instructional program review – annual update...

Instructional Program Review – Annual Update

2019

I. Alignment of the Program with the AHC Mission

AHC Mission: Allan Hancock College provides quality educational opportunities that enhance student learning and the creative, intellectual, cultural, and economic vitality of our diverse community.

a. Have there been any changes that would require a change to your Program Mission?

b. Explain how your program mission aligns with the college mission.

Date: 04/01/2019 Program and Department: Nursing – RN

CTE Program? ☒ Yes ☐ No Additional programs included in

this review: Nursing programs, as referred in certain parts of the update, refer to the LVN Program and the CNA program.

Date of last comprehensive review:

2017-18

Submitted By: Larry Manalo Jr. Attachments (* as needed): ☐ 6-year assessment plan – All programs, when applicable

☐ 2-year scheduling plan ☐ Justification for Resource Requests (if needed) ☒ Faculty Prioritization – Fall 2018

Program Mission: The LVN-to-RN program, fully accredited by the California Board of Registered Nursing, is a two-semester program offered every year starting spring semester. It is specifically designed to provide the licensed vocational nurse (LVN) with an opportunity for career advancement and prepare the LVN for the additional responsibilities required of the registered nurse. Although the core courses and program were modified in fall 2018 and implemented in spring 2019, the program mission remained the same.

The college mission and values can be found here: http://www.hancockcollege.edu/public_affairs/mission.php

Student Success, Program Accessibility and Program Capacity *Data for this section provided by the office of Institutional Effectiveness.

RN 2013-14 2014-15 2015-16 2016-17 2017-18 95% of 5 yr. avg.

Sections 10 10 10 10 10 9.5 Headcount 39 38 35 35 35 34.2 Enrollment 349 348 340 350 345 328.7

Retention % F2F 94.3% 100.00% 98.50% 100.0% 98.6% 92.50% Retention % Online

Retention % Success % F2F 93.10% 97.10% 98.50% 100.00% 98.60% 92.60%

Success % Online Success %

Nursing 2013-14 2014-15 2015-16 2016-17 2017-18 95% of 5 yr. avg.

FTES 58.1 57.5 54.4 57.7 56.9 54.1 FTEF+ 11.3 11.5 11.5 11.9 12.4 11.1

FTES/FTEF 5.1 5.0 4.7 4.8 4.6 4.7

College Values: Student Success, Innovation, Mutual Respect, Lifelong Learning, Diversity, Academic Freedom, Shared Governance, and Excellence “We at AHC express our values in all that we do. Our commitment is to find innovative ways to enhance student achievement and always put students first. We operate in a culture of mutual respect and lifelong learning, developing relationships among students and employees to enrich our collective appreciation of diverse ideas, thoughts, and experiences. Our culture is supported by a philosophy that shared governance and academic freedom are primary vehicles in promoting excellence in all teaching, learning, and services through open and honest communication.” The LVN-to-RN program continues to serve the needs of the community. It prepares LVNs to for career advancement in various health care settings. The program is made of learning experiences (academic freedom) that promote student success and readiness to assume the roles and responsibilities of the registered nurse. Throughout the program, the student is an active participant in both theory and clinical nursing courses. The nursing faculty continue to keep the student abreast (mutual respect) of own academic and clinical performance. Recent curricular changes incorporate current trends in nursing and health care settings as well as integrate simulation as a viable method of instruction to enhance development of clinical thinking, application of prior learning, and timely nursing actions with no adverse effects on a patient.

http://www.hancockcollege.edu/public_affairs/mission.php

2013-14 2014-15 2015-16 2016-17 2017-18 95% of 5 yr. avg.

Degrees – RN 32 35 34 35 34 32.3 Certificates

Total

c. Please comment on data and trends

Sections, Headcount, Enrollment, Retention, Success, and Degrees • The data have been adjusted to calendar year. LVN-to-RN program begins in spring and ends in

fall. The ten sections reflect the ten core nursing courses. The headcount reflects the yearly admission of 35 students. Student withdrawals and dismissals in spring semester are backfilled by students who previously completed the spring semester and are eligible to return to the nursing program in 2013-14 and 2014-15.

• There are discrepancies regarding enrollments and headcounts. In 2013-2014, the enrollment of 349 did not correlate with the headcount 39; in 2014-2015, the enrollment of 348 did not correlate with the headcount of 38; in 2015-2016, the enrollment of 340 did not correlate with the headcount of 35; in 2016-17, the enrollment of 350 did correlate with the headcount of 35; in 2017-18, and the enrollment of 345 did not correlate with the headcount of 35. There is only one year, 2016-17, that the enrollment correlated with the headcount. These discrepancies can be due to the students’ timing of registration with data collection or late registration for courses that the students did not realize are required for the program.

• There are discrepancies regarding retention, success, and degrees. Retention rates refer to students who remained in the program. Success rates are the students who completed the program. Degrees earned referred to the awarding of the associate degree in nursing. All nursing students who remained in the nursing courses have been successful in completing the courses. The nursing program has ongoing discussions with at-risk students who are then counseled regarding their option to withdraw and reapply to the program. Thus, the retention rates, success rates, and degrees awarded should all be the same. On further scrutiny, the discrepancies have been due to the time of data gathering that may not have captured the entire cohort of students.

• The data indicates that the sections, headcount, enrollment, retention, success, and degrees have met the 95% benchmark.

FTES, FTEF, and FTES/FTEF Ratio in 2013-18. • FTEF is faculty load. It is the assignment faculty get to teach a given CRN. FTES is based on

contact hours per student per CRN. There are some fluctuations in these numbers. FTES averaged 56.92 (Benchmark: 54.1). FTEF averaged 11.72 (Benchmark: 11.1). The FTES/FTEF ratio averaged 4.84 (Benchmark: 4.7). The FTES, FTEF, and FTES/FTEF ratio have met the 95% of 5-year average.

• There are noticeable fluctuations on a year-to-year basis. It may have to do with the programs running on a calendar year cycle (January to December) while all the reporting is on an academic year cycle (July to June).

d. If this year’s figures for the program are below the set standard, explain steps you will take to improve.

e. If your program offers certificates and/or degrees, has existed for at least five years and has

awarded fewer than 6 degrees/certificates over the last two years explain the reason for the low number and your plan to improve.

f. Describe how the program works to promote student success (completions job placement, transfer). Include teaching innovations and use of academic and student support.

All the figures have met the set 95% of 5-year average.

NA.

The LVN-to-RN program continues to have full enrollment of 35 students (30 + 5 grant-funded seats) with a robust waitlist (3-4 years). The program entrants are mostly from the AHC VN program. The AHC VN program similarly has full enrollment with a robust waitlist (about 3-4 years).

g. List any notable accomplishments of the program (student awards, honors, or scholarships can be listed here also)

In 2018, the AHC LVN-to-RN Program earned the Gold Star recognition under the Strong Workforce Stars program for its LVN-RN Nursing program. The Gold Star is the Strong Workforce Stars’ highest recognition and is awarded to career education programs that meet each of three criteria related to student outcomes that help move the needle on workforce development. Specifically, students who participate in this program boost their earnings by 319%, 100% attain the regional living wage, and 100% report securing a job closely related to their field of study.

AHC attributes the program’s success to its industry-driven, faculty-led, and student-centered approach. To start, AHC structures the program calendar differently from other nursing programs, starting in the spring and ending in the fall. That way, students are positioned to enter the workforce in December with less competition, given that other local programs typically end in spring. Nursing faculty Larry Manalo additionally shares that the program offers students a range of supports to promote students’ persistence and completion once in the program, stating, “We have a lot of college services such as learning assistance, library, and writing lab and math lab. We have tried many things such as open practice times in the skills lab, which offers the students time to interact with instructors and develop new skills. Open faculty office hours allow them to address any issues (social or personal) that they might face.” Most faculty also teach as clinical educators at the facilities where the students are placed, helping to bridge students’ clinical and didactic learning. Students’ training also ensures they are well positioned to meet the demands of a clinical environment as they transition from LVN to RN status. The students participate in a preceptorship at Marian Regional Medical Center or in San Luis Obispo, Lompoc, and other cities with community and public health facilities, including the Atascadero Department of State Hospitals. As students complete and prepare to transition to employment, AHC offers a supplemental licensure exam review in January to help students bolster their test taking skills and readiness. The program’s advisory committee actively guides AHC’s content and delivery and was instrumental in applying changes to the curriculum based upon changes in the electronic health records policy at local institutions where the students might ultimately work. Donations of equipment for the simulation lab from local medical facilities and grant opportunities have allowed students to have greater access to real-world opportunities. ATTACHED: https://dwmshowcase.com/showcase_workforce_star_detail.asp?id=19&action=filter&filter1=&filter2=&filter3=&filter4=0&filter5=&pg=1

https://dwmshowcase.com/showcase_workforce_star_detail.asp?id=19&action=filter&filter1=&filter2=&filter3=&filter4=0&filter5=&pg=1

https://dwmshowcase.com/showcase_workforce_star_detail.asp?id=19&action=filter&filter1=&filter2=&filter3=&filter4=0&filter5=&pg=1

The LVN-to-RN program admits 35 students every spring semester and has an attrition rate of 2.9-8.6%. Annually, 32-35 students complete the program and are eligible to take the nursing licensure examination (NCLEX-RN).

The NCLEX-RN (licensure examination) pass rates for the inclusive years are as follow: 79.41% (2013-14), 80.56% (2014-15), 84.38% (2015-16), 78.79% (2016-17), and 97.44% (2017-18). There is a steady increase of pass rates within the inclusive.

The LVN-to-RN program has successfully completed an approval visit in 2017 with some recommendations on condition of the skills laboratory, the impending retirement of key faculty positions, and the dire need for administrative assistant support.

The LVN-to-RN program has successfully revised the entire curriculum. The two- and half-year process was initiated in 2016. The program faculty have decided that it was time to revisit the entire curriculum and address areas of curriculum drift and need for practice updates. In fall 2018, the California Board of Registered Nursing and California Community Colleges Chancellor’s Office (CCCCO) have approved the modified LVN-to-RN curriculum with the inclusion of a 25% simulation learning experience. The modified program was implemented in spring 2019.

The LVN-to-RN program was awarded Gold Star recognition under the Strong Workforce program. The Gold Star is the Strong Workforce Stars’ highest recognition and is awarded to career education programs that meet each of three criteria related to student outcomes that help move the needle on workforce development. Specifically, students who participate in this program boost their earnings by 319%, 100% attain the regional living wage, and 100% report securing a job closely related to their field of study.

The LVN-to-RN program continues to be awarded the CCCCO’s Growth and Assessment grant that continues to support the admission of five additional students in the nursing program. The grant has served to provide learning materials that promote student success and supplemental faculty staffing.

The LVN-to-RN program welcomes former nursing graduates to the growing roster of dedicated, inspiring, well-prepared nursing faculty. It has been a privilege and a pleasure to have former students consider nursing education as a nursing career option. These faculty members collectively bring years of experience and cultural and generational diversity.

The LVN-to-RN program also welcomes faculty from other programs (Megan McComas and Bethany Connor) who recently joined the full-time faculty team to continue the legacy of providing “quality educational opportunities that enhance student learning and the creative, intellectual, cultural, and economic vitality of our diverse community”.

In fall 2018, the college dedicated the M building to Dignity Health – Marian Regional Medical Center for their continued support of the nursing programs. In spring 2019, they donated an additional functional space for simulation in the Plaza building (formerly Valley Community Hospital).

II. Quality and Innovation in the Program and Curriculum Review

Please refer to the current SLO data set for your program found at: http://research.hancockcollege.edu/student_learning_outcomes/matrix.html#Top a. Are you on track in your assessment plan for course and program SLOs? If not, please explain why.

b. Have you shared your assessments or improvement plans with your department, program or advisory committee? If so, what actions resulted? If not, how do you plan to do so in the future?

c. Did any of section, course or program improvement plans indicate that your program would benefit from specific resources in order to support student learning and/or faculty development? If so, please explain.

The LVN-to-RN program has undergone major faculty changes. In fall 2017, Daphne Boatright retired after 25+ years of teaching. She also served as the program director for about 10 years. In spring 2019, the program anticipates the retirement of Holly Stromberg who has taught the program for 20+ years. The loss of more than 45+ years of teaching experience would be difficult to replace but qualified nursing faculty are currently working diligently to continue to provide a quality nursing program.

Within the last three years, 2016-2018, the LVN-to-RN faculty consulted with the nursing curriculum experts at Assessment Technologies Incorporated (ATI) to review and revise the LVN-to-RN curriculum. The review and revision were finally submitted to and was approved by the California Board of Registered Nursing (BRN) and California Community College Chancellor’s Office (CCCCO) approval in fall 2018. The revised program was implemented in spring 2019. The new program provides a cohesive curriculum with a current and relevant conceptual framework that is responsive to the standards of both the nursing profession and the health care industry.

With the ongoing changes, the nursing faculty found challenges in tracking course student learning outcomes. The prospect of changes in the course SLOs led to counter-intuitive reporting of data on existing (outgoing) CSLOs and even Program Learning Outcomes. The faculty demonstrated earnest efforts to continue reporting assessment data during the transition to new curriculum.

The LVN-to-RN program faculty continue to share assessments or improvement plans with the other programs, the health sciences department, and advisory committee. Other health sciences programs are in agreement with the changing needs of the LVN-to-RN program and have identified similar challenges in their respective programs.

The local stakeholders attended the fall 2018 Advisory Committee meeting and shared their insights regarding the emerging needs of the healthcare care settings. They echoed the continued need for nurses and overall, they indicated that the AHC graduates have been well-prepared for the entry-level nursing practice. The community partners continue to collaborate with the nursing faculty and program as whole. The faculty continue to forge partnerships with these agencies.

http://research.hancockcollege.edu/student_learning_outcomes/matrix.html%23Top

The program faculty continue to identify the declining academic preparedness of nursing students in areas of reading, writing, calculating, and word problem-solving. The academic under preparedness of students are similarly noticeable in other health sciences programs. The students from the AHC vocational nursing program have diverse levels of academic preparation. It is commonplace that the students struggled with writing reports, calculating equations, and overall struggles with comprehension. Also, within the last five years, the LVN-to-RN program has admitted an average of 9-11 currently licensed LVNs from the community. This cohort of return-to-school students come with general confidence with their LVN nursing skills with deficiencies in academic skills. Overall, there are more “C” students in the nursing theory courses compared to the past years and faculty have written more warning notices for possible risk of not meeting the course requirements.

Remediation Plans for Prospective Students. As part of the merit-based admission, prospective students are screened for adequate grade point average (GPA), repeats in sciences, and cut-scores in ATI PN Predictor test. The students who do not meet the cut scores meet with the program director for plans for remediation. Every student has two attempts to meet the merit-based admission criteria. There are prospective students that do not meet the “merit-based admission criteria”. NEED: Currently, the program director meets with the prospective students and discusses options to promote student success. There is a need for student success counselor to provide more follow-up with these students who are in dire need of academic guidance and counseling.

Preparing Incoming Nursing Students. The students are provided with necessary information at the start of the program. The Program Technician for all the Health Sciences programs compiles all the relevant information to enable the incoming students to prepare for the academic demands of the program and the anticipated expenses. NEED: Based on the volume of students wanting to embark on careers in health sciences, the current administrative person continues to be in dire need of additional assistance with processing the complicated requirements of the nursing programs.

Orientation on the First Weeks of Nurisng Classes. During the first weeks of the spring semester, the students are provided with a thorough orientation to the college support resources, overall program resources, and faculty availability. The faculty encourage students to avail of the writing center that started with an initial tepid reception in the Writing Center. To date, the Writing Center has been more receptive to the needs of the nursing students.

The students are encouraged to use the Math Center for dose calculations and word problem solving. The students have reported “hit and miss” due to the nature of the nursing word problems. There have been numerous instances when these resources do not meet the needs of the nursing students since the assignments are nursing-specific. NEED: The students have been diligent in going to the Writing Center and the Math Center. There is a need to provide opportunities for the students to develop academic skills. This is an opportunity to collaborate with the writing lab and the math center on the needs of the nursing students.

Academic Under-preparedness of Students. With weak academic skills, the nursing students struggle with critical thinking, problem solving, decision-making, and overall clinical thinking. The nursing faculty provided student-accessible availability to help with assignments and coursework. In 2018, the nursing faculty provided tutoring opportunities. Nursing faculty provided additional opportunities to help with student assignments and coursework. In addition, nursing faculty have provided open skills laboratory opportunities to promote skills development as well as provide opportunities to apply lessons learned in both theory and clinical courses. NEED: The students would benefit from a nursing-specific tutor who would be able to guide students on how to develop academic skills.

Online Testing. The current learning management system provides opportunities for learning. Students have valued the immediate feedback of an online tests. Through online testing, the faculty found that there is no need to review tests on their entirety in class. Also, online testing has enhanced fairness in grading tests. Through features like statistical data, faculty have made item analysis as a mainstay in student evaluation. NEED: With emerging interest in using educational technology, the limited computer laboratory access has caused conflicts in scheduling. There are no computer labs in the campus that can accommodate 35 or more nursing students. The provision of portable laptop computers would benefit the LVN-to-RN program, and the other health sciences program, in converting regular classrooms into online testing sites. This would relieve the growing conflicts in scheduling the computer laboratory.

Nursing Skills Development as part of Nursing Skills Courses. Nursing students have clamored for increased opportunities to practice newly learned skills in the skills laboratory. In addition, there is a need to repair, maintain, update, and replace care technologies and care-related technologies that are same as what is used in the local care settings. This includes electronic infusion pumps and electronic medical records programs. NEED: Skills laboratory part-time faculty who can facilitate additional learning experiences for skills development and practice. The part-time faculty would set up these learning and practice opportunities that align with what is taught in the classes. As an option to years of seeking a skills laboratory coordinator and the various possible roles, these part-time faculty positions may bridge the gap and a viable option.

Simulation as a Clinical Learning Experience. The modified LVN-to-RN curriculum includes a simulation that is 25% of the nursing practicum. Studies have shown that simulation provides a valuable opportunity for students to demonstrate clinical thinking in a safe learning environment and with no adverse effect or harm to any patient. NEED: Providing this innovative experience requires (1) dedicated faculty who is versed in educational technology and nursing expertise, (2) ongoing educational technology update, maintenance, repair , and replacement , (3) supplemental nursing faculty to participate in both conduct and debriefing of students during simulation; and/or (4) simulation technician who would assist with facilitating learning experiences as well as provide care and maintenance of the educational technology and adjunctive consumable supplies.

Summary Specific Resources and Staffing. The above innovative strategies have been implemented by the dedicated faculty with no additional compensation. The nursing faculty continue to provide high quality education in the midst of these dire circumstances. The needs include: • Student Success/Counselor for Nursing to address the needs of both prospective and current

nursing and nursing-bound students. With the push toward academic progression, there is projected need to ensure that students have a seamless transition to institutions of higher learning.

• Administrative secretarial support to respond to the mounting volume of prospective and current students in nursing and the other health sciences programs. Currently, the program technician processes student applications in all the health sciences programs for most months of the year. With the prospect of academic progression to higher institutes of learning there is an even more projected need for administrative clerical support.

• Continue support for the Writing lab and Math Center to address the needs of the nursing students.

• Nursing tutor of 2-4 hours per week x 14-16 weeks to improve academic skills. Addressing the students’ academic skills gaps in writing and math (word problem solving) do not necessarily address higher order thinking, analysis, and decisive action. The nursing tutor would promote student success not just in their academic endeavors but in their comprehension and knowledge application of nursing knowledge. The nurse tutor would reinforce student development of critical thinking, clinical nurse thinking, problem solving and decision making, and appropriate and timely action thus, ensure patient safety and effective and adequate nursing care.

• Enhance computer-access. The regular classrooms can be converted to computer labs by acquiring 40 laptop computers. The college does not have adequate computer laboratory to accommodate 35-40 students.

• Skills laboratory part-time faculty 2-4 hours per week x 14-16 weeks to reinforce newly learned skills and further apply the skills in clinical situations. This helps improve contextual thinking which is a critical skill in nursing practice.

• Support for Simulation includes: o Program faculty - continuing education and training regarding use and innovations in

simulation education. o Supplemental nursing faculty x 60 hours– provide supplemental instruction and educational

technology assistance and additional opportunities for student practice and engagement. o Educational Technician / Simulation Technician / Skills Laboratory Technician – 220 hours per

semester – (60 hours for educational technology assistance + 160 hours for preparation and upkeep of educational technology and supplies) – provide support before, during, and after simulation: (1) preparing the simulation experiences, providing a seamless flow from one experience to another, and ensuring adequate supplies; (2) actual “running” of educational technology during the simulation experience and support for the next simulation learning experiences; and (3) clean-up and preparation for subsequent simulation experiences; and (4) inventory of requisite educational supplies and equipment.

o Education Technology – high fidelity simulation manikin – updates, care, repair and maintenance. The current manikin, though operational is no longer supported by the manufacturer. There are no longer course offerings for faculty training and education of the current manikin.

d. In reviewing your outcomes and assessments have you identified any and all that indicate a

modification should be made to the course outline, the student learning outcomes or the program outcomes? Please state what modifications you will be making.

e. Have all course outlines been reviewed within the last 5 years? If not, please explain the plan to bring course outlines up to date and include timelines for the review and submission to AP&P.

All the nursing courses have been modified in fall 2018. They have been approved by both the CCCCO and the California BRN. The program has been modified as well to reflect the changes in course titles and units.

f. For CTE courses/programs only, as per §55003, have prerequisites, corequisites and advisories (PCAs) for courses and/or programs been reviewed within the last 2 years?

III. Focus and Engagement of the Program

a. Summarize major trends and opportunities as well as challenges that have emerged in the program



b. List any (internal or external) conditions that have influenced the program in the past year.

Trends: • The AHC graduates continue to meet the community needs. The local stakeholders have been

employing the graduates with overall favorable education-to-professional practice transition. • There is a dire need for academic progression. Associate-degree preparation may meet the

immediate needs but the baccalaureate prepared nurses are preferred to provide another level of care. Community colleges have been collaborating with institutions of higher learning to provide a seamless transition from community college education to further education.

• Simulation technology is used in pre-licensure nursing education and continuing education in health care settings. Studies have supported that importance of simulation in mimicking clinical practice with no harm or adverse effect on the patient.

• With newer faculty coming onboard, there is a steep learning curve with new faculty and new curriculum.

Opportunities: • The new faculty and new curriculum usher fresh ideas and renewed energy to maintain the

quality of the program. • There is a need to seek funding for both supplemental staffing and educational resources. Challenges: • There is a continued need for supplemental faculty and skills technician. • There is a continued need for educational technology update, care, repair and maintenance,

and replacement. Hi-fidelity simulation manikin The manufacturer no longer supports the product.

Maintenance agreements are costly – $ 6,000 per year. No available professional development offerings on the use of the manikin.

Electronic infusion pumps and auxiliary features like PCA, capnography, etc.

Frequent use and reprogramming puts “wear and tear” that warrant regular repair and maintenance.

Electronic medical records and drug dispensing mobile carts

These need to be updated regularly to be usable for the various medication administration and clinical courses.

• The complexities of the admission processes for the LVN-to-RN program also poses new challenges for the need for nursing-specialized counselors.

Data for Program with Vocational TOP Codes (CTE): http://www.hancockcollege.edu/institutional_effectiveness/reports.php Please review the data and comment on any trends.

Internal Conditions • Anticipated retirement of Holly Stromberg and the prospect of new full-time faculty for the

program. • Modification and subsequent implementation of the modified LVN-to-RN curriculum and 25%

integration of simulated learning experience • The new program director and the ongoing issues related to building a faculty team, modified

curriculum, staffing, budget and grants, and related matters. • Dire state of the skills laboratory and the educational technology – hi fidelity manikin,

electronic infusion pumps, IV manikins, and electronic medical record • Conflicts in class room space in skills laboratory, computer laboratory, and even regular

classroom • Overwhelmed staff – too much to do, too little time, not enough administrative assistant

support • Evaluation processes for new faculty and new hires • Faculty prioritization – the request for skills laboratory position did not even get any closer to

being provided • Equipment prioritization – the hi fidelity manikin did not even make it in the list to be

considered. External Conditions • California Board of Registered Nursing requirements for new faculty and additional faculty

training for content expert, content areas, and assistant director. • AB 705 and the related decisions on math requirements. • Current push for increasing baccalaureate prepared nurses (academic progression). • Grant opportunities • Untapped resources • Clinical agency conflicts regarding nursing student placement for preceptorship.

http://www.hancockcollege.edu/institutional_effectiveness/reports.php

c. Current industry employment and wage data (please cite sources)

d. Industry employment and wage trends

e. TOP code employment CORE indicator report

The Bureau of Labor Statistics reports that: • The 2017 median pay is $33.65 per hour and $70,000 annually. In California, the hourly wages range

from $64,430 (US: 48,690) to $ 151,210 (US: $ 104,100). • Typical entry-level education: bachelor’s degree. Currently, the health care settings continue to hire

associate degree-prepared nurses. • The 2016 number of jobs: 2,955,200. • The jobs outlook 2016-2026 is 15%, which is much faster than, average. Growth will occur for a number

of reasons, including an increased emphasis on preventive care; growing rates of chronic conditions, such as diabetes and obesity; and demand for healthcare services from the baby-boom population, as they live longer and with more lives that are active.

• Employment change, 2016-2026: 438,100. Source: https://www.bls.gov/ooh/healthcare/registered-nurses.htm ONET reports employment of 282,000 in 2016 and projects employment of 327,800 with projected annual job openings of 19,940. The percent change is +16%. Note that the Projected Annual Job Openings refer to the average annual job openings due to growth and net replacement. Source: https://www.onetonline.org/link/details/29-1141.00

2014-2024 Occupational Employment Projections in Santa Maria-Santa Barbara Metropolitan statistical area (SB County) identified registered nurses (SOC 29-1141) had an estimated employment of 2,520 in 2014 and a projected employment of 2,820 in 2024 (numeric change: 300. Percentage change: 1.2%). The annual job openings average 30 new jobs and 60 replacement needs. The median hourly wage is $ 46.38 and the median annual wage is $96,478. The entry-level registered nurse does not require work experience to be employed. Source; Employment Development Department. Labor market Information Division. May 2017.

https://www.bls.gov/ooh/healthcare/registered-nurses.htm

https://www.onetonline.org/link/details/29-1141.00

f. Advisory committee recommendations

IV. Continuous Improvement of the Program a. Status of Final Plan of Action – Post Validation

Summarize the progress made on the recommendations from your last comprehensive program review plan of action

Perkins IV Core Indicators of Performance by vocational TOP code. Registered Nursing: TOP 123010. The performance goals were established in 2014-15. Core 1: Skill Attainment. GPA 2.0 and above. Goal: 91%. Core 2: Completions, Certificates, Degrees, and Transfer Ready. Goal: 88% Core 3: Persistence in Higher Education. Goal: 90%. Core 4: Employment. Goal: 68%. Core 5: Training Leading to Non-traditional Employment Greater than 18.34% participation and 21.42% completion.

Core 1 Core 2 Core 3 Core 4 Core 5: Participation

Core 5: Completion

Goal: 91% Goal: 88% Goal: 90% Goal: 68% Goal: 18.34% Goal: 21.42% 100.00 100.00 97.37 96.67 4.55 5.71

Source: CCCCO MIS Database. EDD base Wage File. CSU Chancellor’s Office. UC Office of the President, 2000 Census, Student Loan Clearing House. Based on TOP 123010, the registered nursing continues to meet the goals for: (1) skill attainment; (2) completions, certificates, degrees, and transfer ready; (3) persistence in higher education; and (4) employment. The registered nursing had low numbers regarding participation and completion of the training leading to non-traditional employment. The low numbers for non-traditional employment strongly supports that registered nursing programs specifically prepare students to embark on nursing professions.

The nursing faculty continues to collaborate with the local community partners in various situations. The joint CNA, LVN, and RN program advisory committee meeting is regularly scheduled in the fall semester. The representatives from participating clinical partners share their ongoing need for nurses. In fall 2018, the nursing program directors reported the curriculum revisions and the ongoing program updates that are mandated by the approving agencies. In light of these anticipated changes, the committee did provide support for the work of the program faculty and did not make any recommendations. There were round table discussions regarding the current knowledge, skills, and behavior demands of the entry-level nurses. These include critical thinking, organization and prioritization, communication, and provision of patient-centered care. The faculty regularly meet with the Dignity Health leadership to keep abreast of current trends in the local facilities. The recent meeting similarly identified opportunities to collaborate on promoting the requisite knowledge, skills, and behaviors of the entry-level nurse. The faculty regularly meet with the Lompoc Valley Medical Center leadership to address ongoing issues related to student placement in both clinical rotations and clinical preceptorship.

PLAN OF ACTION (POA) ACTION TAKEN/RESULT AND STATUS Plan of Action 1: Recommendations to improve desired student outcomes and improve student performance Hire a skills laboratory coordinator with expertise in simulation.

2018: The RN program director included the skills laboratory coordinator position in faculty prioritization and was not selected or included in the priority list. See attached document.

Continue to pursue funding for nurse tutors to augment instruction, academic support, and remediation of students.

Nursing counselor with stable, dedicated hours to nursing students.

2018: The nursing directors, department chair, dean, and program technician discussed the need for a counselor to evaluate student applications for the nursing programs. 2019: To date, there is no regular schedule to address the need for a nursing dedicated counselor for about 40 hours in summer. The talks are still underway.

Evaluate RN program admission criteria for equity and disproportionate impact.

Plan of Action 2 Recommendations to accommodate changes in student characteristics. Evaluate RN program admission criteria for equity and disproportionate impact.

Continue review and modification of RN curriculum. The CCC Chancellor’s office and the California Board of registered Nursing have approved the modified LVN-to-RN curriculum. The nursing faculty implemented the modified curriculum in spring 2019. Simulation was integrated in the clinical practicum as a learning experience.

Submit new curriculum for approval to the California Board of Registered Nursing, college curriculum process, and California Community College Chancellor's Office. Implement the new RN curriculum. Create noncredit options to facilitate transition of returning nursing students.

April 2019. Monthly department meeting. Elaine Healy, Writing Laboratory coordinator, has drop-in offerings for writing labs and has short sessions on various topics that enhance academic skills. The program plans to collaborate with the writing lab to provide these mini sessions prior to the start of the spring 2020 semester.

Obtain funding for continuing education for both full-time and part-time nursing faculty.

Fund professional development opportunities to maintain currency in clinical practice and educational technology. Fund professional development opportunities on simulation and educational technology.

The dean, Margaret Lau, continues to encourage and support faculty to seek professional development opportunities.

Develop health science specific mentoring and professional development opportunities for new faculty.

The health sciences department has forged informal pairing of new faculty with experienced faculty to facilitate transitions to education and college culture.

Investigate potential articulation and transfer partnerships with other colleges and universities.

Feb 2019, grant application for Nurse Reinvestment Act. The request was denied.

Continue to maintain and create new partnerships with local care agencies.

Nursing faculty continue to network with the local stakeholders on a regular basis.

Plan of Action 3 Recommendations that require additional resources.

b. List any new resources that the program received in the past year and the results

Source Specific Resource Est. Amount $ Impact on program or course outcomes

SWF (?)

Alaris Electronic Infusion Pumps (5 units + 10 modules) – Repair, Update, and Maintenance

1,950 Completed in August 2018. Augment instruction in NURS 103, NURS 111, NURS 108, and NURS 112

SWF Built-in Cabinets in the Skills Laboratory (M108)

8,000 Action on the Ca BRN comment regarding the dire condition of the skills laboratory during the Oct 2017 approval visit.

SWF Alaris Medley PCA Pump (5 items) 17,825 Augment instruction in NURS 103, NURS 111, NURS 108, and NURS 112

SWF Defibrillators – Biphasic Zoll M Series (2 items) 3,497 Augment instruction in NURS 108, and NURS 112

SWF Chester Chest – IV manikin for Central Lines (5 items)

5,208 Augment instruction in NURS 103, NURS 111, NURS 108, and NURS 112

SWF Advanced 4-vein Venipuncture Training Aid (5 items)

1,842 Augment instruction in NURS 103, NURS 111, NURS 108, and NURS 112

SWF Alaris Electronic Infusion Pumps (2 units) 4,940 Augment instruction in NURS 103, NURS 111, NURS 108, and NURS 112.

Collaborate with other health sciences programs regarding emerging skills laboratory facility needs.

Nursing faculty continue to collaborate with the other health sciences programs to resolve conflicts regarding the use of available classroom, skills laboratory, and computer laboratory space.

Develop processes to update, maintain, and repair educational technologies and skills laboratory equipment.

The RN director continue to use grant to purchase student success materials (CCCCO Enrollment Growth and Assessment grant) and equipment (Strong Workforce grant).

Obtain sustainable funding for updating, repairing, and maintaining educational technology and skills laboratory equipment.

Budget augmentation for equipment maintenance and repair.

Hire permanent an additional full-time 12-month secretarial support for the Health Sciences department.

c. List any new or modified recommendations below, including rationale for these in the table.

Program Improvement Plan (Program, Priority

Number, Year)

Anticipated Outcome

(Goal)

Program Goal Status (Indicate if this goal is

ongoing from a previous Annual or

Comprehensive Program Review or

new this year).

Alignment to Strategic Directions and Planning Goals (see "Alignment to Strategic Directions” Attached)

Activities Justification (Evidence of need )

Resource

Request (From table

Below)

Anticipated Completion Date or On-

going

Plan of Action 1: Recommendations to improve desired student outcomes and improve student performance Student Counselor PRIORITY: SECOND

Seamless pathways through college processes and degree completion

Previous Annual Updates and Program Review

SLS 1-8 Seek viable funding sources

Inconsistent access to counselor. No definitive coverage for summer nursing applications.

Funding Sources

Ongoing 2020 onwards

Faculty PT – Skills Lab PRIORITY: THIRD

Student success in nursing skills development and applications in practice


SLS 1-8 Seek viable candidates in the community and practice settings.

Student request for additional practice opportunities in the skills laboratory

Funding Sources


Faculty PT – Simulation PRIORITY: THIRD





Funding Sources


Faculty PT – Nurse Tutor PRIORITY: THIRD





Funding Sources


Plan of Action 2 Recommendations to accommodate changes in student characteristics. Refer to POA 1 Plan of Action 3 Recommendations that require additional resources. Administrative Secretary PRIORITY: FIRST

Seamless pathways through college processes and degree completion


IR 1-2 Seek viable funding sources

Increasing number of prospective students applying in the health sciences programs.

Funding Sources


Replace hi-fidelity manikin for simulation PRIORITY: THIRD

Simulate clinical experiences with no harm to the patient.

Previous Annual Updates and Program Review. Additional specific information.


The manufacturer no longer supports current manikin. There is no available professional development opportunities for faculty to keep abreast of this specific technology.

Funding Sources

Ongoing 2019

Repair, update, maintain agreements – IV pumps and auxiliary equipment – capnography, PCA, and module attachments

Mimic real-practice setting equipment to enhance learning and familiarity with care technologies.



Care technologies are part of nursing care. This equipment suffer tremendous wear and tear due to repeated programming and reprogramming.

Funding Sources


Replace high “wear and tear” skills manikins – venipuncture, injections, and central lines (Chester Chest)

Promote skill development and clinical thinking and timely action.



Skills manikins are part of nursing skills development. This equipment suffer tremendous wear and tear due to repeated programming and reprogramming.

Funding Sources


Replace full body manikins for fundamental nursing skills



Funding Sources


Update, maintain, repair, and replace: Electronic medical records and drug dispensing carts (Omnicel)



Care technologies are part of nursing care. This equipment suffer tremendous wear and tear due to repeated programming and reprogramming.

Funding Sources


Obtain and maintain 40 laptop computers with storage cabinet

Provide timely student feedback on objective testing. Promote fairness in grading through item analysis.



Health Sciences programs are in need of additional computer labs for class size of 35-40 students for online testing. Mounting schedule conflicts among courses and programs.

Funding Sources


Update, maintain, repair, and/or replace presentation stations in the classrooms, computer laboratory, and skills laboratory



The wear and tear of regular use of classroom technology.

Funding Sources


Completion Ceremony for Nursing Students

Recognition of student achievements after a long rigorous academic program.

NEW: The mounting expenses have affected the programs and department as a whole.

SLS 8 Seek viable funding sources

The LVN and RN programs have to seek funding to be able to conduct the completion ceremony, a highlight in nursing programs.

Funding Sources


d. Summary of request for resources. Please list the type of request (facility (F), technology (T), staffing

(S), equipment (E), other (O) and rank their priority.

Program Goals: 1. Guide prospective and current students through various college processes and available resources. 2. Provide opportunities to hone newly and previously learned nursing skills. 3. Provide student success services that enhance reading and comprehension and math skills and word

problem solving. 4. Provide student success services that enable student progression to critical thinking, nurse clinical

thinking, contextual thinking, real world problem solving, prompt and timely nursing decisions and actions, and reflection and evaluation of outcomes.

5. Augment instruction with educational technology and care technologies. 6. Recognize student completion and achievements. 7. Maintain faculty currency and relevance in the professional nursing practice.

Resource Requests

(Program, RRX year) Item Program

Goal Type One-time

cost On-going cost (per fiscal

year) Anticipated Completion

Date or On-going RN Program PRIORITY: FIRST

Administrative Secretary

1 S 12-month. $20/hour = 41,600 + benefits (16%) = 48,256

Ongoing

RN Program PRIORITY: SECOND

Student Counselor

1 S By semester: $55 hourly x 4 h/week x 17 weeks = 3,740 + benefits. Summer coverage: $55 hourly x 30 hours = $1,650

Ongoing

RN Program: PRIORITY: THIRD

Faculty PT – Skills Lab

2,4 S By semester: $55 hourly x 8 h/week x 17 weeks = 7,480 + benefits

Ongoing


Faculty PT – Nurse Tutor

4 S By semester: $55 hourly x 8 h/week x 17 weeks = 7,480 + benefits

Ongoing


Faculty PT - Simulation

4 S By semester: $55 hourly x 16 h/week x 17 weeks = 14,960 + benefits

Ongoing

RN Program

Repair, update, maintain agreements – IV pumps and auxiliary equipment – capnography, PCA, and module attachments

5 E Last quote: 2018. $1,950 – for 10 modules and 5 screens. Current IV pumps: • 7 main screens • 14 pump modules • 5 PCA module • 5 capnography

modules

Last maintenance check: Summer 2018 on 5 main screens + 10 modules. Ongoing

RN Program PRIORITY: FOURTH

Replace hi-fidelity manikin for simulation

5 E Market Price. Current quote includes credit for existing manikin.

Ongoing. The equipment was not approved in 2018 equipment prioritization.

RN Program Replace high “wear and tear” skills manikins – venipuncture, injections, and

2,4 E Market Price Ongoing

central lines (Chester Chest)

RN Program Replace full body manikins for fundamental nursing skills

2,4 E Market Price Ongoing

RN Program Update, maintain, repair, and replace: Electronic medical records and drug dispensing carts (Omnicel)

5 E Market Price Ongoing

RN Program Obtain and maintain 40 laptop computers with storage cabinet

5 E IT Services Referral Ongoing. The equipment was not approved in 2018 equipment prioritization.

RN Program Update, maintain, repair, and/or replace presentation stations in the classrooms, computer laboratory, and skills laboratory

5 E IT Services Referral Ongoing

RN Program Completion Ceremony for Nursing Students

6 S, F, E

Facility PCPA Rental: $500 Printing Cost: $500 CSEA Non-instructional Overtime: $400

Ongoing Every December.

2018 Faculty Prioritization Application. Nursing Skills Laboratory and Simulation Coordinator.

Allan Hancock College Faculty Prioritization Instructions Worksheet

Please read the directions carefully and fill the form out as completely as possible.

DUE DATE: Friday, October 19, 2018

Where: Vice President, Academic Affairs

What to submit

1. Justification Form 2. Narrative 3. Program Data

4. Labor market data where relevant 5. Reference for need in program review

Data for Instructional Faculty

Internal Data:

• Tableau Data (myhancock / work tools tab /bottom of page) o Enrollment data o Student data o Degrees and certificates o Retention and Success

• PT and FT FTEF • Factbook (Quick links / Institutional Research and Planning • Waitlist data (to be provided by IR Office) • Licensure pass rates • Other

External Data:

• Chancellor’s Office Data Mart (http://datamart.cccco.edu/Datamart.aspx) • Labor Market Data (primarily for CTE programs)

o http://www.coeccc.net/dwm/ o http://www.bls.gov/home.htm

Data for Service Faculty

• PT and FT FTEF • Student/FTEF • Gate Count • Other

http://datamart.cccco.edu/Datamart.aspx

http://www.coeccc.net/dwm/

http://www.bls.gov/home.htm

Faculty Prioritization Process

(**need dates for the steps**)

1. Departments submit all required forms and supporting documents to the VPAA. 2. The vice president’s office will distribute materials to the members of the Faculty Hiring

Prioritization Committee. 3. After reviewing materials, the FHPC members will meet to discuss and evaluate all

requests based upon the rubric. Points will be assigned to each position according to the rubric.

4. Faculty positions will be ranked based on the total number of points. Once points have been totaled, members will review the rankings and discuss to determine the final list. Instructional and service faculty will be ranked together, whether new or replacement, and regardless of funding source.

5. The final prioritized list will be forwarded as a recommendation to College Council for planning and resource allocation. The Superintendent/President will make the final determination of positions to be recruited.

JUSTIFICATION: NEW/REPLACEMENT FULL-TIME FACULTY POSITION

Academic Year 2018-19 Department: Health Sciences Program/Discipline: LVN-to-RN Program (AD in Nursing)

TYPE: Instructional X Service

The Justification for Hiring Form is composed of three parts Part A: Objective Data • Connection of position to the mission/vision/values of the college (i.e., basic skills, transfer or CTE) • Alignment with the strategic plan and annual priorities of the college • Institutional Need • Mandates • Specialized course(s) • Analysis of relevant program data • Analysis of recent program review demonstrating need • Date of most recent 6 year program review or annual update

Part B: Narrative (500 words maximum) Part C: Attachments (materials provided shall be limited to one page, one-sided document).

PART A: OBJECTIVE DATA

1. Strategic Plan Priority Alignment Describe which planning priorities the position will support. The NEW faculty position: Nursing Skills Laboratory and Simulation Coordinator would enable the nursing programs (CNA, LVN, and RN programs) to better utilize multiple competency-based learning experiences and improve curriculum-integration of various nursing competencies. A faculty position would address the ongoing need to provide curriculum-driven opportunities to promote student development of various levels of nursing skills. The upcoming nursing licensure examination (National Council of Licensure Examinations (NCLEX)) further emphasizes the need for nursing students to demonstrate sound clinical judgment. The nursing advisory meetings have clamored for the nursing program to promote and reinforce critical thinking and skills competencies. The nursing programs have asked for this faculty position for a number of years. Priority Initiatives and Strategy # 1: Ensure sufficient institutional capacity to support current and future college success. (e) Enhance student success by providing a supportive physical environment. The proposed faculty position would augment the much-needed support for the nursing programs. The nursing students continue to need practice opportunities for various skills as well as referrals for academic nursing-specific assistance. The much-needed simulation-expertise would provide curriculum-driven learning experiences that enable students to have a first-hand experience on clinical decision-making with no harm to patients. Current clinical learning experiences provide valuable real-practice experiences but the students are consistently under the auspices of the staff nurses and instructors. Through the years, the students have favored simulation experiences. They unanimously reported that it made them realize the importance of making timely decisions. The appreciated that the patients were not harmed during the learning process. Priority Initiatives and Strategy # 3: Develop and implement strategies to improve student completion. (b) Develop, implement, and monitor retentions strategies to ensure timely completion. The nursing skills laboratory learning experiences have provided valuable assessment and evaluation of the students prior to actual delivery of patient care. These assessments have triggered faculty action to provide more opportunities for the students to develop certain knowledge and skills on an individual basis. Simulation similarly provided good student assessment and evaluation. Weak student performance in simulation triggers more individualized plans to promote student success. These students would have engaged in questionable nursing decisions and potentially inflict harm to patients. Priority Initiatives and Strategy # 4: Provide adequate professional development training to improve the appreciation of equity and diversity. (a) Ensure opportunities for all employees to participate in professional development. (b) Provide cross-college training. (c) Recruit diverse applicant pools. The simulation and nursing skills laboratory faculty has a steep learning curve. The position requires:

• development of expertise in using, repairing, and maintaining high-fidelity manikins • establishing networks with local partners for ongoing augmented support • ensuring nursing curriculum-based simulation and nursing skills • collaborating with the entire nursing faculty • coordinating a more efficient use of the nursing skills laboratory • providing a much-needed ongoing inventory of equipment and supplies, and • contributing to student assessment, remediation, and evaluation. Mission Statement: Allan Hancock College provides quality educational opportunities that enhance student learning and the creative, intellectual, cultural, and economic vitality of our diverse community. Strategic Direction: Student Learning & Success Provide educational programs and comprehensive support services that promote student success and respond to qualitative and quantitative assessment of learning. Student success at Allan Hancock College is defined by the achievement of the student’s educational goals.

Goal SLS1: To ensure continuous improvement based on Student Learning Outcomes assessment data.

Goal SLS2: To support student access, achievement, and success.

Goal SLS3: Ensure students are directed. Help students clarify their aspirations, develop an educational focus they perceive as meaningful and develop a plan that moves them from enrollment to achievement of their goal.

Goal SLS4: Ensure students are focused. Foster students’ motivation and helping them develop the skills needed to achieve their goals.

Goal SLS5: Nurture students. Convey a sense of caring where students’ success is important and expected.

Goal SLS6: Engage students. Actively involve students in meaningful and authentic educational experiences and activities inside and outside the classroom.

Goal SLS7: Ensure students are connected. Create connections between students and the institution and cultivating relationships that underscore how students’ involvement with the college community can contribute to their academic and personal success.

Goal SLS8: Value student contributions. Provide students with opportunities to contribute to and enrich the college culture and community.

2. Institutional Need Check all that appropriate statements explaining the college-wide role of the program or discipline:

Basic Language Skills: The program/discipline provides basic language skills necessary for success in all courses.

Student Support Services: The program/discipline provides essential student support services such as library, counseling and learning assistance services affecting all areas of

instruction.

X Career Technical Education (CTE): The program provides CTE training in viable workforce and industry sectors.

Relevance to General Education Requirements: The program provides courses that are required of students as part of the General Education requirement.

Relevance to Other Certificates or Majors: Applicable to an AA degree or transfer requirements. The program/discipline offers a degree or certificate (or major??)

If applicable, please check ONE of the following:

The program/discipline provides courses which are prerequisites to two or three certificates or majors. List the certificates or majors:

The program/discipline provides courses which are prerequisites to for or more certificates or majors. List the certificates or majors

3. External Mandate a. Is the program in jeopardy of losing external accreditation or other status as a result of

not hiring a position? Explain: California Board of Registered Nursing (BRN) recently approved a curriculum revision that includes a 25%

b. Is the program/discipline mandated to limit class or class size due to state requirements, accreditation regulations, or safety concerns? Yes. The California BRN has currently approved 30 students to be enrolled in the program. It also approved an addition of five students as part of the California Community Colleges (CCC) Chancellor’s Office Growth Enrollment Grant.

4. Specialized Courses Are there courses that are required for a degree/certificate or transfer for which existing faculty do not possess knowledge to teach? Explain and list courses: With the anticipated implementation of a 25%, clinical simulation in NURS 103 and NURS 108, there is a need to have a dedicated faculty to enhance instruction and use of educational technology.

5. Analysis of Relevant Program Data (attach a separate sheet) (limited to 500 words)

a. For service faculty:

1. What is the three-year history of FT and PT FTEF? 2. Provide a three-year history of relevant data (e.g., student/faculty FTEF

ratios, percent of student contact by FT FTEF, etc…) along with any benchmarks, legal requirements, or best practices.

b. For instructional faculty: 1. What is the three-year history of FT and PT FTEF? 2. Analyze enrollment and waitlist data for the last three years. Include an

analysis of how the vacancy and enrollments and waitlists are related. 3. For programs primarily in CTE disciplines, please summarize relevant labor

market data that supports a need for the position

4. Analysis of Recent Annual Update or Program Review Please include the sections of your most recent Annual Update or Program Review that addresses the need for this position. (You should consider the impact on success/retention, program diversity, etc… of the current vacancy. Include any issues with unstaffed sections or courses not offered because of lack of FT faculty). If you do not have any supporting documentation, please state why (e.g., vacancy created after an update)

PART B: NARRATIVE

Please explain in no more than 500 words (12 point Times) why the requested position should be given high priority. Please do not repeat information already provided, but you may elaborate on the OBJECTIVE data provided. (500 word limit)

You may address any of the following, including but not limited to:

• Is this a single faculty program with no full-time faculty member? The program has three (3) full-time faculty on consistent teaching overload.

• Is the percentage of FT FTEF inadequate to provide support for program growth? 2013-14 2014-15 2015-16 2016-17 2017-18

FT PT FT PT FT PT FT PT FT PT Sections 33 8 34 12 31 14 32 14 33 13

Faculty 9 12 9 16 9 19 11 18 10 20

FTEF 17.454 7.904 16.294 8.536 15.426 11.616 14.868 12.263 14.959 12.716

Overload 2.931 0 4.39 0 5.175 0 5.105 0 5.403 0

FTEF+ 20.385 7.904 20.684 8.536 20.601 11.616 19.973 12.263 20.362 12.716

Enrollment 1,006 261 971 328 909 373 955 390 949 351

FTES 250.3 149.8 396 328.8 237.8 16.9196.3 526.2 483.6 531.9 480.2

FTES % 63% 37% 55% 45% 55% 45% 52% 48% 53% 47%

FTES/FTEF 12.3 19 19.1 38.5 11.5 16.9 26.3 39.4 26.1 37.8

Waitlist 0 5 0 0 0 0 0 0 0 0 FT – Full-time and PT – Part-time FTEF+ - Combination of FTEF and overload. FTES - “Simple” FTES that does not exclude non-resident students like the 320 report does Waitlist count - waitlist as of the first day of the term Enrollment – duplicated student count in a given academic year. Sections – unduplicated CRN count within a given academic year.

• Are program reviews, assessments, curriculum development and other program requirements incomplete because of lack of FT faculty? The task of completing program

PRAU_S2019 29

review is completed by the program director with the assistance and collaboration of the other faculty members.

• Does this position require a high degree of specialization that the existing faculty cannot adequately provide to maintain the integrity and continuity of the program? Simulation and education technology requires ongoing instructor training regarding operation and maintenance of technology and the use of technology to augment instruction. Training nursing faculty for simulation provides another option for reinforcing nursing knowledge, skills, and emotional comportment in a safe environment and with no risk to patient/s.

• What is the projected growth of the program over the next five years? The program may continue with the current number of students but it would meet the changing practice demands on the entry-level nurse.

• Is safety jeopardized without a full-time faculty position? As part of the new curriculum, the program may face questions on compliance with the curriculum as proposed to the nursing board.

• Can it be shown that there is inadequate oversight of course scheduling, equipment maintenance and acquisition, ordering of materials and supplies, etc …? For the past years, the nursing skills laboratory has been in disrepair. The area is well utilized by severe health sciences programs (MA, CNA, LVN, and RN programs). To date, there has been no designated faculty to provide expertise in simulation education as well as provide oversight to the effective use of educational technology to reinforce instructions.

• Is this a new or proposed program without a full-time faculty position where there is a reasonable estimate of high student demand? The program is currently fortunate to have three full-time faculty. There is an anticipated retirement of one full-time faculty in Spring 2019.

PRAU_S2019 30

instructional program review – annual update...

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