving its mission, goals and expected outcomes. Dr. Arhin is a democratic leader who consistently includes the faculty as well as the COI in her decision making and is well perceived and respected in the university, faculty, students and other COIs Dr. Arhin’s curriculum vitae is found as (Exhibit II C-1)
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.
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.
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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:
The faculty members are sufficient in number and are academically and experientially prepared to meet the mission, goals and expected program outcomes of the nursing unit. During the 2013 – 2014 Academic Year, the nursing unit employed 11 full-time (11.0 FTEs) regular faculty, 1 full-time Laboratory faculty and 12 part-time faculty. All faculty (100%) of the regular and adjunct faculty are credentialed at a minimum of a master’s degree in nursing and teach in the area appropriate to their nursing specialty. Fifty percent of all regular faculty hold a doctorate and forty percent of all adjunct faculty hold doctorates. Full-time faculty curriculum vitae are found in the resource room. (Exhibit II D-1) Table II.D-I shows faculty profile AY 2013-2014 including rank, tenure status and highest degrees. Table II.D-2 shows faculty course assignment, faculty experience and academic preparation.
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Table II. D-I Faculty Profile
Faculty Tenure Status Highest Degree
Dr. Afua Arhin Professor
Tenured PhD, Nursing
Dr. Sheila Cannon Assistant Professor
Tenure track PhD, Nursing
Dr. Stephanie Hodges Assistant Professor
Tenure track DNP
Dr. Margaret Trueman Assistant Professor
Tenure track Doctorate, non-nursing
Dr. Judith Mann Assistant Professor
Tenure track Doctorate, non-nursing
Ms. Julia Kane Lecturer
Non –tenure track PhD candidate
Ms. Murtis Worth Lecturer
Non-tenure track PhD Student
Ms. Sharon Gallagher Lecturer
Non-tenure track PhD Student
Ms. Doris Jefferys Lecturer
Non-tenure track DNP Candidate
Ms. Laquesha Boyd Non-tenure track MSN
Ms. Carol Hamlin Lecturer
Non-tenure track MSN
Mr. Kendall Smith Laboratory Manager
Full time MSN
Dr. Jamil Norman Adjunct Assistant Professor
Part-time – non tenure PhD, Nursing
Dr. Esther Seibold Adjunct Assistant Professor
Part-time – non tenure PhD, Nursing
Dr. Barbara Smith Johnson Adjunct Assistant Professor
Part-time - non tenure PhD, Nursing
Dr. Alexandria Montgomery Adjunct Assistant Professor
Part-time - non tenure DNP
Dr. Cynthia McArthur Kearney Adjunct Assistant Professor
Part-time - non tenure Doctorate, non-nursing
Ms. Doretha Singley Adjunct Lecturer
Part-time –non tenure MSN
Ms. Teresa Yellowdy-Haley Adjunct Lecturer
Part-time – non tenure MSN
Ms. Christine Cardoza Adjunct Lecturer
Part-time – non tenure MSN
Ms. Ann Bell Adjunct Lecturer
Part-time – non tenure MSN
Ms. Kimberly Brunson Adjunct Lecturer
Part-time – non tenure MSN
Ms. Sharonda Boykin Part-time – non tenure MSN
Ms. Lauren Hurley Part-time –non tenure MSN
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Table II. D-2 Full-Time Faculty Course Assignment, Faculty Experience and Academic Preparation
Faculty Course Assignment Faculty Experience Academic Preparation
Dr. Afua Arhin PNUR 210 – Intro. To Professional Nursing
Nursing Administration Women’s Health
PhD – University of Florida, MSN University of Wisconsin
Dr. Sheila Cannon NURS 405 -Psychiatric Nursing NURS 411- Nursing Leadership NURS 450 _ Professional Issues in Nursing
Psychiatric Nurse Clinician Nursing Administration
PhD – Hampton University, Post MSN Psych Nurse Practitioner Vanderbilt University MSN – University of Virginia, Charlottesville
Dr. Stephanie Hodges NURS 360- Pediatrics NURS 350L – Adult Health I Clinical NURS 450- Professional Issues in Nursing
Family Nurse Practitioner, Pediatrics, Medical Surgical Nursing
DNP- University of Massachusetts, Amherst MSN – Walden University
Dr. Margaret Trueman
NURS 321 – Health Assessment NURS 326- Concepts Basic to Nursing
Critical Care, Adult Health and Long Term Care
EdD – Clemson University MSN – Queens University
Dr. Judith Mann
NURS 410- Nursing Leadership NURS 350- Adult Health NURS 300 – Intro to Professional Nursing
Nursing Leadership and Administration, Medical Surgical Nursing
EdD East Carolina University MSN – UNC - Charlotte
Ms. Julia Kane NURS 406 Community Health NURS 361 – Obstetrics & Women’s Health NURS 451L Adult Health II Clinical
Women’s Health Nurse Practitioner Obstetrics/Pediatric Nursing Medical Surgical Nursing
PhD Candidate –UNC-Chapel Hill MSN –Vanderbilt University
Ms. Murtis Worth NURS 325 – Pathophysiology NURS 365 – Pharmacology NURS 350 L Adult Health I Clinical
Certified Emergency Nurse Acute Care Medical Surgical Nursing
PhD Student – UNC Greensboro MSN – East Carolina University
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The usual teaching load for full-time faculty members is twelve (12) hours per semester. Faculty may elect to teach summer school in which faculty load is six (6) hours or a maximum of two courses during summer session. A full time teaching load for faculty in the DON is 12 hours or the equivalent and is credited in the following manner: A one credit lecture course is equal to one teaching unit. Clinical courses are calculated on a contact hour basis, that is, for each credit hour the instructor is allowed three work hour units. Faculty teaching clinical courses adhere to the maximum 1: 10 faculty: student ratio. The faculty: student ratio in clinical sites consistently adhere to the NCBON and clinical site requirements. FTE calculation uses the UNC enrollment funding model which is based on student credit hours generated. The UNC funding model requires the use of Student Credit Hours (SCHs) to calculate Full Time Equivalent (FTE) positions generated by faculty. The UNC enrollment funding model is based on research from the University of Delaware regarding the cost of instruction (University of Delaware, 2012). Formulas are applied to calculate the number of student credit hours (SCHs) generated by faculty members, based upon their academic disciplines, status as undergraduate or graduate courses, and the credit hours assigned to courses. These numbers are translated into faculty positions, which generate state appropriations. The funding model is found in (Exhibit II A-1). Nursing faculty members are allowed up to one day a week to pursue practice to maintain their clinical expertise. Also, they may receive release time to work on scholarship upon approval of the Department Chair.
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.
Ms. Sharon Gallagher NURS 430 – Community Health of Populations NUR 451 Adult Health II
Long term Care, Hospice, Progressive Care, Medical Surgical Nursing
PhD Student – UNC Greensboro MSN- Walden University
Ms. Doris Jefferys PNUR 210 – Intro. To Professional Nursing NURS 300 – Intro to Profess. Nursing NURS 411 – Nursing Leadership
Adult Nurse Practitioner, Long Term Care
DNP Student Loyola University MSN Duke University Post MSN Certificate – East Carolina University
Ms. Laquesha Boyd NURS 310 – Transcultural Nursing NURS 480 – Senior Practicum
Adult Health, Tele-health, Public Health
MSN- Duke University
Ms. Carol Hamlin
NURS 330 – Gerontological Nursing NURS 320- Health Assessment NURS 326 – Concepts Basic to Nursing Clinical
Gerontology Nurse Practitioner Adult Health Nurse Practitioner
MSN – Duke University
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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:
Preceptors support the education of pre-licensure and RN-BSN students at FSU, specifically in the practicum courses. In the pre-licensure track, preceptors are used in NURS 481L, the capstone clinical course.
In the RN to BSN track, preceptors are used in the clinical component of NURS 430 Community Health with Populations course. Because NUR 430 is a service learning course, the Office of Civic Engagement and Service Learning assists with student placement in the community with preceptors in community sites who are academically and experientially qualified in their roles. Community sites with such preceptors range from Homeless shelters, Free Clinics, Autism Societies and American Red Cross, to name a few as evidenced in a sample of student journals (Exhibit II E-1) The RN to BSN track also uses nurse preceptors when students rotate through traditional clinical sites.
All preceptors are academically and experientially qualified and their credentials are tracked in a database. Faculty who teach those courses as well as the Clinical Coordinator collaborate with the clinical agencies in selecting qualified preceptors. The unit’s policy on students in clinical sites, preceptor expectations with respect to teaching, supervision and student evaluation are clearly defined and found in the preceptor handbook and are congruent with the unit’s program outcomes. Further, all university specific policies are available and accessible to our preceptors through the preceptor handbook which is available on line and in print in the onsite resource room (Exhibit II E-2). Preceptor performances are evaluated at the end of each semester by students, faculty and the agency. In collaboration with area nursing programs, preceptor development workshops are offered periodically by local health agencies for those preceptors who need further preceptor development. 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: 1) Faculty have opportunities for ongoing development in the scholarship of teaching. 2) If scholarship is an expected faculty outcome, the institution provides resources to
support faculty scholarship.
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3) 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.
4) If service is an expected faculty outcome, expected service is clearly defined and supported.
Program Response:
The faculty at FSU is responsible for teaching, scholarship (including grant writing and publications), research and service. These requirements are the same for faculty members in the DON. Responsibilities in the DON also include student advisement, committee membership, and other activities that further the mission of the university. The Department Chair, in consultation with individual faculty members, has the final responsibility for assigning teaching, advising, and other departmental responsibilities. University committee membership assignment is determined through expression of interest and/or appointment. Individual faculty members decide which research and community service commitments to undertake.
Teaching and Practice: The DON provides academic support staff to assist faculty with preparation of course materials, including typing, copying, ordering general office supplies, processing forms (such as travel request forms), ordering texts, and obtaining copyright clearance for assigned readings (see Element II-A for identification of additional FSU DON and university-wide resources that support faculty roles). Teaching effectiveness is a major criterion for faculty tenure and promotion. Student evaluation of teaching effectiveness is required in all courses and the results are incorporated
into the annual faculty evaluation. Pedagogical expertise of faculty is valued and supported across curricula that feature a variety of teaching methods, including traditional lectures, small group clinical/seminar/breakout sessions, one on-one mentoring, case study methods, web-based/online learning, evidence-based practice approaches, narrative pedagogy, peer-led student learning and interactive technology-supported simulations. Nursing faculty regularly participates in workshops and conferences to improve the quality of their teaching and may request travel monies to attend and present their scholarly work at educational and research conferences/professional meetings. Because nursing is a practice profession and linking practice to education is a vital part of a successful program, several faculty members are actively engaged as practitioners. Many serve as staff nurses, advanced nurse practitioners, counselors, and educators as time and opportunity allow. Faculty can take a day off each work week to pursue their practice. Research: In order to meet requirements for tenure and promotion as well as continue professional growth, faculty members are responsible for planning, designing, and implementing research projects in their area of interest; publishing the results of their research; participating in professional organizations and meetings, and securing appropriate funding for their projects. The Office of Sponsored Research and Programs works with faculty to develop appropriate proposals for external funding. Librarians are also available to assist faculty as needed to obtain literature. Data technicians provide assistance with the data analysis process. Faculty have published and made professional presentations (see faculty
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CV’s in resource room Exhibit II D-1) and several have work in progress that will be published and/or presented. University Service, Meetings: Faculty members are expected to contribute service to their department, college, university, and the community in areas of their interest, abilities, and expertise. Service is a major criterion for promotion and tenure. The nursing faculty provides a plethora of professional contributions to the community and the University. They serve on key University committees as well as departmental committees. Faculty in the DON serves as advisors to students who major in nursing and guide them in navigating through the curriculum plan. Advisement assignments are confirmed by the Department Chair and reviewed each semester to assure that all students have an advisor. Faculty is responsible for maintenance of records documenting advisement activities. Faculty is required to maintain at least eight (8) hours of scheduled office time during each week of the semester. Within the DON there is specific time built into the weekly calendar (currently Tuesday afternoons) to allow for attendance to University and departmental meetings. This allows the faculty the opportunity to come together in a planned session and discuss vital information pertinent to the needs of the students and the program. Faculty practice, especially those with uninsured, underserved and high risk populations, constitute a direct service and by mentoring students in their practices and using their experience bring lessons learned and vivid case examples into the classroom. Practicing faculty serve as role models in preparing nurses to meet the important community health care needs of the future. Faculty and Staff Orientation: All new FSU faculty attend the University’s mandatory new employee orientation, which is one full day. Faculty with clinical assignments in medical centers/offices and/or local long term care facilities also must complete the mandatory orientation and specific hospital/facility/unit orientation. Faculty are updated continually on policies and procedures either through the monthly faculty meetings, the Dean’s monthly town hall meetings, emails, and the mandatory “Annual Bronco Kick-off Week”, which typically is scheduled in August prior to the students reporting to campus. Notice of this planned full week of activities is sent to faculty in late July of each year. Periodic DON meetings are scheduled as updates/policy changes are deemed necessary.
Collaborative Practice In meeting the needs of our community of interest, particularly military families who are a big cross section of the population of Fayetteville and the surrounding areas, the nursing department submitted and won a $1.2 million HRSA grant which was used to establish a CI-PEP. This nurse-led institute allows faculty and students from nursing, psychology and social work to collaborate in address behavioral health issues of military families by offering a free 2 day a week clinic that offers holistic care. CI-PEP serves as a clinical site for nursing students enrolled in PNUR 210, (Pre- Nursing 210) NURS 430 (Community Health with Populations), NURS 405L (Psychiatric Mental Health Nursing).
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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 mission of the DON is to educate culturally competent, ethical, and caring nurses for a global society. Nursing is a discipline that builds on knowledge from nursing theory; the natural, social, and applied sciences; and the humanities. The DON is committed to educating graduates who are generalists and will provide, evidence-based and patient-centered care. The faculty value the systematic and purposeful application of the nursing process to promote the optimal health of clients throughout the life cycle and in a variety of settings. The program objectives are clearly linked to the DON mission which is consistent with the university’s as shown in Table IIIA-1.
Table III A-1
Relationship between FSU & DON Missions & BS Program Objectives
FSU Mission DON Mission BS Program Objectives
Offering programs in teacher education, the arts and sciences, health professions, business and economics, and unique and emerging fields.
Building on knowledge from nursing theory; the natural, social, and applied sciences; and the humanities.
Use concepts from the natural, behavioral, social sciences and the humanities in choosing and applying appropriate nursing interventions.
Committed to excellence in teaching, research, scholarship, and service.
Promoting the optimal health of clients throughout the life cycle and in a variety of settings.
Apply the nursing process to promote the optimal health of clients throughout the life cycle in a variety of settings.
Extending services and programs to other
Educate culturally competent, ethical, and
Collaborate with interdisciplinary teams to
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The curriculum is developed, implemented and revised to reflect expected student outcomes that are congruent with the program’s mission as well as the expected roles of our graduates. The curriculum is based on Jean Watson’s Theory of Human Caring/Caring Science (1979, 1985). The conceptual framework was developed by the faculty and informs the organizational framework of the curriculum, including content as well as the course placement while ensuring the incorporation of professional standards. Further, the schematic representation of the conceptual framework depicts how the curriculum and course sequence moves from simple to complex. (Exhibit III A-1). The Essentials of Baccalaureate Education for Professional Nursing Practice (2008) are integrated and threaded throughout the curriculum and reflect the program outcomes. The plan of study for the pre-licensure BSN program and the RN to BSN Program is found in the Appendix 3. Syllabi in the curriculum clearly spell out expected course outcomes which are all linked and aggregated to the program outcomes. All course syllabi are found in the onsite resource room (Exhibit III A-2).
educational institutions throughout North Carolina, the nation, and the world.
caring nurses for a global society.
provide culturally competent, patient centered care to clients throughout the life cycle.
Offering programs in teacher education, the arts and sciences, health professions, business and economics, and unique and emerging fields.
Building on knowledge from nursing theory; the natural, social, and applied sciences; and the humanities.
Utilize the principles of economics and social justices to enhance accessibility to healthcare and thereby decreasing health disparities.
Extending services and programs to the community, including the military.
Producing contributing members to the profession of nursing, the community, and society.
Utilize critical thinking and ethical decision making to enhance quality improvement in the outcomes of patient care and the health care needs of the community.
Offering programs in teacher education, the arts and sciences, health professions, business and economics, and unique and emerging fields.
Building on knowledge from nursing theory; the natural, social, and applied sciences; and the humanities.
Integrate informatics and technological advancement into the delivery of nursing practice.
Producing global citizens and leaders as change agents for shaping the future of the State.
Producing contributing members to the profession of nursing, the community, and society.
Utilize knowledge and leadership skills to manage systems that are responsive to the health care needs of southeastern North Carolina, the state, the nation and the global society.
Promoting an institution of opportunity and diversity.
Educating graduates who will provide evidence-based and patient-centered care.
Apply research findings to support evidence-based best practice in the delivery of nursing interventions to improve health care of a diverse population.
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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 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. Separate courses in advanced physiology/pathophysiology, advanced health assessment, and advanced pharmacology are not required for students enrolled in post-master’s DNP programs who hold current national certification as advanced practice nurses, unless the program has deemed this necessary. Master’s programs that have a direct care focus but are not APRN education programs (e.g., nursing education and Clinical Nurse Leader), incorporate graduate level content addressing the APRN core. They are not required to offer this content as three separate courses.
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Program Response:
The nursing curriculum is developed, implemented and revised to reflect nursing professional standards including The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) as well as Quality and Safety Education for Nurses (QSEN). Appendix 4 maps select course objectives of nursing courses offered in the curriculum with the Essentials of Baccalaureate Education for Professional Nursing Practice and the program’s mission and goals. The tables below show the congruence between the program outcomes and including The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) as well as QSEN.
Table III B.1
Congruence between Program Outcomes & Baccalaureate Essentials
Program Outcome The Essentials
(2008)
Courses in Curriculum &
Specific Criteria from Essentials
Exemplar of Course Objective
Synthesize empirical and theoretical knowledge from nursing, the natural, social and applied sciences, and the humanities to achieve optimal health care outcomes for clients throughout the lifecycle in a variety of settings.
Liberal education for baccalaureate generalist nursing practice
NURS 320 and NURS 321: Health Assessment Across the Lifespan NURS 325 & 326 Pathophysiology
Apply empirical and theoretical knowledge from nursing, social and applied sciences in collecting health assessment data.
Utilize knowledge and leadership skills to manage systems that are responsive to the health care needs of southeastern North Carolina, the state, the nation and the global society.
Basic organizational and systems leadership for quality care and patient safety
NURS 411Nursing Leadership Perspectives and Trends NURS 365: Pharmacology
Discuss the role of the nurse as a change agent, educator, related to the use of medications and the nursing process.
Apply research findings to support evidence-based best practices in the delivery of nursing interventions to improve health care of a diverse population.
Scholarship for evidence based practice
NURS 310 – Transcultural Nursing NURS 400 & NURS 401 Nursing Research NURS 365: Pharmacology
Identify trends and practices in pharmacotherapeutics utilizing nursing research.
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Integrate informatics and technological advancement into the delivery of nursing practice.
Information management and application of patient care technology
CSC 100 Intro to Computers NURS 350L: Adult Health I Clinical NURS 451L Adult Health II Clinical
Integrate informatics when providing nursing care to clients.
Utilize the principles of economics and social justices to enhance accessibility to healthcare and thereby decreasing health disparities.
Health care policy, finance, and regulatory environments
NURS 350: Adult Health I NURS 451 Adult Health II
Describe the interrelationships of physical, developmental, economical, socio-cultural, psychological, and spiritual variables of adult clients.
Collaborate with interdisciplinary teams to provide culturally competent, patient centered care to clients throughout the lifecycle.
Interprofessional communication and collaboration for improving patient health outcomes
NURS 326: Concepts Basic to Nursing NURS 350L: Adult Health I NURS 451L Adult Health II
Demonstrate professional communication skills with health care providers while providing basic nursing care to clients.
Utilize critical thinking and ethical decision making to enhance quality improvement in the outcomes of patient care and the health care needs of the community.
Clinical prevention and population health
NURS 350: Adult Health I NURS 451 Adult Health II NURS 406- Community Health NURS 430 – Community Health with Populations
Demonstrate critical thinking skills and ethical decision making in the care of adult clients experiencing specific basic health alterations.
Utilize critical thinking and ethical decision making to enhance quality improvement in the outcomes of patient care and the health care needs of the community.
Professionalism and professional values
NURS 350: Adult Health I NURS 451 Adult Health II NURS 406- Community Health NURS 430 – Community Health with Populations NURS 365: Pharmacology
Identify the legal-ethical dilemmas and principles related to the professional nurse and the use of medications in the care of clients in a variety of settings.
Demonstrate competency in the utilization of systematic and purposeful application of the nursing process to promote the optimal health of clients
Baccalaureate generalist nursing practice
NURS 350: Adult Health I NURS 451 Adult Health II NURS 406- Community Health NURS 430 – Community Health with Populations NURS 360 Pediatric
Apply age-related factors affecting client response to illness.
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throughout the life cycle in a variety of settings.
Nursing NURS 405 Psychiatric Nursing
Table III: B.2
Example of Relationship of QSEN Standards to BSN Course Objectives
Program Outcome QSEN Standard
Courses in Curriculum & Specific Criteria from Essentials
Exemplar of Course Objective
Collaborate with interdisciplinary teams to provide culturally competent, patient centered care to clients throughout the lifecycle.
Teamwork & Collaboration
NURS 326: Concepts Basic to Nursing NURS 350L: Adult Health I NURS 451L Adult Health II NURS 321: Health Assessment Across the Lifespan
Explain the professional responsibilities of the nurse in performing health assessment, collaborating with other health team members and serving as a resource for the client in education and evaluation of self-care needs.
Apply research findings to support evidence-based best practices in the delivery of nursing interventions to improve health care of a diverse population.
Evidence-based Practice (EBP)
Transcultural Nursing NURS 400 & NURS 401 Nursing Research NURS 365: Pharmacology
Identify trends and practices in pharmacotherapeutics utilizing nursing research.
Utilize critical thinking and ethical decision making to enhance quality improvement in the outcomes of patient care and the health care needs of the community.
Quality Improvement (QI)
NURS 350: Adult Health I NURS 451 Adult Health II NURS 406- Community Health NURS 430 – Community Health with Populations NURS 365: Pharmacology
Demonstrate critical thinking skills and ethical decision making in the care of adult clients experiencing specific basic health alterations.
Demonstrate competency in the utilization of systematic and purposeful application of the nursing process to promote the optimal
Safety
NURS 350: Adult Health I NURS 451 Adult Health II NURS 406- Community Health NURS 430 – Community Health with Populations
Demonstrate the ability to perform basic clinical nursing skills in a safe and effective manner.
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health of clients throughout the life cycle in a variety of settings.
NURS 360 Pediatric Nursing NURS 361 Pediatric Nursing NURS 405 Psychiatric Nursing
Integrate informatics and technological advancement into the delivery of nursing practice.
Informatics
CSC 100 Intro to Computers NURS 350L: Adult Health I Clinical NURS 451L Adult Health II Clinical
Integrate informatics when providing nursing care to clients.
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.
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.
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Program Response:
The FSU baccalaureate curriculum is logically structured to achieve expected individual and aggregate student outcomes. The integrated curriculum plan addresses the need for nurse generalists to effectively utilize the nursing process, critical thinking, decision-making, leadership, and research findings to meet the needs of clients, yet still provides exposure to the major clinical areas. Also reflected is the growth from basic knowledge and comprehension to synthesis and evaluation of actions and the outcomes generated. FSU has designed the University College Core Curriculum to provide the academic foundation for all the undergraduate degree programs at the University. The core curriculum enables students to develop the skills and general knowledge that are essential to success in their respective major programs and careers after graduation and to promote positive human values and encourage a love for learning in all students. The pre-licensure BSN and RN to BSN options require a foundation of general education courses and specific prerequisite course in the arts, humanities, social sciences as well as natural sciences and mathematics. The pre-licensure track requires 126 /127 credit hours for graduation, 63 hours in the university core and 63 credits hours in nursing. The RN to BSN track has 120 hours for graduation, 56 hours of the baccalaureate core, 32 hours of validation of former learning in nursing and 32 hours of upper division nursing courses. In the upper division of the curriculum for both pre-licensure and RN to BSN program, there is growth from simple to complex client care issues-with building blocks supported by defined pre-requisite courses and the co-requisite courses. The sequential offering of courses allows students to build on prior knowledge and skills to facilitate competency.
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:
Teaching-learning practices and environments support the achievement of expected student outcomes. Faculty members base teaching-learning practices on course objectives and program outcomes. To meet course objectives for didactic theoretical courses, teaching strategies focus on student engagement and student feedback and include lectures, games, discussions, case studies and presentations. Student learning strategies include written papers, oral presentations, group projects, research projects, tests and quizzes. Similarly, to meet course objectives for clinical courses, faculty employ teaching strategies including demonstration of skills and simulation scenarios, patient/client assessment, pre-and-post conferences, service learning projects and health fairs. Student learning strategies include demonstration of skills in clinical settings and simulation activities, nursing care plans, written case studies and oral presentations, role playing, observations and direct patient/client care. To support distance learning students, a number of teaching learning strategies are in place including online APA tutorials, online library tutorials as well as a number of distance learning
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resources including Smart Thinking, an online writing laboratory and turnitin, a plagiarism prevention software. The Office of Online Education Exhibit III D-1 http://www.uncfsu.edu/onlineeducation provides students with additional resources including orientation and technical support. Further, students have access to IT support 24 hours a day, seven days a week. Faculty also offer online office hours with distance learning students as necessary. Because majority of RN to BSN students live within the Fayetteville and surrounding areas, students have face-to-face access to their faculty whenever the student has a need. Student learning practices for online RN to BSN students include written papers, group projects, research projects, tests and quizzes. Similarly, to meet course objectives for clinical courses, faculty employ teaching strategies including pre-and-post conferences, journaling, service learning projects and health fairs.
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, 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:
Students are instructed, supervised and evaluated by experienced clinical faculty. Pre-licensure students have dedicated clinical experiences in perioperative, psychiatric, critical care, obstetric and pediatric units and community agencies as well as acute and long term care settings. Clinical experiences allow for the application of nursing skills, knowledge, and critical thinking necessary for safe effective nursing care across the lifespan. FSU maintains clinical contracts with a number of health care agencies including hospitals, acute care, long-term care and community agencies throughout the area. Pre-licensure clinical experiences are created to assess competency in four major Client Needs categories: Safe and Effective Care Environment, Health Promotion and Maintenance, Psychosocial Integrity and Physiological Integrity. The conceptual framework of the DON based on Jean Watson’s Theory of Human Caring/Caring Science (1979, 1985) is integrated in the clinical practice experiences. Consistent with the theory, the department employs the systematic use of the scientific problem-solving method for decision making. For the capstone experience, pre-licensure students complete 120 hours of clinical practice with a preceptor which allows the student the opportunity to synthesize his/her nursing knowledge and skills. RN to BSN practicum experiences include a community health rotation as well as a senior practicum. The community health practicum is a 6 contact hour service learning course which students complete by rotating through identified community sites. Students are also required to complete a Community Assessment Project for the course. The project requires that
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students take an in-depth look at a specific aggregate/location of their choosing (eg. teen church group) and describe the demographical and health status of their community. Students then identify a potential risk/need, connect the risk/need with Healthy People 2020 Objectives, and associate the potential risk/need with statistical state and local health/demographical vital statistic data. From this assessment, students plan and implement an education experience with measurable objectives. Finally, students evaluate the results, provide future recommendations related to this subject, and reflect on the personal growth as a professional RN through this project. The senior practicum experience is designed to ensure that students are competent for entry-level practice as a professional nurse. The design, implementation and evaluation of clinical practice experiences are aligned with student and program outcomes. Students integrate clinical and theoretical learning from previous nursing courses through a role-transition experience. In consultation with the instructor, students plan, coordinate, implement and evaluate a senior project. The purpose is for students to function in one or more of the professional nursing roles of clinician, outcomes manager, client advocate, educator, information manager, system analyst/risk anticipator, team member, member of a profession and lifelong learner. Students demonstrate responsibility and accountability for professional practice in a selected practicum experience. They examine current and relevant research associated with professional nursing practice, and apply selected theories in the effective implementation of professional nursing roles in a selected practicum experience. Outcomes are assessed by the following: faculty/student conference to define the senior project experience, a written project plan that includes project goals, objectives, implementation site, any stakeholders and/or community resources to be used, an anticipated timeline for completion of all project related tasks and course assignments, and a description of the methodology to be used to evaluate the extent to which project goals and objectives were met, clinical journals in which they not only describe their clinical experiences, but also review the professional literature related to the clinical experiences and how it compares with the reality of the project experience, a senior project presentation that describes the evidentiary foundation of the project, the planning of the project, the actual implementation of the project, and the evaluation of the project’s objectives, benefits, and limitations. In so doing, this senior practicum experience furthers the transition from a student nurse to the professional nurse.
Preceptors offer input into students’ clinical learning experiences, but faculty assign the final
grade.
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.
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Program Response:
The curriculum and teaching learning practices consider the needs and expectations of the identified community of interest. Meeting Student Needs A typical nursing student at FSU is white; age 25 and older; is a parent; is a commuter; is a transfer student; is military affiliated, works a minimum of 10 hours a week as a pre-licensure student and a minimum of 20 hours a week as a RN to BSN student. These unique needs of our students inform our teaching- learning practices. The university has in place a number of resources to accommodate adult students including a streamlined process for admission. For example, official high school transcripts are not required for students who are age 24 and older, and official SAT/ACT scores are not required of transfer students with greater than 15 college credits. Further, there is a fully staffed Transfer and Advisement Center that assists transfer students in navigating the process of transcript evaluations and appropriate advising. Additionally, the university offers support services to commuters including providing commuter lounges and commuter parking. Also, the university offers a number of general education and online courses in the evening to accommodate the schedules of working students. Military and military affiliated students are well supported at FSU. The university was recently named the Best for Vets College by 2014 Military Times. The FSU Veteran’s Center certifies military students and offers a plethora of resources. General education courses are offered on the Fort Bragg and Seymour Johnson Air Force bases. A selected number of general education courses are also offered on line to meet the need of this population. Teaching and Learning Practices of the RN to BSN Program The RN to BSN program is developed and revised to meet the teaching- learning needs of the community of interest. FSU began the program in 1992 based on the educational needs of the region which had, and still has, a dearth of baccalaureate and higher prepared nurses. In 2010, the new Chair conducted focus groups of both internal and external communities of interest to understand the expected teaching role of FSU’s nursing program in the community. A resonating theme that emerged from the focus groups was the importance of streamlining the process of bridging the associate degree graduate to the baccalaureate prepared nurse as well as enhancing the delivery of the program. It was demonstrated from these discussions that in recent years, there has been a surge in demand for the RN to BSN track due to organizations in the area desiring magnet hospital status, as well as organizations such as the military hospitals requiring a BSN education for practice. The largest employer, Cape Fear Valley Health System, recently established the expectation for the RN to attain a BSN in order to maintain a leadership/case manager position. In responding to results of the assessment, the DON began the implementation of an already established dual enrollment agreement with area community colleges including Fayetteville Technical Community College (Exhibit III F-1), which allows students to take equivalent courses at FSU or the Community College to meet baccalaureate in nursing requirements. Because a large number of prospective RN to BSN students do not have the prerequisites of college algebra, statistics and speech, the university, on behalf of the DON responded to this learning need by offering those courses face-to-face at Cape Fear Valley Hospital, where a majority of our RN to BSN students work. Also, in response to the community assessment, in
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the Spring of 2011, the delivery of the RN to BSN courses was converted to distance learning for all non-clinical nursing courses. Teaching and Learning Practices of the Pre-licensure Program The teaching learning practices and environments of the pre-licensure program support the achievement of student outcomes through a variety of ways. All courses in the pre-licensure program are offered face-to-face with integration of technology. Clinical sites used are primarily local within a one hour drive from the university. In those clinical courses, faculty employ teaching strategies including demonstration of skills and simulation scenarios, patient/client assessment, pre-and-post conferences, service learning projects and health fairs
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:
Evaluation of student performance is consistent with expected student outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently at the end of the didactic and clinical courses. 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 syllabi which will be available in the resource room. 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 simulation debriefings and faculty-student conferences in the clinical settings.
Faculty shares a common grading policy in the pre-licensure and RN to BSN online program which is articulated in the Nursing Student Handbook. The passing grade for all nursing courses is “C” (78) or higher in the department. Students must also achieve a C or higher in each non-NURS and NURS course in order to progress in the nursing program. The grading scale is also outlined in the handbook. The handbook also describes guidelines for appealing a course grade, grade on a paper or exam, or academic warning, first to the faculty member for resolution. If the faculty member does not approve the appeal, the student may initiate and
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follow the formal grade appeal process. (Exhibit III G-1 Handbook found in the resource room).
Clinical practice settings provide the opportunity for individualized learning experiences. Students are instructed and mentored by experienced faculty and clinical staff in accredited and/or approved organizations and faculty developed community sites (Exhibit III E-1).
Faculty members, clinical instructors and/or preceptors evaluate performance of students in laboratory, clinical, and practicum settings through debriefings of simulated exercises, return demonstrations, and direct observations of patient encounters. Students are expected to complete a clinical skills checklist and submit nursing care plans and other written clinical requirements, e.g., process recordings for review. Overall written clinical evaluation of the student is completed by faculty members at mid-term and conclusion of the clinical experience. Completed evaluation tools for student clinical performance are placed in the student academic’s file. Clinical evaluation tools related to the students (Exhibit III G-2) are located in the resource room. In instances where preceptors facilitate students’ learning experiences, faculty will seek input from preceptors regarding student performance, and ultimately is responsible for evaluation of the overall individual student outcomes for progression. The requirement for evaluation of student clinical performance by qualified faculty applies to all students in both nursing tracks.
III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement.
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:
Per the Master Evaluation Plan, teaching/learning strategies are reviewed periodically to ensure currency, relevancy as well as for program improvement. The need for curriculum revisions may be generated from the curriculum committee to faculty or faculty to the curriculum, which is then put to vote from general faculty for adoption. In Spring 2011, faculty believed that because a majority of graduates of the RN to BSN program transition into leadership or case management positions, the senior practicum capstone course NURS 480, should integrate more complex, clinical exercises that focus on real-world practice problems. Students develop specific learning objectives for this clinical project in collaboration with the faculty member. This teaching/learning strategy is evidenced in examples of student work (Exhibit III H-1). Anecdotally, graduates of the program indicate that such strategies enhance their leadership abilities. Additionally, to encourage collaborative learning, online students in NURS 411, Nursing Leadership, work online groups to apply concepts of the change process in assigned simulated situations. Evaluation is done with the use of grading criteria and a rubric. To further promote interprofessional collaborative practice, RN to BSN students rotate through the DON Collaborative Institute.
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In addition to regularly scheduled committee and faculty meetings, the faculty in the DON meet in an annual retreat during “Bronco – Kick off” designed specifically to discuss issues relevant to maintaining curricular integrity, continuity, implementation and teaching-learning practices a part of our continuous quality improvement process and the discovery of new innovations to meet the needs of society. All faculty members participate in curriculum decisions. Teaching learning strategies and student workloads are evaluated each semester, whereas general education courses, nursing courses, and clinical practice are evaluated annually. Nursing student evaluate all nursing courses each semester. Peer review is required of all nursing faculty each year. Information from all sources is utilized to improve implementation of the program plan. Additionally, the annual performance evaluations of faculty address teaching-learning practices, such as course management, expert knowledge, instructional methodologies, and student effectiveness. At course completion, on-site and distance learning, students evaluate the course and teaching-learning practices by responding to online standard statements established by the SIR II TM Student Instructional Report by the Scantron’s Class Climate of the FSU system. Quantitative data and student comments are aggregated and a copy is provided to the regular or adjunct faculty member and the Department Chair for inclusion in the annual faculty performance evaluation, an example of which is available in the resource room (Exhibit III H -2). Faculty members print a copy of the SIR II TM results from each course taught to include with their annual evaluation materials. The aggregate SIR II TM data for nursing faculty who taught courses during fall 2013 and spring 2014 are found in (Exhibit III H -3). Data are used from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of positive student outcomes. Faculty also employ informal formative evaluations to determine students’ responses to new practices, rather than waiting until formal end-of-semester evaluations, so changes can be made during the semester. For example, one faculty member uses a mid-semester open-ended assignment for students to provide feedback about what is working well and what can be improved. Faculty also hear from students about any ongoing concerns during office hours, so that issues can be addressed and improvements made in a timely manner. A faculty member’s teaching effectiveness is also evaluated by the Department Chair on an annual basis. If appropriate, faculty members are supported to enhance teaching through, action plans collaboratively developed by the Department Chair and faculty member, mentoring with an expert teacher, and/or incorporating knowledge and skills presented at faculty development workshops. Improving the curriculum and enhancing teaching-learning practices are a continuous process for faculty of the DON in the undergraduate program. At the individual course level, at the end of each semester, students participate in course, clinical, and faculty evaluations. Faculty receive this feedback and make individual improvements in teaching-learning practices within courses they teach. Clinical and practicum sites are selected by faculty and are preapproved by the Board of Nursing based on established criteria specified in the Preceptor Handbook. An affiliation agreement (Exhibit III H-4) found in resource room must be in place for all clinical and practicum sites. BSN clinical and practicum sites and preceptors, if used, are evaluated by students at course completion. The assessment tool for BSN clinical facilities and preceptors is found in (Exhibit III H-5). The Clinical Coordinator or designee by the Department Chair reviews and analyzes the data from BSN students, and the clinical coordinator as well as feedback from clinical faculty members. Results are used to determine subsequent use of the preceptor and/or clinical site. Decisions not to use the chosen clinical site would be in situations evident by decreased learning opportunities for students and low student
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evaluation results. Completed BSN assessments are filed with the Clinical Coordinator. Based on the data, the clinical faculty member and/or Department Chair determine the continued use of the preceptor/site as a practice setting.
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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:
The DON uses a systematic process to obtain and report relevant data to determine program effectiveness. The comprehensive plan is written, ongoing, and exists to determine achievement of program outcomes.
In an attempt to evaluate the university’s achievement of set goals for its strategic plan, the university employs the systematic use of (OPAR), and requires all academic units to engage in regular and rigorous program assessment to ensure that FSU’s graduates are mastering the student and program learning outcomes in each discipline as well as documenting progress in achieving the goals stated in the FSU Strategic Plan http://www.uncfsu.edu/cas/assessment (Exhibit IV A-1). In adherence to the university’s strategic plan, each unit’s OPAR should address at least one goal on student learning as well as goals related to retention and graduation. The Department reports their progress toward the achievement of program outcomes in the OPAR at the end of each semester and annually for certain outcomes. The OPAR identifies the quantitative and qualitative data that are collected to assess the achievement of program outcomes, specific achievement targets, implementation plan, and recommendations and strategies for improvement. (Exhibit IV A-2: Operational Plan and Assessment Reports). On the Departmental level, OPAR is the responsibility of the Assessment and Evaluation Committee; nonetheless, full faculty engagement is necessary for optimal evaluation of program and student outcomes. Therefore, as the Nursing Department has expanded in the past three years, the necessity to formalize the process has proven beneficial. Hence, the department has included dedicated time (Exhibit IV A-3-OPAR Meeting Minutes) for full faculty engagement in OPAR maintenance, strategy development, and evaluation of outcomes. Additional formative data for the OPAR include quantitative data on student
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outcomes, qualitative data from faculty at department meetings; (Exhibit IV A-4) found in the resource room, feedback solicited by student representatives serving on department committees, (Exhibit I D-1) and input from students who provide feedback directly to faculty. The outcomes are reported online at the end of each semester, through the use of TaskStream an electronic data management system, which allows for analysis of the data collected. Departmental OPARS are reviewed each year and revised as necessary.
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:
The established program completion rate for both pre-licensure and RN to BSN students, inclusive of part-time and full-time students is five semesters. The entry point for both the pre-licensure and RN to BSN track begins with the first time enrollment of a NURS class. Completion is defined as the point at which the student completes the curriculum and is eligible for graduation. Because of the newness of the reinstated pre-licensure program, completion rates of the pre-licensure program are not available until December, 2014. Currently 72.7% of the inaugural class are slated for graduation in December. The expected completion rate for the pre-licensure program is 70% or greater. Computed completion rates of the RN to BSN program began with the Fall 2011 cohort (see Table IV. B-I).
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Table IV. B-I
Completion Rates of RN to BSN Students
Semester, Year Fall 2011 Spring, 2012 Fall 2012
# of students admitted and enrolled in NURS course
79 41 64
# of students who completed curriculum and graduated by the end of the 5th semester
57 33 Pending
Will compute in
December 2014
% of students who completed curriculum graduated by the end of the 5th semester
72% 80% Pending
Will compute in
December 2014
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.
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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. 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:
The pre-licensure BSN program was reinstated in the Fall of 2011, with the inaugural class admitted to the upper division in Spring 2013. The first class will graduate in the December 2014 after which NCLEX-RN scores will be available. The expected NCLEX pass rate for first time takers is expected to be 80% or higher.
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.
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Program Response:
Employment rate is near 100% as most RN to BSN graduates in this region are already employed in a position where a BSN is expected. Upon graduation from the nursing program
students respond to the Graduating Senior Survey, an online instrument administered each semester to graduating seniors by the Division of Academic Affairs. Survey results are analyzed and reported to academic departments and the data are used for continued program improvement. (Exhibit IV-D.1) Data collected include employment plans at graduation. A majority of our RN to BSN graduates work at one of these four facilities: Fayetteville VA Medical Center, Womack, Army Medical Center, Southeastern Regional Medical Center and Cape Fear Valley Health System. In response to the Institute of Medicine’s recommendations of increasing the proportion of RNs with BSNs, these area hospitals have mandates to employ BSN’s where possible. The largest employer, Cape Fear Valley Health System, has recently established the expectation for the RN to attain a BSN in order to maintain or be hired into a leadership/case manager position. Southeastern Regional Medical Center mandates that all Associate Degree graduates transition into a BSN program within 5 years. The DON at FSU maintains relationships with these institutions and has representation on their advisory boards.
Computation of employment rates of pre-licensure students will begin in December 2015 when alumni and employer surveys are conducted. Per the DON’s evaluation plan surveys are conducted one year after graduation. The expected employment rate for pre-licensure graduates is expected to be 70% or higher.
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:
The nursing program employs a variety of data sources to collect aggregate data for systemic analysis of student learning outcomes and program effectiveness and demonstrates achievement of outcomes data. The current data is collected from the RN to BSN graduates, the exact same data will be collected from the pre-licensure graduates effective December 2014. The department’s data are collected by a variety of methods and are analyzed and used for continuous improvement of the department. A number of university-wide surveys and
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departmental surveys are employed to evaluate the achievement of program outcomes. They include: i. Kaplan Integrated Testing (KIT)
The DON employs KIT in the pre-licensure program. The package includes admission testing, secure normed end of course tests and exit tests that predict NCLEX-RN exam success. Tests are nationally normed and statistically analyzed to ensure reliability. KIT also includes robust remediation resources and detailed reporting that offers both students and faculty access to valuable student performance information that helps to identify knowledge gaps in specific content areas. Samples of aggregate reports for faculty will be available in the resource room. (Exhibit IV E-1) ii. Graduating Senior Survey (GSS) (Exhibit IV D-1)
The Graduating Senior Survey is an online instrument administered each semester by the Division of Academic Affairs to graduating seniors. This survey allows the graduating senior to self- assess their skill improvement and assess the graduate’s satisfaction level with their department, their learning, as well as various university services. The skill improvement items are closely linked to program outcomes. The satisfaction level is assessed through a Likert scale of 1-5 with 5 as the highest rating. The survey also elicits data on employment as well as immediate plans for graduate education.
The university has an established favorable target of 2.7 and higher for items related to the university in general. However, the nursing unit has established a goal of 3.7 for the item that assesses the student’s satisfaction with their overall quality of instruction in the major. Data from Fall, 2012, Spring 2013 and Fall 2013 suggests that graduating RN to BSN seniors are very satisfied with the education they received from the unit. The average scores on a Likert scale for unit specific items were consistently 4 and higher. The average score on the overall quality of instruction ranged from 3.66 to 3.82. Students however ranked access to library services lower with a ranking score average ranging between 1.45 and 2.71. Also, although student satisfaction on advising received acceptable ranks, the department believed that it warranted further action for improvement, based on declining scores. Improvement plans have included reassignment of advisors centered on the student’s standing as well as providing training to all faculty advisors. In general, items that receive a low score are addressed by the faculty and if necessary included in the OPAR. For example, in Spring 2013, online RN to BSN students surveyed demonstrated low satisfaction with an item related to the ease of access to online library resources. As a result, the nursing faculty/ library liaison collaborated with the staff of Chestnutt Library in producing an electronic online library tutorial (Exhibit IV E-1) that was implemented in NURS 310 and NURS 400 in Fall 2013. Table IV.E-I shows results of sample items from the Fall 2012, Spring 2013 and Fall 2013 GSS, showing the average Likert ranking of those items.
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Table IV.E-I
Selected Graduating Senior Survey Items and Results
GSS Sample Question Average Rank Fall 2012 N=49
Average Rank Spring 2013
N=22
Average Rank Fall 2013
N=35 Overall satisfaction with instructors in your major-Faculty Contribution
4.47 4.43 4.64
Academic advising services overall
4.02 3.48 3.97
Using critical thinking skills-Knowledge, Skills, and Personal Growth
3.72 3.57 3.53
Training/instruction for using library and information resources-Library Services
2.19 1.45 2.71
All things considered, how would you evaluate the quality of instruction in your major?
3.66 3.73 3.82
The GSS also elicits information from graduating seniors regarding immediate plans for attending graduate school. On average 20% of students surveyed reported immediate plans to attend graduate school. Informal interviews with area graduate schools note that graduates of FSU are prepared with a good foundation for graduate work. iii. National Student Survey of Engagement (NSSE) NSSE is administered to graduating students. Results of this survey reflect behaviors by students and institutions that are associated with desired outcomes of college students. NSSE does not assess student learning directly, but survey results point to areas where colleges and universities are performing well and aspects of the undergraduate experience that could be improved. The results of the survey are used to inform strategies to improve outcomes on the program level. Graduating RN to BSN students who have participated in the survey consistently demonstrate high scores in the engagement indicators of higher order learning, reflective and integrative learning and diversity (Exhibit IV E-2). Table IV.E-2 below shows how RN to BSN students surveyed responded to items related to engagement indicators in their majors. The RN to BSN students who were surveyed in Fall 2014, ranked collaborative learning lower than expected. As a result, the opportunity for collaborative learning external to the class environment has been identified as a program improvement initiative. The nursing program’s CI-PEP, models collaborative learning as teamwork and communication, is an underpinning and where students work in interprofessional teams with others to provide biopsychosocial services to clients. Students in their senior courses now have the option to use the Institute for their leadership or capstone project, or as a potential clinical site for their practicum experiences.
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NSSE will be administered to the pre-licensure graduating class at the end of the fall semester.
Table IV.E-2
Selected Results of NSEE Fall 2013 Survey of RN-BSN Students (N=41)
Engagement Indicators
0- Never 20 - sometimes
40- often 60 – very often
Higher Order Learning
42
Reflective and Integrative Learning
41
Learning Strategies
42
Collaborative Learning
35
Discussion w/ Diverse Others
44
Effective Teaching Practices
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iv. Nursing Alumni and Employer Survey The nursing alumni and employer survey (Exhibit IV E-3) was developed to reflect the assessment of nursing program outcomes. Per the Master Evaluation Plan, alumni and their employers are surveyed a year after graduation for both pre-licensure and RN to BSN graduates one year post graduation. The university testing center sends out this survey electronically and aggregates the data when responses are received. Table IV.E-3 shows alumini responses for the Spring 2013 survey. Table IV.E-4 shows employers responses to the survey. Fifty alumni and ten employer surveys were sent with a response rate of 22 % for the alumni (11 out of 50) and 30% (3 out of 10) for the employers. Despite the small sample size, responses clearly demonstrated that both employers and alumni perceived that all program outcomes were met. However, the students’ perceptions in their attainment of the program outcomes were higher than that of their employers. The results of the surveys are being used to inform teaching strategies in the program. For example, to strengthen the RN to BSN student’s leadership abilities, the senior practicum course has been designed to focus on projects that allow the students to function in one or more of the professional nursing roles of clinician, outcomes manager, client advocate, educator or information manager. The tables below depict the responses of the surveys of both alumni and employers.
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Table IV.E-3
Nursing Alumni Survey
Items Related to Program Outcomes
Response rate to strongly agree
Response rate to agree
Standard Deviation
I am able to synthesize empirical and theoretical knowledge from nursing, the natural, social and applied sciences, and the humanities to achieve optimal health care outcomes
100% 0 0.00
Demonstrate competency in the utilization of systematic and purposeful application of the nursing process to promote the optimal health of clients throughout the life cycle in a variety of settings.
100% 0 0.00
I am able to collaborate with interdisciplinary teams to provide culturally competent, patient centered care to clients throughout the lifecycle.
100% 0 0.00
I am able to utilize the principles of economics and social justices to enhance accessibility to healthcare and thereby decreasing health disparities.
90% 10% 0.32
I am able to utilize critical thinking and ethical decision making to enhance quality improvement in the outcomes of patient care and the health care needs of the community.
90% 10% 0.32
I am able to integrate informatics and technological advancement into the delivery of nursing practice.
90% 10% 0.32
I am able to utilize knowledge and leadership skills to manage systems
90% 10% 0.32
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that are responsive to the health care needs of southeastern North Carolina, the state, the nation and the global society.
I am able to apply research findings to support evidence-based best practices in the delivery of nursing interventions to improve health care of a diverse population.
90% 10% 0.32
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Table IV.E-4 Employer Survey
Items Related to Program Outcomes
Response rate to
Strongly agree
Response rate to agree
Neither Agree nor
Disagree
Disagree Strongly Disagree
Cannot Evaluate
Standard Deviation
The graduate is able to synthesize empirical and theoretical knowledge from nursing, the natural, social and applied sciences, and the humanities to achieve optimal health care outcomes
67% 33% 0 0 0 0 0.58
The graduate is able to demonstrate competency in the utilization of systematic and purposeful application of the nursing process to promote the optimal health of clients throughout the life cycle in a variety of settings.
67% 33% 0 0 0 0 0.58
The graduate is able to
67% 33% 0 0 0 0 0.58
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collaborate with interdisciplinary teams to provide culturally competent, patient centered care to clients throughout the lifecycle.
The graduate is able to utilize the principles of economics and social justices to enhance accessibility to healthcare and thereby decreasing health disparities.
33% 0 33% 0 0 33% 2.52
Items Related to Program Outcomes
Response rate to
Strongly agree
Response rate to agree
Neither Agree nor
Disagree
Disagree Strongly Disagree
Cannot Evaluate
Standard Deviation
The graduate is able to integrate informatics and technological advancement into the delivery of nursing practice.
33% 33% 0 33% 0 0 1.53
The graduate is able to utilize knowledge and leadership skills to manage systems that are responsive to
33% 0 0 0 33% 33% 2.65
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the health care needs of southeastern North Carolina, the state, the nation and the global society.
The graduate is able to apply research findings to support evidence-based best practices in the delivery of nursing interventions to improve health care of a diverse population.
67% 33% 0 0 0 0 0.58
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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:
Aggregate faculty outcomes in teaching, service and research demonstrate program effectiveness. The Guidelines for Faculty Teaching Load and Course Reassignment (Exhibit IV F-1) allows for the shifts in the emphasis placed on teaching, research and scholarship. The Departmental OPAR, with full faculty input, establishes goals that are congruent with the university’s strategic initiatives and vision. Goals for aggregate faculty productivity outcomes include faculty teaching as reflected in the student course evaluation (SIR), faculty engagement in community service, and faculty scholarship through publications, research, grants, and certifications.
Departmental Evaluation of Faculty Teaching
At course completion, on-site and distance learning, students evaluate the course and teaching-learning practices by responding to online standard statements established by the SIR II TM Student Instructional Report by the Scantron’s Class Climate of the FSU system which is disseminated and analyzed by the Office of Institutional Research. Collective data of both pre-licensure and RN to BSN programs are collected and aggregated. Quantitative data and student comments are aggregated and a copy is provided to the regular or adjunct faculty member and the Department Chair for inclusion in the annual faculty performance evaluation. These data is used to inform future faculty assignment as well as improvement plans when necessary. Overall, faculty of the nursing unit consistently receives higher than average university aggregate scores in all teaching-learning categories as shown in the Spring 2014 results (Exhibit IV F-2). In fact to be considered a teacher of the year at the university, a criterion is for the faculty minimum average rating of 4.25 on student evaluations for the previous three years. Nursing faculty consistently exceed this expectation. Table IV.F-I shows the average aggregate rating of selected scaled questions of the course evaluation survey from Spring 2014 on a 1-5 Likert scale.
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Table IV.F-I
Responses of Selected Scaled Questions on Course Evaluation
Scaled Question Number of students who responded (N)
Aggregate average rating of faculty (1-5 Likert scale)
The overall organization of the course
219 4.72
The instructor’s communication of course expectations of the course
219 4.7
The course content
218 4.73
The instructor’s clarity about expectations
219 4.65
The instructors use of class design such as assignment timing etc.
215 4.70
The extent in which the course contributed to your learning
216 4.75
The instructor encourage critical thinking problem solving
218 4.7
Faculty Engagement in Community Service
Faculty engagement in community service is a strategic initiative of the university’s vision and is adopted as a nursing unit specific goal in our Operational Planning and Assessment Report (OPAR). The faculty members of the nursing unit engage in a variety of community service activities on local, national and international levels. Documentation of these community activities are housed in Digital Measures, a data bank maintained by the Office of Faculty Development. Nursing faculty community service ranges from grant and publication reviews to offering free sports screening of high school students. Documentation of faculty aggregate service is shown in (Exhibit IV F-3). Further, CI-PEP offers the opportunity for faculty and students to work interprofessionally in offering free holistic services with a focus on behavioral health to military families.
Faculty Engagement in Advising
Because accurate academic advisement has been linked to student persistence and graduation rates, all faculty members in the DON are actively engaged in student advisement. To ensure that students are satisfied with the advisement received, the Office of Institutional Research disseminates and analyzes a Student Advising Survey. Again, with this survey, quantitative and qualitative data of faculty advisors are used to inform advisor assignment, training and improvement plans. The nursing unit consistently receives higher than average university aggregate scores for advising with an average score of 5.2 or higher (on a 1-6 Likert scale) on each of the 22 items on the aggregate advising survey (Exhibit IV F-4). Qualitative data generated from this survey were used as evidence
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to establish a RN to BSN Advisor position whose responsibilities include clearing students for graduation as well as processing transfer courses and transfer equivalencies. Table IV.F-I shows average aggregate rating of selected scaled questions of the advising survey from Spring 2014 on a 1-6 Likert scale.
Table IV.F-I
Responses of Selected Scaled Questions on Advising Survey
Scaled Questions Number of students who responded (N)
Aggregate average rating of faculty (1-6 Likert scale)
My advisor usually responds to my email within a timely manner
140 5.0
Is available when I need assistance
136 5.35
Meeting requirements for graduation
123 5.24
Encourages my interest in academic discipline
127 5.2
I am generally satisfied with quality of advisement
148 5.16
Faculty Scholarship
Tenured and tenure track faculty are expected to engage in faculty scholarship through publications, research, grants, and certifications. Tenure track faculty are supported to enhance their skills through faculty development workshops, seminars and conferences that focus on research/scholarly activities which are offered through the Office of Faculty Development. Aggregate faculty scholarship of the nursing unit is found in (Exhibit IV F-5)
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:
The procedure is well defined in FSU’s Catalog and is communicated online to all students, faculty, and staff http://catalog.uncfsu.edu/undergraduate/student-affairs/written-complaint-procedure.htm. (Exhibit IV G-1). The official student complaint form is found in (Exhibit IV G-2). In accordance with the University’s procedure if the student’s complaint cannot be addressed through discussion with the responsible person and if there are no methods prescribed for an appeal in the applicable area the issue must be outlined in writing and submitted to the following in the order as indicated below: Academic Complaints:
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1. Department Chair of Nursing
2. Dean of the College of Arts and Sciences
3. Provost and Vice Chancellor for Academic Affairs
Non-Academic Complaints: 1. Department Chair of Nursing
2. Vice Chancellor for Academic Affairs
Each of the above listed areas will respond to the student within ten working days of receipt of the written complaint. If the issue is not resolved at the highest level (as listed above) the student can appeal to the Office of the Chancellor
Formal and informal complaints and feedback are used to foster ongoing program improvement for both the pre-licensure nursing program and the RN to BSN completion program. Informally, students are encouraged to express ongoing concerns to student representatives on the Chair’s Committee and to communicate directly to nursing faculty. If resolution is not reached the student is referred to the University’s formal policies and procedures. Formal complaints must be in writing and adhere to the University’s “Written Compliant” procedure.
To date there have been no formal complaints in either the pre-licensure or RN to BSN programs.
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:
The DON uses a multi-faceted approach to evaluate and analyze data that drive the nursing program, its curriculum and student outcomes. The process incorporates analysis of quantitative and qualitative data derived from a variety of sources including course evaluations, clinical site evaluations, graduating senior surveys and alumni surveys as well as faculty and student input through departmental committees, and feedback from our community of interest. The analyzed data is used for continuous program improvement. The master evaluation plan provides the deliberate road map for data collection and analysis. When collected data deviate from expected outcomes, faculty and the Department Chair collectively make decisions to foster program improvements and to address the particular issue. Collected data related to the university’s strategic improvement plan are integrated into the departmental OPARS and are systematically and periodically evaluated to ensure program improvement. Specific examples of how data is used to foster ongoing improvement are listed below:
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Creating a RN to BSN Advisor Position
Although students in general were satisfied with their advising per the advising survey, faculty and staff feedback as well as qualitative information from student surveys suggested that processing RN to BSN student transfer equivalencies and clearing students for graduation was a process that was difficult to navigate for faculty advisors and was often frustrating to students. Thus, a proposal was submitted to university administrators to establish a RN to BSN advisor position whose job description would include processing transfer equivalencies for RN to BSN students and clearing them for graduation. The position was approved effective July 1, 2014.
RN to BSN curriculum offered online
In the fall of 2010, a community assessment via meetings with area nurses, Associate Degree Nursing graduates, hospital administrators, community college students and administrators, Area Health Education Centers (AHEC) representatives and other key community stakeholders, revealed that the delivery of the RN to BSN courses at the time (hybrid with a full semester of required face-to-face courses) presented challenges to working nurses and prevented them from pursuing the BSN degree at FSU. Thus, in the Spring of 2011, the decision was made to offer the RN to BSN program online using Blackboard as the platform except for NURS 320 (Health Assessment) which is offered as a hybrid, and the practicum courses of NURS 430 (Community Health) and NURS 480 (Senior Practicum). As a result of this decision, there was a dramatic increase in enrollment in RN to BSN students at FSU.
Kaplan Entrance Examination Score
The nursing unit uses the Kaplan Integrated program as a learning resource for students. The program includes an entrance exam which is used as one of several measures used for admission to the upper division. Tracking of student performance in the last few semesters has revealed a clear correlation between Kaplan entrance scores with student performance in class, clinical and unit exams as well as their performance in integrated testing and ultimately attrition. Further tracking suggest that students with an overall score <65, have the most difficulty with the nursing curriculum. The Curriculum and Admission Progression Retention committees made the recommendation to raise the entrance Kaplan score to 65. This requirement was implemented in March, 2014.
Community Health Class in RN to BSN curriculum
NURS 430 is a 5 credit hour community health course that is offered in an 8 week term. It is a 3-hour didactic course and 2 credit hour practicum course. Student performance, course evaluations, student feedback in committee meetings as well as faculty feedback suggested that the course expectations, particularly the practicum component were too much for an 8 week term. Thus, the decision was made to offer the course in 16-week terms effective in Fall, 2014.
Summary
The nursing unit has in place a robust process to collect and analyze data and to use the information for program improvement. The Master Evaluation Plan provides the deliberate road map for the process and the departmental OPAR sets the tone for the planning and assessment of strategic goals informed by data collected and the implementation of strategies for program improvement. The purpose of the focus on quality improvement is to meet the university’s and nursing units mission to provide students with the highest quality learning experiences that educates culturally competent, ethical, and caring nurses for a global soci
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APPENDICES APPENDIX 1 – EDUCATIONAL PROGRAM OUTCOMES
Educational Program Outcomes
The educational program outcomes for the BSN pre-licensure program are consistent with the mission
of FSU and are informed by the Essentials of Baccalaureate Education for Professional Nursing
Practice, Quality and Safety Education for Nurses (QSEN), Core Competencies for Interprofessional
Collaborative Practice and the North Carolina Board of Nursing and are as follows:
a) Synthesize empirical and theoretical knowledge from nursing, the natural, social and applied
sciences, and the humanities to achieve optimal health care outcomes for clients throughout the lifecycle in a variety of settings.
b) Demonstrate competency in the utilization of systematic and purposeful application of the
nursing process to promote the optimal health of clients throughout the life cycle in a variety of settings
c) Collaborate with interdisciplinary teams to provide culturally competent, patient centered
care to clients throughout the lifecycle.
d) Utilize the principles of economics and social justices to enhance accessibility to healthcare and thereby decreasing health disparities.
e) Utilize critical thinking and ethical decision making to enhance quality improvement in the
outcomes of patient care and the health care needs of the community.
f) Integrate informatics and technological advancement into the delivery of nursing practice.
g) Utilize knowledge and leadership skills to manage systems that are responsive to the health care needs of southeastern North Carolina, the state, the nation and the global society.
h) Apply research findings to support evidence-based best practices in the delivery of nursing
interventions to improve health care of a diverse population.
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Appendix 2
Fayetteville State University
Department of Nursing
MASTER EVALUATION PLAN A. Structure and Governance
Areas To Be Evaluated Evaluation Schedule Responsible Person Methods Tools Desired Outcome
Mission and Goals FSU Community Based Nursing Department
Every Other Year Review Fall Semester
Department Chair Faculty
Review all Mission, Goals and Purpose Statements
Congruence between Nursing Department parent organization
Policies & Procedures FSU
Every Other Year Review/Revise Fall Semester
Faculty Review all new P & P, Faculty Handbook, Student Handbook Fayetteville State University and Nursing Department
P & P are non-discriminatory and provide for the effective functioning of the nursing unit
Nursing Department Chairperson
Annual Spring Semester or in accordance with FSU policies
Dean of College of Arts & Sciences Faculty
Administration Effectiveness Tool, Teaching Effectiveness Tool, Personal Objectives, Peer Evaluation, Self Evaluation
Chairperson meets or exceeds expectations of role components
Clinical Agreements Annually Summer Semester
Department Chairperson Faculty
Clinical Evaluation Tools Contracts
Clinical facilities support the objectives and goals of the program and students
Administration Annual, Spring Semester
Faculty, Department Chair
Administrative evaluation tools
Faculty participate in the governance of the university
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B. Facilities
Areas To Be Evaluated Evaluation Schedule Responsible Person Methods Tools Desired Outcomes
Physical Resources Office of Online Education Instructional/Non-Instructional FSU Program
Annual and part of 5 Year Plan Spring Semester
University Administrator Department Chairperson Students
-Review Distance Learning, review office space for faculty and support staff -Review multi-media material
Resources are adequate to support the objectives and goals of the nursing unit
Budget Annual Review University Administrator Department Chairperson Faculty
Review current budget procedures and allocations
Budget provides adequate fiscal, physical, and human resources to meet the needs of the nursing unit
Library Annual Review Department Chair and Faculty in each specialty area
-Listing of Library Resources -Visit library to review holdings and plan for discard and historical collections
Resources are current and adequate to support faculty development, instruction, research, practice activities, and community and public service
Clinical Sites Each semester Clinical Faculty Students
Evaluation of clinical sites
Clinical practice experiences provide students with the opportunity to apply theory to practice consistent with course program objectives.
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C. Students
Areas To Be Evaluated Evaluation Schedule Responsible Person Methods Tools Desired Outcomes
Recruitment Plan FSU Community-based Program
Annual Analysis Sumer Semester
Department Chair FSU Admissions Office Coordinator of Student Success Nursing Advisor
Review of recruitment activities, number of applications received and acceptance rate; demographic characteristics of applicants
Applicant pool represents the desired number of fully qualified applicants. Mission of the minority institution is fulfilled
Advisement FSU
Annual Review/Update of Guidelines Each semester
Department Chair Faculty Coordinator of Student Success Nursing Advisor
Random selection of student files for review Review graduation rates Advisement Survey Results
Students progress through the program in a timely manner
Admission -FSU
Annual Review/Recommendations Summer Semester
Department Chair Faculty Coordinator of Student Success Nursing Advisor
Random survey of students regarding application and admission process. Review student records
Fully qualified applicants are admitted to the program in a timely manner. Requests for advanced placement are processed in a timely manner
Progression Validation and Articulation -FSU -Community-based Program
Annual Student Profile Review Spring Semester
Department Chair Faculty Coordinator of Student Success Nursing Advisor
Review all student records Student evaluation using standardized tools
(1)Students consistently adhere to the validation requirements prior to progressing in the nursing sequence. (2) 95% of students consistently achieve in an acceptable range on standardized tools.
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Graduation rates Achievement of Program Outcomes
Review student records Exit
Department Chair Coordinator of Student Success Nursing Advisor Faculty
-Review graduation rates-Review exit interview forms -Review program assessment questionnaires -–Employment rates/settings
All fully qualified applicants will complete the degree requirements and achieve program outcomes
Employment Annually 1-year post graduation
Faculty -One year graduation survey -Survey of employers -Student satisfaction survey
Satisfaction rates will exceed 90% as reported by graduates and employers
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D. Faculty
Areas To Be Evaluated Evaluation Schedule Responsible Person Methods Tools Desired Outcome
Recruitment/selection -Full-time -Part-time
Criteria Based on Needs Reflects University Committee Structure
Department Chair Coordinated with FSU Administration, Search/Screen Committee, Affirmative Action Office
Review of program needs and faculty qualifications
Number and compliment of faculty and their qualifications are sufficient to meet the needs of the nursing unit
Faculty Orientation Plan Annual Update Summer Semester
FSU Administration Department Chair Course Coordinators
Review university and nursing department orientation plans
The orientation plans provide for a smooth transition to the faculty role at the department and university level
Retention/Promotion/Tenure -Administration -Teaching -Scholarship -Professional Activities -Professional Practice
Criteria Based on Program and FSU Criteria Review Annually and with Faculty’s Plan
Department Chair Coordinated with FSU Criteria Promotion/Tenure Committee
Review of faculty file Student evaluation of faculty Review of handbooks, policy procedure manuals of BOG, University, and Department
Faculty who meet or exceed expectations of role components will be retained and promoted according to the policies of FSU. All fully qualified faculty will be successful in attaining tenure status
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D. Curriculum
Areas To Be Evaluated Evaluation Schedule Responsible Person Methods Tools Desired Outcomes
Purposes and Objectives Every Other Year/Fall Faculty/Student Representative
Review all relevant documents
Congruence will be achieved between the nursing program and the parent organization
Philosophy Every Other Year/Fall Faculty/Student Representative
Review philosophy statement
Reflects the beliefs of the faculty
Organizing Framework Every Other Year/Fall Faculty/Student Representative
Review organizing framework
Provides direction for curricular development, implementation, evaluation
Nursing Standards/Legal Practice -NC BON -Professional organizations and groups Nurse Practice Act
Every Other Year/Fall Faculty/Student Representative
Review all relevant documents, legal and professional
Standards are reflected in the philosophy and organizing framework
Progression Model Review every other year and update as changes made to the curriculum
Faculty/Student Representative
Review the progression model and curriculum
Demonstrates internal consistency of the curricular design and organizing framework
Nursing Course Content/Processes/Clinical practice experiences
Each Semester
Chairperson Faculty Curriculum Committee
Review student course and clinical evaluations. Faculty review of course content. Review of advisory committee minutes and suggestions
Course content is cohesive and reflects current nursing practice standards, the law, and program objectives. Clinical practice experiences provide students with the opportunity to apply theory to practice consistent with course program objectives.
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Ensuring curriculum content is aligned with AACN Essentials of Baccalaureate Education Students are evaluated using standardized tools.
95% of students consistently achieve in an acceptable range on standardized tools.
Teaching/Learning Strategies Distance Learning Platform Office of Online Education
Semester Review/Recommendations
Faculty/Student Representative
Review of course requirements and evidence of student performance
Strategies used across the curriculum allow for increasing cognitive and psychomotor skill levels in the areas of critical thinking, communication, and therapeutic nursing interventions
General Education Courses Annual Review/Recommendations
Faculty/Student Representatives
Review decisions from University Curriculum Committee that impact on nursing major
General education courses are appropriate to support the nursing major
Terminal Program Objectives
At two and five year time intervals according to the five year plan
Faculty/Student Representative
Graduate Follow-up Survey Employer Follow-up Survey Review of student file prior to graduation
Graduates of the nursing program demonstrate attainment of the terminal program objectives. Patterns of employment for graduates reflect attainment of the
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terminal program objectives
E. Records and Reports
Areas To Be Evaluated Evaluation Schedule Responsible Person Methods Tools Desired Outcomes
University Catalog, Website and Recruitment Information
Annually Department Chair and Faculty
-Review catalog, nursing student handbook and website for currency, accurate, clear, and consistent
Public documents about the program are accurate, clear, consistent, and accessible.
Student and Faculty Handbooks
Annually Department Chairperson, Faculty
-Review handbooks Handbooks will be accurate and congruent with published materials.
Minutes Annual Review, Summer Semester
Department Chair and Faculty
-Faculty council minutes -Minutes of committees
-Minutes are typed, organized, and approved by appropriate council/committee
Student Records Annually Faculty Advisors/Administrative Secretary Coordinator of Student Success
-Records checklist -Portfolio checklist
Records are secure, undamaged, and contain required information
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Appendix 3
Plans of Study: PRELICENSURE: Nursing Generic BSN Curriculum Plan
Pre-requisites
Course Title Turlel Credit Hours
UNIV 101 Freshman Seminar I 1
ENGL 110 English Composition I 3
MATH 123 College Algebra 3-4
CSC 100 Intro to Computers 3
PEDU or HEED 112 Physical Education (2 credits) or Health and Wellness (2 credits) 2
PHIL 110 Critical Thinking 3
Total 16
Course Title Credit Hours
UNIV 102 Freshman Seminar II 1
ENGL 120 English Composition II 3
*PNUR 210 Intro to Professional Nursing / ETCE 101 2-3
CHEM 101 Intro to Chemistry Principals 4
SOCI 210 Principals of Sociology 3
ZOOL 210 Anatomy & Physiology I 4
Total 17
Course Title Credit Hours
CHEM 102 Introduction to Organic & Biochemistry 4
PSYC 210 General Psychology 3
Total 7
Course Title Credit Hours
SPEE 200 Introduction to Speech 3
ZOOL 230 Anatomy & Physiology II 4
PSYC 331 Developmental Psychology 3
Elective: Humanities or Fine Arts 3
BIOL 255 Principles of Microbiology 4
Total 17
Semester 1 – Spring Application and Admission to Upper Division Required
Course Title Credit Hours
69
Admission to Upper Division is Required
STAT 202 Basic Prob. & Statistics 3
NURS 321 Health Assessment 3
NURS 326 Concepts Basic to Nursing 4
NURS 365 Pharmacological Concepts 3
Restrictive Elective: Foreign Language 3
Total 16
Semester 2 - Fall
Course Title Credit Hours
NURS 324 Pathophysiology 3
NURS 350 Adult Health I 6
NURS 350L Adult Health I Clinical 3
Restrictive elective Foreign Language 3
Total 15
Semester 3 - Spring
Course Title Credit Hours
NURS 451 Adult Health II 6
NURS 451L Adult Health II Clinical 3
NURS 405 Psychiatric Nursing 3
NURS 405L Psychiatric Nursing Clinical 2
Total 14
Semester 4 - Summer
Course Title Credit Hours
NURS 401 Nursing Research & Theory 3
NURS 361 Obstetrics & Women’s Health 3
NURS 361L Obstetrics & Women’s Health Clinical 2
NURS 360 Pediatrics 3
NURS 360L Pediatrics Clinical 2
Total 13
Semester 5 - Fall
Course Title Credit Hours
NURS 410 Nursing Leadership 2
NURS 406 Community Health 3
70
NURS 406L Community Health Clinical 2
NURS 481 Capstone Theory 2
NURS 481L Capstone: Clinical 3
Total 12
TOTAL CREDIT HOURS 127
CHEM 101 and CHEM 102 fulfill University College natural science requirements.
**Depending on profile examination score, MATH 112 may be required as a prerequisite to MATH 123.
*** ZOOL 210 and BIOL 255 require prerequisite of BIOL 150 and AP Biology with granted credit will
substitute for BIOL 150. Students with 2 or more high school Biology can participate in CLEP. BIOL
150 will also be offered in the summer.
****STAT 202 must be completed as second math credit by Nursing student.
ETCE 1 credit hour, exempt if >60 hours.
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RN to BSN Program
I. Pre-Requisite Component
Course Title Credit Hours UNIV 110
University Studies
2
PHIL 110 Critical Thinking
3
ENGL 110
English Comp I
3
ENGL 120 English Comp II
3
SPEE 200
Intro to Speech
3
HUMANITIES/ CREATIVE ARTS Humanities/ Creative Arts 3
HUMANITIES/ GLOBAL LITERACY Humanities/ Global Literacy 3
PSYC 210
General Psy
3
PSYC 331
Developmental Psy
3
STAT 202
Probability & Stats
3
MATH 123
College Algebra
4
ZOOL 210 Anatomy & Physiology I 4
ZOOL 230 Anatomy & Physiology II 4
SOCI 210 Intro. To Soc. 3
BIOL 255 Principles of Microbiology 4
HEED 112 Health & Wellness 2
CSC 100 Intro to Computers/Free Elective 3
Physical Science/ Chemistry 4
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Validation of Previous Nursing Education, 30 Hours Successful completion of Nurs 300 and 320 Program Requirements 32 Hours
Course Title Credit Hours
NURS 300 Trans to Prof Nursing
3
NURS 320
Health Assessment
3
NURS 310
Transcultural Nursing
3
NURS 325 Pathophysiology 3
NURS 400 Nursing Research 3
NURS 411 Leadership 3
NURS 430 Nurs with Community Popn 5
NURS 450 Professional Issues 3
NURS 480 Senior Practicum 3
NURS Elective Gerontological Nursing or Women’s Health 3
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APPENDIX 4
Selected Course Objectives, Essentials, & Mission Goals
BSN Essentials Program Mission/Goals
PNUR 210
Apply theoretical knowledge from physical, behavioral, and science in understanding the role of the professional nurse.
I, VI, VIII
Effective communication Ethics Liberal Arts Foundation
Understanding of the impact of historical events on the development of nursing as a profession.
III, VIII
Ethics Scientific problem solving method
Understanding of the theoretical foundations of nursing practice.
III, VIII Ethics Scientific problem solving method
Understanding of basic medical terminology.
II Critical thinking
Understanding of cultural competence in nursing.
IX Cultural diversity
Understanding of ethics and ethical behavior in nursing.
VIII Ethics
Understanding the importance of the integration of informatics in nursing.
IV Information technology
Identify the roles and behaviors of the professional nurse.
VIII Ethics
Knowledge of the professional standards in nursing practice.
III, V, VIII Ethics Scientific problem solving method
Understanding of how informatics, cultural competence, critical thinking, ethical decision making and economic principles are utilized to provide healthcare in the local, state, national and global community.
II, IV, VII, VIII, IX
Critical thinking Cultural diversity Information technology Ethics Caring
Understanding of the nursing process.
III Scientific problem solving method
Identify the purpose, mission, philosophy, conceptual framework, and objectives of the Department of Nursing.
I
Liberal arts foundation Creating an environment of learning
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BSN Essentials Program Mission/Goals
NURS 300
Identify the scope of nursing practice inclusive of standards of practice, ethics, accountability, responsibility and legalities within the framework of the nursing process.
I, III
Ethics Scientific problem solving method Liberal arts foundation Creating an environment of learning
Identify the social, political, cultural, and economic factors and trends that have influenced the development of professional nursing.
IX
Cultural diversity
Examine the impact of health policy and regulation on the nursing profession and the delivery of healthcare.
V, VII
Information technology Caring
Differentiate among the knowledge, skills, and roles of technical and professional nursing practice.
VIII
Ethics
Identify nursing employment opportunities for the baccalaureate prepared nurse.
VI
Effective communication
Discuss role transition and socialization of nursing issues.
VIII Ethics
Identify the attributes of altruism, autonomy, human dignity, integrity, and social justice in developing a professional self-concept.
VIII
Ethics
Define evidence-based practice and discuss the pros and cons for nursing practice.
III
Evidence based practice
Examine the role of technology in health care.
IV Information technology
Discuss how selected nursing theoretical works guide the practice of nursing.
I, VI, VIII
Effective communication Ethics Liberal Arts Foundation
Identify contemporary nursing issues.
II Critical thinking
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BSN Essentials Program Mission/Goals
NURS 310
Examine one's own cultural influences in the delivery of culturally competent nursing care to diverse cultural groups.
II, VII, VIII, IX
Critical thinking Cultural diversity Ethics Caring Creating an environment of learning
Discuss the nursing implications for complementary and alternative medicine therapies in providing culturally competent nursing care.
III, V, IX
Cultural diversity Evidence based practice
Link the influence of culture on a person's health practices.
IX Cultural diversity
Evaluate strategies for promoting effective cross-cultural interactions in the workplace.
IV, VI, IX
Cultural diversity Effective communication Information technology
Synthesize cultural factors influencing bioethics and the ethical decision-making of diverse cultural groups.
II, III, VIII, IX
Critical thinking Cultural diversity Ethics Evidence based practice
Analyze the characteristics of various cultural groups in Southeastern North Carolina.
I
Liberal arts foundation
Apply evidenced-based findings in providing culturally competent nursing care.
III
Evidence based practice
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BSN Essentials Program Mission/Goals
NURS 320
Demonstrate the use of technology and information systems to facilitate patient assessments.
II, IV, V, VII
Critical thinking Information technology Caring
Use effective communication skills when conducting a health history interview and performing physical examination.
VI
Effective communication
Collect and record an accurate and complete health history.
VII, VIII Ethics Caring
Demonstrate an accurate, integrated, head-to-toe physical examination.
II Critical thinking
Demonstrate critical thinking as the basis for formulating decisions and improving practice when doing a health history and physical examination.
I, II, IX
Critical thinking Cultural diversity Liberal arts foundation Creating an environment of learning
Apply evidence based finding to the assessment of adult patients.
III Evidence based practice
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BSN Essentials Program Mission/Goals
NURS 321
Apply empirical and theoretical knowledge from nursing, social, and applied sciences in collecting health assessment data.
I, VI, VIII
Effective communication Ethics Liberal Arts Foundation Creating an environment of learning
Describe the holistic physical, psychological, sociocultural, and spiritual assessment as it relates to the nursing process, the self-care requisites, and developmental levels, level of wellness, and life experiences.
VII, IX
Cultural diversity Caring
Utilize critical thinking, prepare a health history and interprets the data for health assessment.
II
Critical thinking
Apply informatics and technology in collecting and interpreting health data.
IV Information technology
Integrate cultural competence in collecting health data. IX
Cultural diversity
Conduct comprehensive health assessment in a laboratory setting for clients of various developmental levels, distinguishing between normal biological variations and abnormal findings, documenting findings in the nursing record.
VII, IX
Cultural diversity Caring
Use data collected and recorded in a health history and health assessment to determine nursing diagnoses, make decision to implement a nursing plan, including nursing interventions and client education, and evaluate outcomes.
III, VI
Effective communication Evidence based practice
Identify current research findings related to health assessment. III
Evidence based practice
Explain the professional responsibilities of the nurse in performing health assessment, collaborating with other health team members and serving as a resource for the client in education and evaluation of self-care needs.
II, V, VII
Critical thinking Caring
78
BSN Essentials Program Mission/Goals
NURS 324
Distinguish underlying physiologic regulatory mechanisms that effect homodynamic balance.
II
Critical thinking
Identify the role of certain etiologic factors that contribute to alteration in the holistic health status of clients.
IV, V, VII, VIII, IX
Cultural diversity Information technology Ethics Caring Creating an environment of learning
Relate the pathogenesis and clinical manifestations of specific disease processes across body systems that alter homodynamic balance.
III, VII
Caring Evidence based practice
Relate the underlying pathophysiology to actual and potential human responses to illness.
II, VI
Critical thinking Effective communication
Apply age-related factors affecting client response to illness.
I, VII Caring Liberal arts foundation
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BSN Essentials Program Mission/Goals
NURS 325
Apply theoretical knowledge about physical, behavioral, and nursing science of nursing care to individuals and their families experiencing selected health deviations.
VIII
Ethics
Describe the impact of pathophysiological alterations on the human condition.
VII
Caring
Use the nursing process to assess, plan, implement, and evaluate nursing care, promote, maintain, or restore health, or provide support for a peaceful death for adults and children and their families from a variety of ethnic backgrounds.
IX
Cultural diversity
Integrate relevant information, applying critical thinking skills about pharmacological agents, laboratory tests and procedures, and pathophysiology into nursing care for individuals and their families.
II, IV, V
Critical thinking Information technology
Apply knowledge about the impact of psychosocial stressors resulting from acute and chronic disease on individuals and their families.
II
Critical thinking
Describe the impact of acute and chronic physiological alterations to the adaptive response of humans.
VII
Caring
Collaborate and communicate with clients, families, and other health care professionals in planning and implementing nursing care to adults and children.
VI
Effective communication Creating an environment of learning
Integrate relevant research findings in the care of adult and pediatric clients and their families.
I, III
Evidence based practice Liberal arts foundation
80
BSN Essentials Program Mission/Goals
NURS 326
Apply knowledge of humanities, biological, social and behavioral sciences as a foundation for assessing and planning basic nursing care for clients.
I
Liberal arts foundation
Demonstrate the ability to perform basic clinical nursing skills in a safe and effective manner.
II, V
Critical thinking
Utilize therapeutic communication techniques when interacting with clients.
VI
Effective communication
Integrates informatics when providing nursing care to clients. IV
Information Technology
Demonstrate professional communication skills with health care providers while providing basic nursing care to clients.
VI, VIII
Effective communication Ethics
Apply concepts of cultural awareness and responsiveness in planning and delivering nursing care for diverse clients.
VII, IX
Cultural diversity Caring
Demonstrates teaching/learning strategies that promote health in clients.
VII
Caring
Relate research findings to assessment, planning, implementation and evaluation of nursing care.
III
Scientific problem solving method Creating an environment of learning
Identify appropriate evidence-based nursing skills to provide client centered care.
III
Scientific problem solving method
Document nursing care. VII Caring
81
BSN Essentials Program Mission/Goals
NURS 330
Recognize facts from fiction related to aging and the health of older adults.
IX Cultural diversity
Identify special needs of older adults by describing selected nursing theories utilizing the nursing process.
II
Critical thinking
Define aging in terms of social, psychological, biological aspects in addition to political, cultural, and emotional factors that impact on the aging population.
IX
Cultural diversity
Examine current research findings related to health care of the aging population.
III, IV
Information technology Evidence based practice
Facilitate effective health care of the older adult by serving as a resource person.
VI
Effective communication
Discuss health care issues related to aging and their implications for professional nursing practice.
V, VIII
Information technology Ethics
Describe professional nursing strategies for improving the optimal health potential and quality of life of older adults.
II, VIII
Critical thinking Ethics
Identify external support systems utilized by older adults.
VI, VII, IX
Cultural diversity Effective communication Caring
Explore personal and professional values and attitudes related to providing nursing care for older adults.
I, VIII
Ethics Liberal arts foundation Creating an environment of learning
82
BSN Essentials Program Mission/Goals
NURS 350
Apply empirical and theoretical knowledge from nursing, social and applied sciences to guide the nursing care for adult client experiencing specific basic health alterations.
I
Liberal arts foundation Creating an environment of learning
Apply the concepts of the nursing process for the delivery of nursing care for adult clients experiencing specific basic health alterations.
V, VII
Caring
Describe the interrelationships of physical, developmental, economical, socio-cultural, psychological, and spiritual variables of adult clients.
VI, VIII, IX
Cultural diversity Effective communication Ethics
Discuss appropriate evidence-based nursing interventions for the delivery of nursing care for adult clients experiencing specific basic health alterations.
III
Scientific problem solving method
Explore appropriate cultural, economic, and community resources to promote the health of adult clients.
VII, IX
Cultural diversity Caring
Describe the integration of informatics and technology in the delivery of nursing care for adult clients.
IV
Information technology
Demonstrate critical thinking skills and ethical decision making in the care of adult clients experiencing specific basic health alterations.
II, VIII
Critical thinking Ethics
83
BSN Essentials Program Mission/Goals
NURS 350L
Apply knowledge of humanities, biological, social and behavioral sciences as a foundation for assessing and planning basic nursing care for clients.
I
Liberal arts foundation
Demonstrate the ability to perform clinical nursing skills in a safe and effective manner.
II, V
Critical thinking
Utilize therapeutic communication techniques when interacting with clients.
VI
Effective communication
Integrate informatics when providing nursing care to clients. IV
Information Technology
Utilize professional communication skills with health care providers while providing nursing care to clients.
VI, VIII
Effective communication Ethics
Apply concepts of cultural awareness and responsiveness in planning and delivering nursing care for diverse clients.
VII, IX
Cultural diversity Caring
Demonstrate teaching/learning strategies that promote health in clients.
VII
Caring
Relate research findings to assessment, planning, implementation and evaluation of nursing care.
III
Scientific problem solving method Creating an environment of learning
Identify appropriate evidence-based nursing skills to provide patient centered care.
III
Scientific problem solving method
Accurately document nursing care. VII Caring
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BSN Essentials Program Mission/Goals
NURS 365
Discuss the principles and basic concepts of clinical pharmacotherapeutics in the utilization of drug therapy in the practice of professional nursing.
I, II, III
Critical thinking Evidence based practice Liberal arts foundation
Apply knowledge from biological, physiological, social and nursing sciences to the development of a basic foundation of clinical therapeutics, drug therapy and nursing process.
I
Liberal arts foundation Creating an environment of learning
Demonstrate the application of principles of pharmacology and the nursing process to the nursing care of a variety of clients in a variety of health care settings.
II, IX
Critical thinking Cultural diversity
Discuss the safe administration of drugs to clients. II, IX
Critical thinking Cultural diversity
Demonstrate understanding of how informatics and technology is applied to pharmacology.
IV Information technology
Demonstrate understanding of cultural variations of pharmacology.
IX Cultural diversity
Explain the variations in drug actions and response across the life-span.
II, III, VII
Critical thinking Caring Evidence based practice
Identify the essential components and importance of documentation of nursing care and patient response to drug therapy.
II, VI
Critical thinking Effective communication
Use information about pharmacologic actions and the nursing process to assess, plan, implement, and evaluate nursing care, promote, maintain, or restore health, or provide support for a peaceful death for adults and children and their families from a variety of ethnic backgrounds.
III, VII, VIII, IX,
Cultural diversity Ethics Caring Evidence based practice
Discuss the role of the nurse as a change agent, educator, related to the use of medications and the nursing process.
II, V, VIII
Critical thinking Information technology Ethics
Identify the legal – ethical dilemmas and principles related to the professional nurse and the use of medications in the care of clients in a variety of settings.
VIII
E. Ethics
Identify trends and practices in pharmacotherapeutics utilizing nursing research.
III, IV, V
D. Information technology G. Scientific problem solving method
85
BSN Essentials Program Mission/Goals
NURS 400
Differentiate various research approaches and methodologies used to discover and validate knowledge.
I
Liberal arts foundation
Describe the research process structural components. III
Evidence based practice
Discuss ways to apply the major concepts of selected nursing theories to research.
III Evidence based practice
Identify client situations that are open to investigation by nurses. IV, V, VIII, IX
Cultural diversity Information technology Ethics
Critique selected research articles to determine ways in which the inform nursing practice.
II, III
Critical thinking Evidence based practice
Analyze the relationship of nursing research to nursing theory and nursing practice.
II Critical thinking
Examine ways to communicate and apply research findings when teaching consumes and clients.
III, VI
Effective communication Evidence based practice
Explore ways to participate and collaborate in research endeavors. III
Evidence based practice Creating an environment of learning
Explain the accountability and responsibility of a professional nurse researcher to facilitate change in nursing profession and/or health system.
VII
Caring
Develop a research proposal that focuses on ways to reduce health disparities.
III Evidence based practice
86
BSN Essentials Program Mission/Goals
NURS 411
Describe the role of nurse leaders in today's health care environment. IX
Cultural diversity
Discuss the role of professional nursing organizations. VIII
Ethics
Describe the importance of political awareness of nurse leaders. IX
Cultural diversity
Differentiate between management and leadership roles of the professional nurse in health care delivery.
VI
Effective communication
Differentiate between management functions of planning, organizing, staffing, directing, and controlling.
II
Critical thinking
Differentiate between "power" and "empowerment." II
Critical thinking
Evaluate the integration of the essential values according to American Association of Colleges of Nursing.
V, VII
Caring
Apply the concepts of change process in a simulated situation. III, IV
Information technology Evidence based practice
Identify attitudes and behaviors that indicate responsibility and accountability as a leader in professional nursing practice and health care delivery.
II
Critical thinking
Synthesize nursing and general education knowledge as applied to leadership and management styles.
I
Liberal arts foundation Creating an environment of learning
Develop an understanding of your own leadership style. I
Liberal arts foundation
87
BSN Essentials Program Mission/Goals
NURS 421
Becomes a knowledgeable consumer in the healthcare delivery system while simultaneously serving an advocate for women in the healthcare delivery.
VII
Caring Creating an environment of learning
Explores specific health screening procedures that are recommended for women throughout the life span. Develops strategies to facilitate and coordinate health awareness and promotion, disease prevention, and diagnostic and treatment services for women.
IV, V, VII, IX
Cultural diversity Information technology Caring
Examines community resources available for women clients. VI
Effective communication
Knowledgeable in global health issues that affect women. I
Liberal arts foundation
Develops strategies a professional nurse can use to maximize health potential for self and for women.
II, VII
Critical thinking Caring
Summarizes nursing and health care services needed by and available for women across the life span and the implications for professional practice.
IX
Cultural diversity
Examines the current research on women's health, the changes that are needed in women's health research, and the importance of women's health research pertaining to health care delivery and professional nursing practice.
III
Evidence based practice
Examines how to incorporate the six professional roles in providing comprehensive health care services for women.
VIII
Ethics
88
BSN Essentials Program Mission/Goals
NURS 430
Describe the defining characteristics of families, communities, and aggregates as client.
IX
Cultural diversity
Contrast population-focused practice with nursing care of individuals and families.
IX
Cultural diversity
Identify relevant and appropriate data and information sources for population-focused practice.
III
Evidence based practice
Discuss determinates and contributing factors of health needs in vulnerable populations.
VIII
Ethics
Link the health care needs of families, communities, and aggregates as client to relevant community health services.
VI
Effective communication
Critique the application of ethical and legal standards to the nursing care of families, communities, and aggregates as client.
VIII
Ethics
Analyze the role of the public health nurse in disaster management and bioterrorism.
II
Critical thinking
Synthesize knowledge, theory, and research in planning, implementing, and evaluating nursing care provided to families, communities, and aggregates as client.
III
Evidence based practice
Apply the essential services of public health and the public health core functions to the process of community assessment and analysis.
IV, V
Information technology
Identify the relationship between social justice and citizenship and nursing practice - focusing on minority health, environmental health, poverty, medically underserved, and uninsured populations.
I, VII, VIII
Ethics Caring Liberal arts foundation Creating an environment of learning
89
BSN Essentials Program Mission/Goals
NURS 450
Critically analyze the impact of contemporary health care trends and issues on the professional role of the nurse.
II, IX
Critical thinking Cultural diversity
Evaluate selected professional literature related to issues and trends that impact current health care delivery.
III
Evidence based practice
Interpret the professional values of altruism, autonomy, human dignity, and social justice that identify the professional nurse.
VII, VIII
Ethics Caring
Relate ethical and legal decision making to health care trends and issues.
IV, V Information technology
Develop personal and professional autonomy that encourages open communication on controversial issues in the delivery of health care.
VI
Effective communication
Synthesize previous nursing and general education knowledge into a framework of personal and professional practice.
I
Liberal arts foundation Creating an environment of learning
90
BSN Essentials Program Mission/Goals
NURS 480
Demonstrate responsibility and accountability for professional practice in a selected practicum experience.
VIII
Ethics
Examine current and relevant research associated with professional nursing practice.
III
Evidence based practice
Apply selected theories in the effective implementation of professional nursing roles in a selected practicum experience.
II
Critical thinking