Commission on Collegiate Nursing Education Self-Study

Transcription

1 College of Nursing & Allied Health Bachelor of Science in Nursing Commission on Collegiate Nursing Education Self-Study Year of Record: Fall 2009 Spring 2012 Year of Visit: Spring 2013

2 TABLE OF CONTENTS Page LIST OF TABLES... iii INTRODUCTION... 1 STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE CRITERION I.A... 4 CRITERION I. B CRITERION I. C CRITERION I. D CRITERION I. E CRITERION I. F CRITERION I. G STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES CRITERION II. A CRITERION II. B CRITERION II. C CRITERION II. D CRITERION II. E CRITERION II. F STANDARD III PROGRAM QUALITY: CURRICULUM AND TEACHING LEARNING PRACTICES CRITERION III. A CRITERION III. B CRITERION III. C CRITERION III. D CRITERION III. E CRITERION III. F CRITERION III. G STANDARD IV PROGRAM EFFECTIVENESS: ACCREGATE STUDENT AND FACULTY OUTCOMES CRITERION IV. A CRITERION IV. B CRITERION IV. C CRITERION IV. D CRITERION IV. E CRITERION IV. F APPENDICES APPENDIX A FACULTY PARTICIPATION ON COMMITTEES APPENDIX A-1 COLLEGE OF NURSING AND ALLIED HEALTH ORGANIZATIONAL CHART APPENDIX A-2 DEPARTMENT OF NURSING ORGANIZATIONAL CHART i

3 Page APPENDIX A-3 BACHELOR OF SCIENCE IN NURSING PROGRAM ORGANIZATIONAL CHART APPENDIX B FACULTY PROFILE APPENDIX C A PROPOSAL FOR CURRICULUM CHANGE APPENDIX D BSN PROGRAM CONCEPTUAL MODEL APPENDIX E CARE MAP GRADING RUBRIC APPENDIX F CURRICULUM GUIDE BSN PROGRAM APPENDIX G LPN-BSN ARTICULATION GUIDELINES APPENDIX H RN-BSN ARTICULATION GUIDELINES APPENDIX I BSN PROGRAM CLINICAL PERFORMANCE EVALUATION TOOL GUIDELINES APPENDIX J SYSTEMATIC PLAN FOR PROGRAM EVALUATION ii

4 LIST OF TABLES TABLE I.A-1 COMPARISON OF UNIVERSITY OF LOUISIANA SYSTEM, NICHOLLS STATE UNIVERSITY, COLLEGE OF NURSING AND ALLIED HEALTH, AND BACHELOR OF SCIENCE IN NURSING PROGRAM MISSION... 6 Page TABLE I.B-1 BSN PROGRAM EXPECTED STUDENT OUTCOMES WITH CORRESPONDING AACN ESSENTIALS OF BACCALAUREATE EDUCATION FOR PROFESSIONAL NURSING PRACTICE, ANA STANDARDS OF NURSING, AND QUALITY AND SAFETY EDUCATION FOR NURSES COMPETENCIES TABLE II.A-1 DEPARTMENT OF NURSING BUDGET TABLE II.A-3 APPLICATION TO THE BSN PROGRAM IN EXCESS OF SEAT CAPACITY TABLE III.A-1 BACHELOR OF SCIENCE IN NURSING PROGRAM LEVEL AND STUDENT LEARNING OUTCOMES TABLE III-F.1 COMPARISON OF COURSE COHORT AND NATIONAL MEANS FOR ATI CONTENT EXAMS TABLE III-G.1 CURRICULUM CHANGES: GENETICS AND GENOMICS CONTENT TABLE IV.A-1 AVERAGE NUMBER OF SEMESTERS TO COMPLETE FOR GRADUATES. 64 TABLE IV.A-2 RETENTION RATE FOR GRADUATING SENIORS TABLE IV.A-3 NCLEX-RN PASS RATES FOR FIRST TIME CANDIDATES TABLE IV.4-4 ATI ENTRANCE VERSUS EXIT CRITICAL THINKING SCORES TABLE IV.4-5 ATI RN COMPREHENSIVE PREDICTOR EXAM TABLE IV.4-6 EMPLOYMENT RATES FOR NEW GRADUATES SENIOR EXIT SURVEY iii

5 1 INTRODUCTION Nicholls State University (Nicholls) is a member of the multi-campus system of the University of Louisiana System, comprised of 8 universities located throughout Louisiana. It is located in Thibodaux, Louisiana, and serves the bayou region in south central Louisiana over an eight-parish area. The 287-acre campus is positioned on Bayou Lafourche, known to be the longest bayou in the world and named from the Cajun French word Lafourche, meaning a fork in the river ; it once served as a main tributary of the Mississippi River leading into the Gulf of Mexico. The University lies approximately 50 miles west of New Orleans and 60 miles southeast of Baton Rouge. Nicholls opened its door September 21, 1948, as Francis T. Nicholls Junior College (FTNJC) of Louisiana State University (LSU). In 1956, the Louisiana legislature separated FTNJC from LSU and authorized it to develop full four-year curricula. In 1970, the Louisiana legislature changed the name of the school to Nicholls State University. Today, the University supports an enrollment of approximately 6,000 students per semester. For the fall 2012 semester there were 6,012 undergraduate students enrolled; of these 62% were female and 38% were male, minority enrollment accounted for 31% of enrolled students. The University named a new president in Under his guidance a new strategic plan was developed and implemented in 2011, which consists of five strategic goals. The Department of Nursing is involved in each of these strategic goals, and is a vital element of success at the departmental, college, and university levels. The College of Nursing and Allied Health (CNAH), reorganized in 2004 from the College of Life Sciences and Technology, is one of five colleges at Nicholls. Enrollment in the CNAH for fall 2012 consisted of 1,250 students, with 427 in their freshman year and 823 at various stages of their undergraduate careers. Of the 1,250 students enrolled in the fall 2012 semester 888 were declared nursing majors, with 311 in their freshman year and 577 at differing stages of their undergraduate careers. Within the 888 declared nursing majors, 85% were female and 15% were male; 32% were from minority groups. International students accounted for 1.2% of the 888 declared nursing majors. Of the 357 students enrolled in the clinical sequence for the fall 2012 semester, 87% were female and 13% were male. Minority students accounted for 18% of fall 2012 clinical course enrollment, representative of Hispanic, Asian, Black, and Native American ethnicities. The CNAH accounts for approximately 21% of Nicholls enrollment, with nursing accounting for 71% of the CNAH enrollment. In addition to nursing, the College offers four other programs within the Department of Allied Health: Athletic Training, Communicative Disorders, Dietetics, and Health Sciences. The College also has a division of Continuing

6 2 Education and Faculty Development, which has a Continuing Nursing Education (CNE) program for registered nurses. The CNE program received initial approval by the Louisiana State Board of Nursing (LSBN) and initial accreditation by the American Nurses Credentialing Center (AACN) as a provider of continuing nursing education in The CNE program has continued to receive LSBN approval and AACN accreditation since implementation of the program, with reaccreditation scheduled for spring Historically, nursing at Nicholls had its beginnings in 1968 when the Department of Nursing was initially organized and received LSBN approval to offer an Associate of Science degree in nursing (ASN). The first ASN class graduated in 1969 under the College of Life Sciences and Technology. The ASN program was initially accredited by the National League for Nurses (NLN) in 1983, and accredited again in 1988, and The ASN program was last fully accredited by the NLNAC in 2004 prior to program closure in May of 2008 as a result of the governor s statewide initiative to grow a community college system. This initiative resulted in 2- year programs in university settings to close and open in nearby community colleges. Currently, the Department of Nursing is comprised of the BSN and MSN programs. The BSN program has students matriculating as traditional or generic, RN to BSN, and LPN to BSN. The largest number is matriculating as generic or traditional students. The BSN program received LSBN approval to admit its first class in the fall of The first class of 27 BSN students graduated in the spring of 1986 and received initial accreditation by NLN in the spring of The BSN program again received full accreditation by NLN in In 1998 CCNE granted preliminary approval to the BSN program and in 2003 the program received initial accreditation by CCNE and continued accreditation by NLNAC. The BSN program has received full approval by the LSBN annually. Additionally, Nicholls is one of four member institutions offering the MSN degree under the auspices of the Intercollegiate Consortium for a Master of Science Degree in Nursing (ICMSN). The ICMSN was initiated in 1989 and is accredited by CCNE. Nicholls officially became a member of the ICMSN in August of 2012 and enrolled its first class of 24 graduate students in the spring of The ICMSN will undergo the reaccreditation process in March 2013, with Nicholls scheduled to be visited on Tuesday, March 5, Undergraduate courses are offered at only one campus location; all clinical courses in the BSN program are offered within 60 miles of the Thibodaux-Houma area. The program consists of 120 credit hours and can be completed in eight regular semesters of full-time study. Students in the BSN program experience a vast array of learning opportunities centered around the cultural, educational, and health needs of individuals, families, communities and populations

7 3 in the south central Louisiana region; while at the same time being exposed to the diversity of the cultural and ethnic backgrounds found in the global society. NCLEX-RN pass rates for firsttime exam writers of Nicholls nursing graduates are some of the highest in the country and frequently exceed state and national averages. The Department of Nursing enjoys tremendous support of alumni and others within the university and the community. The BSN program is widely considered by community members to be a premier program. Many of the Department s graduates hold senior level leadership roles in major health care agencies in the region, state, and nation. Health care organizations and other entities in the area support the Department by endowing scholarships for students and professorships for faculty; providing faculty support for clinical teaching; collaborating on research projects; employing and mentoring nursing students; funding student tuition and faculty salaries for workforce development; and by donating supplies and equipment to the department. Faculty members in the Department of Nursing are recognized by their community and clinical practice peers as leaders, innovators, and clinicians as well as administrative experts.

8 4 SELF STUDY TEMPLATE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals, and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Elaboration: The program s mission statement, goals, and expected student outcomes are written and accessible to current and prospective students. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree programs exist. Expected student outcomes are clear and may be expressed as competencies, objectives, benchmarks, or other language congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses, including those required by CCNE and any additional program-selected guidelines. A program preparing students for specialty certification incorporates professional standards and guidelines appropriate to the specialty area. A program may select additional standards and guidelines (e.g., state regulatory requirements), as appropriate. Compliance with required and program-selected professional nursing standards and guidelines is clearly evident in the program. Program Response: The mission/philosophy of the Bachelor of Science in Nursing (BSN) program at Nicholls State University (Nicholls) stems from, and is congruent with, the University of Louisiana System (ULS), Nicholls, the College of Nursing and Allied Health (CNAH), and the Department of Nursing (DON) mission statements. The ULS emphasizes teaching, research, and community service as its fundamental mission to enhance the quality of life for Louisiana citizens. Nicholls

9 5 revised its mission in 2011 to further define its mission as educating a diverse student body in a culturally rich and engaging learning environment to support the educational, cultural, and economic needs of its service region while cultivating productive, responsible, and engaged citizens. At the CNAH level the mission is focused on preparation of well-educated healthcare professionals to meet the healthcare needs of the service region and global society through teaching, research, and service in a student-centered environment that fosters faculty, staff, and student engagement. The CNAH mission is further extended by offering continuing education activities for healthcare professionals. At the DON level, the mission focuses on the preparation of professional nurses at the undergraduate and graduate levels as leaders, managers, and providers of care to enhance the health of individuals, families, communities, and populations across the lifespan by providing excellent comprehensive nursing education. The BSN program mission/philosophy emphasizes teaching through partnership to prepare leaders in nursing who are socially responsible, caring, and engaged citizens who will practice safe, patient-centered, evidence-based care across the lifespan within a dynamic and complex healthcare system. This is realized through a commitment to the teaching/learning process and lifelong learning in a personalized, culturally rich, and vibrant learning environment utilizing excellence in teaching, research, and service. The common threads of teaching, research, and service to provide well-educated professionals to meet the demands of the regional, state, and global societies are evident throughout the respective mission statements. A comparison of the mission of the ULS, Nicholls, CNAH, DON, and BSN program is presented in Table 1.A-1.

10 6 Table 1.A-1 Comparison of University of Louisiana System, Nicholls State University, College of Nursing and Allied Health, and Bachelor of Science in Nursing Program Mission University of Nicholls State College of Nursing Department of Bachelor of Science Louisiana System The fundamental mission of the System is to emphasize teaching, research, and community service to enhance the quality of life for the State's citizens. Through this mission, students are afforded experiences to discover, create, transmit, and apply knowledge. University Nicholls State University is a student-centered regional institution dedicated to the education of a diverse student body in a culturally rich and engaging learning environment through quality teaching, research, and service. Nicholls supports the educational, cultural, and economic needs of its service region and cultivates productive, responsible, and engaged citizens. and Allied Health The College of Nursing and Allied Health at Nicholls State University is to prepare students to contribute to a global society and a diverse workforce as productive, responsible, and engaged citizens, and as well-educated healthcare professionals to meet the healthcare needs of the service region and beyond. This is accomplished by continuously improving its teaching, research, and service in a student-centered, culturally rich and dynamic learning environment that fosters faculty, staff, and student engagement. The College extends its mission beyond Nursing The mission of the Department of Nursing is to prepare professional nurses at the undergraduate and graduate levels as leaders, managers, and providers of care to enhance the health of individuals, families, communities, and populations across the lifespan by providing excellent comprehensive nursing education in nationally accredited and state approved programs, promoting research and evidence-based nursing, and advocating for improved health care delivery systems. The Department utilizes quality teaching, research, and service in a culturally rich and dynamic learning environment fostering in Nursing Program The mission of the Bachelor of Science in Nursing (BSN) Program at Nicholls State University is consistent with the mission statements and goals of the University, the College of Nursing and Allied Health, and the Department of Nursing. The BSN Program is dedicated to offering a state approved and nationally accredited program of study designed to prepare graduates for registered nurse licensure and ultimately to communicate and practice safe, patientcentered, evidencebased care across the lifespan, within a dynamic and complex healthcare system. The mission is further

11 7 instruction by offering continuing education activities for healthcare professionals. The College is dedicated to continuous quality improvement through systematic assessment and evaluation of program outcomes, processes, and current and former students. student, faculty, and staff engagement. realized by faculty who are committed to teaching through partnership in order to prepare leaders in nursing who are socially responsible, caring, and engaged citizens. Faculty facilitate commitment to the teaching/learning process and lifelong learning by utilizing excellence in teaching, research, and service in a personalized, culturally rich, and vibrant learning environment.

12 8 The BSN program has established goals that are congruent with the program s mission/philosophy. These goals are guided by The Essentials for Baccalaureate Education for Professional Nursing Practice (The Essentials) (AACN, 2008), professional nursing standards in Nursing: Scope and Standards of Practice (American Nurses Association, 2010), the Louisiana State Board of Nursing (LSBN), and the needs of the community served by the program. The BSN program goals are: 1. Maintain program approval at the state level and accreditation at the national level by an ongoing program evaluation process by faculty and students. Outcome A. Develop criteria for ongoing program evaluation of quality care in nursing practice based on state and national standards. Strategies: 1) Maintain state approval 2) Maintain national accreditation 3) Maintain effective program evaluation plan Outcome B. Identify BSN Program strengths and address areas that need improvement through the collaborative efforts of faculty and students utilizing evaluation data. Strategies: 1) Identify strengths 2) Identify and address areas that need improvement 2. Prepare students to take the NCLEX-RN licensure examination by providing a diverse group of students with a BSN degree through the implementation of principles of adult learning in a variety of teaching/learning modalities, and by fostering the development of critical thinking skills relevant to the development of professional nursing practice. Outcome A. Demonstrate ability to provide patient-centered competent nursing care while incorporating critical thinking and decision making skills governed by professional, legal, and ethical standards. Strategies: 1) Maintain the NCLEX-RN licensure exam pass rate above national average 2) Maintain Assessment Technologies Institute (ATI) scores at a Level 2 Proficiency 3) Maintain satisfactory clinical performance through competency based criteria

13 9 Outcome B. Utilize research findings as a basis of practice for health promotion and disease prevention in diverse populations across the lifespan and an increasingly interconnected global society. Strategies: 1) Enhance opportunities for theory, clinical, and research activities 2) Utilize evidence-based practices within the classroom and practice areas 3) Implement Systematic Plan for Program Evaluation (SPPE) Outcome C. Utilize effective communication skills and information technology to acquire, develop, critique, and convey information to all who seek it. Strategies: 1) Enhance opportunities for teaching learning projects (theory/clinical) 2) Evaluate ATI Critical Thinking exam entry and exit scores 3) Provide experiences in the use of information technology in theory/clinical Outcome D. Incorporate the nursing roles of provider of care, designer/manager/coordinator of care, and member of a profession into practice of nursing to provide evidence-based care. Strategies: 1) Provide a variety of teaching/learning and reality-based simulated activities 2) Provide opportunities for diverse clinical observations 3) Promote use of research critique 4) Maintain SPPE 3. Provide nurses who can assume a variety of roles in the ever-changing health care environment, and ensure quality, cost-effective care to diverse populations across settings. Outcome A. Provide patient centered care across diverse settings utilizing the nursing process. Strategies: 1) Maintain satisfactory completion of clinical evaluation tool 2) Maintain minimum passing score of 77% on theory component in nursing courses

14 10 Outcome B. Improve healthcare delivery through leadership and collaboration with interprofessional health care teams, promoting comprehensive, cost effective, quality care to diverse populations across the lifespan. Strategies: 1) Implement change proposals in clinical agencies 2) Provide opportunities for student participation in leadership roles within University and community 3) Evaluate final grades in clinical nursing courses 4) Evaluate laboratory/clinical performance 5) Evaluate employment rates of graduates across settings 6) Evaluate employers satisfaction of graduates (1- and 5-years) 4. Encourage excellence in teaching/learning by encouraging faculty to participate in pertinent continuing education, recruiting qualified faculty for all specialty areas, and creating an environment which is conducive to the advancement of nursing practice. Outcome A. Contribute to the advancement of nursing practice through involvement in research, education, and service activities, all of which foster lifelong learning, networking, and inter- and intraprofessional collegiality. Strategies: 1) Participate in research grants, publications, presentation evidence 2) Promote nursing certifications 3) Promote enrollment in continuing nursing education activities 4) Promote participation in community service activities Outcome B. Facilitate recruitment and retention of qualified faculty. Strategies: 1) Promote attendance at professional development activities 2) Maintain clinical competencies 3) Encourage specialty nursing certifications 4) Maintain participation in faculty search committees 5) Foster educational endeavors for faculty development 5. Maintain number of graduates through recruitment and retention efforts. Outcome A. Facilitate recruitment and retention of students in the BSN program. Strategies: 1) Promote minority enrollment 2) Augment number of applications received

15 11 Outcome B. 3) Maintain retention rates 4) Enhance retention and recruitment efforts Enhance efforts to recruit and retain LPNs and RNs wishing to pursue a BSN degree through established matriculation and articulation guidelines while recognizing extant knowledge. Strategies: 1) Promote minority enrollment for LPNs and RNs 2) Augment number of LPN and RN applications received 3) Maintain retention rates for LPNs and RNs 4) Enhance efforts for retention and recruitment of LPNs and RNs The BSN curriculum culminates in a set of expected student learning outcomes that flow from the mission and goals of the program. The expected outcomes define the knowledge, skills, and attitudes that the graduate is expected to demonstrate upon completion of the curriculum, and are informed by The Essentials (AACN, 2008), professional nursing standards in Nursing: Scope and Standards of Practice (American Nurses Association, 2010), and the competencies of the Quality and Safety Education for Nurses (QSEN) Institute (QSEN, 2007). The BSN expected student outcomes are further defined in Table 1.B-1. The BSN program mission/philosophy, goals, and expected student outcomes are written and accessible to prospective and current students, and the community of interest on the DON and BSN program websites as well as in the BSN program student handbook. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. The program afforded the community of interest the opportunity to submit third-party comments to CCNE, in accordance with accreditation procedures. Program Response: The BSN program has an established mechanism through the Systematic Plan for Program Evaluation (SPPE) that provides for review and revision (as necessary) of the

16 12 mission/philosophy, goals, and expected student outcomes at least every three years and as appropriate. The process of review and revision includes incorporation of the most current standards and guidelines as defined by The Essentials (AACN, 2008), professional nursing standards in Nursing: Scope and Standards of Practice (American Nurses Association, 2010), the competencies of the QSEN Institute (QSEN, 2007), and the Louisiana State Board of Nursing Standards and Requirements for Nursing Education Programs. The community of interest for the Nicholls BSN program includes current students, faculty, employers, and alumni. Surveys and end of course evaluations are used by the program to identify the needs and expectations of this community, as well as the level of satisfaction with the program and its graduates. Current students and faculty are provided the opportunity to express their satisfaction, needs, and expectations every academic semester. Employers of Nicholls BSN graduates are surveyed every year, and administrative representatives of those institutions and other community interest areas are invited to the Nursing Advisory Council meeting each year for face-to-face feedback and discussion. Alumni of the program are surveyed at 1- and 5-year periods to assess program satisfaction, workforce involvement, and continued educational pursuit. Information regarding the needs and expectations of the community of interest gathered through the various surveys and meetings are used to inform the review and revision of the mission/philosophy, goals, and expected student outcomes as necessary. In addition to ongoing opportunities to provide feedback through surveys and meetings, the community of interest was afforded the opportunity to provide specific feedback related to the program through the submission of third-party comments made directly to the CCNE, in accordance with accreditation procedures. Letters were mailed to constituent agencies holding contracts with the school of nursing in early January, Additionally, notices were placed with local service area newspapers and announcements were posted to the CNAH, DON, and BSN program websites inviting public comment directly to the CCNE. The BSN program mission/philosophy, goals, and expected student outcomes were last reviewed and revised during the academic year following revision of the University mission, which was undertaken to align with the University s new strategic plan. As well, it was deemed necessary to make revisions to the BSN program mission/philosophy, goals, and expected student outcomes to better incorporate recommendations from The Essentials (AACN, 2008), professional nursing standards in Nursing: Scope and Standards of Practice (American Nurses Association, 2010), and the competencies of the QSEN Institute (QSEN, 2007). Proposed revisions were developed through ongoing meetings with the department head,

17 13 program director, and curriculum committee. Proposed revisions were presented to the full faculty throughout the academic year with consensus approval resulting in the current set of mission/philosophy, goals, and expected student outcomes for the BSN program. Table 1.B-1 contains the current expected student outcomes and corresponding Essentials for Baccalaureate Education for Professional Nursing Practice, Nursing: Scope and Standards of Practice, and Quality and Safety Education for Nurses competencies.

18 14 Table 1.B-1 BSN Program Expected Student Outcomes with Corresponding AACN Essentials of Baccalaureate Education for Professional Nursing Practice, ANA Standards of Nursing, and Quality and Safety Education for Nurses Competencies Expected Student Outcome The graduate should be able to: 1. Demonstrate the ability to provide quality, safe, patientcentered, evidence-based care governed by professional, ethical, and legal standards in all settings and at all levels of health. Corresponding AACN Essential Essential III: Scholarship for Evidence Based Practice- Professional nursing practice is grounded in the translation of current evidence into one s practice. Essential VII: Clinical Prevention and Population Health- Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Corresponding ANA Standard Standard I: Assessment- The registered nurse collects comprehensive data pertinent to the patient s health or situation. Standard II: Diagnosis- The registered nurse analyzes the assessment data to determine the diagnoses or issues. Standard III: Outcomes Identification- The registered nurse identifies expected outcomes for a plan individualized to the patient or the situation. Corresponding QSEN Competency Competency I: Patient-centered Care- Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values, and needs. Competency III: Evidence-Based Practice- Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. Essential VIII: Professionalism and Professional Values- Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Standard IV: Planning- The registered nurse develops a plan that prescribes strategies and alternatives to attain expected outcomes. Standard V: Implementation- The registered nurse implements the identified plan.

19 15 2. Incorporate information and technology using critical thinking for clinical reasoning and quality improvement to communicate, manage knowledge, mitigate error, and support decision making. Essential IX- Baccalaureate Generalist Nursing Practice- The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. Essential IV: Information Management and Application of Patient Care Technology- Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Standard VI: Evaluation- The registered nurse evaluates progress toward attainment of outcomes. Standard VII: Ethics- The registered nurse practices ethically. Standard IX: Evidence-Based Practice and Research- The registered nurse integrates evidence and research findings into practice. Standard XI: Communication- The registered nurse communicates effectively in a variety of formats in all areas of practice. Competency IV: Quality Improvement- Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. Competency VI: Informatics- Use information and technology to communicate, manage

20 16 3. Integrate the three roles of provider of care, designer/manager/coordinator of care, and member of the profession in all areas of nursing practice with a commitment to lifelong learning through continuous self-evaluation. Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice- A solid base in liberal education provides the cornerstone for the practice and education of nurses. Standard VIII: Education- The registered nurse attains knowledge and competence that reflects current nursing practice. Standard XII: Leadership- The registered nurse demonstrates leadership in the professional practice setting and the profession. knowledge, mitigate error, and support decisionmaking. Competency I: Patient-centered Care- Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values, and needs. 4. Analyze the health care environment and its impact to determine patient safety needs. 5. Function effectively within organizational systems as a leader in nursing and inter- Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes- Communication and Collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential II: Basic Organizational and Systems Standard XIV: Professional Practice Evaluation- The registered nurse evaluates her or his own nursing practice in relation to professional practice standards and guidelines, relevant statutes, rules, and regulations. Standard XVI: Environmental Health- The registered nurse practices in an environmentally safe and healthy manner. Standard X: Quality of Practice- The registered nurse Competency V: Safety- Minimizes risk of harm to patients and providers through both system effectiveness and individual performance. Competency II: Teamwork and Collaboration-

21 17 professional teams fostering open communication, mutual respect, and shared decision making to provide quality care. 6. Value the impact of economic and political dynamics in the context of health care for participation and contribution in the shaping of health care policy. Leadership for Quality Care and Patient Safety- Knowledge and skills in leadership, quality improvement and patient safety are necessary to provide high quality health care. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes- Communication and Collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential V: Health Care Policy, Finance, and Regulatory Environments- Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. contributes to quality nursing practice. Standard XI: Communication- The registered nurse communicates effectively in a variety of formats in all areas of practice. Standard XIII: Collaboration- The registered nurse collaborates with healthcare consumer, family, and others in the conduct of nursing practice. Standard XV: Resource Utilization- The registered nurse utilizes appropriate resources to plan and provide nursing services that are safe, effective, and financially responsible. Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.

22 18 I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes. Elaboration: Expected faculty outcomes are clearly identified by the nursing unit, are written, and are communicated to the faculty. Expected faculty outcomes are congruent with those of the parent institution. Program Response: Expected faculty outcomes in the areas of teaching, research/creative work, and service are clearly identified in the Department Head Annual Performance Evaluation of Faculty for the BSN program for both tenure and non-tenure track faculty. Additionally, the Department of Nursing Promotion and Tenure Policy guidelines further define the expectations of faculty within the BSN program. Newly hired faculty complete an orientation checklist that includes specific reference to the annual performance evaluation and the promotion and tenure policy. The promotion and tenure guidelines are consistent with, and flow from, the Nicholls policy for promotion and tenure. Every faculty member in the BSN program is evaluated on an annual basis. Faculty members enter evidence of their accomplishments in the areas of teaching, research/creative work, and service into the Digital Measures database where it is then reviewed by the department head. Once this review has been completed the department head produces a written evaluation and meets individually with each faculty to review and jointly sign the evaluation. Evaluations are then submitted up the chain for review by the Dean and the Vice-president for Academic Affairs. Faculty have the opportunity to appeal the evaluation results if there is disagreement (Nicholls State University Policy and Procedure Manual, Section , p. 110). At the completion of each individual evaluation the department head and faculty set mutually agreed upon goals for the next evaluation period based upon the mission, goals, and expected student outcomes in place at that time. Faculty do reserve the right to update/modify the mutually agreed upon goals as the year progresses. Achievements in teaching may be evidenced through delivery of instruction ratings (comprised of student and administrative evaluations), currency in field, professional improvement, innovation in teaching, accessibility to and interaction with students, and other things such as service learning opportunities and initiatives involved in at the University level that support the Quality Enhancement Plan. Research/creative work is evidenced through publications, scholarly presentations, grantsmanship, editing of scholarly work, and other creative works as defined by the discipline. Service includes activities such as student advising, providing student services, administrative services, University services, professional organization service, consulting services, community workshops or conferences, and speaking

23 19 as an invited guest at public functions. Data from Digital Measures provides evidence for the Systematic Plan for Program Evaluation to support the mission, goals, and expected student outcomes in the BSN program. I-D. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Program Response: The participatory roles of faculty and students in program governance are defined in the Department of Nursing Faculty Handbook in the bylaws section. The Department of Nursing Faculty Handbook is sent electronically to each faculty member, is located on the University M drive, and is available in hard copy in the Department Head s office. At the beginning of each academic year nominations for student representatives are sought and voted on by each class of students (sophomore, junior, and senior) for committee membership. The BSN Faculty Assembly is comprised of all full-time BSN faculty, one student representative from each class of students and each articulation (LPN to BSN, RN to BSN), and the Department Head as exofficio. All full-time faculty members have a voice and voting privileges; student members and ex-officio have a voice, but no vote. Functions of the BSN Faculty Assembly include, but are not limited to, maintaining educational standards of licensing and accrediting bodies, assuming primary responsibility for the curriculum, systematically assessing the program to foster improvements, and voting on all matters referred to the assembly. Reporting to the faculty assembly are three standing committees, as follows: 1. Committee on BSN Admissions, Progressions, Scholarship and Honors - Comprised of a minimum of 5 appointed members. Student representation is not permitted on this committee due to the privacy of student academic records. Functions of the committee include, but are not limited to, reviewing and clarifying requirements for admission into the program; reviewing academic records of applicants and recommending students for admission to the program; collecting and analyzing data on graduation rates, retention rates, time to degree completion, etc.; recommending students for available scholarships; reviewing and recommending requirements for retention and promotion of students in the program. 2. Committee on BSN Curriculum - Comprised of 6 appointed teaching faculty members, ensuring that all three class levels of the program are represented; one student representative from each class level, and one student from each articulation program. Functions of this committee include, but are not limited to, monitoring and reviewing the

24 20 relevancy and currency of the BSN curriculum, including policies and procedures; reviewing and recommending curriculum changes to the faculty assembly. 3. Committee on BSN Evaluation and Research - Comprised of 6 members of the faculty assembly and one student member. Functions of this committee include, but are not limited to, planning and implementing methods of program evaluation, ongoing evaluation of the BSN program according to standards of the approving and accrediting agencies, encouraging and assisting in the development of research grants and active research projects. The director of the BSN program serves as chair of the BSN Faculty Assembly Committee; chairs of the standing committees are appointed by the program director on an annual basis. Members of the standing committees are appointed by the program director, with faculty preferences considered. In addition to the program-level governance structure, faculty and students also participate in governance at the CNAH level and the University level. Faculty members serve on the Continuing Nursing Education and Faculty Development Committee within the CNAH and are appointed by the chair of said committee. At the University level faculty may be elected or appointed to the Academic Policies and Procedures Committee, Courses and Curricula Committee, Faculty Senate, General Education Assessment Committee, Grievance Committee, Library Committee, Research Council, Promotion and Tenure Appeals Committee, Faculty Welfare, and others. Appendix A provides a table of faculty participation on committees. Student participation in governance at the University level is primarily through the Student Government Association, where student representatives from the colleges are elected to senator positions. Students also contribute to governance of the program through the Nicholls Association of Student Nurses, a student-run organization serving as a forum for idea sharing to create community service-learning projects and program improvement ideas, and through student end of course evaluations completed each semester See Standard III-D and III-E for further information regarding end of course evaluation results. See Appendix A-1 through A-3 for the college, department, and program organizational charts. The university organizational chart will be available in the resource room.

25 21 I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree completion requirements, tuition, and fees are accurate. Elaboration: A process is used to notify constituents about changes in documents and publications. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. Program Response: Information related to the BSN program s curricula, expected outcomes, accreditation and approval status, academic calendar, recruitment and admission policies, transfer credit policies, grading policies, degree completion requirements, tuition and fees is accurate and current as published in the Nicholls Academic Catalog. The University has a defined process for updating the contents of the catalog each academic year including notification to College Deans to submit changes for the next academic year. The Dean shares this information with the Department Head, who consults with the Program Director and BSN faculty for submission of changes. The Academic Catalog is also available on the Nicholls website. At the program level the BSN Student Handbook defines the curricula, expected outcomes, accreditation and approval status, recruitment and admission policies, grading policies, degree completion policies, progression policies unique to the BSN program, licensing requirements upon degree completion, and other policies related to the BSN program. Information regarding registered nursing licensing in the student handbook also includes hyperlinks to the Louisiana State Board of Nursing website for further information and clarification. This document is reviewed each academic year for accuracy and currency and is available in the Department of Nursing office and on the program website. Changes in the documents are disseminated in a number of ways. The Nursing Advisory Council, comprised of the Dean, Department Head, Program Director, and administrative representatives from healthcare institutions holding contracts with the program meet each spring to discuss the needs of the program and the institutions. This meeting also serves as an avenue to disseminate information regarding any changes within the program. Students in the program, new admissions and returning, attend a mandatory BSN Assembly at the beginning of each academic semester for the purpose of reviewing existing BSN program policies and procedures including any additions or changes. Furthermore, they may be notified of changes through many avenues including classroom meetings, syllabi, the electronic learning platform Moodle, the student school newspaper The Nicholls Worth, and the electronic message board located in the lobby of the CNAH.

26 22 I-F. Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Elaboration: Nursing faculty are involved in the development, review, and revision of academic program policies. Differences between the nursing program policies and those of the parent institution are identified and are in support of achievement of the program s mission, goals, and expected student outcomes. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. There is a defined process by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. Program Response: Policies of Nicholls and the BSN program are mostly congruent with few exceptions. All students intending to apply for the clinical sequence of the BSN program must first meet the general requirements for admission to the University. These requirements are fair and equitable, and are published and current in the University Academic Catalog and available on the University website. As a selective admission major, the BSN program has policies in place that exceed those of the University and are tailored to the requirements of the licensing board. Students applying to the BSN program must exhibit evidence of being academically, mentally, physically, and emotionally capable of performing safe, competent, professional acts of nursing care. Furthermore, students must submit to a criminal background check and be cleared by the Louisiana State Board of Nursing (LSBN) to enroll in clinical nursing courses. Academically, students must have at least a minimum grade point average (GPA) of 2.75 in the prerequisite course work, with no grade less than a C to be eligible to apply. Once admitted, students must maintain a cumulative GPA of 2.0 with no grade less a C to progress through the clinical sequence. Degree requirements must be completed within 7 years from the date the student was admitted into the clinical sequence. Students are permitted one failure or withdrawal once admitted to the clinical sequence and may apply for readmission to continue in the clinical course work. However, any subsequent failure or withdrawal will result in dismissal from the program. Policies of the parent institution are published in the Academic Catalog and the University website, and are reviewed and revised according to a defined process. Policies of the BSN program are published in the Nicholls Academic Catalog and the BSN Student Handbook, and are available on the respective websites. The BSN program policies relating to recruitment, admission, retention, and progression are informed by the Committee on BSN Admissions, Progressions, Scholarship, and Honors and the BSN Faculty Assembly and are reviewed on a

27 23 yearly basis. Recommendations for changes are addressed in the BSN Faculty Assembly and forwarded to the Department and Dean for consideration. Changes occurring as a result of recommendations are disseminated through the Nursing Advisory Council meetings, Mandatory BSN Student Assembly, classroom, Moodle, syllabi, Academic Catalog, and BSN Student Handbook. I-G. There are established policies by which the nursing unit defines and reviews formal complaints. Elaboration: The program s definition of a formal complaint and the procedure for filing a complaint are communicated to relevant constituencies. The program follows its established policies/procedures for formal complaints. Program Response: A formal complaint exists when a student or faculty member feels that their rights or responsibilities have been violated, and they commit their grievance to written form. There are defined policies at both the University and Departmental levels to address formal grievances of students and faculty. Faculty grievances are referred to the Nicholls Policy and Procedure manual available on the University website and the Office of Human Resources. At the departmental level BSN students are directed to address a problem or complaint following the established chain-of-command until resolution is achieved: begin with the person where the problem or complaint began; then, if no resolution is achieved move through the course coordinator, BSN Program Director, Department Head, Dean. If resolution remains unsatisfactory the student may wish to file a formal grievance as outlined in the BSN Student Handbook. The formal grievance policy defines steps and timelines that must be followed to insure a timely and equitable resolution for the student. If resolution is not achieved through a formal grievance hearing at the departmental level the student may consult the Dean of the CNAH and pursue a grievance hearing at the College level. If the matter is not resolved at the College level the student may pursue an academic grievance at the University level as described in the University s Code of Student Conduct manual available to all students. All grievance procedures are written and accessible to students through publications including the BSN Student Handbook and the Code of Student Conduct, are accessible via the University and Program websites, and are available in Departmental offices.

28 24 Analysis Strengths of the Program Standard I 1. The BSN program mission/philosophy, goals, and expected student outcomes are congruent with those of the parent institution as agreed upon by at least the set threshold of 90% of the BSN faculty (SPPE, 2009, 2010, 2011). 2. There is demonstrated congruency between the BSN program mission/philosophy, goals, and expected student outcomes, and The Essentials (AACN, 2008), the professional standards outlined in Nursing: Scope and Standards (ANA, 2010), and the competencies described by the QSEN Institute (QSEN, 2007). 3. There is a defined process for reviewing and revising the BSN program mission/philosophy, goals, and expected student outcomes. Revision occurs when there are changes made by the University, approval and/or accrediting bodies, and feedback from current students, alumni, or other community of interest entities. 4. The expectations of faculty in the BSN program for the areas of teaching, scholarship, and service are clearly defined, accessible to the faculty, and congruent with the expectations of the University. Evaluations are completed annually and plans are formulated for the future. 5. Faculty and students are afforded the opportunity to participate in program governance through committee membership within, and outside, of the BSN program. Faculty preference is considered in committee assignments. 6. Documents and publications regarding the BSN program are accurate and current, and include resources at the University and Program level. Documents and publications are reviewed periodically through both University and Program committees, and are revised as appropriate. There are many processes in place to disseminate information regarding changes to documents and publications including advisory board meetings, mandatory student assemblies, classroom meetings, print and electronic media. There is a dedicated point of contact in the Department of Nursing serving as webmaster who is capable of making timely changes to the website and communicating electronically with students via Academic policies of the University and BSN program are largely congruent, with relevant exceptions related to the selective admission process of the BSN program. All policies are available to prospective and current students via the University Academic Catalog and the BSN Student Handbook, both available via the University and Program websites.

29 25 8. There is a defined process for accepting and reviewing formal complaints made toward the BSN program. Confidential data regarding formal complaints are kept in a locked file housed in the Department Head s office. Areas for Improvement 1. Student involvement in program governance. Action Plan 1. The Program Director will meet directly with the elected student representatives to discuss the scheduling of committee meetings and student schedules. When conflicts arise in scheduling efforts will be made to accommodate all committee members for maximum attendance. 2. A calendar of planned meeting dates and times will be distributed to student members of committees at the beginning of each academic semester. If the student has scheduling conflicts a replacement student representative will be sought. 3. reminders will be sent to all student members one week ahead of scheduled meetings.

30 26 STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Elaboration: The budget enables achievement of the program s mission, goals, and expected student and faculty outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected student and faculty outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate. Program Response: The mission/philosophy, goals, and expected outcomes of the BSN program are supported by the parent institution through continued commitment regarding fiscal and physical resources. Fiscal Resources Fiscal resources are sufficient to support the achievement of the program mission, goals, and expected outcomes of the BSN program. The operating budget for the unit is reflexive to program need. From FY to FY 11-12, the DON budget ranged from $1,267,626 to $2,322,172. Table II-A.1 displays the Department of Nursing budget for the past three fiscal years. Annually, proposed budget requests are prepared by the department head and submitted to the academic dean. Faculty is involved in budget planning and requests are received via the Faculty End of Course Evaluation tool which is completed by each faculty member at the end of every semester. Recommendations are considered for inclusion in budget requests.

31 27 Table II.A-1 Department of Nursing Budget Line Item Operating Salaries/Personnel $1,068,816 $1,740,277 $2,118,615 Capitation Salaries $730,817 $225,188 N/A Travel $8,000 $8,000 $8,000 Operating $32,975 $33,353 $33,543 Supplies $23,600 $33,700 $29,948 Other $134,235 $151,206 $132,066 Totals $1,998,443 $2,191,724 $2,322,172 An important fiscal resource for the BSN program was participation in the Board of Regents Capitation Program which provided dollars for expanded student enrollment in response to workforce demands. Exceptional Session semesters were offered in 10-week sessions in the summers of 2008, 2009, and Annual generic admissions totaled 180, 180, and 168 respectively; faculty salaries were supported as a result. Also, support stipends for master s education and doctoral education for nurse educator workforce development were offered. Five (5) faculty were sponsored and completed the masters of which three (3) remain as current faculty. Four (4) faculty were sponsored and have completed doctoral education and one (1) is a doctoral candidate. All five remain as current faculty. The program has benefited and exponentially increased the number of doctoral prepared faculty to nine (9) or 33% (9/27). The stipend program has enhanced the continued development and implementation of the BSN program. The parent institution also provides alternative mechanisms for funding respective of building and classroom renovations and technology enhancements. This includes, but is not limited to the awarding of Library and Scientific funds for audio-visual upgrades, the opportunity for grant submissions through the Office of Research and Sponsored Programs, Student Technology Fee Proposals as well as special project requests submitted via the Annual Plan for the department, linked to the college and university s strategic goals. In fall of 2011, funding for student projects provided the financial support to construct stages/platforms in two (2) classrooms in the effort to visually enhance the student learning environment. The need was communicated by and through faculty and student end of course evaluation. In the current FY 2012 submission cycle for the Louisiana Board of Regents Enhancement Grants, faculty have

32 28 written two (2) unique grants to supplement the simulation laboratory environment. One grant is a collaborative, interprofessional effort between the DON and the Department of Dietetics regarding inclusive assessment of the older adult using high fidelity simulation. The second simulation grant, simulation of the critical care environment, was recognized as significant by an area hospital, resulting in a partnering with Thibodaux Regional Medical Center agreeing to contribute $25, toward the project. An additional grant proposal centered on electronic notebooks and electronic health records in the clinical setting. The parent institution utilizes LiveText, a web-based solution to assist in measuring and reporting outcomes-based learning goals. The BSN program initiated phase-in/implementation of LiveText in the fall of 2011 beginning with the process of rubric development for key assignments with linkage to The Essentials and CCNE Standards. The process of rubric development is ongoing and provides the opportunity to further link evaluation and assessment. As a result of participating in LiveText, the venue has supported the move to electronic faculty and student evaluations. Compensation of Nursing Unit Personnel Faculty salaries for incumbent faculty have remained flat, particularly at the assistant and associate professor rank. Respective of market demand and recruitment of qualified nursing faculty, the salary of new faculty hires was increased. Strategically, salary compression of incumbent faculty occurred. Based on continued trended salary comparison data from AACN and SREB as reported and trended annually in the BSN SPPE, a revised salary range for rank was proposed in 2012 for consideration by University administration. Respective of faculty promotion and market demand and an overall small number of qualified faculty applicant pool, salary adjustment/equity provided the impetus for necessary compensation. The process of salary equity is ongoing. The State of Louisiana continues with budget shortfalls with ripple effects of reduced budgets to the higher education sector. While faculty salaries are typically adjusted via merit, there have been no merit raises for the past five (5) years. Faculty are offered teaching overloads in the academic year and summer contracts when available. For qualified faculty, endowed professorships may be awarded. Effective AY , two new professorships were filled. Dr. Tanya Schreiber was the recipient of the Mary Danos Endowed Professorship in Nursing at $3, and Dr. Todd Keller for the Grace Monk Gueydan Endowed Professorship in Nursing at $3,000.00, with each also carrying a $ travel allowance. There is currently one unfilled endowed chair sponsored by Terrebonne General Medical Center. However, the goal is to divide the endowed chair into several smaller professorships thus serving more faculty members.

33 29 Efforts are continual on part of the dean and department head to maximize salary equity. The challenge will continue to recruit, retain, and compensate qualified nursing faculty in response to market salaries. Applications to the program are and remain in excess of seat capacity. Table II.A-3 depicts the number of applications received, versus the number of students accepted. Table II.A-3 Applications to the BSN Program in Excess of Seat Capacity Number Applied Number Accepted Physical Resources The College of Nursing and Allied Health is housed in Betsy Cheramie Ayo Hall (BCAH), a 73,000 square foot building of which approximately 30,000 square feet is dedicated to nursing. The state-funded facility provides a state-of-the-art, spacious environment for students, faculty, and administrators within the department of nursing. Space allocated to the BSN program includes seven (7) classrooms, ten (10) nursing laboratories, one (1) lecture hall, one (1) auditorium, three (3) conference rooms, one (1) computer lab, one (1) faculty resource center, twenty-seven (27) faculty offices, two (2) administrative office suites for the BSN Program Director and Department Head of Nursing, and one (1) administrative suite for the Dean. Offices are private and outfitted with desks, computers, internet, telephones, and storage and readily accommodate student advising sessions/meetings. Faculty computers are networked to a common printer in the Faculty Resource Center. The classrooms and laboratory facilities are sufficient in size and quality to accommodate and support students and faculty in teaching and learning. In 2011 and 2012, classroom space in BCAH was re-allocated to nursing for the development of new skills laboratories for the Nursing 371, Nursing and the Childbearing Family, and Nursing 381, Nursing and the Childrearing Family. Laboratories are well-appointed with equipment and supplies. Two (2) of the learning labs are designated as simulation labs; one is a Birthing Lab and the other is for Adult Simulation. Development of the labs is on-going; grant efforts have aided in the attainment of high fidelity simulators and mobile computer documentation stations. All classrooms are equipped with computers/internet/projectors; recent audio-visual equipment upgrades were completed in four (4) classrooms and the auditorium to include state-of-the-art interactive sympodiums and document cameras. All faculty and students have access to

34 30 Moodle, the Learning Management System (LMS) utilized by the parent institution. Access to Moodle is via the Internet. Both internet and campus network is available for faculty members to facilitate work. Information Technology provides support as indicated. Ms. Karla Harrison, Instructional Technology Specialist is the technology liaison for the department of nursing. Administrative suites are staffed with an administrative assistant and coordinator to provide clerical assist to aid and support students and faculty. Office equipment is provided and maintained. A work room with secure storage and a meeting space is included in the administrative suites. Each semester, faculty complete the evaluation tool, Faculty Resources, as a mechanism of review for physical and fiscal resources. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s academic support services. Review of academic support services occurs and improvements are made as appropriate. Program Response: Library Support Library resources and support are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Library resources/collections are based on the curriculum, recommendations of resources, and Doody s Core Titles which includes nursing and other associated health-related disciplines. The department of nursing has an assigned faculty member as Library Liaison who coordinates and procures resources. Reciprocally, a library liaison is assigned to the department of nursing. Requests and updates are communicated and/or disseminated through the BSN Faculty Assembly and Faculty Organization Assembly meetings. Recently, the Library has undergone thorough review of current holdings and faculty have communicated needs accordingly. Also, library databases are sufficient to support student and faculty teaching/learning and research; the internet provides ease of access to the databases. For example, students are expected to include evidencebased research when planning care for patients. The electronic databases provide a mechanism of access for necessary resources. Also, the physical presence of the library exists on campus and provides space, resources, computer stations, and librarians to assist both students and faculty. The library also offers drop-in classes of which faculty utilize; librarians

35 31 show-case and demonstrate the use of available library resources and those resources relative to nursing course outcomes and objectives. Furthermore, embedded reference librarians are available which increase faculty and student ability to accurately and thoroughly use all online resources. In addition to reference sources, the University library has numerous computer workstations with Internet access available to students. Library databases include subject-specific nursing databases as well as interdisciplinary databases to include the Cochrane Library, ProQuest, CINAHL Plus with full text, MEDLINE, and others. Technology Support The parent institution utilizes and provides support for the designated LMS, Moodle, for course offerings. The Center for Advancing Faculty Engagement (CAFÉ) provides both technical and non-technical workshops for faculty as well as one-on-one support if needed. As the BSN program transitioned course offerings via distance learning, the LMS platform further supports teaching/learning and communication via discussion forums, online submission of assignments, online gradebooks, and links to relevant references and resources. Mr. Ryan Dubina, Moodle Administrator, Dr. Lori Soule, Director of the CAFÉ and Nicholls Online, Dr. Andrew Simoncelli, Coordinator of the Office of Distance Learning, along with Information Technology Specialists, provide assistance in the implementation of the learning system. Students entering the university are provided orientation to the LMS. Minimal hardware/software requirements for the LMS is provided and outlined in the BSN Student Handbook. The department of nursing houses a designated computer laboratory for students in the College of Nursing and Allied Health. The lab is maintained jointly by the DON, the Office of Academic Computing in regard to maintenance/repair, and the Student Technology Fee Committee. Requests for monies to replace/upgrade technology-focused equipment for student use may be submitted annually to the Student Technology Fee Committee for consideration. A nursing faculty and nursing student provide committee representation. Faculty offices are equipped with phones, computers, and internet access and are maintained, repaired, or replaced as indicated. Classrooms have audio-visual equipment for student and faculty use. Technology support is available and sufficient. A digital message board in the lobby of BCAH is also in use as a method of communication and information sharing. Faculty and students are apprised of scholarship applications, meetings, and events and provides a venue to showcase participation and accolades. Concurrently, effort is ongoing to secure funding to upgrade network infrastructure in the nursing building to further support technology-applications and virtual computer labs. This upgrade would allow the program to move toward an electronic

36 32 textbook platform, with each student responsible for purchasing their own personal computer with Wi-Fi capabilities to be used in the program. In 2011, the BSN program sought expanded teaching-learning opportunities and strategies with the use of an electronic health record (EHR) documentation system. Support and technical collaboration provided by the parent institution brought the opportunity to fruition. Distance Education The Office of Distance Learning serves to establish policies and procedures and faculty development initiatives related to teaching and evaluating web-based courses. Currently, 100% of BSN faculty is certified in Quality Matters (QM), an online instructional offering centered on improving course applications, assignment and outcome alignment, and assessment of online course delivery. The CAFÉ provides a mechanism for technical and non-technical workshops for faculty development. Instructional and Information Technology support is provided for both student and faculty. Two (2) nursing faculty are certified Quality Matters Peer Reviewers and currently, two nursing faculty serve on the Distance Learning Committee. Students enrolled in distance education courses are afforded the same academic support services as a student in a land-based course. Research Support Nursing faculty are provided private offices with computers, software, internet access, and the availability of technical and library support. The library offers access to scholarship through scholarly journals and other references through its databases. Reference librarians are available to both students and faculty to enhance accurate and thorough use of resources. Databases are sufficient to support research efforts. The Office of Research and Sponsored Programs and the University Research Council serve as resources to faculty and students. Additionally, the Committee on BSN Evaluation and Research also offer support and guidance in research efforts. In fall of 2012, the Chair of the Committee on BSN Evaluation and Research provided a grant writing workshop to the faculty. Research proposals are also reviewed by the committee to offer guidance and proposal refinement. Nursing faculty and student collaborative research was conducted and presented at the 2012 University of Louisiana System Academic Summit. Admissions Admission to the BSN program is based on selective criteria and subsequent student ranking. In order to apply, students must minimally hold a GPA of > 2.75 in the first 35 hours of the curriculum with a grade no lower than a C in the respective coursework. Applicants are objectively scored and ranked by members of the Committee on BSN Admissions,

37 33 Progressions, Scholarship and Honors. Students are informed of the admission process at several key points to include information expos, orientations, and scholar s night banquets hosted by the parent institution. The department head, program director, and/or faculty provide information at these events to prospective students. The admission criteria are also available on the BSN program website. Any/all faculty and/or administrators provide information in either groups or individual appointments. Once students are admitted to the university, assigned nursing departmental liaisons visit the University 101 prep courses to further provide information regarding admissions and advising to prospective applicants to the major. Currently, there are three (3) nursing faculty liaisons to University College. Also, the parent institution provides academic advising services for all students admitted to the University with designated advisors for those whose intended major is nursing. Students completing thirty (30) credit hours are officially transferred out of University College and assigned an individual nursing faculty adviser. In order to apply to the clinical component of the program, prospective students must attend a mandatory Nursing Information Session. Sessions are offered at varied times during the semester and published on the BSN program web page. The session provides a review of the admission processes, submission of BSN program application, and the criteria for application set forth by the Louisiana State Board of Nursing for students to enroll in a clinical nursing course. II-C. The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected student and faculty outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected student and faculty outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and expected student and faculty outcomes. Elaboration: The chief nurse administrator has budgetary, decision-making, and evaluation authority that is comparable to that of chief administrators of similar units in the institution. He or she consults, as appropriate, with faculty and other communities of interest, to make decisions to accomplish the mission, goals, and expected student and faculty outcomes. The chief nurse administrator is perceived by the communities of interest to be an effective leader of the nursing unit. The program provides a rationale if the chief nurse administrator does not hold a graduate degree in nursing.

38 34 Program Response: The chief nurse administrator, Dr. Sue Westbrook, DNS, MA, RN, Professor and Dean of the College of Nursing and Allied Health is academically and experientially qualified and has responsibility and authority over the academic program. Dr. Westbrook has over 40 years of experience in higher education in nursing. She has served in the capacity as department head for 13 years and dean for 9 years. She has the same scope of authority as all other academic deans at the university and holds final decision-making within the college and department. Her role encompasses faculty, staff, and student representation to the administration while representing administration s views within the college and department. Dr. Westbrook has a proven record of leadership in administration, teaching, research, and service. Under her leadership, the partnership with State of Louisiana Department of Health and Hospitals, Office of Public Health and economic development initiatives such as Louisiana HealthCare Workforce Capitation Grants have resulted in over 6.4 Million in external revenue to the nursing unit since In her role, she continues to establish a climate that supports and advances the mission, goal, and outcomes of the program. Dr. Westbrook has long-standing, positive working relationships with the communities of interest and stakeholders to include state governing boards, national accreditation organizations, local and regional health care agencies, and the community at large. Currently, she is serving a three year term as the nursing education representative on the Louisiana State Board of Nursing offering guidance and input into shaping nursing policy to advance the profession. She also represents the deans on the President s Council and serves on the Academic Council and the Dean s Council with full voting privileges. She serves on standing and ad-hoc committees across the University addressing strategic planning, policy development, and academic issues. Under Dr. Westbrook s leadership, the opportunity for faculty development and professional growth increased significantly; 5 (five) incumbent faculty participated in the workforce development initiative/stipend program for nursing educators, thus building a strong cadre of doctoral prepared faculty. Currently, 41% of the BSN faculty and administration hold the terminal degree. Her experience and vision in meeting the goals of the University, the CNAH, and the DON are realized through the Annual Plans of which faculty have shared governance. Benchmarks for scholarly activities are established and are also linked to the rubric for Faculty Performance Evaluation. As the BSN program prepared for curriculum re-envisioning, faculty development was a priority. In 2009, a curriculum consultant was hired and provided key information and guidance

39 35 in transitioning from a content-based to a conceptual-model based curriculum with alignment in establishing student learning outcomes and objectives, teaching/learning strategies, student evaluation, and program assessment. Faculty development activities also included test construction and analysis, nurse educator certification review, and civility. To date, two (2) faculty members have obtained the credential of Certified Nurse Educator (CNE). Support, to include financial resources for travel, have led to continued faculty development and participation in further learning and infusing QSEN in the curriculum. II-D. Faculty members are: sufficient in number to accomplish the mission, goals, and expected student and faculty outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. Elaboration: The full-time equivalency (FTE) of faculty involved in each program is clearly delineated, and the program provides to CCNE its formula for calculating FTEs. The mix of full-time and part-time faculty is appropriate to achieve the mission, goals, and expected student and faculty outcomes. Faculty-to-student ratios ensure adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies and professional nursing standards and guidelines. Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree. The program provides a rationale for the use of any faculty who do not have a graduate degree. Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies. Advanced practice nursing tracks have lead faculty who are nationally certified in that specialty. Program Response: Number of Faculty Faculty in the BSN program are sufficient in number to accomplish the mission, goals, and expected student and faculty outcomes. There are twenty-eight (28) full-time budgeted faculty positions and one (1) full-time budgeted Administrative/non-teaching position (Dean). As nursing faculty have retired/resigned, part-time adjunct and/or faculty overload are utilized as needed. Full-time equivalents (FTEs) in the department are based on a combination of credit hours and clinical/contact hours with an average teaching workload of The established ratio of contact hours to credit hours is 3:1. For every 3 contact hours, 1 credit is awarded. For

40 36 example, Nursing 255, Nursing and Adult Health I course is a 7 credit hour course with 4 hours dedicated to lecture per week and 9 lab/clinical/contact hours per week. Thus, four credits for lecture plus three credits for the contact hours yield a total of 7 credit hours for the course. Equitable distribution of faculty teaching workload is ensured and determined respective of course demand, consideration of contact hours, clinical experiences, position requirements, program need, etc. Faculty-to-student ratios in the clinical setting are maintained to ensure adequate student supervision, guidance, and evaluation and meet established LSBN regulatory guidelines. As the progression of students fluctuates in the program, faculty re-assignments are warranted and workloads are adjusted accordingly. The 1:10 faculty-to-student ratio is maintained in response to enrollment numbers. Individual clinical facilities such as Children s Hospital in New Orleans, LA have enforced a1:8 faculty-to-student ratio; faculty are duly assigned to the course to meet the requirement. Faculty Preparation Faculty are academically and experientially prepared for the areas in which they teach. Congruency between faculty preparedness/credentials/practice and teaching responsibilities are ensured. See Appendix B for faculty preparation and credentials. All faculty are licensed RNs in the State of Louisiana holding a minimum of a master s degree with at least two years of nursing practice, and many hold certifications and/or credentials to include CNS, NPs, FNPs, etc. Many faculty maintain practice expertise through continued nursing education and outside employment in the respective practice settings. For example, the Course Coordinator for Nursing and the Childbearing Family works PRN on a labor and delivery unit. Also, APRN faculty work in their respective settings to maintain advanced practice licenses. Department Head Rebecca Lyons, PhD(c), RN, holds the position of Department Head in the Department of Nursing and has the academic and experiential qualifications to manage the nursing unit. Ms. Lyons holds the rank of Assistant Professor, and has a total of twenty-seven (27) years of experience, with thirteen years in baccalaureate nursing education with six years as head of the department. Basic responsibilities of a Department Head can be found in the NSU Policy and Procedure Manual, and a detailed position description is described in the DON Faculty Handbook (on file in resource room). A complete listing of Ms. Lyons academic preparation and credentials are outlined in her curriculum vitae (on file in resource room).

41 37 BSN Program Director Todd Keller, DNS, RN, CNE, holds the position of BSN Program Director, overseeing the routine operations of the BSN Program. Dr. Keller holds the rank of Associate Professor, and has a total of nineteen (19) years of experience, with fourteen years in baccalaureate nursing education. Dr. Keller was appointed BSN Program Director in fall of A detailed description for the BSN Program Director can be found in the DON Faculty Handbook (on file in resource room). A complete listing of Dr. Keller s academic preparation and credentials are outlined in his curriculum vitae (on file in resource room). II-E. When used by the program, preceptors, as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are clearly defined; congruent with the mission, goals, and expected student outcomes; and congruent with relevant professional nursing standards and guidelines. Preceptors have the expertise to support student achievement of expected learning outcomes. Preceptor performance expectations are clearly communicated to preceptors. Program Response: Preceptors, as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. Preceptors are utilized in the senior nursing course, Nursing 428, Preceptorship Experiences in Professional Nursing. Criteria for preceptor participation is clearly defined and communicated accordingly. Faculty members, along with the assistance of clinical agencies, identify potential preceptors. Faculty members work closely with the preceptors to assure their compliance with established rules/regulations and course outcomes and objectives. Preceptors are baccalaureate prepared RNs who possess a valid license and have at least two (2) years of practice; preceptors must have a minimum of one (1) year in the clinical area in which the preceptorship experience occurs. An established orientation program is in place and is conducted by the course faculty members. Components of the orientation program include validation of participation in the orientation program, completion of the LSBN Preceptor Qualifications Form, completion of Preceptorship Contract, completion of Student Introduction Meeting with Preceptor form, review of LSBN Rule and Regulations/Preceptorship Learning Experiences, Policies for Clinical Practice, BSN Program Conceptual Model, etc. Preceptors communicate with faculty to provide

42 38 input regarding student progress; the faculty have the responsibility for student evaluation. In 2012, 78 BSN preceptors were utilized. Students complete an evaluation of the preceptor upon completion of the experience. The preceptor also completes an evaluation of the student. Again, it is faculty who retain the responsibility for student evaluation. Preceptors are evaluated based on the information obtained via the evaluation tool, student feedback, and the achievement of objectives and outcomes. Changes in the selection of preceptors are made as needed in the effort to meet the needs of the program and the student. II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role and in support of the mission, goals, and expected student outcomes. For example: Faculty have opportunities for ongoing development in pedagogy. If research is an expected faculty outcome, the institution provides resources to support faculty research. If practice is an expected faculty outcome, opportunities are provided for faculty to maintain practice competence, and institutional support ensures that currency in clinical practice is maintained for faculty in roles which require it. If service is an expected faculty outcome, expected service is clearly defined and supported. Program Response: The University and the BSN program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. The effort of faculty development is on-going and has been provided in response to relevant needs. Continuing nursing education offerings and faculty participation at local and national conferences support the development and implementation of new pedagogies. For example, the infusion of QSEN competencies in the curriculum led to the development and implementation of a faculty-designed, outcome aligned, progressive, student clinical evaluation tool. The opportunity also led to a competitively selected, national podium presentation and subsequent, peer reviewed publication. Travel funds are provided by the University and budgeted by the department to support the effort. Participating faculty, in turn, have provided presentations of key conference elements to their colleagues as a component of faculty development.

43 39 The University also provides a venue for faculty development through the Center for Advancing Faculty Engagement (CAFÉ). Faculty have the opportunity to attend varied offerings. Nursing faculty have also participated as presenters at the CAFÉ. Each semester, the university hosts Faculty Institute, a welcome and gathering session to begin each academic semester. As part of the program, faculty development break-out sessions are offered. As faculty attend the session, nursing faculty have also functioned as presenters. For example, Dr. Tanya Schreiber, Associate Professor of Nursing, facilitated sessions on distance learning and the use and purpose of the Quality Matters initiative. Faculty report their service participation, scholarly activities, and teaching innovations via Digital Measures. As a component of faculty evaluation, the department of nursing has an established rubric for faculty performance. Faculty have input into the components and subsequent component weights on the faculty agreement form. Minimum criteria are established; however, faculty have the autonomy to choose specific categories such as presentations, grants, etc. and are weighted accordingly. For example, faculty may choose to conduct research or choose to participate in grant writing. As previously indicated, the Office of Research and Sponsored Programs along with the Research Council and the Committee for BSN Evaluation and Research are resource-valuable. Analysis Strengths of the Program Standard II 1. The budget enables achievements of the program s mission, goals, expected student and faculty outcomes. Faculty have input into budget preparation and in the acquisition of learning resources as indicated on the Faculty End of Course Evaluation and on Faculty Resource Assessment Survey. Opportunities for outside funding/enhancement grants provide additional venues for attainment of equipment and supplies specific to curriculum enhancement. 2. The budget supports the development, implementation, and evaluation of the program. Faculty are adequate in number and are academically and experientially qualified in executing the program. Funding for travel, faculty development, hiring of curriculum consultant, and adequate classroom and laboratory environments are provided/supported. Evaluation of the program is additionally enhanced by the University supported initiative, LiveText and ATI as well as funding to meet CCNE accreditation and LSBN Nursing Education standards.

44 40 3. Endowed Professorships supplement faculty earnings and provide incentive opportunities for faculty development and reward. 4. Physical space is sufficient for both faculty and students with designated labs, classrooms, offices, computer lab, auditorium, etc. Five (5) Classrooms are outfitted with upgraded audio-visual equipment, document cameras; all classrooms have computer/projector/internet access. Faculty offices are equipped with computers/phone/storage. Technology support is available but has decreased due to State budget shortfalls. Moodle is used as the University s Learning Management System with associated support offered for faculty and students. 5. Library resources are comprehensive and support the achievement of the program and further support distance learning offerings. 6. The chief nurse administrator is academically and experientially qualified to fully execute the academic program. Areas for Improvement 1. Augmentation of faculty salaries at all ranks. 2. Dedicate technical support position for the department. Action Plan 1. Continue to work with University Administration to increase faculty salaries for recruitment and retention. 2. Dedicate technology champion to the department.

45 41 STANDARD III PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the mission, goals, and expected aggregate student outcomes and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected individual student learning outcomes and expected aggregate student outcomes. The environment for teaching-learning fosters achievement of expected individual student learning outcomes. III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected individual student learning outcomes that are congruent with the program s mission, goals, and expected aggregate student outcomes. Elaboration: Curricular objectives (course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected individual student learning outcomes. Expected individual student learning outcomes contribute to achievement of the mission, goals, and expected aggregate student outcomes. Program Response: The BSN program at Nicholls began the process of converting to a concept-based curriculum in the fall semester of A consultant was hired to guide the faculty in this conversion using The Essentials (2008), the CCNEs Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs (2009), and the Louisiana State Board of Nursing (LSBN) Standards and Requirements for Nursing Education Programs. Over a two day program the consultant reviewed the curriculum with the faculty and provided suggestions related to the previously mentioned Essentials, Standards, and Requirements. This served as a basis for revisions and enhancements that will be mentioned in the following sections of Standard III. The baccalaureate nursing program at Nicholls underwent major curriculum revision in the fall 2010 semester following a Louisiana legislative mandate requiring baccalaureate degree programs to not exceed 120 credit hours (see minutes of Committee on BSN Curriculum and BSN Faculty Assembly). This presented an opportunity to critically reflect upon the program and assess the need for change fully incorporating The Essentials (2008), ANAs Nursing: Scope and Standards of Practice (2010), and the competencies of the QSEN Institute (QSEN, 2007). A proposal for curriculum revision was presented to the full faculty, and was approved (Appendix C). Curricular revision led to the development of the BSN Program Conceptual Model (Appendix D) embodying the nine major concepts of critical thinking; communication/collaboration; caring; safe, evidence-based, patient-centered care; diversity;

46 42 quality improvement; leadership; informatics; and professionalism. These major concepts pervade and progress through three levels in the curriculum, each building upon itself. The program, level, and course student learning outcomes are informed by the major concepts. Progression of role complexity is reflected in Level I, II, and III expected student learning outcomes culminating in the expected program student learning outcomes of the graduating student. Table III.A-1 compares student learning outcomes across the three levels and at the graduating student level. For example, the major concept of patient-centered care progresses from care of the individual in Level I, to include the family in Level II, and the community and populations in Level III. Individual course student learning outcomes were derived from the level outcomes and provide direction for course content and teaching-learning practices. The curriculum, guided by the BSN Program Conceptual Model, is congruent with the program s mission/philosophy, goals, and expected student outcomes. Through faculty who are committed to teaching through partnership, and a program dedicated to preparing students to communicate and practice safe, patient-centered, evidence-based care across the lifespan within a dynamic and complex healthcare system, the student realizes the expected outcomes. Attainment of the student learning outcomes is further supported by the Clinical Performance Evaluation Tool (CPET) within the clinical setting. CPETs are course specific and provide clear statements of student performance expectations. The evaluation tools, informed by The Essentials (2008), ANAs Nursing: Scope and Standards of Practice (2010), and the competencies of the QSEN Institute (QSEN, 2007), provide evidence of the students attainment of course, level, and program student learning outcomes; and, ultimately, achievement of the program s mission and goals.

47 43 The student by the end of Level I, providing directed care to individuals with welldefined health alterations, should be able to: 1. Initiate safe, quality, patient-centered, evidencebased care governed by professional, ethical, and legal standards in all settings and at all levels of health. Table III.A-1 Bachelor of Science in Nursing Program Level and Student Learning Outcomes Focusing on health promotion, disease, and injury prevention across the lifespan The student by the end of Level II, providing collaborative care to individuals and families with multiple health alterations, will be able to: 1. Demonstrate safe, quality, patient-centered, evidence-based care governed by professional, ethical, and legal standards in all settings and at all levels of health. The student, by the end of Level III, providing coordinated care to promote optimal health in individuals, families, communities, and/or populations will be able to: 1. Provide safe, quality, patient-centered, evidence-based care governed by professional, ethical, and legal standards in all settings and at all levels of health. Student Learning Outcomes The graduate should be able to: 1. Demonstrate the ability to provide quality, safe, patient-centered, evidence-based care governed by professional, ethical, and legal standards in all settings and at all levels of health. 2. Identify information and technology using critical thinking for clinical reasoning and quality improvement to communicate, manage knowledge, mitigate error, and support decision making. 2. Utilize information and technology using critical thinking for clinical reasoning and quality improvement to communicate, manage knowledge, mitigate error, and support decision making. 2. Synthesize information and technology using critical thinking for clinical reasoning and quality improvement to communicate, manage knowledge, mitigate error, and support decision making. 2. Incorporate information and technology using critical thinking for clinical reasoning and quality improvement to communicate, manage knowledge, mitigate error, and support decision making. 4. Describe the health care environment and its impact to determine patient safety needs. 4. Examine the health care environment and its impact to determine patient safety needs. 4. Evaluate the health care environment and its impact to determine patient safety needs. 4. Analyze the health care environment and its impact to determine patient safety needs. 5. Identify knowledge and skills of working within organizational systems as a leader in nursing and interprofessional teams fostering open communication, mutual respect, and shared decision making to provide quality care. 6. Relate the impact of economic and political dynamics in the context of health care and participates in the shaping of health care policy. 5. Prioritize nursing and inter-professional teams fostering open communication, mutual respect, and shared decision making to provide quality care. 6. Distinguish the impact of economic and political dynamics in the context of health care and participates in the shaping of health care policy. 5. Lead nursing and interprofessional teams fostering open communication, mutual respect, and shared decision making to provide quality care. 6. Critique the impact of economic and political dynamics in the context of health care and participate in the shaping of health care policy. 5. Function effectively within organizational systems as a leader in nursing and inter-professional teams fostering open communication, mutual respect, and shared decision making to provide quality care. 6. Value the impact of economic and political dynamics in the context of health care for participation and contribution in the shaping of health care policy.

48 44 III-B. Expected individual student learning outcomes are consistent with the roles for which the program is preparing its graduates. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum, expected individual student learning outcomes, and expected aggregate student outcomes. Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). Master s program curricula incorporate professional standards and guidelines as appropriate. a. All master s programs incorporate the Graduate Core Curriculum of The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996) and additional relevant professional standards and guidelines as identified by the program. b. All master s-level advanced practice nursing programs incorporate the Advanced Practice Nursing Core Curriculum of The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996). In addition, nurse practitioner programs incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2008). Graduate-entry program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines. DNP program curricula incorporate professional standards and guidelines as appropriate. a. All DNP programs incorporate The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and incorporate additional relevant professional standards and guidelines as identified by the program. b. All DNP programs that prepare nurse practitioners also incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2008). Elaboration: Each degree program and specialty area incorporates professional nursing standards and guidelines relevant to that program/area. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curriculum. Advanced practice master s programs (Clinical Nurse Specialist, Nurse Anesthesia, Nurse Midwife, and Nurse Practitioner) and DNP programs with a direct care focus incorporate separate graduate level courses in health/physical assessment, physiology/pathophysiology, and pharmacology. Additional content in these areas may be integrated as needed into specialty courses. Separate courses in physical assessment, physiology/pathophysiology, and pharmacology are not required by CCNE for students enrolled in post-master s DNP programs who hold current national certification as advanced practice nurses, unless the program has deemed this necessary. Program Response: The BSN program incorporates the standards and guidelines of The Essentials (2008), ANAs Nursing: Scope and Standards of Practice (2010), and the competencies of the QSEN Institute (QSEN, 2007). These standards and guidelines are clearly evident in the expected graduating student outcomes, which flow from the course and level student learning outcomes (Table 1.B-1). The student learning outcomes, supported by the nine major concepts of the BSN Program Conceptual Model, prepare the student for the three major roles of nursing identified

49 45 by The Essentials as provider of direct and indirect care; designer, coordinator, and manager of care; and member of the profession. Course Coordinators and course faculty are responsible for evaluating each course in which they are assigned in the BSN program every semester to ensure the course description, content, and outcomes are current and in support of the program s mission. Additionally, the Committee on BSN Curriculum evaluates the curriculum on an ongoing basis as directed by the SPPE. Recommendations from the course level and curriculum committee level are addressed at the BSN faculty assembly level, and all faculty have a voice in decisions regarding curricular revisions. Curricular revisions are communicated to the department, college, and university levels as appropriate. In addition to the three sets of standards and guidelines previously mentioned, the BSN program has also incorporated suggestions from the Technology Informatics Guiding Education Reform (TIGER) initiative to make nursing practice and healthcare safer, more patient-centered, and more efficient. As an example, students are required to complete Office Information Systems (OIS) 200 as a prerequisite course to the BSN clinical sequence. This course includes the major Microsoft applications for data entry, storage, retrieval, and manipulation for statistical purposes. Students in the clinical sequence must complete computer generated concept care maps on their assigned patients each week, which are then evaluated through LiveText, an online program that provides for the storage of student evaluations as well as the ability for the student to build a portfolio of their evaluated works. In addition, LiveText allows for the linkage of evaluative criteria of the concept care map to standards and guidelines of the BSN program; thereby, providing further evidence of the student s achievement of student learning outcomes. An example of the concept care map grading rubric with linked AACN Essentials and Standards is provided in Appendix E. The BSN program has also instituted the use of SimChart, an electronic health record program with broad application in the classroom, lab, and clinical settings. SimChart provides simulated learning experiences in documentation, data retrieval, and care planning. Additionally, unfolding case studies incorporated in SimChart challenges students in their critical thinking and clinical reasoning abilities. The BSN program has five Workstations on Wheels (WOWs) that can be used in the classroom or at the bedside to simulate bedside documentation via SimChart.

50 46 III-C. The curriculum is logically structured to achieve expected individual and aggregate student outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. Master s curricula build on a foundation comparable to baccalaureate level nursing knowledge. DNP curricula build on a baccalaureate and/or master s foundation, depending on the level of entry of the student. Elaboration: Baccalaureate program faculty and students articulate how knowledge from courses in the arts, sciences, and humanities is incorporated into nursing practice. Postbaccalaureate entry programs in nursing incorporate the generalist knowledge common to baccalaureate nursing education as delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN,2008) as well as advanced course work. Graduate curricula are clearly based on a foundation comparable to a baccalaureate degree in nursing. Graduate programs delineate how students who do not have a baccalaureate degree in nursing acquire the knowledge and competencies comparable to baccalaureate education in nursing as a foundation for advanced nursing education. Accelerated programs that move students from basic nursing preparation (e.g., associate degree or diploma education) to a graduate degree demonstrate how these students acquire baccalaureate level knowledge and competencies delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), even if they do not award a baccalaureate degree in nursing in addition to the graduate degree. DNP programs, whether post-baccalaureate or post-master s, demonstrate how students acquire doctoral-level competencies delineated in The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The program provides a rationale for the sequence of the curriculum for each program. Program Response: The BSN curriculum is logically structured leading students through the achievement of course and level outcomes, and ultimately program student learning outcomes. There are three articulation plans in the BSN program: the generic BSN for entry-level students (Appendix F), the LPN to BSN for those with an unencumbered Louisiana LPN license (Appendix G), and the RN to BSN articulation (Appendix H) available through Nicholls Online. All articulation plans follow the BSN Program Conceptual Model and culminate in the expected BSN program student learning outcomes. The core nursing curriculum builds upon the supporting courses consisting of sciences, humanities, languages, and the arts. The science courses, consisting of human anatomy and physiology (BIOL 114, 115, 116, 117), microbiology (BIOL 203), and chemistry (CHEM 109) lay the foundation for understanding the human body, its processes and functioning, and threats to its stability. Applied Nutrition (DIET 200) teaches concepts of good nutrition for health and wellbeing. English composition courses, both at the fundamental (ENGL 101, 102) and advanced

51 47 levels (ENGL 468), teach important communication skills in the written format that support later nursing documentation skills as well as enhancing the student s ability to complete nursing course written projects. Humanities such as history and literature, and fine arts lay the foundation for deeper understanding of nursing theory and the history of nursing and health care. Algebra (MATH 101) and Statistics (MATH 214) courses support the understanding of many complex nursing functions including medication administration, patient fluid volume status, and evidence-based nursing practice. Psychology 101 begins the introduction into understanding the human mind that is built upon in NURS 400, Mental Health Nursing. Sociology 204, Cultural Diversity in America, supports understanding of cultures and populations in an increasingly diverse society both at the patient and peer level. OIS 200 has been covered in Standard III-B. A University prep course (UNIV 101) helps students to begin the adjustment to college life by promoting an understanding of the learning process and through engaging in career exploration. A majority of the supporting courses are completed in the student s first two semesters and comprise the first 35 hours (freshman year) of the BSN curriculum, providing an assessment of the student s academic ability and the basis by which students are evaluated for potential acceptance into the clinical sequence. Upon admission into the clinical sequence of the BSN program students complete the Assessment Technologies Institute (ATI) Test of Essential Academic Skills (TEAS). This test provides an assessment of those essential skills necessary for success in the core curriculum including reading, mathematics, science, and English and language usage; foundational skills that are acquired in the supporting courses previously mentioned. Although the TEAS is not used as a pretest for determining admission status into the clinical sequence, it is used to identify those students who may have difficulty in the program. Once the student receives their individual TEAS scores they have two weeks in which to schedule an appointment with their assigned nursing adviser. The adviser and student review the results together and recommendations are made to address any areas where students may be deficient. These recommendations may include scheduled appointments with the University writing center, where staff will review student work and offer suggestions and techniques to improve in writing skill. In addition, the ATI website creates a focused remediation plan for students based on their results. Once admitted to the clinical sequence, which occurs in the first semester of the Sophomore year (Level I), students progress through the core course work in a logical sequence beginning at the fundamentals level with Basic Nursing Process (NURS 225), Health Assessment of the Adult Client (NURS 226), and Gerontic Nursing Care Concepts (NURS 228).

52 48 NURS 228 was added to the curriculum and taught for the first time in the fall 2012 semester to address contemporary issues of the fastest growing population seeking healthcare, and to address the growth and development issues of this specific population (see minutes of the BSN Committee on Curriculum and Faculty Assembly) (see notice of substantive change to CCNE, Appendix C). Students then progress into Nursing 255, Adult Health I, where health care needs of the individual are focused upon. Also included in this semester is Pathophysiology (AHSC 220) and Pharmacology (AHSC 221). In the first semester of the Junior year (Level II), Nursing 355, Adult Health II, continues building upon the foundation began in Nursing 255 with a shift in focus to the individual and family. Continuing with this shift in focus, students progress to Nursing and the Childbearing Family (NURS 371) and Nursing and the Childrearing Family (NURS 381). Also included in this semester is Nursing 340, Interprofessional Concepts for Contemporary Nursing, with a focus on social, legal, and ethical perspectives in nursing. In the first semester of the Senior year (Level III) students begin to incorporate not only the individual and family, but also consider the community and the population at large in Community Health Nursing (NURS 400) and Mental Health Nursing (NURS 420). Nursing 422, Nursing Research and Evidence for Best Practice, is also taught during this semester. During the second semester of the Senior year students complete Nursing Leadership and Management (NURS 427), which lays the foundation for understanding the healthcare organization, and the Preceptorship Experience in Professional Nursing (NURS 428). NURS 428 is a 180-hour intensive clinical precepting experience that provides a structured bridge from the learning environment to professional practice where the student is partnered with a baccalaureate prepared registered nurse to observe, practice, and perfect learned knowledge. Students also complete one 3-credit Nursing Elective course of their choosing to focus on a topic of their interest. The elective course may include Drug Abuse (NURS 307), Gerontology (NURS 315), Perspectives on Death and Dying (NURS 352), Human Sexuality (NURS 360), Child Abuse (NURS 460), or Bioethics (NURS 499). The LPN to BSN student is required to complete the same cognate courses as the generic BSN student; however, for acceptance into the clinical sequence they must earn credit by examination for NURS 225, Basic Nursing Process, through the National League for Nursing (NLN) Accelerated Challenge Exam (ACE) for Foundations of Nursing. A passing score is set at 77% for the program; failure to achieve 77% on the exam invalidates their eligibility for the articulation program and they must then convert to generic BSN status. In addition, the LPN admitted to the articulation program may also challenge Nursing and the Childbearing Family (NURS 371) and Nursing and the Childrearing Family (NURS 381) by completing the NLN ACE

53 49 Childbearing and Care of the Child exams. Opportunities for credit by exam based on experiential learning are also available to the LPN student (Appendix F). The RN to BSN student must also meet the course requirements of the generic BSN curriculum, including all cognate courses; however, the RN student is allowed the opportunity for credit by exam for specified course work based on experiential learning (Appendix G). Once accepted into the articulation program the RN student must complete Nursing 417, Professional Nursing Practice, to continue into the clinical component course work. The RN to BSN articulation program transitioned to an online format through Nicholls Online in spring 2013 in an effort to increase accessibility to working registered nurses. All courses, including supporting courses, are offered in online format with the exception of a core group of courses expected to have been taken to achieve initial RN licensure. Building on the foundation of the cognates, and progressing through the three levels of the core clinical nursing courses allows the student to achieve the course, level, and program student learning outcomes. Additionally, students begin to experience the concept of interprofessionalism as they progress through the cognate/support courses by virtue of enrollment in courses such as Anatomy and Physiology, Microbiology, Applied Nutrition, Pathophysiology, and Pharmacology. These courses are shared by students in other majors including pre-med, pre-pharmacy, pre-physical therapy, athletic training, and dietetics to name a few. III-D. Teaching-learning practices and environments support the achievement of expected individual student learning outcomes and aggregate student outcomes. Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student learning outcomes identified in course, unit, and/or level objectives. Program Response: Teaching-learning practices utilized in the classroom, laboratory, clinical, and online environment are listed in each course syllabus and may include lecture/discussion, individual and group activities, case studies, role playing, presentations, supervised and independent lab demonstration and practice, human patient simulation, audiovisuals (presentation slides, videos, online instruction), asynchronous discussion forums, field experiences, service learning, examinations and exam review, and clinical practice. These practices are chosen by course faculty to support the student in the achievement of the program, level, and course student learning outcomes by stimulating the student in the cognitive, affective, and psychomotor domains of learning.

54 50 Students are asked to complete end of course surveys at the conclusion of each semester to provide feedback that will assist the faculty and program in the review and revision of courses as necessary. Aggregate data collected for calendar years 2009, 2010, and 2011 consistently support that students, in response to the survey item Overall this course is very effective rate all courses in the BSN program > the expected outcome of 3.5 on a Likert scale of 1 to 5; with 1 being strongly disagree, and 5 being strongly agree (all survey data available in resource room). Additionally, students are asked to rate the survey item The learning experiences in the clinical agency helps to meet course outcomes. For the calendar years 2009, 2010, and 2011 students consistently rate all courses in the BSN program > the expected outcome of 3.5 (all SPPE data available in resource room). Regarding the achievement of individual and aggregate student learning outcomes, students are asked at the conclusion of each semester to rate their achievement of the course student learning outcomes. Overall, for calendar years 2009, 2010, and 2011 students rate their achievement > the expected outcome of 3.5. Graduating BSN students are asked to rate their achievement of the program student learning outcomes and consistently rate their achievement as > the expected outcome of 3.5 for the same time span. Alumni, surveyed at 1- and 5- years post-graduation, consistently report that they felt prepared to enter into nursing and that they had achieved the BSN program student learning outcomes at a rating of > 3.5 for the calendar years 2009, 2010, and Employers of Nicholls BSN alumni 1 year post-graduation agree at a rate of > 3.5 that the nurse exemplifies the program student learning outcomes when surveyed on the Employer Survey. At the conclusion of each semester faculty complete the Faculty Evaluation of Teaching and Learning Methodologies tool. Aggregate data for the calendar years 2009, 2010, and 2011 reveal that all teaching-learning practices used in the BSN program consistently rate > the expected outcome of 3.5 on a Likert scale of 1 to 5; with 1 being strongly disagree, and 5 being strongly agree. The only exception to this was the practice of using interpersonal process recordings, which ranked below 3.5 in many surveys. When the Research and Evaluation Committee began revision of the survey tools in 2011 it was found that courses were no longer using the practice. Revision to the Faculty Evaluation of Teaching and Learning Methodologies tool removed this practice from the survey. In addition to the above mentioned surveys, students and faculty complete clinical facility evaluations each semester to determine the appropriateness of the facility in helping to meet the program, level, and course student learning outcomes. Items are ranked on a Likert scale from 1 to 5, with 1 being strongly disagree, and 5 being strongly agree. For the items staff were role

55 51 models, staff assisted in facilitating critical thinking, and staff encouraged open communication students ranked one clinical facility below the expected outcome of 3.5 for 2 consecutive semesters. Clinical faculty at the facility also indicated that these areas of evaluation were below the expected outcome level. In consultation with the faculty and administration of the facility the decision was made to no longer utilize the facility as a teachinglearning site. This decision was primarily based on similar experiences in the recent past with the same facility. For all other clinical facilities aggregate data from calendar years 2009, 2010, and 2011 were ranked > the expected outcome of 3.5 for student evaluations and > 4.0 for faculty evaluations. When data for clinical facilities are viewed on a semester-by-semester basis there are episodic instances where some expected outcomes fall slightly below the expected outcome of > 3.5 on student evaluations; however, with intervention between the program and the clinical facility, improvement is noted in subsequent semesters. Specifics related to the physical environments such as classrooms, laboratories, and clinical facilities where the teaching-learning practices are instituted are covered in Standard II- A. III-E. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. Elaboration: Teaching-learning practices are appropriate to the student population and build on prior learning. Teaching-learning practices consider the needs of the programidentified community of interest (e.g., use of distance technology, simulation, adult learner needs, second language students). Program Response: The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. As with the mission, goals, and student learning outcomes of the BSN program, the teaching-learning practices use input from its communities of interest, both internal and external, to revise and strengthen the program. Data collected from student, faculty, alumni, and employers of graduates through surveys and advisory council meetings are evaluated on a semester-by-semester basis for trends and concerns as mentioned in Standard III-D. Each evaluation tool administered through the Department of Nursing contains an open comment section where students can address, in narrative format, the most effective parts of the course, suggested improvements to the course, and any other relevant comments. In addition to the End of Course evaluations administered through the Department of Nursing, students also have the opportunity to complete the Student Instructional Report (SIR II) each semester at the University level. The SIR II evaluates teaching effectiveness through

56 52 student feedback in areas including the teacher s command of subject, enthusiasm, helpfulness, respect for students, concern for student progress, listening to student ideas, and use of computers in the course. Additionally, students are asked to evaluate teaching-learning practices including small group discussion, term papers/projects, lab exercises, group projects, case studies, and course journals. Students are also asked to evaluate the overall quality of instruction, and whether learning increased and the course objectives (outcomes) were achieved. The SIR II evaluations are processed by the Office of Assessment and Institutional Research, and results are provided to individual faculty for personal reflection. Copies of the SIR II results are provided to the Department Head as well, and are addressed in the faculty member s annual performance evaluation. A recent improvement in 2011 to the technology available in the classroom setting has improved the efficiency of the teaching-learning practices. Four classrooms and one auditorium were outfitted with presentation podiums that include an internet connected personal computer with Smart Board monitor, Blu-ray disc player, high resolution document camera, and wide-screen projector. These improvements allow for a more interactive teaching-learning session, and provide learning stimulation through audio, video, projection, and demonstration capabilities. A variety of teaching-learning practices are utilized throughout the program in the classroom, laboratory, and clinical facilities to meet the needs and expectations of the community of interest (Standard III-D). Although the classroom continues to be the primary site of teaching-learning, a concentrated effort to meet the learning styles of modern students has been undertaken through the increased use of computer technology and online electronic learning platforms. Since the last accreditation site visit the University has migrated from the use of Blackboard to Moodle. Moodle allows for the posting of course syllabi, course calendars, presentation slides, class notes, reference materials, links to outside resources, course grades, and much more. Students can access materials almost anywhere via personal computers or smart phones. In addition, Moodle allows for interactive discussion forums outside of the classroom as well as the ability to directly peers and faculty. The increased utilization of this improved electronic technology has allowed several courses in the program to convert to either hybrid or complete online formats. Examples of courses that are using the hybrid format, defined as having 50-99% electronic instructional method, are Nursing 340 (Interprofessional Concepts of Professional Nursing), Nursing 420 (Community Health Nursing), and Nursing 427 (Nursing Leadership and Management). These courses post presentation slides, course notes, reading assignments, unfolding case studies and other resources to direct student learning.

57 53 Follow-up Discussion Forums with required peer responses allow the students to interactively confirm their understanding of the assignments, as do online quizzes and exams. These online activities allow for more efficient use of in-class time. An example of a course using Moodle for a 100% online experience is Nursing 422, Nursing Research and Evidence for Best Practice, where narrated presentation slides are used to deliver course content, students participate in online discussion forums, all activities and projects are submitted electronically, and all grades and feedback are provided through Moodle. In an effort to protect the academic integrity of the testing procedures in this course, use of a web-based proctoring service was adopted in spring ProctorU allows the student to complete web-based course exams from any location while being proctored in real time using a web cam and audio source. Students are authenticated through two forms of pictured identification, and must complete a full room scan of their environment using the web cam. Once the student is authenticated, the proctor opens the exam and continues to monitor the student both visually and audibly for the remainder of the exam using two-way communication. Any threats to academic dishonesty result in the exam ending and a report being generated to the instructor of record. Use of this electronic learning platform allows students to work more efficiently and make greater use of their time. It is important to note that faculty remain available to the students via phone, , and through posted office hours as necessary. All faculty in the Department of Nursing have participated in Quality Matters training, a faculty-centered, peer review process designed to certify the quality of online and blended courses (Quality Matters, 2010). Recognizing that entrance into the clinical practice area can be anxiety producing, the curriculum uses laboratory and simulation experiences to allow students to practice skills in a safe environment where feedback and debriefing can occur prior to interaction with live human patients. Courses in the curriculum incorporate simulation experiences using static and interactive human patient simulators to create life-like situations to build skill and strengthen critical thinking abilities. For example, at the basic nursing and adult health levels (Nursing 225, 255, and 355) faculty create scenarios using static simulators so that students can practice learned skills. Currently, one interactive human patient simulator is shared among the courses, with plans to purchase more. In Nursing Care of the Childbearing Family (Nursing 371) students work with Noelle, a human birthing simulator prior to entering the clinical facilities. Finally, students in Nursing Care of the Childrearing Family (Nursing 381) participate in a clinical simulation day on campus designed to enhance their assessment skills of the pediatric patient. Once the student enters the clinical portion of each semester, a variety of clinical sites and locations is used to meet the needs of the students. These sites include acute care

58 54 hospitals, mental health facilities, public health units, clinics and medical offices, public schools, home health agencies, and many more. Sites are located in the service are of Nicholls and include Lafourche parish, Terrebonne parish (approximately 20 miles from campus), St. Mary parish (approximately 30 miles from campus), Jefferson parish (approximately 50 miles from campus), and Orleans parish (approximately 60 miles from campus). Student input is sought in the assignment of clinical facilities to meet the students needs in relation to travel time. III-F. Individual student performance is evaluated by the faculty and reflects achievement of expected individual student learning outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. Elaboration: Evaluation of student performance is consistent with expected individual student learning outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. There are processes by which the evaluation of individual student performance is communicated to students. Student performance is evaluated by faculty. In instances where preceptors facilitate students clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student learning outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students, including those enrolled in post-master s DNP programs. CCNE recognizes that faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms. Program Response: Individual student performance is evaluated by the faculty and is reflective of the expected student learning outcomes. All methods of evaluation, including requirements and weight of assignment, are clearly delineated in the syllabus for each course in the Department of Nursing. The syllabus is available in Moodle at all times, and course requirements and methods of evaluation are reviewed on the first class meeting or the first assignment in Moodle for distance-learning courses. The BSN program has a defined eight-point grading scale for didactic course work that is presented in each course syllabus. For clinical and laboratory assignments students are evaluated as either Satisfactory or Unsatisfactory. Students may be evaluated in a multitude of ways including in-class or online exams and quizzes, clinical skill laboratory check-offs, in-class or online presentations, individual or group projects, capstone projects, completion of clinical paperwork and patient care maps, and clinical site performance. All student grades are required to be entered into the online Moodle grade book, thus allowing students to have direct access to their course grade status at all times. The BSN program, beginning in 2010, initiated the process of building grading rubrics for all required assignments throughout the curriculum to ensure consistent grading across the

59 55 program and across faculty. The grading rubrics are focused on the student learning outcomes. One example of a grading rubric used across multiple courses (NURS 225, 255, 355, 371, 381) is the care map grading rubric (Appendix E). Faculty apply the rubric in the assessment of the students concept care map that has been created for a defined day of patient care. The rubric includes twenty-six areas that must be addressed on the students document. Results of the assessment are entered into LiveText, a web-based application for the storage and retrieval of data. Use of the rubric allows for consistent evaluation of the concept care map, and allows the student to understand well-defined areas of strength and areas needing improvement. In 2011, based on curricular changes undertaken to fully incorporate The Essentials (2008), ANAs Nursing: Scope and Standards of Practice (2010), and the competencies of the QSEN Institute (QSEN, 2007), the Committee on BSN Evaluation and Research began the process of revising the Clinical Performance Evaluation Tool, resulting in a series of coursespecific tools (see minutes BSN Committee on Evaluation and Research and Faculty Assembly). The guidelines for the use of these tools clearly define the timeline for tool completion (midterm and final), grading criteria, and grading descriptions. These course-specific tools provide the student with clear and direct expectations for clinical performance, as well as guide the faculty in consistent evaluation of student performance. Although the Clinical Performance Evaluation Tool is required to be completed only at midterm and final evaluation, students receive weekly feedback on their clinical performance via clinical conferences and the concept care map grading rubric. If students are found to be deficient in an evaluative area the faculty will institute the Clinical Performance Remediation Tool; a detailed evaluation of the deficiency, including remediation strategies, to help guide the student toward a path of satisfactory performance. Students enrolled in Nursing 428 for their final semester of the program are mentored by preceptors who have the responsibility to guide and role-model the student. Observations made by the preceptor during this experience inform the Nicholls clinical faculty, who remains responsible for formal evaluation of the student. Examples of the Clinical Performance Evaluation Tool are located in Appendix I. An additional resource for the evaluation of students, and subsequently the program, is the use of Assessment Technologies Institute (ATI) nationally standardized exams for specific content areas including fundamentals of nursing, adult health, maternal and pediatric health, mental health, community health, and leadership and management. Results of this online, standardized testing produce individual student scores, course cohort means, and National means allowing for comparison at many levels. The Coordinator of Assessment meets with

60 56 course coordinators and faculty to share these scores for review, planning, and revision purposes. Comparison of course cohort and National means is presented in Table III.F-1 The BSN program has defined successful completion of the ATI content exams as achievement of at least a Level 2 performance on the exam. Prior to taking the proctored exam, students must provide proof that they have completed the available practice exam with a score of at least 85%. Students not achieving a Level 2 performance on their first attempt are required to develop and complete a remediation plan through the ATI website, complete the alternate form of the practice exam with a score of at least 85%, and complete an alternate form of the proctored exam. Students not achieving at least a Level 2 performance on the retake of the proctored exam are further counseled on remediation techniques. As the ATI exams are administered in a 100% online format, this provides an excellent opportunity for students to become proficient with online testing environments prior to taking the National Council Licensure Examination.

61 57 Table III-F.1 Comparison of Course Cohort and National Means for ATI Content Exams Content Area 2009 Means 2010 Means 2011 Means Fundamentals Semester Cohort National Spring ES Fall Semester Cohort National Spring ES Fall Semester Cohort National Spring Fall Adult Medical-Surgical Semester Cohort National Spring ES Fall Semester Cohort National Spring ES Fall Semester Cohort National Spring Fall Maternal-Newborn Semester Cohort National Spring ES Fall Semester Cohort National Spring ES Fall Semester Cohort National Spring Fall Nursing Care of Children Semester Cohort National Spring ES Fall Semester Cohort National Spring ES Fall Semester Cohort National Spring Fall Mental Health Semester Cohort National Spring ES Fall Semester Cohort National Spring ES Fall Semester Cohort National Spring Fall Community Health Semester Cohort National Spring ES Fall Semester Cohort National Spring ES Fall Semester Cohort National Spring Fall

62 58 III-G. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Elaboration: Faculty use data from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of individual student learning outcomes. Such evaluation activities may be formal or informal, formative or summative. Curriculum is regularly evaluated by faculty and other communities of interest as appropriate. Data from the evaluation of curriculum and teaching-learning practices are used to foster program improvement. Program Response: The curriculum and teaching-learning practices for every course in the BSN program are reviewed every semester through a variety of tools including student, faculty, alumni, and employer surveys. Data from these surveys are used at the course, program, and department level to determine the effectiveness of the BSN curriculum in preparing students to achieve the expected student learning outcomes. In addition, the Committee on BSN Curriculum reviews survey data every semester to determine effectiveness (see minutes of BSN Committee on Curriculum). The review process is guided by the program s SPPE, which directs that data be reviewed each semester and acted upon as necessary. The Committee on BSN Evaluation and Research acts as custodian of the SPPE to update and disseminate data results. One example of a faculty led curriculum change began in the fall 2011 semester with an initiative to address genetics and genomic nursing content in the curriculum, as this is becoming an increasingly important topic in evidence-based health care (see minutes of BSN Committee on Curriculum). According to the American Nurses Association (2009), all diseases and conditions have a genetic or genomic component. Health care for all persons will increasingly include genetic and genomic information along the pathways of prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness (p. 1). Through the ANA, a clarion call was made to incorporate genetic and genomic perspectives into all nursing education and practice. The Essentials of Genetic and Genomic Nursing: Competencies, Curricula Guidelines, and Outcome Indicators, 2 nd Edition (2009) was used as a reference, and all faculty were asked to evaluate the courses in which they taught for specific genetic and genomic content. Table III-G.1 represents changes that were made as a result of curriculum review.

63 59 Course Nursing 226 Health Assessment of the Adult Client Nursing 255 Nursing and the Adult I Nursing 355 Nursing and the Adult II Nursing 371 Nursing and the Childbearing Family Nursing 381 Nursing and the Childrearing Family Nursing 400 Mental Health Nursing Nursing 420 Community Health Nursing Table III-G.1 Curriculum Changes: Genetics and Genomics Content Genetics and Genomics Content Introduction of the Genogram as an organized graphic display of family health history with an increased focus on select genetically linked processes and diseases In the age of genomics, an accurate family history will highlight those diseases and conditions for which a particular patient may be at increased risk (Jarvis, 2012, p. 52). Added text chapter Genetic Implications of Adult Health Nursing (Lemone, Burke, & Bauldoff, 2011). Concentrated effort to link disease and illness processes within body systems to genetic causes (where applicable). Student required to complete three-generation genogram on self. Concentrated effort to link disease and illness processes within body systems to genetic causes (where applicable). Student required to complete three-generation genogram on select patients in the clinical setting. Added specific chapter content Special Reproductive Concerns: Infertility and Genetics (Davidson, London, & Ladewig, 2012). Increased content in the following areas: genetic screening, chromosomal abnormalities, genetic counseling Added specific chapter content Nursing Care of the Child with a Genetic Disorder (Kyle & Carman, (2013). Concentrated effort to link disease and illness processes within body systems to genetic causes (where applicable). A strong focus is placed on the correlation of mental health illnesses among family members, and the suggestion of genetic components in psychiatric and addiction illness. Student required to complete a three-generation genogram on self, with a focus on mental health and addiction. Genetic predispositions among populations and aggregates are addressed, as well as the need for genetic screening for known illnesses and disease. The impact of environmental pollutants on genetics is discussed.

64 60 Analysis Strengths of the Program Standard III 1. The BSN curriculum provides clear student learning outcomes at the course, level, and program levels that are congruent with the mission/philosophy and goals of the program. 2. The curriculum is developed, implemented, and revised to reflect The Essentials (2008), ANAs Nursing: Scope and Standards of Practice (2010), and the competencies of the QSEN Institute (QSEN, 2007). 3. The BSN curriculum is logically structured and is built upon a strong foundation of the arts, sciences, and humanities that support student learning in the core nursing curriculum, helping the student to achieve the program student learning outcomes. 4. Faculty in the BSN program utilize effective teaching-learning practices in the classroom, laboratory, and clinical environments to support the achievement of course, level, and program student learning outcomes. Ongoing evaluation supports and drives the teaching-learning practices. 5. Recent advances to classroom technology, the inclusion of more web-based learning opportunities, and variety in clinical site opportunities serve to meet the diverse needs of today s student population. 6. The BSN program has an established grading scale. All course syllabi in the program delineate the required student work for the course and the specific grade-weight of all assignments. Faculty continue to build grading rubrics for required assignments to ensure consistency of grading, and clearly defined clinical performance evaluation tools are utilized for each individual clinical course in the program. Evaluations of completed assignments and progress are readily available to the student through LiveText and Moodle. 7. The program uses course-specific, progressive clinical evaluation tools infused with the QSEN competencies and curricular concepts. The clinical evaluation tools allow for early-intervention and early remediation through the Clinical Performance Remediation tool. 8. The curriculum and teaching-learning practices are evaluated by both students and faculty every semester as directed by the SPPE. Data from these evaluations are used to foster program improvement.

65 61 Areas for Improvement 1. The human patient simulator currently available to the program is approximately 10 years old. As simulation technology has drastically evolved over recent years, updated simulation equipment would be of benefit to the program. 2. The current total testing plan in use by the program provides content-based proficiency exams. The Nicholls BSN program continues to move toward a concept-based curriculum. Action Plan 1. The dean, department head, program director, and faculty will continue efforts through grantsmanship, community partnerships with hospitals, and technology initiatives to update and upgrade the available simulation technology. 2. Investigate the availability of a total testing plan that provides concept-based proficiency exams in the open market.

66 62 STANDARD IV PROGRAM EFFECTIVENESS: AGGREGATE STUDENT AND FACULTY OUTCOMES The program is effective in fulfilling its mission, goals, and expected aggregate student and faculty outcomes. Actual aggregate student outcomes are consistent with the mission, goals, and expected student outcomes. Actual alumni satisfaction data and the accomplishments of graduates of the program attest to the effectiveness of the program. Actual aggregate faculty outcomes are consistent with the mission, goals, and expected faculty outcomes. Data on program effectiveness are used to foster ongoing program improvement. IV-A. Surveys and other data sources are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. Collected data include, but are not limited to, graduation rates, NCLEX-RN pass rates, certification examination pass rates, and employment rates, as appropriate. Elaboration: Processes are in place for regular collection of aggregate student outcome data. For entry-level programs, the program indicates whether NCLEX-RN pass rate data represent first-time takers and/or repeat takers. The program is expected to demonstrate how RN-to-baccalaureate program graduates as well as pre-licensure graduates achieve the expected outcomes of the baccalaureate program. Certification pass rates are obtained and reported for those graduates taking each examination, even when national certification is not required to practice in a particular state. Program evaluation data are collected on a regular basis. For each degree program, the program calculates graduation rates (number of students completing a program divided by number of students entering a program). The program specifies the entry point and the time frame used in the calculation of graduation rates. Individual programs may collect additional aggregate outcome data related to other aspects of their mission, goals, and expected student outcomes (e.g., enrollment in further graduate education). Program Response: Surveys and other data sources are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. The BSN program s Systematic Plan for Program Evaluation (SPPE) (Appendix J) provides the mechanism for inclusive, continuous program improvement and is systematically applied. The SPPE reflects the ongoing evaluation activities and data evaluation in regard to the extent the program has attained the CCNE standards and criteria and achieved the BSN program student learning outcomes. Input is gained from faculty, students, alumni, university administration, and employers of graduates regarding established Expected Outcomes and Actual Outcomes. The Committee on BSN Evaluation and Research leads the effort in the compilation, evaluation, and trending of data and bring forth the results and recommendations to the BSN Faculty Assembly for discussion, program development, maintenance, or revision. The SPPE reflects alignment with the CCNE standards, The Essentials, and the BSN program s conceptual model/curriculum

67 63 re-envisioning. In response, data sources have been reviewed and revised (minutes of the Committee on BSN Evaluation and Research on file in resource room); the Committee on BSN Evaluation and Research reviews and revises program assessment tools accordingly. Surveys and data sources are regularly utilized to collect information for the purposes of program evaluation and assessment of aggregate student outcomes. Program satisfaction is measured through the application of surveys/instruments to include the Senior Exit Survey, the Senior Exit Survey Report, the 1- and 5-year Alumni Survey, the Employer Survey and the University Graduating Student Survey. Data sources also include student retention and graduation rates, pass rates on standardized tests, and NCLEX-RN pass rates on first-time test takers. The BSN program uses the Assessment Technologies Institute (ATI) Comprehensive Assessment and Remediation Program as an academic measuring tool. Entry-level students through graduating seniors utilize the testing program; individual as well as aggregate data, both formative and summative, is obtained. Individual data is utilized to assess student learning and provide an impetus for student-managed preparation and remediation and is a component of student advising. Course-specific aggregate data is monitored by the BSN program s Coordinator of Assessment and shared with the BSN Program Director, course coordinators and course faculty to inform course improvement as applicable. ATI data is disseminated to the faculty at the BSN Faculty Assembly meetings (meeting minutes on file in resource room). Trended data are a component of the SPPE. Employment data is gathered and measured using the Senior Exit Survey at the time of graduation and the Alumni Survey at both 1- and 5-year intervals post-graduation. Employment rates and patterns provide insight in meeting the needs of the community of interest and workforce demands. The Employer Survey is conducted 1-year post graduation. Surveys are mailed to clinical affiliates. Students are provided the opportunity to evaluate each course every semester using the Student End of Course Evaluation tool and also the Student Evaluation of Clinical Facility tool as applicable. Information garnered provides insight and opportunity for improvement within the individual course, curriculum, and program. Data obtained from the student evaluation tools is shared with the faculty by the BSN Program Director at BSN Faculty Assembly meetings (see minutes of the Faculty Assembly); data are trended and are a component of the SPPE. Electronic surveys now provide the platform for delivery and data retrieval, and are offered through LiveText ; the department of nursing participates in LiveText, a University assessment initiative.

68 64 Currently, University generated course completion rate reports are utilized as a component of retention efforts and awareness. Prior to spring 2013, course completion rates were reviewed with faculty and monitored for trends. In alignment with the University s strategic goal of increasing student retention and as part of Academic Affair s 2013 Annual Plan (see Annual Plan 2013), a threshold of 88% for course completion has been established for all courses in the department. Action plan(s) will be devised, implemented, and evaluated for any rate less than 88%. Student outcome attainment is also measured by faculty-developed assessment measures to include multiple choice examinations, teaching-learning presentations, written papers, case-scenarios, simulation exercises, laboratory and clinical evaluation. Calculation of graduation rates for the nursing program is based on completion of program requirements within 150% or 1.5 times of the program clinical requirements. The BSN program clinical sequence is six (6) enrolled clinical semesters, and multiplied by 150%, equals 9 enrolled clinical semesters. Graduation rates are calculated each fall semester. The formula for calculation of graduation rates was developed by the LSBN for standardized reporting. The expected average time for BSN students to complete the clinical sequence of the curriculum is < 6.5 semesters. The established benchmark for the graduation rate for the program is rate of at least 60%. The BSN Program Director tracks and reports the retention/graduation data and is a component of the SPPE (all SPPE data available in the resource room). The average number of semesters to complete for graduates is presented in Table IV.A-1. Graduation rates are presented in Table IV.A-2. Table IV.A-1 Average # of Semesters to Complete for Graduates

69 65 Table IV.A-2 Graduation Rates Cohort #Admit/#Graduated Final Retention % Fall / % ES / % Spring / % Fall / % Spring / % Fall / % Spring / % Fall 2005* 38/ % Spring / % *Hurricane Katrina struck South Louisiana early in the fall 2005 semester, causing devastation across the coastal line. This resulted in an increased attrition rate for this cohort. IV-B. Aggregate student outcome data are analyzed and compared with expected student outcomes. Elaboration: Actual student outcomes data are analyzed in relation to expected student outcomes to identify areas of discrepancies. Discrepancies may indicate areas for program improvement. Program Response: The formal program evaluation process and evaluation tools and data sources are guided by the BSN program s SPPE and is reflective of the program s Conceptual Model. Benchmarks/thresholds, as described in the SPPE (Appendix J), have been set in order to compare expected outcomes with actual student outcomes. All data referenced in this report will be on file in the resource room. NCLEX-RN Pass Rates To meet the LSBN education standard, the established benchmark for student performance on the NCLEX-RN is at least 80% for first-time candidates and additionally, a pass rate greater than the national average pass rate. Over the past four years, pass rates have ranged from 85.82% to 97.83% (Table IV.A-3). A total of 451 students tested during As noted, in 2010, the 80% benchmark for first-time candidates testing was met. However, the pass rate did not exceed the national average pass rate. Respective of the number of students admitted during the BSN program s participation ( ) in the Capitation Program, likely led to a broader range of admission GPAs which may have attributed to a dip in the pass rate

70 66 and a pass rate that did not exceed the national average pass rate. Funding for the Board of Regents Capitation Program was subsequently impacted by State budgetary constraints and ended in Subsequent pass rates have surpassed the established benchmarks. Table IV.A-3 NCLEX-RN Pass Rates for First Time Candidates # Tested # Passed Pass Rate LA State Pass Rate National Pass Rate Graduation Rates The established benchmark for graduation rates in the BSN program is a rate of at least 60%. The program subscribes to the formula set forth by the Louisiana State Board of Nursing for establishing retention/graduation rates. In 2008, 2009, and 2010, the BSN program fully participated in the Board of Regents Capitation Program, an initiative to meet workforce demands through funding for nursing schools for expanded enrollment. During this time period, admission to the program, as well as progression, was offered in the spring and fall semesters and additionally during the summer as an Exceptional 10-week Session. Students had the opportunity to participate in the offering, thus reducing the time to complete the clinical component of the program from three (3) academic years to two (2) academic years. In 2009, 180 students were admitted and in 2010, 168 students were admitted. The average retention/graduation rate for cohorts graduating in is 73.7%. Student Satisfaction Several mechanisms for assessing student satisfaction exist and are benchmarked, and are available in the resource room. All graduating students complete the BSN program s Senior Exit Interview and rate the BSN program using a Likert Scale (1 = low to 5 = high) with an expectation of > 4 (high). Students consistently rate the program as high. For , ratings range from indicating graduating students satisfaction with the program. The Senior Exit Survey is also completed by all graduates as a component of the University s graduation process. Specifically, item #24 on the tool is assessed as it pertains to program satisfaction and a benchmark of > 3.5 established. For , ratings range from 4.18-

71 Another component of student satisfaction assessment is the University Graduating Student Survey (UGSS). The UGSS is completed by all students graduating from the University. A benchmark of 80% of the graduating seniors is set and an expectation of at least satisfied (< 2) with the BSN program as indicated on item #59. Data for reflect a range of indicating program satisfaction. The Alumni Survey is conducted by the department via mail at 1- and 5-year post graduation. Alumni satisfaction with the program for reporting years range from exceeding the benchmark of > 3.5. Alumni indicate that they are satisfied with the BSN program. The Employer Survey is conducted by the department via mail at 1-year post graduation. Employers consistently indicate that they are very satisfied with BSN graduates as members of their workforce. Data for reflect a range of , surpassing the benchmark of > 3.5. Overall, the average return rate on the mailed surveys is 50%. ATI Critical Thinking Critical thinking is a key component of the BSN program s conceptual model, curriculum, and student learning outcomes. Students are tested/assessed using the ATI standardized exam for critical thinking upon entry and exit of the program and are expected to meet and/or exceed the national average (Table IV.4-4). Additionally, there is an expectation of an increase of at least a five (5) percentage point improvement between the class average on admission and the class average at graduation. Faculty utilize varied teaching pedagogies in the program to facilitate and evaluate critical thinking such as the use of Care Maps, case-scenarios, simulation and lab exercises, games, etc. In spring of 2009 and fall of 2011, the critical thinking exit score fell below the national average and was also less than the entrance scores thus yielding no percentage growth. There has been no established trend in the percentage point difference falling below the benchmark; on-going monitoring continues. Faculty continually strive to engage students in critical thinking through writing assignments, teaching/learning projects, teacher-made tests, and clinical experiences. The Committee on BSN Curriculum collaborated with course coordinators to review and revise course syllabi and further aid in the alignment of best teaching practices to further engage the student in problem-solving, collaboration, communication, clinical reasoning, and self-reflection. Additionally, the University s Quality Enhancement Plan (QEP) includes an initiative on improving critical thinking across the curriculum; the development of a critical thinking rubric is a component used in general education courses.

72 68 TABLE IV.4-4 ATI Entrance versus Exit Critical Thinking Scores Semester Entrance Score / Nat l Mean Exit Score / Nat l Mean % point improvement Fall (68) 70.3 (71.3) (2.5) Spring (68) 74.2 (70.3) 6.8 Fall (68) 76.8 (70.3) 6.5 ES (68) 75.3 (70.3) 2.7 Spring (68) 77.0 (70.3) 4.4 Fall (68) 74.5 (70.3) 5.4 ES (68) 75.1 (70.3) 7.7 Spring (68) 55.9 (70.3) (14.4) Graduating nursing students are also expected to meet and/or exceed the national average on the ATI RN Comprehensive Predictor Exam (Table IV.4-5). Students complete the exam at the end of the final semester of the program. Passing the exam was defined as a student attaining a 90% or higher predicted probability of passing the NCLEX-RN. While the attainment of 90% equates with a performance of the ATI Proficiency Level 3, from inception, the BSN program established the ATI Level 2 Proficiency as the benchmark of expectation on all ATI content-specific tests. In spring of 2011, the BSN Coordinator of Assessment discussed with the faculty, the high remediation rate of students on the predictor exam. Faculty aligned the expectation of the predictor exam with the established Level 2 Proficiency. Additionally, in order to sit for the proctored exam, students are to complete the practice test with a minimum score of 85%. Any student score falling below a Level 2 Proficiency on the proctored exam must remediate and retest. In the Senior Exit Interview, graduating students have expressed timing of the tests during the semester and study priority of enrolled courses impacting preparation time leading to the need for subsequent test remediation. ATI scores have been incentivized. In response, in spring of 2013, students in Nursing 428, Experiences in Preceptorship, are expected to complete the practice predictor test for a total of four (4) times, prior to taking the predictor exam, during the course of the semester. Results will be monitored and trended.

73 69 TABLE IV.4-5 ATI RN Comprehensive Predictor Exam Semester Group Score National Mean Fall Spring Fall Spring Fall ES Spring Fall ES Spring Employment Employment data is obtained using the Senior Exit Interview, the Senior Exit Survey, and the Alumni Survey at 1- and 5-year post graduation. The employment data from the Alumni Survey reflects only those alumni who choose to complete the survey. Students self-report employment status during the senior exit interview conducted by the department head of nursing (Table IV.4-6). The expectation is that 100% of graduates will secure employment upon graduation. Respective of the program s participation in the Board of Regents Capitation Program to enhance the nursing workforce, in 2009 and 2010, 159 graduated the program. In 2011 and 2012, 165 students graduated the program. The robust amount of graduates served the workforce needs of the service region in the State, and also created a supply greater than demand in the immediate service region. The University hosts a College of Nursing and Allied Health Annual Career Fair each spring. Area hospitals/agencies have facilitated employment opportunities for new grads offering part-time positions with transition to full-time. Graduates who had not secured employment at the time of the Senior Exit Interview report job attainment post-graduation anecdotally through self-report or by faculty.

74 70 TABLE IV.4-6 Employment Rates for New Graduates Senior Exit Survey Semester Full Time Part Time Unemployed Fall % Spring % 3.0% 3.0% Fall % 2.0% -- ES % 3.0% 1% Spring % Fall % % ES % Spring % IV-C. Aggregate student outcome data provide evidence of the program s effectiveness in achieving its mission, goals, and expected outcomes. Elaboration: The program reports aggregate data related to its expected outcomes. Reported data include student, alumni, and employer satisfaction; graduation rates; NCLEX-RN pass rates; certification examination pass rates; employment rates; as well as data related to other program-identified expected outcomes. Program Response: Aggregate student outcome data provide evidence of the program s effectiveness in achieving its mission, goals, and expected outcomes and is validated and evidenced by meeting and/or exceeding established evaluation benchmarks as defined in the SPPE. As previously discussed in Section IV-A, expected outcomes are established to measure student, alumni, and employer satisfaction, NCLEX-RN pass rates on first-time candidates, retention/graduation rates, and employment rates. Additionally, students are expected to meet/exceed the national average on ATI proctored achievement tests taken in each clinical nursing course to include critical thinking on admission and graduation; graduating seniors complete the ATI RN Comprehensive Predictor Exam. Aligned with the mission and goals, the BSN program student learning outcomes culminate in the achievement of a pass rate of at least 80% on the NCLEX-RN and meet or exceed the national average pass rate. The program was effective in meeting this goal. Pass rates for first time candidates range from 85.82%-97.3% for years In 2010, the NCLEX-RN pass rate was 85.82% which did not surpass the national average pass rate of

75 %. There has been no evidence of a trend in regard to this finding. However, efforts to surpass the benchmark remain critical. The BSN program participates in ATI, and utilizes the RN Comprehensive Predictor Exam to further assess program effectiveness. Currently, each graduating class group score is compared to the national score with the expectation of meeting or exceeding the national score. As previously reported in Table IV.4-5, scores exceeded the national average for 7 out of 10 semesters or 70% (spring of 2009-fall of 2012). Efforts are ongoing to achieve the goal and are realized through required remediation, advising, and re-test for students scoring below 80% on the predictor exam. Students must complete the practice test with a score of at least 85% in order to sit for the proctored exam. Faculty provides guidance in utilizing the ATI program to its fullest. Subsequent tracking and trending of the number of students scoring at the established predictor rates will aid in correlating the predictor pass rates to the NCLEX-RN pass rates. Satisfaction with the program is demonstrated in student, alumni, and employer reporting. Employers of BSN alumni, on the Employer Survey, at 1-year post graduation for years reported an overall rating of 3.71 (benchmark of > 3.5) signifying that the program outcomes were exemplified with the BSN alum employed in their facility. Currently, revisions to the surveys are in process relative to the revised BSN program student learning outcomes and curriculum transition. Student satisfaction and alumni satisfaction, as previously reported in IV-A, reflects evidence of achievement attainment as defined in the SPPE. Consistently, BSN alumni, at 1-and 5-year intervals reported having achieved the BSN program student learning outcomes for years The Committee on BSN Evaluation and Research is responsible for the compilation of data from defined data sources as described in the BSN program s SPPE as well as the development and revisions of related tools. The committee meets at least every month and more as indicated. In lieu of curriculum re-envisioning, the task of tool review and revisions occurred. A key example was the development of the new, progressive Clinical Evaluation Tool and the alignment with course, level, BSN program student learning outcomes, the Essentials, QSEN, and TIGER initiative. Faculty diligently constructed the tool to meet student, faculty, and program expectations to include a Clinical Performance Remediation tool. The development of the tool occurred over an academic year and is currently in place (see Committee on BSN Evaluation and Research meeting minutes in resource room). The SPPE is calendar-year based; data, as received, is disseminated, discussed, and voted on as applicable with the faculty at respective committee levels, BSN Faculty Assembly, and/or Faculty Organization Committee meetings.

76 72 IV-D. Aggregate student outcome data are used, as appropriate, to foster ongoing program improvement. Elaboration: The program demonstrates use of aggregate student outcome data for program improvement when actual outcomes are not consistent with expected outcomes. Adjustments to foster ongoing program improvement are deliberate and congruent with the mission, goals, and expected student outcomes. Program Response: Aggregate student outcome data are used, as appropriate, to foster on-going program improvement. Overall, aggregate data reveals that actual outcomes are consistent with established expected outcomes. Program improvement is continuous and data are reviewed and evaluated as evident by the SPPE. In 2010, the NCLEX-RN pass rate was 85.82%, meeting the expected outcome of at least 80%. However, in comparison, the previous year pass rate was 92.41% (2009) and subsequent pass rates were 93.15% and 97.83% for years 2011 and 2012 respectively. The decline in the pass rate, while not trended, invoked a review of the BSN program s utilization of the ATI Comprehensive Assessment and Remediation Program. While teacher-made exams provide formative evaluation within and during the program, ATI nationally standardized testing provides formative evaluation from a broader perspective. The value of comparison of the program s composite scores to the national average is realized. As previously reported in Table III.F-1, scores on content-course exams are reported and trended. The Coordinator of Assessment has met with individual course coordinators and course faculty to provide insight into testing content and course alignment. ATI testing is also offered in electronic format in the effort to additionally prepare students for the NCLEX-RN. Entry level students complete the TEAS test and Critical Thinking test on admission to the program. Testing continues throughout the program and culminates with the predictor exam. From inception, a Level 2 Proficiency is the established and expected student achievement on ATI tests and is in force. ATI tests are scheduled for the end of the semester and is communicated to the students on the first day of class. Students are encouraged to complete the practice test and remediation prior to the proctored assessment. In response, the value of the ATI testing program was incentivized whereby students earn points for achieving a Level 2 or Level 3 Proficiency attainment. Student buy-in is essential to the ATI program s effectiveness and valid data for which program decisions are made.

77 73 IV-E. Aggregate faculty outcomes are consistent with and contribute to achievement of the program s mission, goals, and expected student outcomes. Elaboration: Aggregate faculty outcomes reflect the program s mission, goals, and expected student outcomes. For example, if research is an identified element of the program s mission, faculty research productivity should be assessed as an expected faculty outcome. If research is not part of the identified mission, it would not be expected as a faculty outcome. Evaluation of faculty outcomes is consistent with the institution s and program s definition(s) of faculty role expectations. There is congruence between expectations of the faculty in their roles and evaluation of faculty performance. Program Response: Aggregate faculty outcomes contribute to the achievement of the program s mission, goals, and expected student outcomes. Congruence exists between the University and the program expectations of faculty in their roles and evaluation of faculty performance. Faculty outcomes in the areas of teaching, research/creative works, and service are defined and selfreported in Digital Measures and evaluated annually by the department head of nursing; achievements are established and defined in the SPPE. Importantly, professional and scholarly growth is exemplified in the faculty achievements and include educational milestones such as attainment of the terminal degree and advanced certifications such as the Certified Nurse Educator (CNE). Currently, 41% of the teaching faculty and administrator of the unit have doctoral preparation. For reporting years , 100% of the faculty are expected to fully engage in scholarly activities; the expected aggregate outcome is consistently achieved. Another expected outcome for faculty performance in teaching as rated by students is the achievement of a rating of high performance to exemplary. In 2011, with an expectation of 100%, data revealed an achievement of 86% of faculty meeting the expected outcome. In response, the department head met with the individual incumbent faculty member to review scores and devise an action plan. However, a continued trend for the faculty member eventually led to separation of employment. Congruence further exists between the expectations of individual faculty performance in the areas of teaching, research, and service, and the annual evaluation process of faculty performance. Faculty performance expectations are explicitly defined in the department rubrics for the areas of teaching, research/creative works, and service and include other data sources as benchmarks such as the results for factors on the Student Instruction Report (SIR) and the Administrative Evaluation. The SIRs are completed by the student; each instructor is rated on such items as course organization, communication, and grading. The data is collected and analyzed by the Office of Assessment and Institutional Research and sent to the department head and used as a component of performance evaluation. Copies of the report are also

78 74 distributed to faculty through the CNAH. The Administrative Evaluation is completed by the department head on each faculty with input from the BSN Program Director; the expected faculty outcome for 100% of the faculty is a rating of > 4. In reporting years 2009 and 2010, a performance issue with a faculty, as previously reported, impacted the outcome. During that time, a performance improvement plan was devised. As the program prepares leaders in nursing, faculty must continue to develop their role as educators; faculty have participated in and have also provided continuing nursing education activities for the College of Nursing and Allied Health Continuing Nursing Education Program. The expected outcome of 100% of faculty participation in yearly continuing education activities pertinent to their clinical area of expertise is consistently achieved. Faculty have also participated in and presented at national conferences to include poster and podium presentations. For example, the collective work of the nursing faculty on the BSN program s progressive Clinical Performance Evaluation Tools incorporating the QSEN Competencies was selected for a podium presentation at the 2012 QSEN Innovation to Transformation conference. Subsequently, the tools were accepted for publication on the QSEN website. Information garnered from the conferences are shared with faculty at BSN Faculty Assembly meetings and brown bag information sessions hosted by the Committee on BSN Evaluation and Research. Faculty have also worked collaboratively on grants and have published numerous scholarly articles to include original research. Many of the faculty also continue with active practice on weekends, holidays, and summers to maintain excellence in contemporary practice. All faculty hold a valid, unencumbered Louisiana RN license. Faculty have the opportunity to attend conferences that support specific specialty organizations/continuing education such as the Louisiana Association of Nurse Practitioners and as well as involvement in professional organizations such as include Sigma Theta Tau International Honor Society of Nursing, the National Gerontological Nursing Association, the National Black Nurses Association, among others. Concurrently, the University hosts an Annual Research Week for which faculty have the opportunity to showcase research endeavors. The College of Nursing and Allied Health has a designated day during research week to present research/scholarly activities to members of the department, college, University, and community. The value of service is also recognized as an integral component of the profession of nursing and nursing education. Faculty participation in service is benchmarked at 100% and is consistently met. Service is varied as faculty participate in community activities to include service-learning activities, Cystic Fibrosis and Susan Komen Walks, blood drives, toy drives,

79 75 food drives, participation in mock-disaster drills, and others. Faculty and student participation is visible and abundant on the University campus and in the community. Service is also represented in faculty participation on committees at all levels to include University, College, Departmental, and Program (Appendix A). The department recognizes excellence in teaching, research, and service as a life-long commitment and essential in creating an environment conducive to the advancement of nursing and nursing education. The University subscribes to the electronic platform, Digital Measures, a system for the collection/management of faculty performance evidence. Faculty showcase teaching workloads, innovative pedagogies, participation in continuing nursing education, publications, presentations, and service (Digital Measure reports and annual faculty performance evaluations are on file in resource room). IV-F. Information from formal complaints is used, as appropriate, to foster ongoing program improvement. Elaboration: If formal complaints indicate a need for program improvement, there is evidence that action has been taken to address that need. Program Response: An academic grievance was filed by a nursing student in spring of 2012 citing unfair treatment by a faculty member. The mission of the Department of Nursing Academic Grievance Procedure for Students was enacted providing a mechanism for problem solving, and to achieve an equitable resolution as soon as possible. The student was afforded due process to ensure fair, equal, and reasonable treatment, without affecting the institution s right to administer an organized program of instruction and to protect the rights of all involved. Closed proceedings were conducted by a departmental Ad Hoc Grievance Committee and a recommendation rendered. Documentation of committee proceedings is confidential and is securely filed in the department head s office. As a result of the complaint and subsequent resolution, faculty and students were reminded of the need and expectation for clear, respectful, and professional communication that exemplifies the nursing profession. The value of timely, clear documentation of student progress remains critical to the processes of teaching/learning and evaluation. Students were reminded by the BSN Program Director at the fall 2012 Mandatory BSN Student Assembly to seek assistance through thoughtful, respectful communication efforts in order for timely problemsolving/resolutions.

80 76 Analysis Strengths of the Program Standard IV 1. Surveys and other data sources are in place to collect aggregate data; established goal achievements are defined by the SPPE. The SPPE provides the mechanism for continuous program improvement and is systematically applied. Aggregate data is used to effectively assist students and faculty and to enhance and improve the program. Overall, program effectiveness is achieved. 2. Satisfaction to the program is evident as reported by students, faculty, alumni, and employers of alumni. 3. Graduation/retention rates surpass the established benchmark. 4. Employment rates are strong for graduates and alumni. 5. NCLEX-RN pass rates consistently meet and/or exceeds the passing standard. 6. ATI Comprehensive Assessment and Remediation program is in place and provides aggregate data for scoring and benchmarking against national means on content-based exams and the predictor exam. 7. Aggregate faculty outcomes are overall consistent and contribute to the achievement of the program s mission, goals, and expected student outcomes. Faculty are committed to lifelong learning and engage in research/creative works and service to include publications and presentations at local and national venues. Two faculty currently hold endowed professorships; two faculty are Certified Nurse Educators. Excellence in teaching is embodied through continued education, attainment of the terminal degrees and certifications, membership in professional organizations, etc. Evaluation and assessment of faculty performance is established and congruent. Areas for Improvement 1. Strengthen performance on ATI Predictor exam. 2. Track performance on ATI Predictor exam to correlate with NCLEX-RN pass rates. 3. Consistency of improvement in critical thinking scores on entry and exit of program. 4. Mechanism of alumni and employer survey dissemination and response. Action Plan 1. Incorporate ATI practice exams in all courses throughout the semester to enhance performance. 2. Explore other testing programs that are concept-based thus supporting a concept-based curriculum.

81 77 3. Explore electronic survey as venue for alumni and employer surveys to increase response rate. 4. Develop strategies to improve critical thinking.

82 APPENDIX A 78

83 79 Appendix A Faculty Participation on Committees Committee Name Committee Level Faculty Name Term Served Academic Policies & Academic Standing Dr. Sue Westbrook Standards Committee Continuing Education Academic Standing Committee Michelle Patterson Dr. Charlene Smith Courses & Curricula Academic Standing Dr. Amanda Eymard Distance Learning Committee Academic Standing Committee Dr. Tanya Schreiber Dr. Amanda Eymard Kimberly Dozar Graduate Council Grievance Library Research Council Promotion & Tenure Appeals Honors General Education Assessment Human Subjects Institutional Review Board Athletics Council Compensation Committee Compliance Discipline Social/Community Concerns Honorary Degree Committee Academic Standing Committee Academic Standing Committee Academic Standing Committee Academic Standing Committee Academic Standing Committee Academic Standing Committee Academic Standing Committee Academic Standing Committee University Standing Committee University Standing Committee University Standing Committee University Standing Committee University Standing Committee University Standing Committee Dr. Amanda Eymard Dr. Bridget Guidry Dr. Tanya Schreiber Dr. Travis Lewis Pamela Williams-Jones Dr. Tanya Schreiber Dr. Shirleen Lewis-Trabeaux Rebecca Lyons Dr. Amanda Eymard Pamela Williams-Jones Carol Hession Dr. Angelique Allemand Dr. Charlene Smith Angele Davis Dr. Tanya Schreiber Pamela Williams-Jones Dr. Todd Keller Dr. Shirleen Lewis-Trabeaux Carol Hession Pamela Williams-Jones Dr. Tanya Schreiber Susan Dupre Michelle Patterson Dr. Tanya Schreiber Dr. Todd Keller Pamela Williams-Jones Dr. Bridget Guidry

84 80 Faculty Senate Faculty Senate Dr. Todd Keller (President) Dr. Amanda Eymard Dr. Shirleen Lewis-Trabeaux (Recording Secretary) Dr. Tanya Schreiber Angele Davis Committee on Faculty Senate Dr. Shirleen Lewis-Trabeaux Committees Committees Dr. Tanya Schreiber Faculty Welfare Faculty Senate Carol Hession Hospitality, Ceremonial, and Special Occasions Admissions, Progressions, Scholarship, and Honors Committees Department of Nursing BSN Faculty Assembly Pamela Williams-Jones Gwendolyn Barrilleaux (Chair) Dr. Charlene Smith (Chair) Rebecca Naquin Laura Blanchard Dr. Todd Keller Michelle Patterson Pamela Williams-Jones Michelle Ash Daniel Blake Laura Blanchard Dr. Charlene Smith Curriculum BSN Faculty Assembly Dr. Bridget Guidry Dr. Angelique Allemand Susan Dupre Dr. Shirleen Lewis-Trabeaux Amber Ewing Pamela Williams-Jones Evaluation and Research BSN Faculty Assembly Dr. Amanda Eymard Dr. Linda Manfrin-Ledet Dr. Travis Lewis Dr. Tanya Schreiber Carol Hession Jeanne Hamner Angele Davis Amber Berry

85 APPENDIX A1 A3 81

86 82 APPENDIX A-1 COLLEGE OF NURSING AND ALLIED HEALTH ORGANIZATIONAL CHART ICMSN MSN Consortium College of Nursing and Allied Health Velma Westbrook, DNS, MA, RN Dean Continuing Education & Faculty Development Gwen Barrilleaux MN, RN Director Adm. Assistant 4 Carole George Adm. Coordinator 3 Kathy Guidry Department of Nursing Rebecca Lyons, PhD(c), RN, Department Head Department of Allied Health Sciences Brigett Scott MS, RD, LDN, Department Head Adm. Assistant 3 Laurie Melancon Adm. Assistant 3 Donna Morvant Adm. Coord. 2 Lauren Plaisance Athletic Training Gerard White, M. Ed., ATC, LAT, Program Director ATTR Faculty Master of Science in Nursing Tanya Schreiber, DNS, RN, Coordinator Bachelor of Science in Nursing Todd Keller, DNS, RN, Program Director Communicative Disorders Donna Fitzgerald-DeJean, PhD, Program Director COMD Faculty MSN Faculty BSN Faculty Nolan Speech, Language and Hearing Center Adm. Assistant 2 Lori Boudreaux Dietetics Colette Leistner, PhD, RD, Program Director DIET Faculty Health Sciences Pre-Professional Concentration Supervision and Management Concentration Adopted 7/1/04; Revised 7/05; 7/06; 7/07; 8/07; 7/08; 7/09; 7/10 ; 6/11; 7/12

87 83 APPENDIX A-2 COLLEGE OF NURSING AND ALLIED HEALTH DEPARTMENT OF NURSING ORGANIZATIONAL CHART ICMSN Consortium DEPARTMENT OF NURSING Rebecca Lyons, PhD(c), RN, Department Head Adm. Assistant 3 Donna Morvant Adm. Coord. 2 Lauren Plaisance Master of Science in Nursing Tanya Schreiber, DNS, RN, Coordinator Bachelor of Science in Nursing Todd Keller, DNS, RN, Program Director MSN Faculty Angelique Allemand, DNP Amanda Eymard, DNS Bridget Guidry, DNP Travis Lewis, PhD Shirleen Lewis-Trabeaux, PhD Linda Manfrin-Ledet, DNS Charlene Smith, PhD BSN Faculty Michelle Ash, MSN Gwen Barrilleaux, MN Amber Berry, MSN Daniel Blake, MSN Laura Blanchard, MSN Angele Davis, MSN Kimberly Dozar, MSN Susan Dupre, MN Amber Ewing, MSN Jeanne Hamner, MSN Carol Hession, MSN Rebecca Naquin, MSN Michelle Patterson, MSN Pamela Williams-Jones, MN

88 84 APPENDIX A-3 COLLEGE OF NURSING AND ALLIED HEALTH DEPARTMENT OF NURSING BACHELOR OF SCIENCE IN NURSING ORGANIZATIONAL CHART Department Of Nursing Rebecca Lyons PhD(c), RN, Department Head Department of Nursing Advisory Council Administrative Assistant 3 Donna Morvant Administrative Coordinator 2 Lauren Plaisance Bachelor of Science in Nursing Program Todd Keller, DNS, RN, Program Director Nursing Skills Lab Coordinator Daniel Blake, MSN, RN Assessment Coordinator Angelique Allemand, DNP, APRN Bachelor of Science in Nursing Program Faculty Miscellaneous II, File: Department Organizational Chart Adopted 6/92; Revised, 8/94, 8/95, 8/01, 8/02, 1/03, 7/03, 7/04; 7/05; 7/06; 7/07; 7/10; 4/11; 8/11; 5/12 Reviewed 8/96, 8/97, 8/98, 8/99, 8/00, 7/08, 7/09, 07/10

89 APPENDIX B 85

90 86 NAME TITLE APPT. YEAR CREDENTIALS/ EDUCATIONAL DEGREE APPENDIX B FACULTY PROFILE AREA OF SPECIALTY/ PRACTICE RELEVANT CERTIFICATIONS TEACHING RESPONSIBILITIES Allemand, Angelique Associate Professor 2006 DNP, MSN, BSN Adult/Acute Care NP Nursing and the Adult I Pathophysiology Ash, Michelle Instructor 2011 MSN, BSN Family/Primary Care/Adult Health NP Basic Nursing Process; Health Assessment and the Adult Client Barrilleaux, Gwendolyn Associate Professor 1981 MN, BSN Adult Health Preceptorship Experience in Professional Nursing Berry, Amber Instructor 2012 MSN, BSN Critical Acute Care/Adult NP Nursing and the Adult II Health Blake, Daniel Instructor 2011 MSN, BSN Adult Health Nursing and the Adult I; General Medical Terminology Blanchard, Laura Instructor 2011 MSN, BSN Family Health/Adult Health FNP Basic Nursing Process; Health Assessment and the Adult Client Davis, Angele Assistant Professor 2011 MSN, BSN Adult Health Preceptorship Experience in Professional Nursing; Interprofessional Concepts for Contemporary Nursing Dozar, Kimberly Assistant Professor 2008 MSN, BSN Pediatrics Nursing and the Childrearing Family; Human Sexuality Dupre, Susan Assistant Professor 1996 MN, BSN Adult Health Basic Nursing Process; Health Assessment and the Adult Client Ewing, Amber Instructor 2011 MSN, BSN Adult Health Nursing and the Adult II; Human Sexuality Eymard, Amanda Associate Professor 2006 DNS, MSN, BSN CNE Management/Mental Health Mental Health Nursing; Gerontic Nursing Care Concepts Guidry, Bridget Associate Professor 2003 DNP, MSN, BSN ER Specialty/Family Adult Acute Care/ Women s Health WHNP, Family Emergent NP Preceptorship Experience in Professional Nursing; Pharmacology; Drug Abuse Hamner, Jeanne Assistant Professor 2009 MSN, BSN Adult Health Nursing and the Adult II Hession, Carol Assistant Professor 2007 MSN, BSN Adult Health Nursing and the Childbearing Family; Gerontology Keller, Todd Associate Professor, Director BSN 2000 DNS, MSN, BSN CNE Adult Health Health Assessment and the Adult Client; Nursing Leadership/Management Program Lewis, Travis Professor 2008 Ph.D., MSN Maternal/Child Nursing and the Childrearing Family Lewis-Trabeaux, Shirleen Associate Professor 1997 Ph.D., MN Community Health Community Health Nursing Lyons, Rebecca Assistant Professor, 2000 Ph.D. (c), MSN Adult Health Professional Nursing Practice Department Head Manfrin-Ledet, Linda Professor 1998 DNS, MN Mental Health CNS Mental Health Nursing; Nursing Research and Evidence for Best Practices; Drug Abuse Naquin, Rebecca Instructor 2009 MSN Adult Health Nursing and the Adult I; Interprofessional Concepts for Contemporary Nursing Patterson, Michelle Assistant Professor 2003 MSN Maternal/Child Nursing and the Childbearing Family;

91 87 NAME TITLE APPT. YEAR CREDENTIALS/ EDUCATIONAL DEGREE APPENDIX B FACULTY PROFILE AREA OF SPECIALTY/ PRACTICE RELEVANT CERTIFICATIONS TEACHING RESPONSIBILITIES General Medical Terminology Schreiber, Tanya Associate Professor, Coordinator MSN Program 2001 DNS, MSN Community/Mental Health CNS Nursing Research and Evidence for Best Practices; Perspectives on Death and Dying End of Life Care Smith, Charlene Assistant Professor 2008 Ph.D., MN Maternal/Child Nursing and the Childbearing Family; Child Abuse Williams-Jones, Pamela Associate Professor 1994 MN Maternal/Child Nursing and the Childbearing Family; Bioethics for Health Care Professionals

92 APPENDIX C 88

93 89 APPENDIX C Notice of Substantive Change in the BSN Curriculum The curriculum change that follows is presented as an answer to the mandate from the University of Louisiana System s (ULS) office requiring baccalaureate degree programs to be no more than 120 degree specific hours for completion. This mandated change provided a timely opportunity to reconsider the Bachelor of Science in Nursing degree curriculum for currency as it relates to the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice and the National League for Nursing (NLN) Education Summit. The AACN and NLN have identified the areas of evidence based practice, cultural competence, care across the lifespan (with a strong focus on the older adult, geriatric population), informatics, safety, clinical reasoning, genetics, and quality improvement as important concepts in contemporary nursing practice. The curriculum changes that follow address the issues of cultural awareness and competence, the gerontic nursing practices with the older adult, and evidence based nursing practice. Each clinical nursing course was reviewed for evidence of the remaining important concepts as the curriculum revision evolved. This change results in a 120 hour BSN curriculum that strengthens the BSN student for nursing practice through the addition of core course work focused on contemporary nursing and healthcare concepts, the deletion of course work deemed to be repetitive in nature, and the continued evolution of core course work to address the health status of an ever-evolving population. Changes in the freshman year Deletion of Chemistry 101 from the curriculum Addition of Chemistry 109 to curriculum: Introductory, Organic, and Biological Chemistry (3-3-0) o Provides for an entry level education in the basic forms of chemistry including Introductory, Organic, and Biological; important in the understanding of chemical processes that affect the human body. o Includes information from Chemistry 208, which is deleted from the curriculum. Move PSYC 101 to the 2 nd semester, freshman year. o Reduces the first semester, freshman year, to 17 credit hours from 20, provides equitable distribution of credit hours in the freshman year. Change the requirement of a second HIST course to a required Humanities course in the second semester, freshman year. o Stems from a University change in the General Education Requirements for the Humanities. This change allows the student, along with their advisor, to exercise more freedom of choice in their general education choices. Move the Computer Literacy requirement course to the second semester, freshman year, with the departmental degree required course as OIS 200. o OIS 200 begins to lay the foundational knowledge of computer hardware and software that is necessary to understand and apply the concepts within Nursing Informatics (NI). NI will be infused throughout the curriculum with the use of Workstations on Wheels (WOWs) in the clinical courses to introduce the students to data storage, data retrieval,

94 90 o and data transmittal. This learning will be further applied in the clinical settings as students access and utilize the electronic medical record (EMR). NOTE: OIS is now a 2 credit hour course. Deletion of SOCI 151 o Addressed in sophomore year changes. Freshman year changes result in 17 credit hours, first semester; and 18 credit hours, second semester. Changes in the sophomore year Deletion of CHEM 208 o The BSN curriculum far exceeds the general education requirements for the Natural Sciences credits. Creation of Chemistry 109 by the department of chemistry provides for an entry level education in the basic forms of chemistry including Introductory, Organic, and Biological; important in the understanding of chemical processes that affect the human body. Deletion of PSYC 212 o Evidence is found across the BSN curriculum of Lifespan Growth and Development; beginning in Fundamentals and Health Assessment (NURS 225 & 226), continuing throughout Adult Health I & II (NURS 255 & 355), and strongly addressed in Maternal/Child Nursing (NURS 371 & 381). The addition of Gerontic Nursing would allow for a strong focus of G & D specific to the older adult (see below). Nicholls BSN students have historically performed very well on Growth and Development subsections of the NCLEX. Addition of NURS 228 (Gerontic Nursing Care Concepts) (2-2-0) o Addresses the contemporary issue of the older adult as the fastest growing population seeking and receiving health care services. Allows for the continuation of G & D education at the focused level of the older adult. Addition of Sociology 204 (Cultural Diversity in America) (3-3-0) o Specifically addresses cultural diversity and awareness in addition to content that is threaded throughout the curriculum. o Sets the stage for cultural awareness as student progresses through the clinical nursing sequence. Sophomore year changes result in 16 credit hours, first semester (down from 20); and 16 credit hours, second semester (no changes to second semester of sophomore year). Changes in the junior year Change in title for NURS 340 to Interprofessional Concepts for Contemporary Nursing (3-3-0) o Focus remains on Social, Legal and Ethical issues in nursing and healthcare, but with a strong emphasis on the interprofessional relationships in a complex health care environment. Change requirement for advanced writing course from ENGL 368 (Technical Writing) to ENGL 468 (Technical Writing for the Sciences).

95 91 o As nursing is both an art and a science, the course is well suited to begin the introduction of technical writing skills for the scientific process of nursing research. Junior year changes result in 14 credit hours, and 13 credit hours, second semester (no change). English 368 is replaced with English 468. Also, MATH 214 is moved from the second semester, third year to the first semester, third year, and NURS 358 is placed in the second semester, third year. Changes in the senior year Re-visioning NURS 440 to reflect contemporary trends with a number and title change: NURS 422 Evidence for Best Practice and Research in Nursing (3-3-0). Senior year changes would not result in credit hour changes. The 120 hour curriculum affects those students entering Nicholls State University as first time freshman fall 2011; however, it does not affect those officially entering the clinical sequence until fall 2012, at which time they are officially considered BSN program majors. If a currently enrolled student, regardless of matter, must exit the clinical nursing course sequence and subsequently re-applies to the clinical course sequence, the following will ensue: 1. The student will be evaluated on a case-by-case basis beginning with a complete review of the transcript. 2. The student seeking readmission in fall of 2012, if eligible, will be readmitted under the new catalog/curriculum if they have not completed the first half of the clinical nursing courses of the curriculum (NURS 225, 255, 355) and must enroll in NURS 228 (Gerontic Nursing Care Concepts) and SOCI 204 (Cultural Diversity in America). 3. The student seeking readmission in fall of 2012, if eligible, will be re-admitted under the previous catalog/curriculum if they have completed the first half of the clinical nursing courses (NURS 225, 255, 355). The student will be advised accordingly. Gerontological concepts and cultural diversity were integrated in the foundational adult health courses prior to this proposed curriculum revision. The overarching goal of the curriculum revision is to better prepare students for contemporary nursing practice, guided by the current recommendations of major health and educational informants including AACN, NLN, and QSEN. As such, these changes pose no threat to compliance with CCNE accreditation standards. The previous curriculum is provided in Attachment A. The current curriculum is provided in Attachment B.

96 92 Attachment A Previous Curriculum Guide BSN Program NICHOLLS STATE UNIVERSITY CURRICULUM: NURS DEPARTMENT OF NURSING CATALOG YEAR: REQUIRED COURSES* GRADE CR. Q.CR. REQUIRED COURSES* GRADE CR. Q.CR. 1 st Semester 2 nd Semester Biology Biology Biology Biology Chemistry Biology English English History 3 History 3 UNIV Course 1 Sociology Mathematics Total 16 Psychology Total 20 3 rd Semester 4 th Semester Chemistry Allied Health Science CMPS 101 or OIS Allied Health Science Dietetics English Literature 3 Nursing Nursing Nursing Total 16 Psychology Total 20 5 th Semester 6 th Semester English Nursing Nursing Nursing Nursing Mathematics Total 14 Total 13 7 th Semester 8 th Semester Nursing Arts Elective 3 Nursing Nursing Nursing Nursing Total 13 Nursing Elective 3 Total 13 TOTAL SEMESTER HOURS FOR DEGREE 125

97 93 Attachment B Current Curriculum Guide BSN Program NICHOLLS STATE UNIVERSITY CURRICULUM: NURS DEPARTMENT OF NURSING CATALOG YEAR: REQUIRED COURSES* GRADE CR. Q.CR. REQUIRED COURSES* GRADE CR. Q.CR. 1 st Semester 2 nd Semester Biology Biology Biology Biology Chemistry Biology English English History 3 Humanities 3 Mathematics OIS UNIV Course 1 Psychology Total 17 Total 18 GPA in 1 st 35 hours = 3 rd Semester 4 th Semester Dietetics Allied Health Science Nursing Allied Health Science Nursing English Literature 3 Nursing 228** 2 Nursing Sociology Total 16 Total 16 5 th Semester 6 th Semester English Nursing Mathematics Nursing Nursing Nursing Total 14 Total 13 7 th Semester 8 th Semester Nursing Arts Elective 3 Nursing Nursing Nursing 422** 3 Nursing Total 13 Nursing Elective 3 Total 13 TOTAL SEMESTER HOURS FOR DEGREE 120

98 APPENDIX D 94

99 95 APPENDIX D BSN Program Conceptual Model