APPLICATION FOR A BACCALAUREATE DEGREE PROGRAM

Transcription

1 APPLICATION FOR A BACCALAUREATE DEGREE PROGRAM To be submitted for Commission approval prior to the implementation of a new baccalaureate degree program. This application must be submitted in accordance with ACCSC s Instructions for Electronic Submission. Please note that an incomplete application will not be considered by the Commission until all required information is received. See also Section IV (D)(5) and IV (E)(6)(a)(iv), Rules of Process and Procedure, Standards of Accreditation. Check One: Main School Name of School: Fortis College School Number: M00648 Address: 555 E. Alex-Bell Rd. City: Centerville State: OH Zip Code: Telephone Number: (937) x5818 Fax Number: (937) Current On-site Director: Richard S. Rucker, PhD Address: rrucker@fortiscollege.edu Contact Person: Terry R. Farris, MBA Address: tfarris@fortiscollege.edu Program Title Clock Hours Total Credit Hours (Specify Type) Credential Proposed Start Date Bachelors of Science in Nursing Semester BSN July Quarter 1. The school is currently approved to offer degree programs: Yes 2. The proposed degree program is approved to be offered at an affiliated school: No If yes: please submit the copy of the approval letter and program outline. I certify that the information herein and attached hereto is correct and that this degree program has not been described in the catalog, advertised or offered to students. Name: Richard S. Rucker, PhD (Chief Executive Officer) Signature: Richard S. Rucker, PhD Title: President Date: Page 1 of 5 Revised 10/01/09

2 APPLICATION FOR A BACCALAUREATE DEGREE PROGRAM Attachments to this application: 1. Processing fee of $1,500. If this is a subsequent application for the same proposed program submitted concurrently by an affiliated school, submit a processing fee of $ Program approval from the state (or applicable regulatory agency) with the title and approved clock and credit hours. If the state (or applicable regulatory agency) does not require approval, documentation from the agency to that effect must be submitted. 3. Curriculum a. An Outline of Degree Program (available on the ACCSC website) and corresponding course descriptions for each course required for completion of the proposed degree program (Section II (B), Substantive Standards, Standards of Accreditation). (Note: Course credit hours should be rounded down to the nearest whole or half unit.) b. Demonstrate how the proposed degree program meets the minimum number of semester and/or quarter credit hours required (Section II (B)(3)(d), Substantive Standards, Standards of Accreditation) by completing the following chart. Programs may not exceed by more than 50% the minimum number of credit hours required to confer the degree by the appropriate regulatory agency in the state(s) in which the school operates (Section II (B)(3)(b), Substantive Standards, Standards of Accreditation). Course Distribution Standards Semester/Quarter Hours Technical/Occupational 60/90 General Education 30/45 Total 120/180 Semester Hours School Quarter Hours 4. The school must submit a detailed narrative that includes the following: a. Describe the school s curriculum design process including how the school determined that the courses within the proposed degree program are appropriately classified as technical/occupational and general education and represent college level course work (Section II (B)(1)(g)&(i), Substantive Standards, Standards of Accreditation). b. Describe how the courses within the proposed degree program are designed and will be offered in a way that provide for distinct levels of training (i.e., lower and upper level courses) (Section II (B)(3)(a), Substantive Standards, Standards of Accreditation). c. Describe how the credit hours are awarded for the proposed degree program. How does the school determine that the breakdown of the number of clock hours/credit hours for technical/occupationally related courses and general education courses is appropriate for classroom lecture, laboratory/independent study activities, and externship? d. Submit documentation to demonstrate external validation if the proposed program includes an externship which is greater than one-third of the total length of the program (Section II (A)(6)(e), Substantive Standards, Standards of Accreditation). 5. Justify the implementation of the proposed degree program: a. Explain in detail the reason or basis for the implementation of the proposed degree program, including the following: Page 2 of 5 Revised 10/01/09

3 APPLICATION FOR A BACCALAUREATE DEGREE PROGRAM i. How the curriculum offering is consistent with the goals, objectives, and mission of the institution. ii. How completion of a baccalaureate degree program will be more beneficial to graduates than the completion of a credential at the diploma, certificate, or associate degree level. b. Describe with details and supporting documentation the school s capacity to offer the proposed degree program in the following areas: i. Future budget allocations: Provide proposed program budget showing allocation of financial resources to support the program. ii. Facilities: Describe the specific facilities to be used for the proposed program. How do the school s current facilities accommodate the offering of the proposed program? If the school intends to expand existing facilities, it may be required to submit an appropriate report/application (e.g., Facility Expansion Report or Application for a Satellite Location). iii. On-going institutional improvement planning: Provide a detailed description of the program assessment plan, including goals and objectives, and describe how the programmatic assessment will be incorporated into the institutional on-going assessment and improvement activities. c. Provide a list of the Program Advisory Committee members (Note: Program Advisory Committees must be comprised of appropriately qualified representatives external to the institution (i.e., nonschool employees) for each program or group of related programs, using the following chart. Membership must include at least one member who is qualified to review and comment on the general education curriculum (Section II (A)(4), Substantive Standards, Standards of Accreditation). Advisory Committee Member s Name Program Name & Credential Program Advisory Committee Title Company Address City, State Telephone Number Address Employer / Practitioner Qualification and Duties (check as applicable) Educator, Regulator, etc. Applied Gen Ed \ Gen Ed Master s degree Distance Education d. Submit minutes of the PAC meeting(s) to demonstrate the committee s review and comments on the proposed degree program including the appropriateness of the curriculum objectives, content, and length (Section II (A)(4)(b), Substantive Standards, Standards of Accreditation). 6. For schools applying for their first baccalaureate degree program: Describe how the school enhanced its infrastructure to accommodate a degree program in the following areas: student services, learning resource system, faculty qualifications, faculty/student interaction, Director of Education, admission requirements, administrative support staff and other areas that the school deems necessary. Describe the school s effort to enhance its infrastructure prior to submitting this application and how the school will continue assessment and improvement activities in becoming an institution offering a degree at the baccalaureate level. 7. Training/instructional aids for the proposed degree program to include the following: textbooks, supplies, equipment, and audio/visual aids (Section II (A)(3), Substantive Standards, Standards of Accreditation). Page 3 of 5 Revised 10/01/09

4 APPLICATION FOR A BACCALAUREATE DEGREE PROGRAM 8. Provide a list of learning resource system materials and describe how these materials will enhance the educational process and facilitate positive learning outcomes for students in the proposed degree program (Section II (A)(5)(b), Substantive Standards, Standards of Accreditation). 9. Faculty and Staff Qualifications a. List the faculty teaching technical and occupationally related courses in the baccalaureate degree program and demonstrate that they have a minimum of four years related practical work experience in the subject area(s) taught and that they possess a related degree at least at the same level of the course the faculty member is teaching by completing the following chart. If this information is not available, submit the specific timelines when faculty will be hired. Instructor Name Course(s) taught Technical/Occupational Faculty Degree Description of Work Earned/Yr. Experience From (m/y) To (m/y) b. List the faculty teaching general education courses in the degree program and demonstrate that they have, at minimum, a master s degree with a minimum of 15 semester credit hours (or the equivalent) in related subject areas which support the curriculum content by completing the following chart. If this information is not available, submit the specific hiring criteria to be used for the selection of faculty. (See Section III(B), Substantive Standards, Standards of Accreditation). General Education Faculty Instructor Name Course(s) taught Degree Earned/Yr. Related Subject Matter Credits Earned/Yr. (Indicate Undergrad. Or Grad. Credit) c. Describe how the Director of Education has the appropriate qualifications to serve in this capacity. If this information is not available, submit the specific hiring criteria and timelines to be used for the selection of the Director of Education/Training and the timeline for when the Director of Education/Training position will be filled. (See Section III(A)(1)(b)(ii), Substantive Standards, Standards of Accreditation.) d. Describe how the Program Chair has the appropriate qualifications to serve in this capacity. If this information is not available, submit the specific hiring criteria and timelines to be used for the selection of the Director of Education/Training and the timeline for when the Director of Education/Training position will be filled. (See Section III(A)(1)(c), Substantive Standards, Standards of Accreditation.) e. Describe how the school s learning resource system is supervised and overseen by qualified school personnel and demonstrate that they have, at minimum, a Master s of Library Science (or the equivalent). If this information is not available, submit the specific hiring criteria and timelines to be used for the selection of staff. (See Section II(A)(5)(c), Substantive Standards, Standards of Accreditation.) f. Complete the following chart for each of the administrative team identified in Section 9. c-e: Administrative Personnel Staff Name Position Academic Credential Earned (Year) Description of Work Experience and/or Training for the Position From (m/y) To (m/y) Page 4 of 5 Revised 10/01/09

5 APPLICATION FOR A BACCALAUREATE DEGREE PROGRAM 10. Draft catalog presentation of the proposed degree program as it will appear in the catalog (Section IV (B)(1), Substantive Standards, Standards of Accreditation): a. Admissions requirements (Catalog Checklist, Item #6). b. A description of the proposed baccalaureate degree program (Catalog Checklist, Items #8, #9, #12 and #13). c. Maximum number of students in a classroom or laboratory (Catalog Checklist, Item #15). d. Graduation requirements (Catalog Checklist, Item #20). e. The credential to be awarded upon completion of the proposed baccalaureate degree program (Catalog Checklist, Item #22). 11. Externship/Internship (Section II (A)(6), Substantive Standards, Standards of Accreditation): a. Provide a written training plan or course syllabus that identifies the students goals, as well as the applications and experiences that are to be accomplished during this specific externship (i.e., technical skills, knowledge). b. The on-site evaluation criteria which will be utilized by the employer at an externship site to assist in grading the students attainment of the training objectives in this specific externship. a. Identify the faculty or staff member who will supervise or coordinate this externship on the faculty chart completed above (Section 9.a). If this information is not available, submit the specific hiring criteria & timelines when faculty will be hired. SUBMIT TO: Executive Director Accrediting Commission of Career Schools and Colleges 2101 Wilson Boulevard / Suite 302 Arlington, Virginia Page 5 of 5 Revised 10/01/09

6 ATTACHMENT ONE RN to BSN Application for a Baccalaureate Degree Program Fortis College in Centerville, OH Processing fee of $1,500. If this is a subsequent application for the same proposed program submitted concurrently by an affiliated school, submit a processing fee of $750. The $1500 processing fee is attached to the cover letter included with this application CD.

7 ATTACHMENT TWO RN to BSN Application for a Baccalaureate Degree Program Fortis College in Centerville, OH Program approval from the state (or applicable regulatory agency) with the title and approved clock and credit hours. If the state (or applicable regulatory agency) does not require approval, documentation from the agency to that effect must be submitted. The RN to BSN program is currently being reviewed by the Ohio Board of Regents. Additionally, an application has been created for submission to the State Board of Career Colleges and Schools for the state of OH. The RN to BSN program does not require approval from the Ohio Board of Nursing, since the program is a post-licensure program that only accepts students who already have RN licensure.

8 ATTACHMENT THREE RN to BSN Application for a Baccalaureate Degree Program Fortis College in Centerville, OH Curriculum a. An Outline of Degree Program (available on the ACCSC website) and corresponding course descriptions for each course required for completion of the proposed degree program (Section II (B), Substantive Standards, Standards of Accreditation). (Note: Course credit hours should be rounded down to the nearest whole or half unit.) XXXXXX General Biology (4 QTR CR) This course is a basic introduction to the structure (anatomy) and function (physiology) of the human body, and it provides a foundation for understanding deviations from normal and disease conditions. Correct medical terminology is also emphasized. MAT102 College Mathematics (6 QTR CR) This course provides an introduction to college level math with the goal of teaching students to read, write, and think mathematically in support of real world applications. Topics include solving problems using equations, developing graphs for linear equations and functions, solving polynomial equations, factoring and solving problems using quadratic equations, solving problems using rational expressions, solving systems of equations, and solving problems using roots and radicals. The focus of this course is to apply mathematics to solve problems mathematically. COM102 Communication (6 QTR CR) This course will introduce the students to communication with the goal of helping the student become more effective in verbal and nonverbal communication, and to be able to manage interpersonal as well as group communication. The course focuses on learning and applying practical principles to one s daily life, both in formal and informal settings. The course takes a look at the psychological, social, cultural, and linguistic factors that influence person-to-person interaction. This course is designed to give students strategies for improving their communication behavior. Some of the topics addressed include human perceptions, interpersonal dynamics, and patterns of influence, listening and verbal and visual symbols. XXXXXX College Algebra (4 QTR CR) Students in this course will learn algebraic functions, expressions, and equations through a detailed examination of practical applications. Students will also learn how to perform data collection, analyze data and make statistical inferences. CHM107 Chemistry (6 QTR CR) This course offers a foundational treatment of atoms and molecules.. Included is the study of elements, compounds, periodic relationships, bonding, acids and bases, oxidation-reduction, energy, solutions, electrolytes and chemical equations. Descriptive chemistry of water and selected nonmetals including hydrogen, oxygen and carbon is presented. Mathematical and conceptual tools for quantifying chemical equilibrium, with an emphasis on the reactions of acids and bases are explored. Laboratory work reinforces concepts in lecture, and also provides a review of fundamental topics, such as stoichiometry, gas laws, and solution-phase reactions. PHI321 Ethics (4 QTR CR)

9 This course examines human life, experience, and thought in order to discover and develop the principles and values for pursing a more fulfilled existence. Theories designed to justify ethical judgments are applied to a selection of contemporary personal and social issues. PSY321 Building Emotional Intelligence and Negotiation Skills (4 QTR CR) This course integrates theory, environmental variances, human variances, and research from multiple disciplines. The knowledge and skills learned regarding emotional intelligence and negotiation are critical to every person who works with others or who needs to achieve goals through the work of others. Prerequisite: Introductory Psychology Course SOC321 Life Transition: Death and Dying (4 QTR CR) This course emphasizes sociological aspects of thanatology. This course will analyze the social meaning of death and its normative treatment in western civilization. The course will provide an opportunity to familiarize students with the needs and issues surrounding dying and death. This course will provide sociological, psychological, religious, historical and anthropological perspectives for interpreting contemporary American customs dealing with dying, death and bereavement. Prerequisite: Introductory Sociology or Psychology Course ENG321 Research Methodology (4 QTR CR) This course teaches the student to apply scientific principles, concepts, and methods to questions about human behavior, education, social relations, and societal injustices. Students will consider diverse views, ethical standards and systematic ways to collect data, manage bias, measure variables, assess findings, share insights, and report outcomes. Student imagination and problem-solving activities will be encouraged. Students will learn how to assess research in news reports and in published research articles. Each student will write a research report on a subject of his/her choice. Prerequisite: Introductory English Course NRS 308 Pathophysiology (6 QTR CR) This course includes in its content basic mechanisms and responses to diseases such as inflammation, infection, trauma, fluid and electrolyte balance, genetic disorders and oncogenesis. The biologic, physical, social, spiritual and behavioral sciences foundation for nursing interventions are considered. Prerequisite(s): Admission to the Upper Division Baccalaureate program. Successful completion of prerequisite general education courses with a grade of C or better. NRS361 Nursing Informatics (4 QTR CR) This course provides a state-of-the-art view of the role of information technology in nursing. Emerging trends in information technology are explored. Students are provided with the knowledge and skill set to function effectively in the modern healthcare information (IT) environment. The course draws from computer science, information science, and nursing science. The student gains knowledge and skills to enhance patient-care delivery, promote consumer health, utilize nursing research, and provide education through IT. NRS336 Nursing Statistics (5 QTR CR) The student will gain an understanding of statistical methods within the evidence-based health care context. The course covers descriptive statistics, concentrating on appropriate statistical tools and the

10 techniques used in research, while gently introducing the mathematics required. NRS 338 Research and Evidence Based Practice (5 QTR CR) In this course students study the ways knowledge has been acquired, developed and utilized in nursing, clinical settings and health care. The focus is on qualitative and quantitative nursing research, evidencebased practice and the use of conceptual frameworks to understand clinical trends. Students will concentrate on studying the results and outcome of nursing research and analyzing its applicability to the practice arena. Prerequisite (s): NRS 336 NRS 451 Community/Public Health Nursing (9 QTR CR) This course explores Community and Public Health Nursing, focusing on historical development, philosophy, health care systems, epidemiology, and nursing care of specific target groups. Primary, secondary and tertiary prevention activities are emphasized as they relate to individuals, families, groups and aggregates. The student applies theoretical and empirical knowledge in using the nursing process in community settings to promote, maintain and restore health. Transcultural nursing concepts, rural, and home health care delivery are also analyzed. Diverse roles of the community health nurse are explored and a community study is completed using research and data processing skills. A virtual practicum provides an opportunity to examine population groups along the age continuum in the community. Prerequisite (s): NRS 361 NRS 461 Transition to Professional Practice (9 QTR CR) This course focuses on role transition from associate to baccalaureate nurse. Emphasis is placed on the analysis of historical and contemporary issues in nursing and their effect on nursing practice. The course explores how economic, socio-cultural, and political forces influence nursing practice and the role of the nurse as patient advocate. NRS 471 Leadership and Management (9 QTR CR) This course examines leadership and management competencies within health care systems. In addition, it focuses on the professional nurse s role as coordinator of care in a complex health environment. Concepts such as communication, change, conflict, risk management, human resource management, quality, and cost effective care management across settings are explored. Prerequisite: Completion of All Other Courses in the Program

11 Course Number Course Title Total Clock Hours Theory Clock Hours Lab Clock Hours Clinical Hours Quarter Credit Hours Courses Available for Transfer from Other Accredited Colleges and Fortis College to Fulfill Degree Requirements General Biology College Math English I Communication English II College Algebra Nutrition Introduction to Sociology Introduction to Psychology Anatomy and Physiology I Microbiology Human Growth and Development Anatomy and Physiology II Chemistry TOTAL TRANSFER CREDIT POS S IBLE Advanced Placement Credit Awarded for RN Licensure TOTAL ADVANCED PLACEMENT Foundations of Nursing 9 Health Assessment 6 Mental Health Nursing 5 Pharmacology 6 Med-Surg Nursing I 9 Pediatric Nursing 5 Obstetrical Nursing 5 Med Surg II 9 RN TO BSN PROGRAM OFFERED AT FORTIS COLLEGE Quarter 1 and Quarter 2 Students will complete any additional General Education Courses that could not be accepted as Transfer Credit (Minimum of 12 Quarter Credits per term will be required to maintain FT status) Quarter NRS308 Pathophysiology (blended) PHI321* Ethics PSY321* Building Emotional Intelligence and Negotiation Skills SOC321* Life Transition: Death and Dying Quarter 4 RN-BSN Required Nursing Courses Begin ENG321* Research Methodology NRS361 Nursing Informatics (online) NRS336 Nursing Statistics Quarter NRS338 Research and Evidence Based Practice NRS451 Community/Public Health Nursing Quarter NRS471 Leadership and Management (blended) NRS461 Transition to Professional Practice (blended) TOTAL QUARTER CREDIT HOURS FOR DEGREE PROGRAM 180 *Other 300 or 400 level courses in these disciplines may be transferred from other colleges in lieu of these courses, at the discretion of the Dean of Nursing. At least 48 QTR CR out of the 180 total program QTR CR must be taken at Fortis College. For students with appropriate courses to transfer, the program may be completed in fewer than 6 quarters. Generally, Nursing Courses (Course prefix of NRS) completed at non-affiliated institutions are not accepted for transfer credit. Please see the Dean of Nursing for details.

12 b. Demonstrate how the proposed degree program meets the minimum number of semester and/or quarter credit hours required (Section II (B)(3)(d), Substantive Standards, Standards of Accreditation) by completing the following chart. Programs may not exceed by more than 50% the minimum number of credit hours required to confer the degree by the appropriate regulatory agency in the state(s) in which the school operates (Section II (B)(3)(b), Substantive Standards, Standards of Accreditation). Course Distribution Standards Semester/Quarter School Hours Semester Hours Quarter Hours Technical/Occupational 60/ (54 advanced standing credits +47 credits offered at Fortis) General Education 30/45 79 (63 transfer credits plus 16 credits offered at Fortis) Total 120/ (63 transfer + 54 advanced standing + 63 available at Fortis)

13 ATTACHMENT FOUR RN to BSN Application for a Baccalaureate Degree Program Fortis College in Centerville, OH The school must submit a detailed narrative that includes the following: a. Describe the school s curriculum design process including how the school determined that the courses within the proposed degree program are appropriately classified as technical/occupational and general education and represent college level course work (Section II (B)(1)(g)&(i), Substantive Standards, Standards of Accreditation). Education Affiliates, Inc currently operates 22 accredited nursing programs in 11 states. Our nursing programs include: 10 PN diploma programs, 11 Associate Degree in Nursing programs, and 2 BS in Nursing programs. Curriculum design for the RN to BSN program has been guided by the state nursing board regulations of the states where Education Affiliates operates nursing programs. The curriculum for the RN to BSN program has also been reviewed by nursing faculty input from all Education Affiliates schools that offer Nursing degree programs. Textbook and testing company nursing experts are also included in the curriculum development process, since these companies are constantly developing materials based upon feedback from employers, nursing boards, and nursing schools all across the nation. Nursing students in all EA schools complete surveys on a regular basis to make suggestions about where curriculum improvements are needed. Curriculum is also regularly reviewed by the Program Advisory Committee (PAC) of each Education Affiliate s school that offers nursing training. Professionals in the Dayton OH PAC will review the RN to BSN curriculum during PAC meetings to ensure that it is relevant to the needs of prospective employers in the greater Miami Valley region. Reports from the computerized Campus Vue student records system will also be reviewed in order to more effectively design curriculum. Retention data and job placement data for the program are analyzed to decide if curriculum revision may be needed. Clinical site supervisors and employers of graduates will also be surveyed for curriculum design changes that may be needed for the local Dayton employment market. The nursing department of Fortis College includes faculty and student representation in the ongoing planning, implementation, evaluation and continuous improvement of the nursing program through the committee structure. The Nursing program will also utilize a Systematic Plan of Evaluation (SEP). The SEP includes the following standards: Standard 1: Mission, Purposes, and Outcomes Standard 2: Faculty and Staff Standard 3: Students Standard 4: Curriculum Standard 5: Resources

14 Standard 6: Outcomes Standard 7: Constituencies Standard 8: Program Administrator Standard 9: Facilities and Resources Standard 10: Integrity Standard 11: Program Evaluation Fortis College in Centerville, OH sought input concerning the purposes and outcomes of the RN to BSN degree program, as well as its proposed curriculum from members of the nursing profession in the Dayton area and across the country. Discussions with potential employers and clinical sites; surveys of hospitals and nursing education programs; meetings with nurse educators associated with Education Affiliates and other organizations provided counsel for the development of the program and feedback for ensuring that the curriculum did indeed meet the expectations of the community and the profession. Input was collected from internal consumers of the college as well as nursing faculty and other interested parties in Education Affiliates schools and departments. For more than six months, dialogue took place in formal and informal settings concerning accepted standards of professional nursing education and practice, trends and conceptual models emerging in the healthcare environment, strengths and weaknesses of current nursing program offerings, and descriptions of essential elements of outstanding nursing education. Student evaluations from existing programs within the Education Affiliates schools provided valuable information as to the learning environment and curriculum structure. Focus groups of faculty provided ideas and direction relative to teaching with an emphasis on community based nursing and the impact of a decreased availability of traditional clinical learning experiences. The EA nursing leaders from around the country contributed best practices and trends in their communities as well as feedback on policy and implementation issues based on data from evaluation processes. Feedback on the nursing philosophy, the program learning outcomes, expected aggregate program outcomes (expectancies), curriculum structure, course content, and learning environments to foster nursing excellence was sought. Experts in curriculum, teaching methodologies, and accreditation provided reviews of curriculum. Conversations with nursing leaders were conducted and evaluated to create a well integrated program for review. Phone, , and a personal visit contact process were used to discuss specific issues with community constituencies who agreed to serve as advisors to Fortis College s nursing program. The advisors who worked with Fortis College to develop excellence in nursing education in Centerville include: Fortis College and its parent company, Education Affiliates, have utilized several means, both internally and externally, to determine whether courses in the proposed program are appropriately classified as technical/occupational or general education. Research was conducted regarding other postsecondary institutions offering similar programs at the baccalaureate degree level. Numerous program outlines and course descriptions were analyzed to compose a list of general education courses typically offered in this type of program, as well as nursing course offerings and content. The courses offered in Fortis College s proposed program were compared to those most frequently found in similar programs at other well respected institutions, and they were found to be classified appropriately compared with those similar programs. In terms of courses deemed general education at Education Affiliates schools, the guiding principle is that the coursework must be broad in scope and not specific or defined by one occupation or discipline. An important factor in determining course classification is whether the

15 content can be required of multiple majors in unrelated disciplines, and does the course encourage critical thinking and broaden students horizons beyond their chosen career field. b. Describe how the courses within the proposed degree program are designed and will be offered in a way that provide for distinct levels of training (i.e., lower and upper level courses) (Section II (B)(3)(a), Substantive Standards, Standards of Accreditation). Courses are assigned as lower division when the course content is general in nature or is satisfying the core courses for our College. Passing these courses is typically required to be permitted to enroll in upper division courses which are more specific to the major; In this case, to nursing. For example, psychology 101, a lower division course, focuses on general theories and history of psychology. This course becomes a pre-requisite of Psy278 which deals with growth and development of individuals. Psychology 101 is sequenced prior to the student s experience in the Mental Health Nursing course. Once the student is enrolled in the Mental Health course, it is expected that the student has the vocabulary, nomenclature, and background to understand the course material. The intent of the pre-requisite courses is to ensure that all accepted students have the foundational scientific knowledge to successfully complete the advanced courses offered as part of the program. For example: Anatomy and Physiology is a prerequisite for the Health (physical) Assessment course, since the student is expected to have basic knowledge of the human body and its systems before entering the upper level course. This facilitates the transfer of concepts, from simple to complex. c. Describe how the credit hours are awarded for the proposed degree program. How does the school determine that the breakdown of the number of clock hours/credit hours for technical/occupationally related courses and general education courses is appropriate for classroom lecture, laboratory/independent study activities, and externship? Credit hours for nursing courses in the proposed program are awarded based on the quarter credit hour conversion of 1 quarter credit per 10 clock hours of lecture, 1 quarter credit per 20 clock hours of lab, and 1 quarter credit per 30 clock hours of clinical. Credit hours for general education courses are also based on the quarter credit hour conversion of 1 quarter credit per 10 clock hours of lecture, 1 quarter credit per 20 clock hours of lab, and 1 quarter credit per 30 clock hours of clinical. The breakdown of hours for nursing courses and general education courses is determined through several steps, and within the framework of the requirements of ACCSC regarding minimum and maximum credit hour requirements for baccalaureate degree programs. Research was conducted regarding other postsecondary institutions offering similar programs at the baccalaureate degree level. Numerous program outlines and course descriptions were analyzed to compose an average number of lecture/lab/externship hours per course typically offered in this type of program. The courses offered in the program proposed here by Fortis College were compared to those course averages found in similar programs at other institutions, and the breakdown of hours was found to be appropriate compared with those similar programs. d. Submit documentation to demonstrate external validation if the proposed program includes an externship which is greater than one-third of the total length of the program (Section II (A)(6)(e), Substantive Standards, Standards of Accreditation). NOT APPLICABLE. Since all students in the RN to BSN program already have RN licensure, there is no clinical component in the program.

16 ATTACHMENT FIVE RN to BSN Application for a Baccalaureate Degree Program Fortis College in Centerville, OH Justify the implementation of the proposed degree program: a. Explain in detail the reason or basis for the implementation of the proposed degree program, including the following: i. How the curriculum offering is consistent with the goals, objectives, and mission of the institution. ii. How completion of a baccalaureate degree program will be more beneficial to graduates than the completion of a credential at the diploma, certificate, or associate degree level. In terms of outcomes success, the Nursing program has been one of the most rapidly growing programs in the Education Affiliates organization over the last two years. Education Affiliates, Inc currently operates 22 accredited nursing programs in 11 states. Our nursing programs include: 10 PN diploma programs, 11 Associate Degree in Nursing programs, and 1 BS in Nursing program. Upon further research, the projected needs for nurses, combined with the substantial nursing education resources available within the Education Affiliates organization, led to the decision to offer the RN to BSN program at Fortis College in Centerville, OH. According to information published by the Occupational Outlook Handbook and the Johnson and Johnson data published on the need for registered nurses is expected to grow 23 percent from 2006 to 2016; Growth will be driven by technological advances in patient care, which permit a greater number of health problems to be treated, and by an increasing emphasis on preventive care. In addition, the number of older people, who are much more likely than younger people to need nursing care, is projected to grow rapidly. Employment is expected to grow more slowly in hospitals, currently healthcare s largest industry. Nurses practice in a wide variety of environments which are not expected to grow at the same rate. While the intensity of nursing care is likely to increase, requiring more nurses per patient, the number of inpatients is not likely to grow by much because patients are being discharged earlier, and more procedures are being done on an outpatient basis. Rapid growth is expected in hospital outpatient facilities, such as those providing same-day surgery, rehabilitation, and chemotherapy. The projected growth rates for RNs, as reported by the Health and Human Resources Administration ( are expected to be greatest in the following areas: Offices of physicians 39% Home health care services 39% Outpatient care centers, except mental health and substance abuse 34% Employment services 27% General medical and surgical hospitals, public and private 22% Nursing care facilities 20% The demand for RNs is even greater for RNs who also have a baccalaureate degree. The RN to BSN program helps RNs to develop the broad knowledge and skills required for leadership within the nursing field.

17 The program recognizes that responding to societal trends, community expectations, and changes in the constituencies are essential to educating nurses. While the mission and purposes of the institution are relatively stable, the learning environment and academic program must be prepared to meet new challenges when facing the nursing profession and a global community. iii. How the curriculum offering is consistent with the goals, objectives, and mission of the institution. The Fortis College mission is to assist adult students to enhance their career opportunities and improve problem-solving abilities. The College strives to develop within its students the desire for lifelong and continued education. The College s goals are to make an important contribution to the economic growth and social well-being of the Dayton metropolitan area while creating a positive reputation in the community. To accomplish the mission, objectives, and goals of the College, the technical courses within the degree program prepare students to immediately contribute in healthcare facilities by improving technical knowledge in lecture and lab experiences. General education courses in the BSN degree program help students become well-rounded individuals who contribute to the economic and social well-being of the community, while other general education courses help to develop students communication skills and problem solving abilities in all areas. iv. How completion of a baccalaureate degree program will be more beneficial to graduates than the completion of a credential at the diploma, certificate, or associate degree level. Although students graduating from a diploma PN program or from an Associate Degree in Nursing program will be able to work in the nursing field, it is more beneficial to graduate from a baccalaureate degree program in the nursing field, because degree students obtain a wide general education, not just hospital-based education. Students graduating with a BSN degree become leaders in nursing and supervise other registered nurses and practical nurses Therefore, with a BSN degree, students are able to perform managerial duties as well as nursing duties, which allows for more opportunities than students with a diploma or an associate degree. As a result, BSN degree nurses earn more money than non-degree nurses or associate degree nurses. b. Describe with details and supporting documentation the school s capacity to offer the proposed degree program in the following areas: i. Future budget allocations: Provide proposed program budget showing allocation of financial resources to support the program. The School Director and the Regional Vice President, have established a separate detailed budget for the nursing program at Fortis College in Centerville, OH. There are sufficient financial resources to properly open and support the growth of the Fortis College nursing program. The Dean of Nursing is responsible for contributing to the development of the budget, soliciting recommendations for the needs of the program from faculty and students, and for managing the approved operating budget. The program s operating budget includes competitive salaries and benefits, laboratory and other teaching supplies, professional development, resources such as the NCLEX reports, a testing program, and an NLCEX review course. Capital expenditures are budgeted separately and do not appear in the operating budget. The Dean of Nursing and faculty submit capital requests during the budget process.

18 The initial capital investment will be financed by Education Affiliates Inc, which had a balance of free cash reserves of $19,066,000 as of May 31, This funding is sufficient to cover initial capital costs as well as any ongoing capital requirements or losses incurred by Fortis College during the initial startup of the nursing program. ii. Facilities: Describe the specific facilities to be used for the proposed program. How do the school s current facilities accommodate the offering of the proposed program? If the school intends to expand existing facilities, it may be required to submit an appropriate report/application (e.g., Facility Expansion Report or Application for a Satellite Location). FORTIS College formally known as RETS College is located on a modern, nine-acre campus in Centerville, OH, which is approximately eight miles south of Dayton. The school occupies a single 56,800 square foot building in which all classes and labs are held. This includes an HVACR lab/workshop, medical assisting lab, two nursing labs, and a science lab. There are over 200 computer work stations and over 2,000 volumes and periodicals. In the near future, Fortis College Centerville will be expanding programs offerings and has leased approximately 23,000 square feet of additional space to house existing programs and new programs. The Bachelor of Science in Nursing program included in this application will remain in the current Fortis College Centerville space. iii. On-going institutional improvement planning: Provide a detailed description of the program assessment plan, including goals and objectives, and describe how the programmatic assessment will be incorporated into the institutional on-going assessment and improvement activities. Institutional improvement planning is continuous. There are scheduled quarterly meetings with the School Director to plan, expand, and develop the Institutional Assessment and Improvement Plan (IAIP). Weekly and monthly detailed reports are generated in the areas of: admissions, marketing, financial aid, retention, financials, and placement. These reports are in real time and give a comprehensive portrait of the campus activities in all key result areas. Evaluation of the Campus Vue reports will enable the IAIP to be based upon accurate and up-do-date data. In addition, students and employees will complete quarterly written evaluations of school policies and procedures. The comments in these evaluations will be used to decide where improvement is most needed. The nursing program will be evaluated using the above methods and on-going assessment and improvement plans for the program will be incorporated into the IAIP. The School Director, Director of Education, and the Dean of Nursing will be involved in on-going evaluation and planning for the IAIP for the branch campus. Marketing, retention, placement, LRC, admissions, pass rates on licensure exams, clinical site development, and PAC involvement will all be addressed while developing the nursing section of the branch IAIP. Nursing faculty from Fortis College in Centerville, OH will also be included in regular yearly curriculum review meetings. Textbook and testing company nursing experts are also included in the curriculum development process since these companies are constantly updating their print and online training materials based upon feedback from employers and from schools all across the nation. In addition, nursing student s complete surveys on a regular basis to inform the school about what is working well and where changes in curriculum are needed. Curriculum is also regularly reviewed by the Program Advisory Committees of all Education Affiliates schools that offer nursing training. Professionals in the Fortis College Nursing PAC will review the curriculum during PAC meetings to ensure that it is relevant to the needs of prospective employers in the Dayton metropolitan area. Reports from the computerized Campus Vue system are also reviewed in order to more effectively design curriculum. Retention and placement data for the program are analyzed to decide if curriculum revision may be needed. Employers of graduates will also be surveyed for curriculum design changes that may be needed for the local job market.

19 c. Provide a list of the Program Advisory Committee members (Note: Program Advisory Committees must be comprised of appropriately qualified representatives external to the institution (i.e., nonschool employees) for each program or group of related programs, using the following chart. Membership must include at least one member who is qualified to review and comment on the general education curriculum (Section II (A)(4), Substantive Standards, Standards of Accreditation). Fortis College Centerville is in the process of scheduling a Program Advisory Committee. The committee minutes will be submitted for review once the meeting has occurred. d. Submit minutes of the PAC meeting(s) to demonstrate the committee s review and comments on the proposed degree program including the appropriateness of the curriculum objectives, content, and length (Section II (A)(4)(b), Substantive Standards, Standards of Accreditation). To Be Determined.

20 ATTACHMENT SIX RN to BSN Application for a Baccalaureate Degree Program Fortis College in Centerville, OH For schools applying for their first degree program: Describe how the school enhanced its infrastructure to accommodate a degree program in the following areas: student services, learning resource system, faculty qualifications, faculty/student interaction, Director of Education, admission requirements, administrative support staff and other areas that the school deems necessary. Describe the school s effort to enhance its infrastructure prior to submitting this application and how the school will continue assessment and improvement activities in becoming an institution offering a degree at the baccalaureate degree level. STUDENT AFFAIRS The Director of Student Affairs assists the Director of Education with the learning process by overseeing student progress, facilitating student and school communication, coordinating student activities, and assisting students toward successful completion of their educational programs. The Director of Student Affairs is available to students attending day or night programs. LIBRARY/LEARNING RESOURCE CENTER The learning resource center is available for use Monday through Thursday from 7:30 a.m. to 10:00 p.m. and Friday from 7:30 a.m. to 5:00 p.m. Additionally, the campus has expanded hours to Saturday s from 8:00 a.m. to 12:00 p.m. There are over 2,000 volumes, including professional periodicals, a circulating collection and reference works. The computers are connected to the Web. No food or drinks are permitted in the learning resource centers. Also, the campus has allocated additional funds for acquisition of additional resource and multimedia materials for the learning resource center. Faculty Qualifications: Faculty members have not yet been hired for technical courses. Faculty Personnel Reports will be submitted as soon as hiring decisions have been made. The specific faculty hiring criteria is detailed below. The Fortis College budget allows ample salaries to hire highly qualified faculty. Technical nursing faculty for the RN to BSN program will be required to have at least 4 years of related practical work experience as an RN in a hospital or medical facility. Previous teaching experience is preferred. At least 25% of the BSN technical faculty will have the PhD in Nursing. Each general education faculty member will have a master s degree with a minimum of 15 semester credit hours or the equivalent in related subject areas to the courses taught. Faculty/Student Interaction: Faculty who will be teaching degree program courses will have a higher qualification level for education and experience. The degree program faculty will be specially trained by the DOE and the Dean of Nursing to understand the special retention requirements of students who are attending a longer program. Under the direction of the DOE, the faculty will call students who have been absent for more than two days and will try to assist them to return to school and complete their degree program. Faculty will also have structured student advisory responsibility for both academic and personal advisement.