1

University of New England

Department of Nursing Annual Report to Communities of Interest-2017

The Accreditation Commission for Education in Nursing (ACEN), formerly the National League for Nursing Accreditation Commission (NLNAC), requests we share the “Assessment Results” pertaining to the program outcomes with our graduates, employers and community. UNE’s Department of Nursing uses the following standards of ACEN as a driver for programming and basis for program evaluation.

2017 Standards:

Standard 1: The mission of the nursing education unit reflects the governing organization’s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes. Standard 2: Qualified and credentialed faculty are sufficient in number to ensure the achievement of the end-of program student learning outcomes and program outcomes. Sufficient and qualified staff are available to support the nursing program. Standard 3: Student policies and services support the achievement of the end-of-program student learning outcomes and program outcomes of the nursing program. Standard 4: The curriculum supports the achievement of the end-of-program student learning outcomes and program outcomes and is consistent with safe practice in contemporary healthcare environments. Standard 5: Fiscal, physical, and learning resources are sustainable and sufficient to ensure the achievement of the end-of-program student learning outcomes and program outcomes of the nursing program. Standard 6:Program evaluation demonstrates that students have achieved each end-of-program student learning outcome and each program outcome.

Measuring these standards requires a team effort in process improvement and refinement from the faculty and the institution, and are tied directly to our Program Outcomes and Role Specific Student Learning Outcomes (Maine Nurse Core Competencies for Education and Practice, 2011).

2

Program Outcomes (Student Learning Outcomes)

Role Specific Student Learning Outcomes

Maine Nurse Core Competencies in Education and Practice

Interprofessionalism: Integrate the knowledge and science of nursing with the natural/behavioral sciences, the humanities and interprofessional education to provide holistic care for individuals, families, groups, communities or populations.

Evidence-Based Practice: Demonstrate the capacity to practice nursing using an evidence-based and theoretically guided framework.

Professionalism: Model professional values as a nurse, which reflect the integration of ethical and moral principles, social advocacy, and legal standards in delivering quality care to all people.

Technology & Safety: Utilize data from diverse sources with knowledge and skill in informatics and patient care technology to promote safety and optimal outcomes of care.

Leadership: Distinguish the components of nursing leadership and management as applied to healthcare organizations and healthy work environments.

Self-Care: Model principles of self-care while supporting the health and well being of diverse individuals, families, groups, communities or populations.

Health Care Delivery: Demonstrate basic knowledge of the issues concerning health care delivery to diverse individuals, families, groups, communities or populations.

1. Professionalism2. Leadership 3. Patient Centered Care 4. Evidence Based Practice 5. Teamwork and Collaboration 6. Communication 7. Systems Based Practice 8. Informatics and Technology 9. Safety 10. Quality Improvement 11. Geriatrics

Outcomes reported reflect information from the graduating class of May 2016, and may compare with previous classes. Additional relevant outcomes related to faculty and preparations are also reported.

Due to the difficulty in obtaining employer satisfaction surveys, (Human Resources regulations, privacy, etc.) ACEN no longer requires the collection of this data. We gratefully extend our thanks to those who have submitted prior responses to the surveys and appreciate ongoing anecdotal feedback regarding the quality of our alums in the work setting.

3

Total Student Numbers

Traditional

Freshman 62

Sophomore 65

Junior 56

Senior 63

Total 246

ABSN

Junior 60

Senior 37

Total 97

Total (Both Programs)

343

4

1.StudentCohortDemographics(Graduates):

Graduate Completion Year 13-14 14-15 15-16 16-17

Demographic Variables BSN ABSN BSN ABSN

BSN

ABSN

BSN

ABSN Gender

Females 58 17 43 25 48 32 58 36 Males 1 6 1 4 6 6 5 1

Ages <25 59 16 44 11 53 4 57 6 26-30 5 16 1 33 5 28 31-40 2 2 1 1 3 41-50 51-60

Ethnic Native American 1 Asian or Pacific Islander 1 2 1 1 1 1 1 Black, Non-Hispanic 1 3 1 1 2 2 Hispanic 1 1 0 White, Non Hispanic 41 18 38 23 51 35 59 30 Other, Unknown 17 3 4 2 0 0 1 4

Other Degrees AD BS/BA 23 29 38 36

MS/MA/MBA 1

5

2.Recruitment,Admission,Enrollment,AttritionandGraduationDataRecruitmentData

Year 2014-2015 2015-2016 2016-2017 2017-2018Cohort BSN ABSN BSN ABSN BSN ABSN BSN ABSNApplications 351 135 475 170 515 247 766 TBDAcceptances 248 69 365 89 369 120 439 TBDSeatsfilled 33 34 57 37 68 60 TBD TBDNumberLeavingtheProgramPriortoGraduationAcademicYear 2013-14 2014-2015 2015-2016 2016-2017

Total 2 11 9 11Senior 0 2 1 0Junior 0 6 2 1Sophomore 0 0 5 5Freshman 2 3 1 5ChangeofMajoroutofNsg 4 13 6 6NumberWhoGraduatedfromtheProgram

Year 2011-12 2012-2013 2013-14 2014-2015 2015-2016 2016-2017TotalGrads 52 44 63 77 90 100ADN 44 7 Closed Closed Closed ClosedBSNTraditional 0 0 45 53 54 63BSNAccelerated 0 20 17 23 36 37RNtoBSN 17 1 1 1* 0

6

3.LicensurePassRates:The NCLEX-RN Licensure exam pass rate is determined by the graduates passing the exam on the first attempt.

UNE’s Benchmark for ‘14-15 Class: There will be an NCLEX-RN pass rate at least 85% for first time writers.

UNE’s Benchmark for ‘15-16 Class: There will be an NCLEX-RN pass rate of at least 90% for first time writers.

UNE’s Benchmark for ‘16-17 Class: There will be an NCLEX-RN pass rate of least 82% for first time writers (ACEN recommends benchmarks are set at National average (ACEN, 2016))

NCLEX-RNResults

Year 2011-2012 2012-2013 2013-2014 2014-2015 2015-20161stAttemptPassingRate 88.89% 73.68% 84% 90.41% 93.51%

State Average 2015-2016= 84.67%* National Average 2014-2015 =85.26%* *January 1, 2016-September 30, 2016 4.EmploymentofGraduatesBenchmark: Ninety percent of new graduates returning the graduate survey who have sought employment will indicate on the twelve-month graduate survey that they are employed in nursing. Traditional 4-year Students Number who responded = 43 of 53 students (81%) Of those who responded, number employed in nursing = 43 (100%)

AcceleratedBSNStudentsNumberwhoresponded=29of36students(81%)Ofthosewhoresponded,numberemployedinnursing29(100%)Seebargraphsforbreakdownofgeographyofemployment

7

EMPLOYMENTOFGRADUATES

01020304050

Traditional2016

05

101520

Accelerated2016

0

10

20

30

Maine NewHampshire

Other

Traditional2016EastCoast

0

5

10

Maine NewHampshire

Other

Accelerated2016EastCoast

8

5.GraduateSatisfactionClassof2016EndofProgramSurveys-WebSurveys9-12MonthPostSatisfactionSurveys-WebSurveys

TraditionalBSN AcceleratedBSNEndofProgramn=14

1. Interprofessionalism2. EBP3. Professionalism4. TechnologyandSafety5. Leadership6. Self-Care7. HealthCareDelivery

Competency97%met100%met100%met96%met100%met84%met100%met

EndofProgramn=7

1. Interprofessionalism2. EBP3. Professionalism4. TechnologyandSafety5. Leadership6. Self-Care7. HealthCareDelivery

Competency96%100%71%100%71%86%86%

9-12MonthPostGraduationn=25

1. Interprofessionalism2. EBP3. Professionalism4. TechnologyandSafety5. Leadership6. Self-Care7. HealthCareDelivery

Competency96%met96%met88%met94%met88%met64%met92%met

9-12MonthPostGraduationn=12

1. Interprofessionalism2. EBP3. Professionalism4. TechnologyandSafety5. Leadership6. Self-Care7. HealthCareDelivery

Competency90%met100%met100%met96%met100%met83%met92%met

9

6.MeetsStandardsofotherRegulatoryBodies

Annual assessments conducted by UNE’s Office of Institutional Assessment that inform accreditation from the New England Association of Schools and Colleges (NEASC), results from a process whereby program directors report out on specific program outcomes, the direct and indirect measures used in the evaluation of, and specific actions steps that will be implemented based on findings. The University of New England’s recently had a site visit from the New England Association of Schools and Colleges is in April, 2017.

The purpose of the Accreditation Commission for Education in Nursing is to oversee the specialized accreditation of nursing education programs, both postsecondary and higher degree, which offer either a certificate, a diploma, or a recognized professional degree (clinical doctorate, master’s/post-master’s certificate, baccalaureate, associate, diploma, and practical). The Commission has authority and accountability inherent in the application of standards and criteria, accreditation processes, and the affairs, management, policy-making, and general administration of the ACEN. On February 7-9, 2018, the Department of Nursing will undergo an accreditation site visit by ACEN following submission of a comprehensive accreditation self-study in the December, 2017. Our external constituencies are an important part of this site visit and will be invited to partake in a session with the site visitors.

The Maine State Board of Nursing (MSBON) also requires ongoing reporting to ensure that Colleges, Schools and Departments of Nursing are meeting their regulatory requirements. UNE’s last site visit from MSBON was in 2010. The Department of Nursing received a waiver for the last scheduled site visit in 2015.

10

7. Faculty and Staff

Year 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17Full-time 14 15 14 12 12 15*Part-time 0 0 0 1 2 2Adjunct 19 20 34 32 38 42

Credentials Doctorate 4 4 4 3 5 5MSN 15 16 17 15 16 17OtherMS/MA/MPH 2 3 3 1 3 3BSN 33 35 48 45 54 59CertifiedNurseEducator 3 3 3 2 6 5

Staff AdministrativeAsst 1 1 1 1 1 1StaffAsst 1 1 1 1 1 1Grantcoordinator 11x 1 *Reflects one faculty member with limited teaching who is grant funded. Organizational Chart

ProgramDirectorAllAcademicProgramming

FacultyJenMorton

AssistantDirectorExperientialAcademic

ProgrammingFaculty

NancyJoRoss

AcuteCareCoordinationFacultyJoeCarter

Simulation/SkillsLabCoordinationFaculty

DonnaHyde

Community-basedExperientialCoordinationFaculty

JudyMetcalf

StaffAssistantKarenRipley

AdministrativeAssistant

SarahCoffey

Freshman/SophomoreProgramCoordinator

FacultyNancySimpson

ABSNProgramCoordinatorFaculty

DebKramlich

RNtoBSNProgramCoordinatorFaculty

JudithBelanger

TestingCoordinatorFaculty

DanaLaw-Ham

FacultyNancyJoRoss

PartTimeFacultyMindyGolden

PartTimeFacultyJeanneMullen

FacultyLillianCardell

FacultyTaffyDavis

FacultyKarenWadman

FacultyDevdraGriffin

FacultyKristenHolt

FacultyKathyBeers

GrantFacultyHRSA

JudyMetcalf

GrantCoordinator/Managme

ntLuAnnThibeau

11

8. Faculty Accomplishments Joe Carter, Associate Professor/Clinical Coordinator Lunder-Dineen planning committee /instructor for statewide preceptor program Dana Law-Ham, Clinical Assistant Professor/Testing Coordinator Invited Presentations:

1. Identification of Academically At-risk Accelerated Bachelor of Science in Nursing Students to Support Development of Strategies to Promote Academic Success” To be presented at the St. Anselm’s College 25th Annual Nurse Educator Conference, North Falmouth, MA, May 31-June 2, 2017.

Debra Kramlich, Assistant Professor/ABSN Coordinator PhD Acquisition: Duquense University Invited Presentations:

1. Identification of Academically At-risk Accelerated Bachelor of Science in Nursing Students to Support Development of Strategies to Promote Academic Success” To be presented at the St. Anselm’s College 25th Annual Nurse Educator Conference, North Falmouth, MA, May 31-June 2, 2017.

Publications: 1. Kramlich, D. (in press). Complementary health practitioners in the acute and critical care

setting: Nursing considerations. Critical Care Nurse, 37(2). 2. Kramlich, D., Kronk, R., & Jakub, K. (2017). Challenges and facilitators of recruitment:

Lessons learned from conducting a focused ethnography in a vulnerable rural population. The Qualitative Report, 22(3), 818-830. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss3/9

3. “Challenges and Facilitators of Recruitment: Lessons Learned from Conducting a Focused Ethnography in a Vulnerable Rural Population”

Presented at The Qualitative Report’s 8th Annual Conference (TQR2016), Nova Southeastern University, Fort Lauderdale, FL, January 2017.

Karen Wadman, Clinical Assistant Professor Maine Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Mentor for 2016-17 Trainees Devdra Griffin, Clinical Assistant Professor National Student Nurses Association liaison to national conference, Dallas, TX (April 17) Kristen Holt, Clinical Assistant Professor Invited Presentations:

1. Identification of Academically At-risk Accelerated Bachelor of Science in Nursing Students to Support Development of Strategies to Promote Academic Success” To be presented at the St. Anselm’s College 25th Annual Nurse Educator Conference, North Falmouth, MA, May 31-June 2, 2017.

12

Judith Belanger, Clinical Associate Professor Invited Presentations:

1. Nurse Tim Conference (2/17) Orlando, Florida, Podium and Poster presentation, “Google Docs”

2. Teaching Professor Technology Conference (10/16) Atlanta, Georgia, facilitated 30 minute “Strategy Swaps” with topics on Creating online learning modules Making online courses learner-centered

3. Poster Presentation Accepted for 2017 Magna, Teaching Professor Conference: Cutting-Edge Learning for Exceptional Educators. “Test Blueprints: Do we Really Need Them?”

4. Identification of Academically At-risk Accelerated Bachelor of Science in Nursing Students to Support Development of Strategies to Promote Academic Success” To be presented at the St. Anselm’s College 25th Annual Nurse Educator Conference, North Falmouth, MA, May 31-June 2, 2017.

Judith Metcalf, Clinical Assistant Professor, Upstream Coordinator Invited Presentations:

1. Association of Community Health Nurse Educators (ACHNE), Baltimore MD, June 9-11, 2017, Advancing the capacity of Maine’s Public Health Nursing Workforce through a Targeted Workforce Development Leadership Program, J Morton, K Pardue, J Metcalf, University of New England.

2. Sigma Theta Tau 44th Biennial Convention, October 28-November 1, 2017, Advancing the capacity of Maine’s Public Health Nursing Workforce through a Targeted Workforce Development Leadership Program, J Morton, Karen Pardue, J Metcalf, University of New England.

Jennifer Morton Associate Professor, Program Chair Invited Presentations:

1. Association of Community Health Nurse Educators (ACHNE), Baltimore MD, June 9-11, 2017, Advancing the Role of Primary Care Registered Nurses in Population Health Management, M. Goldschmidt, S Halford, F Weierbach, East Tennessee University; J Morton, University of New England; T Zurakowski, Virignia Commonwealth University; K Livsey, West Carolina University; R Sutter, George Mason University, GW Anderson, Chaminade University of Hawaii,

2. Association of Community Health Nurse Educators (ACHNE), Baltimore MD, June 9-11, 2017, Advancing the capacity of Maine’s Public Health Nursing Workforce through a Targeted Workforce Development Leadership Program, J Morton, K Pardue, J Metcalf, University of New England.

Publications: 1. Pardue,KT,CohenKonrad,S,Morton,J,Mason,T,(2016).Community-based

interprofessionaleducation:Partnershipspromotinghealthandwell-being,InE.Speakman(Ed.),InterprofessionalEducationandPractice:Co-creatingTransformativeEnvironments,SpringerPublishing,NewYork.

2. Morton,J,DeMartinis,J,(InPress).“NSU”:AcleanwatercampaignforanurbancommunityinwesternGhana,JournalofEnvironmentalandPublicHealth.

13

9. Other Department News New Faculty Taffy Davis, Visiting Assistant Clinical Professor Joining the department full-time in the Fall of 2017. Taffy has already been working with us this Spring semester and will continue with us through the Summer. She has extensive experience, most recently in conjunction with the Lunder Dineen Health Alliance of Maine as the Lead Instructor Maine Nursing Preceptor Education Program. Funded Grants:

1. Scholarship of Teaching and Learning (SoTL) Mini-grant PI: “Identification of Academically At-risk Accelerated Bachelor of Science in Nursing Students to Support Development of Strategies to Promote Academic Success”, PI: Debra Kramlich, Co-Investigators: Kristen Holt, Dana Law-Ham, Judith Belanger, Funded $2,500.

2. Nurse Education, Practice, Quality and Retention (NEPQR) grant submission to Health Resources and Services Administration (HRSA), “Upstream Practicums in Nursing”, June 1, 2016-May 31, 2018, Funded $745,000.

Aim: To increase the number of baccalaureate prepared nurses entering community based settings upon graduation.

Accomplishments thus far: • Four students have completed community based practicum at Greater Portland

Health. • Eleven emerging nurse leaders have completed 3rd Annual Population-focused

Nurse Leader Institute. • Upstream student nurse club with > 25 enrollment and is formalizing a

constitution.

14

9. Other Department News (continued)

RN to BSN Completion Program, Fast Track- Fall 2017

The Department of Nursing looks forward to rolling out a new and improved RN to BSN program. Refined and reconstructed from our Baccalaureate Program Outcomes, and from input from our community partners and the IOM’s Future of Nursing Report (2011), we believe this program will meet the needs of Maine’s nurses interested in BSN completion.

The program is scheduled to begin in August 2017 in a hybrid format. Classes will be 7 weeks in length and include 2 courses (Health Assessment, Pharmacology) that are competency based-students may collect credit based on work experience competency. Additionally, other coursework draws from contemporary nursing practice concepts that are fully aligned with our Program Outcomes* and the Maine Nurse Core Competencies for Nursing Education and Practice*.

• Nursing License (US trained) yields 67-69 credits toward BSN • Degree completion in 12 months (FT) • Flexible Hybrid model offers online courses with face-to-face components to meet the

demands of a working RN • Price fixe at $550 per credit (55% discount)

Students are eligible to complete their BSN in 12 months.

10. Other News at UNE:

President Danielle Ripich is retiring on June 30, 2017. The university has experienced unprecedented growth under her leadership. Following and extensive search, Dr. James Herbert has been selected as UNE’s next President. To learn more about Dr. Herbert, visit http://www.une.edu/news/2017/university-new-england-announces-james-herbert-drexel-university-next-une-president .

Innovation Hall and the new Simulation center slated to open in early June 2017. While UNE has always been known for its contemporary and evidenced based usage of Simulation in all the health professions, its capabilities have become more limited with the growth and increased enrollments. The new Simulation center is nearly double the size of the current, with added debriefing rooms.