Bachelor of Science Program and Master of Science Programs in Nursing

Transcription

1 HIGHLAND HEIGHTS, KENTUCKY Program Review Self-Study Report for the Bachelor of Science Program and Master of Science Programs in Nursing in the School of Nursing and Health Professions Department Self-Study Committee: Denise Gormley Ann Keller Louise Niemer Denise Robinson, School Interim Chair and Committee Chair Marilyn Schleyer Prepared for National League for Nursing Accrediting Commission Fall 2007

2 Northern Kentucky University BACHELOR OF SCIENCE PROGRAM and MASTER OF SCIENCE PROGRAMS IN NURSING in the School of Nursing and Health Program Review Self-Study Report for National League for Nursing Accrediting Commission

3 Northern Kentucky University School of Nursing and Health Professions BSN/MSN Program Self-Study Report Fall 2007 Table of Contents Title Page Table of Contents... i List of Tables and Figures... iii Section 1: Executive Summary General Information... 1 Introduction... 3 History of the Nursing Education Unit... 6 Summary of Standards and Criteria Analysis and Summary of Strengths and Areas Needing Improvement Section 2: Standards and Criteria Standard I Mission and Governance Criterion Criterion Criterion Criterion Standard II Faculty Criterion Criterion Criterion Criterion Standard III Students Criterion Criterion Criterion i

4 Standard IV Curriculum and Instruction Criterion 12 Masters Degree Baccalaureate Degree Criterion 13 Masters Degree Baccalaureate Degree Criterion 14 Masters Degree Baccalaureate Degree Standard V Resources Criterion Criterion Criterion Criterion Standard VI Integrity Criterion Criterion Criterion Section 3: Standard and Criterion-Education Effectiveness Standard VIII Educational Effectiveness Criterion Criterion Section 4: Appendices Appendix A NKU Organizational Structure Appendix B School of Nursing and Health Professions Organizational Structure Appendix C Job Description Department Chairs Appendix D BSN/MSN Conceptual Framework Appendix E Program Evaluation Plan ii

5 List of Tables and Figures Organized by Standard and Criteria Standard and Criteria Page Standard I Mission and Governance Criterion 1 Criterion 2 Criterion 4 Table 1.1 Mission/Philosophy of Nursing in the SNHP Table 1.2 Comparison of NKU Mission/Vision, and School of Nursing and Health Professions Mission/Philosophy Table 1.3 Congruence of Nursing Philosophy and Program Objectives Table 1.4 Additional Measures for Addressing Diversity Concerns in Nursing Table Faculty Participation on University Committees and Governance Table 2.2 Faculty Participation in Nursing Committees Table 4.1 Location of Policies in NKU Faculty Handbook and SNHP Handbook Standard II Faculty Criterion 5 Table 5.1 Full-Time Faculty Profile Table 5.2 Part-Time Faculty Profile Table 5.3 Faculty Assignments Fall 2007 (Both Full- and Part-Time) Table 5.4 Faculty Profile: Non-Nurse Faculty Teaching Support Courses Criterion 8 Table 8.1 Examples of Faculty Scholarship of Application (Practice) Table 8.2 Examples of Faculty Scholarship of Discovery Table 8.3 Examples of Faculty Scholarship of Integration iii

6 Standard III Students Criterion 9 Criterion 10 Table 9.1 University & Nursing Programs - Student Policies and Sources Table 10.1 Student Support Programs, Services, and Activities at NKU Standard IV Curriculum and Instruction Criterion 12 MASTERS DEGREE Table 12.1 Comparison of Practice Perspective & Practice Perimeter to Differentiate BSN and MSN Programs Table 12.2 Program of Study Core Courses for All MSN Majors Table 12.3 Program of Study MSN Nursing Education Track Table 12.4 Program of Study MSN Nursing Administration Track Table 12.5 Program of Study MSN Nurse Practitioner Track Table 12.6 Program of Study Post-MSN Nurse Practitioner Tracks Table 12.7 Comparison of GPA for Online vs Web-Enhanced Students Fall 2006 in MSN/Post MSN Program BACCALAUREATE DEGREE Table 12.8 Program of Study RN-BSN Program-Full-time Table 12.9 Courses Awarded Advanced Standing Credits to RN-BSN Students Table BSN and ABSN Nursing Courses by Number and Title Table Full-time Curriculum and Sequence for BSN Program Table BSN Curriculum Showing Pre-Requisites and Co-Requisites for Traditional BSN Table ABSN Program Fall Cohort Table NKU General Studies Curriculum: BSN Degree Table Contributions of Core Courses to the Nursing Major: A Document Supporting the Nursing Organizing Framework Table Comparison of GPA for Online vs Web-Enhanced Students Fall iv

7 Criterion 13 Criterion 14 MASTERS DEGREE Table 13.1 Concepts in Graduate Curriculum BACCALAUREATE DEGREE Table 13.2 Attainment of Knowledge and Skill Sets for BSN Practice MASTERS DEGREE Table 14.1 Selected Clinical Learning Environments: MSN Program: NP Table 14.2 Selected Clinical Sites: MSN: Nursing Education Track Table 14.3 Selected Clinical Sites: MSN: Nursing Administration Track BACCALAUREATE DEGREE Table 14.4 Selected Practice Learning Environments: RN-BSN Program Table 14.5 Clinical Facilities for BSN and ABSN Programs Standard V Resources Criterion 15 Criterion 16 Table 15.1 NKU Nursing Faculty Salaries Compared with AACN, CUPA, & Faculty Salaries Table 15.2 NKU Nursing Faculty Salaries in Comparison with Other Full-time Instructional, Tenure-Track Faculty at NKU- Academic Year Appointments Table 15.3 Research/Partnership Grant Funding for Nursing Faculty Table 15.4 Nursing Faculty Receiving University Awards for Teaching, Research/Publication, and Service Table 16.1 Support Services Available to Nursing Standard VI Integrity Criterion 20 Table 20.1 Complaints/Resolutions (3 years period) v

8 Standard VII Educational Effectiveness Criterion 22 Table 22.1 Plan for Administration of Program Evaluation Questionnaires Table 22.2 Instrumental Caring Inventory: Self-Reports and Employer Ratings Table 22.3 Professional Values Scale: Self-Reports and Employer Ratings Table 22.4 Role Competence (Sub-scale of HESI): Self-Reports and Employer Ratings Table 22.5 Cultural Competence: Self-Reports and Employers Ratings Table 22.6 Critical Thanking: HESI*, Self-Reports and Employer Ratings Table 22.7 Communications: Self-Report and Employer Rating Table 22.8 Research: Self-Report and Employer Rating Table 22.9 Strategies Taken or Planned for Areas Identified as Needing Improvement Criterion 23 Table 23.1 Graduation Rate for MSN Students * Table 23.2 Graduation Rates for BSN Students Table 23.3 NP Certification Pass Rates Table 23.4 Pass Rates for Initial NCLEX-RN by Pre-Licensure Program Type. Based on First Time Pass Rate* Table 23.5 Employment Rates MSN Graduates * Table 23.6 Employment Rates for BSN Graduates Based on Alumni Surveys Table 23.7 Percentage of Nursing Students on Exit Surveys whom Would Recommend the Program Table 23.8 Examples of Recent MSN Program Changes Resulting from Evaluation Table 23.9 Examples of Recent BSN Program Changes Resulting from Evaluation Table Examples of Recent RN-BSN Program Changes Resulting from Evaluation vi

9 NORTHERN KENTUCKY UNIVERSITY Section One: Executive Summary General Information Name and Address of University: Northern Kentucky University Highland Heights, KY Name and Title of Chief Executive Officer: James Votruba, PhD President Regional Accreditation Status: Southern Association of Colleges & Schools (SACS) Accredited: December 1998 Next Review 2008 Date Reviewed: December 1998 Reaffirmation Status: Affirmed Name and Address of the Nursing Unit: School of Nursing and Health Professions Albright Health Center 215 Highland Heights KY Name and Title of the Administrator of Nursing Unit: Denise Robinson PhD, RN, FNP, Interim Chair Phone: Fax: State Board of Nursing Approval Status: Kentucky Board of Nursing (KBN) Date of Last Review: Status: Full Approval through 12/31/07 NLNAC Accreditation Status: Initial Accreditation RN-BSN Program 1983 Initial Accreditation MSN Program 1997 Continuing Accreditation for RN-BSN and MSN Accreditation Standards & Criteria Used:

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11 Introduction The Governing Institution In 1948, a two-year Extension Center of the University of Kentucky was opened in the First District Elementary School in Covington. In 1968, this Extension Center was converted to a four-year college and became Northern Kentucky State College. It was renamed Northern Kentucky University (NKU) in It is the newest of Kentucky s eight state universities and is located in the largest metropolitan area of any state university in the Commonwealth of Kentucky. Situated at the junction of U.S. Highway 27, I-275 and I-471 in Highland Heights, Kentucky, it is seven miles southeast of Cincinnati, Ohio; 60 miles from Dayton, Ohio; 93 miles north of Lexington, Kentucky; 155 miles from Louisville, Kentucky; and 114 miles from Indianapolis, Indiana. The atmosphere of the campus is futuristic. Thirteen major buildings, all modern, contemporary architectural design, are set on 300 acres of rolling countryside. An extension to the S. Frank Steely Library, the Fine Arts Building, a new high tech science center, two parking garages, and new dormitories have been completed within the last eight years to meet the needs of the growing student body. An additional parking garage is underway along with a new student center and the Bank of Kentucky Center which will house sports and other venues throughout the year; all will open in spring A nursing home has been purchased so that it can be renovated to provide additional student housing. A College of Informatics building has been approved and initial planning is underway for the construction of this building. A new Health Innovations building for nursing and psychology is the top priority for the next building project. 3

12 The Community NKU is located in Highland Heights, Kentucky, approximately 7 miles from Cincinnati Ohio. The tri-state area has a population of approximately 2 million people, with approximately 375,000 in Northern Kentucky, with 51% females and 49% males. The racial/ethnic composition of Northern Kentucky is (approximate based on 2006 data): White, non-hispanic 95.5% Black or African-American 2% American Indian and Alaska Native 0.2% Asian 0.7% Native Hawaiian and Other Pacific Islander 0.1% Hispanic or Latino 1.5% Major health problems of the region include cardiovascular disease, hypertension, diabetes, cancer, and obesity. Universities close to NKU include Thomas More College with 1500 students, University of Cincinnati with 36,000 students, Gateway Community College with 3000 students, as well as a number of proprietary institutions. Overview of the Nursing Program In 1990, The Department of Nursing consisted of the following nursing programs: Associate Degree in Nursing and the RN-BSN program. The MSN program began in In 2001, a traditional BSN and in 2002 a BSN 2 nd degree (ABSN) programs were added. In 2001, the respiratory care and radiologic technology programs joined the Department of Nursing and the unit became the Department of Nursing and Health Professions reporting to the Dean of the College of Professional Studies (which also included: Education, Communication, Technology, Social Work and Human Services). In 2001, the Department of Education became the School of 4

13 Education and has since become a College. In spring of 2005, the University realigned, added, and deleted a college in a major restructuring of several academic units. The College of Professional Studies was eliminated. Communication and Technology were moved to the new College of Informatics. Social Work and Human Services were moved to the College of Education. The Department of Nursing and Health Professions became the School of Nursing and Health Professions effective July 1, Student Population Current institutional data indicate NKU s student population is over 14,000 students, the majority of which are female (61.22%). The ethnic diversity of the student population follows: Caucasian (84.2%), African-American (12.2%), Native American (0.2%), Asian (1.9%), and Hispanic (1%). The School of Nursing and Health Professions is less diverse; of the 1183 nursing majors 90% are Caucasian, 1% is Asian, and 9% are African-American. A University diversity taskforce is formulating strategies to increase student diversity and internationalization; recent statistics indicate African-American enrollment has increased dramatically, especially in first time freshman. A recent increase in the required ACT score for admission to NKU has resulted in better academically prepared entering students. Fall 2007 Part-time Students Full-time Students Total numbers BSN Program Pre-Nursing: 75 Nursing: 124 Pre-Nursing: 276 Nursing: 361 Pre-Nursing: 351 Nursing: 485 ABSN Program RN-BSN Program MSN Program Post MSN Program Total # of students

14 Faculty Cohort NKU School of Nursing and Health Professions has 34 (including one faculty member is on LOA) full-time faculty members teaching 286 sections of classes in fall One hundred and forty-five sections were taught by full-time faculty (51%) while 141 sections were taught by part-time faculty (49%). The majority of the courses taught by part-time faculty are clinical courses; the majority of clinical courses are taught by part-time faculty (94%). Full-time faculty are primarily responsible for the didactic courses with 137 sections taught (90%). Part-time faculty who do teach didactic courses are most often teaching in the MSN program (10%). Of the full-time faculty, all are female, with only one African-American faculty member. Of the parttime faculty, 4 are male; 62 are female. Diversity in the faculty is derived from degree, background and specialty areas. For AY 2006, nursing received one new tenure-track line with another tenure-track line added for the chair line to begin AY A temporary faculty line was added fall 2007 to enable the MSN program to admit more students, given the high numbers of applicants. Three positions will be requested in the budget process. History of the Nursing Education Unit The Department of Nursing opened with an Associate Degree Program (ADN) in 1964 within the University of Kentucky Community College System and in 1968 became a part of the Northern Kentucky State College, which evolved into Northern Kentucky University in This program has continued to grow since 1964 and now over 3000 graduates can be found in all areas of the health care delivery system in the greater Cincinnati area. The ADN Program was fully accredited by the National League for Nursing (NLNAC) from 1970 to 2002 when the program was converted to a traditional four-year program. 6

15 BSN PROGRAM In 2001, a traditional BSN program was implemented. The first class of the new BSN program graduated in Since its inception, 275 students have graduated from the BSN program. The interest in the traditional BSN program was greater than anticipated and the program now admits new students every fall and spring semester. When the program started, plans were put into action to phase out the existing associate degree program. Although the local community college was on course to initiate an associate degree program in nursing, it was identified that our transition would result in a lack of RN-eligible graduates for a two year period. In order to address the community needs for registered nurses, as well as accommodate financial limitations that often typify the nursing student population in this region, an option for awarding an associate degree after completion of the third level of BSN courses was embedded into the curriculum. Eligibility criteria were established for the Early NCLEX Option and the option was well received by students interested in the BSN program. Students are facilitated in their return during the following year (as practicing RNs) to complete their remaining BSN courses online. The local community college is now graduating students from its associate degree program, and our BSN program will begin graduating students in both semesters in the upcoming academic year. For these and myriad philosophical reasons, the Early NCLEX Option will be discontinued; the last eligible group will complete their requirements for the associate degree in May, To date, 211 students have completed the Early NCLEX Option and successfully achieved RN licensure. ABSN PROGRAM (2nd-Degree BSN Program) The second-degree BSN (known as Accelerated BSN or ABSN) program was implemented in 2002, and has admitted five cohorts of students since its inception. The ABSN 7

16 program started with 22 students; 17 students graduated in the fall of The program has had approximately 67 graduates since implementation. Students currently begin the program every fall and graduate the following December (four semesters). The program is an accelerated version of the traditional program and offers the same nursing courses and number of clinical hours. Prior to fall 2007, as one cohort graduated, another cohort started. Effective fall 2007, students begin the program every August in a cohort group. RN-BSN PROGRAM The Baccalaureate Program for Registered Nurses (RN-BSN) was initiated in 1980 in response to a need for nurses prepared for primary care, community health and management positions. There are over 800 graduates of this program.. The BSN Program has been fully accredited since 1984 by NLNAC. The RN-BSN program is open to registered nurses. The program consists of three semesters that include one clinical course in each semester and a strong focus on professional concepts, nursing theory, community, and leadership preparing them for graduate nursing education. MSN PROGRAM The MSN program was started in 1992 with two majors, nursing administration and acute care clinical nurse specialist (CNS). The acute care CNS was changed to the nurse practitioner (NP) track, as no students had ever enrolled. In 1994, the NP major was started, with family and adult foci. In 1997, a curriculum revision occurred increasing the number of course and clinical hours in the family and adult NP track, and adding pediatric and geriatric foci. Post MSN tracks were added for graduates of masters programs in nursing who wished to add the nurse practitioner focus. In 1997, the Nurse Practitioner Advancement program was started. This program was developed specifically for students who wished to add another specialty focus, such 8

17 as adult NP to family NP. As of Fall 2004, all MSN and Post MSN tracks are offered both in an online and face/face format. In 2006, the nursing education track was implemented to address the shortage of nursing faculty. A Post-MSN certificate in nursing education is available for students who have a master s degree, but who wish to add courses pertinent to nursing education. Changes in the nursing administration track include deleting the case management focus area (effective Fall 2007, no students had completed this major) and beginning Spring 2008, a health informatics focus area will be added to the nursing administration major. These informatics courses will be offered by the College of Informatics. DIFFERENTIAL EDUCATION The nursing faculty of the School of Nursing and Health Professions at Northern Kentucky University believe that education is a life-long and progressive endeavor. We believe that at each degree level the student learns unique knowledge, skills and attitudes that succeeding levels of education build on increase in breadth and depth. The Associate Degree program provides the student with the necessary knowledge skills and attitudes to be eligible to take the state licensure exam to become a Registered Nurse. We believe that the nurse with an Associate Degree is prepared to function in structured and semi-structured settings and can provide quality care for a group of patients. This graduate is appropriately technologically competent to provide care to groups of patients and is able to interact with patients, families and other team members to assure quality care for the patient. The Associate Degree graduate is ethical, responsible for the care he/she provides, and understands the limits of his/her educational preparation. The Associate Degree graduate has some information regarding different cultures and understands that not all cultures have the same beliefs or practices. The RN-BSN program accepts graduates with the ADN or diploma who are licensed as registered nurses. The combined liberal arts core and the strong BSN nursing curriculum clearly 9

18 defines ethical values and cultural understanding of various groups of clients and members of interdisciplinary teams. A graduate of the BSN program is able to conduct literature searches and collect data for research questions and concepts. A BSN education provides the nurse with the ability to problem solve with larger groups and work within the community to solve complex health problems. The BSN graduate is computer literate and technologically competent for positions requiring less direct supervision. A BSN graduate has knowledge of his/her limitations and is able to seek out solutions to problems or methods of obtaining help in difficult situations. A BSN graduate is a professional nurse who functions according to established standards and guidelines within the scope of licensure as a registered nurse. A BSN graduate has knowledge of professional nursing and uses theory as the basis for practice. The BSN graduate is able to function competently in a variety of contexts and has broad knowledge of many concepts that impact the human condition. The BSN graduate serves as a client/patient advocate in an evergrowing number of contexts and situations. The MSN graduate is prepared to function in multiple health care settings as a member of the health care team. He/she is able to examine, establish and interpret health policy. He/she is a provider of evidence based health care or directs the provision of health care according to established standards and is able to raise or change the standards to meet the health needs of clients. The MSN graduate conducts research and offers solutions to complex societal and institutional problems. The MSN graduate practices nursing at a very high level and encourages others to strive for a higher level of practice. The MSN graduate is a role model to other nurses and offers support and help to nurses functioning in a variety of settings. Respect for the profession of nursing and other nurses is evident in this graduate. 10

19 Summary of Standards & Criteria Standard I: Mission and Governance The philosophy of the nursing education unit is congruent with that of NKU. Four nursing faculty serve either in the University Senate or on one of its four committees; all nursing faculty are actively involved in the School of Nursing and Health Professions Faculty Organization and its committees. In addition, one faculty member recently served a three-year term on the Board of Regents (the University s Governing Body). Student representatives are invited to bring issues to the appropriate program faculty organization group. Student class and organization leaders also participate in governance through the Student Governance Organization (SGO). An online Suggestion Box on the Student Government Homepage provides for an additional student voice. Dr. Denise Robinson, Professor, who has held several administrative roles at NKU since 1989, serves as Interim Chair, School of Nursing and Health Professions. She is academically and experientially qualified and has authority and responsibility for the development of and administration of the nursing programs. She reports to Vice Provost J. Patrick Moynahan, who is serving in the Dean capacity. Policies of the nursing education unit are consistent with those of the University with the exception of policies required by the clinical practice environment. The faculty have access to policies and procedures through formal university and department orientations, handbooks, and a mentoring program. 11

20 Standard II: Faculty There are 34 full-time nursing faculty teaching at NKU, including the program directors; 11 are tenured, 12 hold tenure-track positions, and 11 are lecturers; one of the lecture faculty is in a temporary faculty line, anticipating its conversion to a tenure track line Fall There are 66 part-time faculty; of these faculty, all hold a minimum of a bachelors degree in nursing, with 9 masters prepared, 2 PhD and 1 DNP prepared. In the past, both full-time faculty and part-time faculty served as clinical faculty. With this method, the part-time faculty were essentially unsupervised and un-mentored, since the full-time faculty were busy in their own clinical role. Five years ago, the BSN program implemented a Clinical Partner model for part-time faculty. In this model, all clinical faculty are part-time, however they are linked to specific full-time faculty. A full-time faculty member might work with 4-5 part-time faculty and their clinical groups. Full-time faculty visit clinical sites, and work directly with the part-time faculty, especially when there are student issues or other problems. In this model, the part-time faculty, the majority of whom are BSN prepared, receive guidance and mentoring from full-time MSN or doctorally prepared faculty. Several members of the faculty are continuing their education while working within this model. Two full-time faculty members are currently enrolled full-time and seven part-time are enrolled part-time in the MSN program; they teach in the skills laboratory or function as clinical faculty with faculty supervision in the clinical partnership model. Use of the partnership model, has enabled the nursing programs to have reasonable class and clinical student/faculty ratios: BSN clinical ratios of 1:7 and MSN clinical ratios of 1:6 or less. Eighteen faculty members teach exclusively in the undergraduate program. The remaining faculty members teach in both BSN and MSN courses. Nursing faculty deliver all didactic content, skills laboratory experiences, and seminars in the BSN/ABSN curriculum. Twelve faculty are certified APRNs: four Women s Health Nurse Practitioners/CNM s (Benedict, Dean, Dollins, Foster); seven FNPs (Campbell, Dault, Lottman, Mohn, Phares, Robinson, Swayne), two 12

21 pediatric nurse practitioners (Niemer, Tagher), one neonatal nurse practitioner (Grinnell) and a certified psychiatric CNS (Schleyer). Part-time MSN faculty include seven FNPs (Averdick, Baker, Derosa, Johnsen, Ossege, Sydnor, Tackett), two PNPs (Brashear, Miller), two GNPS (Momeyer, Atkinson), 1 Psych NP (Mahon), and two ANPs (Chadwell, Mahon). There also are non-nurse faculty members teaching support courses: A biologist and podiatrist teach advanced physiology (BIO 668), statisticians teach a graduate level statistics course (STA 614) and PhD/EdD faculty teach EDG 624 (Pupil Assessment) as well as several other education electives. Support courses for the BSN programs are taught by faculty with appropriate degrees in the natural and behavioral sciences, humanities and statistics. Faculty members are evaluated by student opinion surveys each semester and undergo an annual evaluation inclusive of self and administrative evaluation. Peer evaluation is available for any faculty member who wishes to add an additional perspective to their teaching evaluations. Clinical instructors undergo student evaluation each semester. Pre-tenure and post-tenure evaluation processes follow the policy and timeline designated by the NKU Faculty Handbook. The nursing faculty and NKU subscribes to the concept of scholarship delineated by AACN (1999), based on Boyer s work. There is ample evidence that the collective talents of the faculty reflect this model. Financial support for faculty scholarship is limited due to current budget constraints, however there are several opportunities available within the university through partnership grants sponsored by the Scripps-Howard office of Civic Engagement as well as project grant and sabbatical opportunities. Standard III: Students In general, student policies of the nursing program are congruent with those of NKU. They are publicly accessible in University catalogs, undergraduate and graduate nursing student handbooks, and online. Policies are non-discriminatory and consistently applied. Differences in 13

22 policy relate to the requirements of the clinical arena, technical standards, the grading scale, which exceeds that of the University, and pre/post testing for program evaluation. All differences are related to the purposes of the nursing education unit. Changes in policy are communicated in print or web versions of catalogs and/or handbooks, in class announcements, on the BSN or MSN program online sites, and by academic advisors. There are clear policies for maintenance of educational and financial records that follow national guidelines. NKU and the School of Nursing and Health Professions have a wide array of student services for students. Once matriculated, all nursing students are assigned to an academic advisor at NKU. Pre-nursing, probationary, and high-risk students in the traditional program are all advised by the School s Master Advisor or Assistant Chair. Pre-RN-BSN and RN-BSN students are advised by the RN-BSN program director and designated faculty. Students in the ABSN program are advised by the School s Master Advisor and ABSN Director prior to admission and by the ABSN Director after admission to the program. Standard IV: Curriculum & Instruction The 128-semester hour BSN program is based on a strong liberal arts foundation, designed to educate a nurse generalist. There is evidence of curriculum integrity in the following ways: (1) congruence between philosophy, organizing framework, and program objectives; (2) logical sequencing; (3) carefully planned classroom and clinical instruction in small groups in varied settings; (4) standardized evaluation; (5) appropriate use of technology; and (6) the use of national guidelines in curriculum development. Curriculum and instruction is such that students develop a knowledge base, values, and skill set that is relevant to contemporary practice. There are 776 supervised clinical clock hours in the program and 120 hours of clinical role transition in the final semester of classes with an individual preceptor. Unique critical care and specialty area internships, are options for eligible students. In the RN-BSN Program registered nurse students 14

23 enroll in 42 hours of nursing courses over 3 semesters, inclusive of 120 clinical clock hours. The innovative curriculum includes a clinical course for each semester, including assessment, community health nursing and nursing leadership. The MSN curriculum is designed with core, support, and specialty courses and supervised clinical practice to enable national certification for nurse practitioner, nursing education or nursing administration graduates. The MSN curriculum is built on the generalist nursing foundation and educates individuals for specialty practice as nurse practitioners, educators or nursing administrators. This curriculum evidences integrity by the following: (1) use of national guidelines in its design; (2) congruence between philosophy, organizing elements, and program outcomes; (3) carefully constructed didactic instruction and strong clinical practice opportunities; (4) inclusion of requisite advanced knowledge, competencies, and value sets; (5) evaluation based on advanced practice outcomes; and (6) appropriate use of technology. The Primary Care Nurse Practitioner majors require semester hours while education and nursing administration majors require 37 semester hours. Selected post-msn options and NP Advancement Tracks are available. Standard V: Resources The nursing programs have been housed in the Albright Health Center since Offices for BSN program directors, support staff and BSN faculty in the School of Nursing and Health Professions are located on the third floor. The MSN program suite and Chair s suite is located on the second floor. A new building Health Innovations is the highest building priority for NKU in The Steely Library provides a variety of learning environments, services, and facilities, including over thirty small meeting rooms for group study, public access computers, a cyber-cafe, two electronic classrooms, three computer labs, and a computer graphics lab. The Professional & 15

24 Organization Development (POD) Department is housed within the library and provides instructional classes for faculty/staff on a variety of topics. In addition, the Library s reference librarians are available for individual research consultation to both students and faculty. The library has been adding electronic resources to support their increasing online presence. These resources include access to full text articles from a number of journals as well as electronic reserves and electronic inter-library loan. The 20-station computer lab located on the third floor of the Albright Health Center is dedicated for use by the professional programs in nursing. Other computer labs are available throughout the university campus. In addition, the University now has wireless technology available across campus and all nursing classrooms are now smart classrooms. These classrooms have a number of advanced technology features available including audience response systems. A comparison of faculty salaries to other disciplines at NKU, CUPA, and to AACN data reveal the following: NKU nursing faculty salaries are generally lower with a few exceptions; this is particularly true for those faculty with a doctoral degree. Faculty salaries are significantly lower than those professionals with similar academic and clinical credentials in the local clinical arena, particularly for those with doctorates and/or APRN credentials. Standard VI: Integrity The University s undergraduate and graduate catalogs are revised annually; however, students are referred to the NKU web site for the most current versions of both. The Undergraduate Nursing Student Handbook and the Graduate Nursing Student Handbook, both web-based in pdf format, are updated annually. Accurate representation of the program to its public(s) and provision of sufficient information to insure accountability and consumer choice is stated in the catalogs, handbooks, and other published and online documents. Procedures for academic and non-academic grievances are found in University catalogs and are consistently 16

25 followed. The Interim Chair maintains a complaint log; 16 grievances have been filed since Details of the outcomes are provided in the narrative. A comprehensive student loan program is managed by the Office of Financial Aid and includes policies and processes that guide ethical relations with lenders and otherwise meet Title IV eligibility. The Office of Enrollment Services maintains educational records in accord with national guidelines. Standard VII: Educational Effectiveness The BSN and MSN Programs in Nursing have a written comprehensive plan for systematic evaluation of program effectiveness inclusive of student academic achievement. Although a systematic plan has been in effect for years, the plan was revised in 2003 to incorporate the new NLNAC criteria and to make the plan specific to nursing. The written plan includes all the elements required by NLNAC. The Program Evaluation Committee, a part of Long-Range Planning/Program Evaluation, manages the systematic evaluation process. Data are collected upon entrance and graduation from the program, as well as from alumni and from employers. The data are aggregated, trended and used to inform decisions about the program. Assessment of student academic achievement reveals the following: Benchmarks for overall graduation rates for BSN and MSN programs are being met. Graduation rates for all program options range between 45% and 100% for the last five years. Mechanisms are in place to increase the retention/graduation of high-risk BSN students; continued emphasis will be placed on assisting students in the BSN program by peer mentoring, supplemental instruction and support groups. Benchmarks for licensure and certification pass rates are being met. The NCLEX pass rate for BSN graduates was 76.9% in 2004, 84.9% in 2005, and 84.4% in These low rates reflect BSN students who failed to qualify for the Early NCLEX 17

26 option and were academically weaker students. Passage rates for ABSN graduates have consistently been at or above 94% after the first graduating class. Pass rates on the national certification exam for NP graduates have ranged from 88% to 100% for the last five years; the average pass rate is 96%. Benchmarks for job placement rates and program satisfaction are being met for both BSN and MSN graduates. 18

27 Analysis and Summary of Strengths and Areas Needing Improvement As part of the self-study process, Leadership Team identified the following areas of strengths and those needing improvement. (Minutes, Leadership Team, Leadership Team, 5/21/07 and 9/10/07): Areas of Strength Relationships with clinical facilities Experience of faculty Dedication to quality programs and Continuous Quality Improvement Culture of faculty collegiality Availability of qualified applicant pool for competitive admissions to all programs Excellent reputation of program in the community, state, national and international recognition of faculty International experience available for interested students Good NCLEX-RN and certification pass rates Objective data demonstrating evaluating students in terms of core concepts of programs (critical thinking, professional values, caring, and culture) High level of valuing research, (Rho Theta Chapter s Research Collaborative received Sigma Theta Tau International Award for research initiative Fall 2007) Areas Needing Improvement with Improvement Plans Bracketed Physical environment, especially small skills lab [new building is on priority list] Additional numbers of full-time faculty to reduce workload and class size Additional financial resources to increase faculty salaries & support faculty development [5% merit + 1% equity for contracts, new business plan to include 100% of CUPA and 3.5% equity for current faculty] Additional support staff (clerical, lab coordinator) [a ½ time instructional designer will begin ; several additional advisors have been requested] Enrollment management based on infrastructure and faculty; continued focus on retention and graduation Continued development of ways to improve NCLEX pass rate (supplemental instruction, peer mentoring, identification of high risk students) Support mechanisms to assist faculty in pursing doctoral degrees Identification of high-risk students with supplemental instruction and peer mentoring programs Plan to transition from School of Nursing and Health Professions to College status [planning process in place Fall 2007] *Additional specificity will follow in responses to criteria. 19

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29 Section Two: Standards I-VI and Criteria 1-21 STANDARD I MISSION AND GOVERNANCE: There are clear and publicly stated missions and/or philosophy and purposes appropriate to post-secondary or higher education in nursing. Criterion 1: Mission and/or philosophy of the nursing education unit is congruent with that of the governing organization, or differences are justified by the nursing education unit purposes. 1a. Philosophy/mission of the program in nursing is congruent with the mission and purposes of the governing organization. In November 2006, NKU once again convened a panel of faculty, staff, students and community members to update the campus strategic plan and recommend priorities for the next five years (Visions, Values, Voices III panel). The panel was co-chaired by the president, the vice president for academic affairs and provost, and the winner of the NKU outstanding faculty award. The panel used the region s recently completed Vision 2015 Strategic Plan as the voice of the northern Kentucky region. NKU could then focus its attention on obtaining input from the university community. Over a two-month period, the panel engaged nearly 600 faculty, staff, students and alumni in conversations focused on what the university does well, what it can do better, and what opportunities and challenges it faces. After the panel completed its work in early January 2007, the university administration analyzed its recommendations and began sharing them with campus governance groups as well as with the University s Board of Regents ( The mission, vision and core values were revised slightly, but the fundamental elements remain the same as 2002 and were strongly reaffirmed throughout the planning process; the recommendations were forwarded to the Board of Regents for their adoption in May

30 University Mission Statement The mission of Northern Kentucky University is to educate students to succeed in their chosen life roles; be informed, contributing members of their communities regionally, nationally, and internationally; and pursue satisfying and fulfilling lives. The University will offer a comprehensive array of baccalaureate and master's programs as well as law and other selected doctoral programs that meet regional needs. The University supports multi-dimensional excellence across the full breadth of its work: teaching and learning, research and creative activity, and outreach and public engagement. Northern Kentucky University fosters a community that values openness, inclusion and respect. The University is committed to intellectual and creative freedom and to the open expression of ideas in ways that support scholarship and advance the learning process. The University embraces its regional stewardship role as reflected in its significant contribution to the intellectual, social, economic, cultural and civic vitality of the region and the commonwealth. Northern Kentucky University achieves its mission through outstanding faculty, state-ofthe-art programs and community partnerships. The University prides itself on its learner focus, entrepreneurial spirit, global perspective, innovative programs, small classes, technologyenhanced academic programs, co-curricular learning opportunities, and emphasis on active learning, including student research, internships, co-op programs and service learning. Northern Kentucky University is the commonwealth s only regional university located in a major metropolitan area. The University values its role as an integral part of the metropolitan region and recognizes the region as a powerful source of knowledge and experience that can strengthen, enhance and enrich every aspect of the university. Regional stewardship informs every dimension of the University s mission. 22

31 Vision Statement Northern Kentucky University will be nationally recognized as the premier comprehensive, metropolitan university that prepares students for life and work in a global society and provides leadership to advance the intellectual, social, economic, cultural, and civic vitality of its region and of the commonwealth. Core Values NKU is committed to: Placing learners and their learning at the center of all that we do. The highest standards of excellence in every dimension of our work. Access to education that holds high expectations for all students and provides support for their success. Public engagement that advances the progress of the region and commonwealth. Intellectual and creative freedom and the free expression of ideas. A culture of openness and inclusion that values diversity in people and ideas. A work environment that encourages and rewards innovation and creativity. A campus climate that supports collegiality, collaboration and civility The current statement of philosophy for the nursing program in the SNHP was developed by faculty in meetings and approved The philosophy, which reflects the collective beliefs of the School of Nursing faculty, provides the foundation for the curriculum, and serves as an impetus for decisions about policy and procedures. The mission and philosophy of the SNHP will be reviewed spring 2008 in light of the recent changes to the NKU vision and mission (May 2007). The changes were primarily semantic in nature. Table 1.1 provides the current philosophy for the nursing programs, while Table 1.2 presents excerpts showing congruence between the 23

32 mission statements of NKU, and Nursing in the School of Nursing and Health Professions. The mission of the SNHP is: Consistent with the mission of Northern Kentucky University, the faculty of the School of Nursing and Health Professions believe their primary mission is the effective education of a diverse population of adult students. The Department provides leadership for the improved health of people in the community through excellence in education, research, and clinical practice. Table 1.1 Mission/Philosophy of Nursing in the SNHP The nursing faculty believes that nursing is an academic discipline and profession, which is supported by concepts and theories of nursing, liberal arts, and the sciences. Nursing encompasses skills and empathetic caring. The nature of nursing is dynamic and evolving. The goal of nursing is to promote health and to assist individuals/groups throughout life to attain quality of life by responding to health needs, transitions, and problems. Health is one of the major domains of the discipline of nursing. Health is the state of holistic soundness, which is subject to the individual s perception as well as sociocultural norms. Health is an expression of the interaction between individuals/groups, and the environment. Individuals are holistic beings with interdependent and simultaneous physical, psychological, cultural, and spiritual dimensions. Values, beliefs, and capabilities that are shaped by both innate and environmental factors characterize individuals. Individuals are uniquely shaped throughout life through continued interaction with the environment. Thus, communication occurs in an interpersonal and symbolic manner such that shared practices and beliefs contribute to common characteristics among individuals who belong to specified groups. Individuals are entitled to dignity, respect, and nursing care that are relevant and meaningful to that individual, their family an/or their specified group. The faculty believes that nursing education is theory and experience-based in both health and illness management, and that it is a dynamic and interactive process of study and practice. Students and faculty are both essential to this interactive process; both contribute and learn from each other in an environment of mutual respect. Nursing education is based on the development of cognitive, affective and psychomotor domains. We believe that the goals of education should be the development of intellectual inquisitiveness, analytical thinking, and critical judgment. Critical thinking is the framework for effective communication, competent delivery of care, promotion and sharing of research, and professional accountability, leadership, and responsibility. Learning is the experience of acquiring knowledge, insight, and skills. In an academic community, learning involves a sharing of knowledge and experiences, as well as mastery of content in an environment sustained by mutuality. The faculty believes that learning brings about immediate and lifelong changes in the learner. The learner is accountable and responsible for participation in ongoing professional development. Professional nursing education begins at the baccalaureate level. The concept of caring is the foundation for the preparation of the novice practitioner of nursing at the baccalaureate level. Caring is incorporated with the concepts of communication, critical thinking, professionalism, cultural competence, and role 24

33 competency as core concepts within the curriculum. A theoretical foundation in the principles of growth and development, basic human needs, diversity, teaching and learning, the nursing process and pharmacology are also integrated into the curriculum. The BSN program provides general and professional learning experiences. It builds critical thinking skills and theoretical perspectives for professional nursing practice. The program prepares leaders who practice as providers of care for individuals and for aggregates and groups in multiple and diverse settings. The curriculum emphasizes theories unique to nursing, the utilization of research for practice; and provides a basis for graduate education in nursing. Graduate education at the master s level builds on the theory and practice skills of baccalaureate nursing education. Critical thinking, specialized knowledge, and skills unique to advanced nursing practice are expectations of the masters-prepared nurse and are an integral part of the program. The utilization and analysis of theoretical perspectives and research are promoted throughout the graduate curriculum. These concepts are emphasized in specific coursework and applied in the practice setting. The program prepares the graduate as a health care leader, consultant, and advanced practice nurse. Adopted School of Nursing Faculty, 2004 Table 1. 2 Comparison of NKU Mission/Vision, and School of Nursing and Health Professions Mission/Philosophy NKU Vision/Mission Northern Kentucky University will be nationally recognized as the premier comprehensive, metropolitan university that prepares students for life and work in a global society and provides leadership to advance the intellectual, social, economic, cultural, and civic vitality of its region and of the commonwealth (5/2/07). The mission of Northern Kentucky University is to educate students to succeed in their chosen life roles; be informed, contributing members of their communities regionally, nationally, and internationally; and pursue satisfying and fulfilling lives. The University will offer a comprehensive array of baccalaureate and master's programs as well as law and other selected doctoral programs that meet regional needs. The University supports multi-dimensional excellence across the full breadth of its work: teaching and learning, research and creative activity, and outreach and public engagement. Northern Kentucky University fosters a community that values openness, inclusion and respect. The university is committed to intellectual and creative freedom and to the open expression of ideas in ways that support scholarship and advance the learning process. The University embraces its regional stewardship role as reflected in its significant contribution to the intellectual, social, economic, cultural and civic 25 School of Nursing and Health Professions Mission Consistent with the mission of Northern Kentucky University, the faculty of the Department of Nursing believe that their primary mission is the effective education of professional health care providers in an environment which promotes learning and practice in a multicultural context. The Department provides leadership for the improved health of people in the community through excellence in education, research, and clinical practice (2004). The nursing faculty believes that nursing is an academic discipline and profession, which is supported by concepts and theories of nursing, liberal arts, and the sciences. Nursing encompasses skills and empathetic caring. The nature of nursing is dynamic and evolving. The goal of nursing is to promote health and to assist individuals/groups throughout life to attain quality of life by responding to health needs, transitions, and problems. Individuals are holistic beings with interdependent and simultaneous physical, psychological, cultural, and spiritual dimensions. Values, beliefs, and capabilities that are shaped by both innate and environmental factors characterize individuals. Individuals are uniquely shaped throughout life through continued interaction with the environment. Thus, communication occurs in an interpersonal and symbolic manner such that shared

34 vitality of the region and the commonwealth. Northern Kentucky University achieves its mission through outstanding faculty, state-of-theart programs and community partnerships. The University prides itself on its learner focus, entrepreneurial spirit, global perspective, innovative programs, small classes, technologyenhanced academic programs, co-curricular learning opportunities, and emphasis on active learning, including student research, internships, co-op programs and service learning. Northern Kentucky University is the commonwealth s only regional university located in a major metropolitan area. The University values its role as an integral part of the metropolitan region and recognizes the region as a powerful source of knowledge and experience that can strengthen, enhance and enrich every aspect of the university. Regional stewardship informs every dimension of the university s mission. practices and beliefs contribute to common characteristics among individuals who belong to specified groups. Individuals are entitled to dignity, respect, and nursing care that are relevant and meaningful to that individual, their family an/or their specified group. The faculty believes that nursing education is theory and experience-based in both health and illness management, and that it is a dynamic and interactive process of study and practice. Students and faculty are both essential to this interactive process; both contribute and learn from each other in an environment of mutual respect. Nursing education is based on the development of cognitive, affective and psychomotor domains. We believe that the goals of education should be the development of intellectual inquisitiveness, analytical thinking, and critical judgment. Critical thinking is the framework for effective communication, competent delivery of care, promotion and sharing of research, and professional accountability, leadership, and responsibility. 26 Learning is the experience of acquiring knowledge, insight, and skills. In an academic community, learning involves a sharing of knowledge and experiences, as well as mastery of content in an environment sustained by mutuality. The faculty believes that learning brings about immediate and lifelong changes in the learner. The learner is accountable and responsible for participation in ongoing professional development. Professional nursing education begins at the baccalaureate level. The concept of caring is the foundation for the preparation of the novice practitioner of nursing at the baccalaureate level. Caring is incorporated with the concepts of communication, critical thinking, professionalism, cultural competence, and role competency as core concepts with the curriculum. A theoretical foundation in the principles of growth and development, basic human needs, diversity, teaching and learning, the nursing process and pharmacology are also integrated into the curriculum. The BSN program provides general and professional learning experiences. It builds critical thinking skills and theoretical perspectives for professional nursing practice. The program prepares leaders who practice as providers of care for individuals and for aggregates and groups in multiple and diverse settings. The curriculum emphasizes theories unique to nursing, the utilization of research for practice; and provides a

35 basis for graduate education in nursing. Graduate education at the master s level builds on the theory and practice skills of baccalaureate nursing education. Critical thinking, specialized knowledge, and skills unique to advanced nursing practice are expectations of the masters-prepared nurse and are an integral part of the program. The utilization and analysis of theoretical perspectives and research are promoted throughout the graduate curriculum. These concepts are emphasized in specific coursework and applied in the practice setting. The program prepares the graduate as a health care leader, consultant, and advanced practice nurse. 1b. Program purposes and objectives/competencies are congruent with the program philosophy/mission: clearly stated; publicly accessible; appropriate to legal requirements and the scope of practice; and consistent with contemporary beliefs of the profession, including graduate/advanced practice nursing. The mission, philosophy and program objectives are provided to all nursing students in either the BSN Undergraduate Nursing Student Handbook, RN-BSN Student Handbook, or the Graduate Nursing Student Handbook. Objectives for the BSN and MSN program were revised in to better reflect the level of objectives for graduates of each program. Table 1.3 presents the mission/philosophy for Nursing in the SNHP and the outcomes for the BSN and MSN program. Fidelity to the contemporary beliefs about professional nursing was assured in revision of all program objectives through guidance from national standards, specifically The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN,1998), Scope and Standards of Nursing (ANA, 2004), The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996), Scope and Standards for Nurse Administrators (ANA, 2004), NLN Nurse Educator Competencies (2004), and Curriculum Guidelines & Program Standards for Nurse Practitioner Education (NONPF, 27

36 2002). Prior editions of these guidelines, when available, had been used in earlier curriculum design. Table 1.3 Congruence of Nursing Philosophy and Program Objectives Nursing Philosophy Excerpts The nursing faculty believes that nursing is an academic discipline and profession, which is supported by concepts and theories of nursing, liberal arts, and the sciences. Nursing encompasses skills and empathetic caring. The nature of nursing is dynamic and evolving. The goal of nursing is to promote health and to assist individuals/groups throughout life to attain quality of life by responding to health needs, transitions, and problems. Individuals are holistic beings with interdependent and simultaneous physical, psychological, cultural, and spiritual dimensions. Values, beliefs, and capabilities that are shaped by both innate and environmental factors characterize individuals. Individuals are uniquely shaped throughout life through continued interaction with the environment. Thus, communication occurs in an interpersonal and symbolic manner such that shared practices and beliefs contribute to common characteristics among individuals who belong to specified groups. Critical thinking is the framework for effective communication, competent delivery of care, promotion and sharing of research, and professional accountability, leadership, and responsibility Core Concept Caring Cultural Competence Communication Critical Thinking 28 BSN Program Objectives Demonstrate a caring approach in the delivery of nursing care and in related professional contexts Promote cultural competence in the care of individuals, families and groups in a variety of settings Utilize effective communication within the healthcare system for the purpose of meeting the holistic health needs of individuals, families and groups Apply the nursing process in the comprehensive care of individuals, families and groups in a variety of settings MSN Program Objectives Generate a caring approach in the role of nursing practice at an advanced level Determine the health care needs of diverse populations in facilitating advanced nursing practice Synthesize effective written, oral, and electronic communication in order to facilitate practice at an advanced level Synthesize social, political, ethical, physical and emotional factors to facilitate practice at an advanced level.

37 Learning is the experience of acquiring knowledge, insight, and skills. In an academic community, learning involves a sharing of knowledge and experiences, as well as mastery of content in an environment sustained by mutuality. The faculty believes that learning brings about immediate and lifelong changes in the learner. The learner is accountable and responsible for participation in ongoing professional development Individuals are entitled to dignity, respect, and nursing care that are relevant and meaningful to that individual, their family an/or their specified group. Professionalism Role Competence Employ professional standards in the delivery of nursing care and when building collaborative relationships with health care team members Demonstrate professional standards of practice in the provision of quality nursing care to meet the health needs of individuals, families and groups. Effect advanced practice through leadership proficiency Integrate standards of practice in the provision of quality specialty care.. (BSN) The curriculum emphasizes theories unique to nursing, the utilization of research for practice; and provides a basis for graduate education in nursing. (MSN) Graduate education at the master s level builds on the theory and practice skills of baccalaureate nursing education. The utilization and analysis of theoretical perspectives and research are promoted throughout the graduate curriculum. These concepts are emphasized in specific coursework and applied in the practice setting. Research Utilize current evidence based practice in providing quality nursing care. Generate research, which contributes to the body of knowledge as it relates to nursing. 4/

38 1c. Commitment to cultural, racial, and ethnical diversity of the community in which the institution and the nursing education unit exist. The University administration is taking aggressive steps to increase racial, cultural, and ethnic diversity on campus. The strategic plan of NKU includes the following strategic priority: Enroll and retain a more diverse student body, including more students of color and students from other parts of the world. The profile of NKU faculty diversity reflects the lack of diversity in the larger community. The racial/ethnic composition of Northern Kentucky faculty is (based on 2006 data): White, non-hispanic 95.5% Black or African-American 2% American Indian and Alaska Native 0.2% Asian 0.7% Native Hawaiian and Other Pacific Islander 0.1% Hispanic or Latino 1.5% Nursing has one full-time and two part-time African-American faculty (2% of full-time); diversity as a whole for NKU is limited. In 2006, out of 499 full-time faculty, 449 were white (90%), 21 African-American (4%) and 29 in other ethnic/racial categories. Every faculty search includes comprehensive affirmative action commitments, including recruitment at historically black colleges. Qualified minority candidates are invited for interviews. Diversity is a strategic priority for faculty (Create a more diverse faculty to ensure that our students learn from faculty who reflect a breadth of experiences and perspectives, Strategic Plan 2007). Appreciation for diversity is a hallmark of a liberal arts education. Since the richness of a minority experience on campus is somewhat affected by low numbers, nursing faculty expose students to diversity through other means throughout the curriculum. Examples include client/family experiences in clinical settings, case studies and simulations; service learning 30

39 opportunities with under-served and minority populations; a cultural assessment, attendance at events on campus related to diversity; and a possible international experience. Additionally, nursing continues to actively support minority students through the minority student organizations and the African-American Student Nursing Encouragement Group. Table 1.4 specifies other measures for addressing diversity concerns. Table 1.4 Additional Measures for Addressing Diversity Concerns in Nursing Diversity Concern Gender Age Ethnicity Culture Special Learning Needs Sexuality Measures for Addressing Concern Use of inclusive language in class discussions, formal papers, and construction of exams and evaluation tools. Clinical rotation in nursing home, community and rehabilitation settings with elderly clients. Use of texts and other media that present balanced ethnic perspectives and help to understand influence of ethnic concerns in health care practices. Use of care plans, practice, and pre- and post-conferences to integrate aspects of cultural awareness and beliefs in care -giving. Referral to learning resources for prescribed accommodations. Discussion of sexuality as part of holistic care for all clients. 1d. Programming for distance education is congruent with the philosophy and purposes of the governing organization and the nursing education unit. The mission of NKU pertaining to distance is clear in this passage: Northern Kentucky University achieves its mission through outstanding faculty, state-of-the-art programs and community partnerships. The university prides itself on its learner focus, entrepreneurial spirit, global perspective, innovative programs, small classes, technology-enhanced academic programs, co-curricular learning opportunities, and emphasis on active learning, including student research, internships, co-op programs and service learning. NKU is a member of the Kentucky Virtual University, again showing its commitment to distance education. NKU uses Blackboard, a web portal that offers easy access to course materials and the ability to 31

40 communicate with instructors and classmates from one location. The primary medium for providing distance education for nursing students is Blackboard, an online course management platform. As part of the purchasing power of the state of Kentucky, the online portal Blackboard was upgraded to the latest version effective May Faculty who teach using Blackboard for either web-enhanced or online courses must complete a Blackboard training session with the Professional Organizational Development (POD) unit. Courses on how to develop the pedagogy for an online course, as well as the day to day management of online activities are available. Every June, POD hosts Summer Faculty Institute a comprehensive mini-conference lasting two weeks with programs covering 40 topics such as Building Community Online and Classroom Assessment Techniques. Policies related to online teaching are described in the SNHP handbook, available online. A Distance Learning Committee chaired by the then Associate Provost and Dean for Graduate Studies, Dr. Carole Beere, with nursing representation (Dr. Denise Robinson), developed specific recommendations for support of faculty for development of new online/distance courses, numbers of students in online courses, tuition and fees for online courses. The new Graduate Dean and Associate Provost for Research, Salina Shrofel arrived on campus 9/1/07. The distance committee is working hard to convert the recommendation of the report into an action plan that can be implemented in the 2008 budget process. A copy of the full report will be available on campus as well as the developed action plan. 32

41 STANDARD I MISSION AND GOVERNANCE: There are clear and publicly stated missions and/or philosophy and purposes appropriate to post-secondary or higher education in nursing. Criterion 2: Faculty, administrators and students participate in governance as defined by the parent organization and the nursing education unit. 2a. Participation in the governance of the parent organization. Ultimate authority for the governance of Northern Kentucky University is vested in the Board of Regents. The chief administrative officer for NKU is President James Votruba, who assumed the presidency in Academic programs are offered within Academic Affairs, headed by the Vice President and Provost Dr. Gail Wells. There are six academic units within this Division: The College of Arts and Sciences, The College of Business, The College of Education and Human Services, The College of Informatics, The College of Law, and The School of Nursing and Health Professions. Appendix A depicts the organizational structure of the University, and University Programs as of 7/13/2005. This version is out of date as the Chair of SNHP has not been updated, and Pat Moynahan is shown as the interim Dean of the College of Informatics, rather than the Vice Provost where he now serves. Within the School of Nursing and Health Professions, there are three departments: Nursing, Radiologic Technology, and Respiratory Care. The School of Nursing and Health Professions is led by the Chairperson. According to the Chair bylaws, a chair may serve for 2 four-year terms. The previous Chair served 9 years plus one interim year, ending June 30, A search was initiated for a new chair beginning in March 2007, however, no candidates were found satisfactory and an Interim Chair was identified. Each Program is lead by a Program Director/Faculty Member (Dr. Louise Niemer, Program Director for BSN Program; Dr. Denise Gormley, Program Director of ABSN, Dr. Ann Keller, RN-BSN Program Director and Dr. Marilyn Schleyer and Dr. Denise Robinson, Co- Directors MSN Program). Dr. Ann Dollins and Dr. Denise Gormley serve as the Assistant Chairs 33

42 of the SNHP. The Chair of Nursing and Health Professions reports to the Vice Provost, J. Patrick Moynahan. The Kentucky Board of Nursing requires that a professional nurse, licensed within Kentucky, be the administrator of a nursing program. To assure compliance with this regulation and the NLNAC criterion relating to the nurse administrator, the NKU School of Nursing and Health has appointed Dr. Denise Robinson as interim chair of the school. An organizational chart for the School of Nursing and Health Professions is presented in Appendix B. The Chair of the School of Nursing and Health Professions has clear authority and responsibility for administering the nursing program and is assisted in the role by two Assistant Chairs and the four Program Directors. Dr. Denise Gormley has submitted her resignation effective December 15, 2007, so a search is underway for a new Assistant Chair. This updated information will be provided during the visit. University Governance The Faculty Senate is the official representative body of the General Faculty of Northern Kentucky University (Constitution of the NKU faculty senate: FacultySenateDocuments/Faculty%20Senate%20Constitution-revised rtf). It serves as the policy-making assembly at NKU. The Faculty Senate is part of the collegial system of university governance, based on a concept of authority and responsibility shared among colleagues, some who have primary duties as faculty and some who have primary duties as administrators. A collegial system has, as its fundamental principle, the concept of good faith consultation among these colleagues prior to decision making. A position paper on collegial governance at NKU was approved 2/23/1998 and is available at FacultySenateDocuments/collegial.html. The University Senate exercises legislative functions dealing with all issues that affect the general educational policy of the University, the well-being of the University, the discipline of 34

43 students, and all other student activities and affairs, including all matters where the President determines there is a need for uniform policy throughout the University (University Senate Bylaws, Article IB). The Faculty Senate elects the president along with the other officers. The School of Nursing and Health Professions has 2 representatives on the Senate one representing the SNHP and the other as an at-large senator for the school. Documentation of the participation of the nursing faculty both in the NKU Faculty Senate as well as the standing committees: budget, curriculum, faculty benefits and professional concerns committee will be provided in the evidence file. Other important faculty committees include the peer advisory committee, the peer review hearing committee and the financial exigency committee. Nursing and Health Professions is well represented on these committees. Nursing faculty have also been well represented on the Graduate Council for the last 10 years. The Chair of Graduate Council for was a member of the SNHP, representing the MSN Program. Table 2.1 shows nursing faculty participation for on University Committees and Governance. Table Faculty Participation on University Committees and Governance. NKU Committee/Governance Senate University Curriculum Faculty Benefits Professional Concerns Peer Review Advisory Committee (NKU elected position) Academic Advising Council University Chair s Council Academic Calendar Complaint Advisory Committee Master Plan Graduation Committee Distance Education Committee AAPC (Academic Policies Academic and Admissions Policy Committee Undergraduate Student Research Graduate Council NKU Program Review SNHP Representation Adele Dean, Cathy Pence Marilyn Schleyer Adele Dean Sandy Turkelson Diane Gronefeld Sallie Parker Lotz, Andrea Cornuelle Denise Robinson Andrea Cornuelle Deb Kasel Denise Robinson Georgeanne Nagel, Laura Blankenship Denise Robinson Ann Dollins Judi Frerick Denise Robinson Ann Dollins 35

44 Sciences 2b. Faculty Participation in Governance in the School of Nursing and Health There are several committees for the whole School of Nursing and Health Professions. These include Resource, Reappointment/Promotion/Tenure, Enrollment Management and Social/Professional Development. In other areas, such as admission/graduation/retention and curriculum, separate committees exist for each of the nursing programs, and are separate from the health profession programs. There is a monthly meeting for faculty of the SNHP. At this meeting decisions about issues related to all faculty such as merit pay, benefits, resources and other issues are presented, with a majority vote deciding the outcome. Minutes from the SNHP meetings will be available on site. Table 2.2 Faculty Participation in Nursing Committees Name of Committee Admission, Progression, and Graduation (BSN) Faculty Member C. Martin (chair), D. Benedict, D. Gormley, B. Hickey, J. Lancaster, S. Parker Lotz, E. Robinson, L. Niemer Curriculum -BSN K. Pfendt (chair), J. Churchill, M. Gers, B. Hickey, M. Lottman, C. Martin, D. Gormley, L. Niemer, E. Robinson, S. Turkelson, C. Pence, S. Grinnell, A. Keller BSN/ABSN Program L. Niemer (chair), all faculty teaching in BSN/ABSN programs RN-BSN Faculty Organization Committee (includes curriculum) MSN Faculty Organization Committee (includes curriculum) A. Keller (chair), J. Frerick, A. Dollins, C. Pence, K. Pfendt, C. McCoy D. Robinson/M. Schleyer (co-chairs), J. Lancaster, C. Swayne, C. McCoy, S. Mohn, A. Keller, any other faculty teaching in program Nursing Leadership D. Robinson (chair), J. Churchill, S. Parker-Lotz, A. Dollins, A. Keller, D. Gormley, L. Niemer, M. Schleyer, L. Niemer Program Evaluation K. Pfendt (chair), A. Keller, C. Pence, C. McCoy, L. Niemer, D. Gormley, M. Schleyer Nursing Scholarship S. Parker-Lotz (chair), J. Churchill, C. Martin, L. Niemer, C. Swayne, K. Ruschman, D. Gormley, A. Keller Enrollment Management S. Parker-Lotz (chair), A. Dean, K. Dinsey-Read, A. Keller, C. Pence, G. Tagher, J. Frerick, M. Lottman Nursing Alumni Liaison G. Nagel (chair), B. Hickey, Pamela Phares 36

45 Student Participation in Governance Students at NKU are invited to become involved in the Student Government Association as a way of shaping University policy. Nursing students have been appointed to membership on important University or School of Nursing and Health Professions Committees such as the Appeals panels. Any student can bring issues or concerns for discussion. The Nursing Student Association (NSA) is active in the SNHP. Participation by students tends to vary based on the interest and motivation of specific students. The Graduate Assistant typically attends the MSN Program Faculty Organization meetings. A list of student involvement in committees will be available in the evidence room. There are over 170 organizations that are active at NKU ( ~studentlife). The Student Government Association works closely with NKU administration on issues important to students ( The SGA president served on the Visions, Values and Voices strategic planning process, and also serves on the NKU Board of Regents. Few nursing students participate in these organizations due to time commitment and conflict with nursing courses. 37

46 STANDARD I MISSION AND GOVERNANCE: There are clear and publicly stated missions and/or philosophy and purposes appropriate to post-secondary or higher education in nursing. Criterion 3: Nursing education unit is administered by a nurse who is academically and experientially qualified, and who has authority and responsibility for development and administration of the program. 3a. Academic credentials of the nurse administrator are a graduate degree in nursing and an earned doctorate from a regionally accredited institution. Dr. Denise Robinson, PhD, RN, FNP Regents Professor serves as interim Chair for Nursing and Health Professions. She earned a diploma in nursing, a BSN and MSN from the University of South Carolina, a PhD in adult nursing from the University of Texas at Austin and was a Post MSN Scholar at the University of Kentucky where she completed the FNP curriculum. 3b. Knowledge of the program type is reflected in the experience of the nurseadministrator. Dr. Robinson has thirty-plus years of teaching and administrative experience; the last twenty years have been in baccalaureate and higher education. She joined the nursing faculty at NKU in 1984, having taught in a nursing diploma program and holding various clinical positions prior to coming to NKU. She served as associate degree nursing faculty, RN-BSN faculty and then RN-BSN program director, moving to MSN Program Director in She served as the Vice Chair and Chair of Graduate Council from Dr. Robinson served as a member of the National Taskforce that drafted the NLNAC Standards and Criteria for the Doctorate in Dr. Robinson received the Regents Professor Award in She has published extensively in the areas of advanced practice and most recently co-edited Core Concepts in Advanced Practice Nursing (C.V. Mosby 2001), and co-authored Family Nurse Practitioner 38

47 Review (C.V. Mosby, 2003). A new edition of the Family Nurse Practitioner Review was released as an online course April c. Authority and administrative responsibilities are documented within the position of the nurse administrator. The Chair has clear authority and administrative responsibilities for the nursing program; her job description is in Appendix C. The Vice Provost is serving in the role of Dean while the SNHP makes the transition to college. The Vice Provost s role in relation to nursing includes employing capable people to lead and supporting them to facilitate and accommodate not to make specific decisions on the program. 3d. Nurse administrator has adequate time to fulfill the role responsibilities. The chair is expected to teach one course a year. Given the expectations in this transition year, Dr. Robinson is not teaching any courses in the Fall 2007 semester. While she is the co- Director of the MSN, this is expected only during the transition period. Sara Mohn, currently enrolled in a doctoral program, has agreed to serve in the role of MSN program director once she completes her degree and returns to NKU in

48 STANDARD I MISSION AND GOVERNANCE: There are clear and publicly stated missions and/or philosophy and purposes appropriate to post-secondary or higher education in nursing. Criterion 4: Policies of the nursing education unit are consistent with those of the governing organization, or differences are justified by nursing education purposes. 4a. Congruence between policies affecting nursing faculty and staff and governing organization: Non-discrimination; faculty appointment; academic rank; grievance procedures; promotion; salary and benefits; tenure; rights and responsibilities; termination; and workload. The NKU Board of Regents sets policies regarding academic, business/finance, governance and organization, personnel, and student matters, and provides guidelines on implementation of such policies. The School of Nursing and Health Professions functions within the policies and processes established by the Board of Regents and NKU administration. Faculty policies, with the exception of those related to clinical practice, are congruent with those for all faculty at NKU. All policies can be found in the NKU Faculty Policies and Procedures Handbook. All nursing faculty must hold office hours each week. All undergraduate students have advising holds placed by the university registrar and must see the academic nursing advisor each semester prior to registration of courses. Per University policy, all faculty are expected to hold office hours five hours per week each semester (approximate total of 75 hours). In nursing, this has been revised to three drop-in hours per week (approximately 45 hours per semester) with an additional 30 hours of advising scheduled over the semester to cover priority registration and identified advising hours for potential students. Office and advising hours are posted publicly by each faculty member and announced to students each semester. A list of all faculty hours and contact information is provided outside the offices. 40

49 4b. Accessibility of faculty policies. Faculty policies are available on-line in the University Faculty Policies and Procedures Handbook. Policies pertaining to faculty are available in the NKU Faculty Handbook. ( ook-06%20-%20final.pdf ) and also on exhibit. Policies and procedures related to recruitment of new faculty are published on the Human Resources web site. Information/policies in University Faculty Handbook are reviewed and updated thorough the Faculty Senate. Final approval is obtained from the President and Board of Regents. The University holds an annual orientation session for new faculty in fall semester, and a year-long mentoring program with brown bag luncheon lectures/discussions. New nursing faculty receive a SNHP specific orientation including a new faculty support group. New nursing faculty are also assigned to a nursing mentor. The new faculty member typically enjoys a onecourse reduction in instructional load during the first semester at NKU and is not assigned to University committees, to chair program-based committees, or to manage advisees in order to allow additional orientation time. A Part-time Faculty Handbook is available for NKU. However at this time the document is out-of-date and is being revised. A Faculty Handbook for the SNHP is available both for full-time and part-time faculty. This handbook is posted using a Blackboard shell; other information pertinent to faculty is available there as well. 4c. Rationale for policies that differ from governing organization Policies that differ for nursing faculty relate to safeguarding the patient population and meeting the requirements of the clinical agencies in which faculty either provide clinical instruction or practice. These include policies related to assessment of health status, immunization 41

50 status, CPR certification, liability insurance, and requirements related to OSHA and HIPAA regulations. Faculty compliance with these policies is evident in the binder containing clinical documents, available on site. Current faculty RN licensure is verified annually at the web site of the Kentucky Board of Nursing: (available on site). Effective Fall 2007, a subscription has been started with the Kentucky Board of Nursing, which will enable all faculty, and post-licensure students to be entered into the KBN system. Any change in status will result in an automatic notification by the KBN. Table 4.1 Location of Policies in NKU Faculty Handbook and SNHP Handbook Non-discrimination, Equal Employment Opportunity, Affirmative Acton POLICY NKU POLICIES SNHP POLICIES Appointment, Reappointment and Promotion, Rank, Tenure NKU FH page 108 NKU FH page 1-29 Post Tenure Review NKU FH page Sabbaticals, Project Grants, Summer Fellowship NKU FH page Termination NKU FH page 57 Grievance/Peer Review Process NKU FH page Workload/Reassigned time NKU FH page SNHP Handbook Performance Review NKU FH page SNHP Handbook Professional Ethics and Responsibilities NKU FH page 85 Academic Freedom NKU FH page 87 NKU IRB policies NKU FH page Scientific/Research Misconduct NKU FH page Sexual Harassment/ Gender Discrimination NKU FH page Intellectual Property NKU FH page Confidentiality in clinical agencies Incident Report Job descriptions pertinent to SNHP SNHP Handbook SNHP Handbook SNHP Handbook 42

51 STANDARD II FACULTY: There are qualified and credentialed faculty, appropriate to accomplish the Nursing Education Unit purposes and strengthen its educational effectiveness. Criterion 5: Faculty members (full- and part-time) are academically and experientially qualified, and maintain expertise in their areas of responsibility. 5a. Nursing faculty are credentialed at a minimum of a master s in nursing degree, with the majority holding earned doctorates from regionally accredited institutions. There are currently 23 full-time nursing faculty who either hold tenure or tenure-track status, including the Chair, and 11 in non-tenure, renewable full-time positions. Three nursing positions are supported by St. Elizabeth Medical Center for the ABSN program (Hart, Benedict, Dinsey-Read). Eight faculty (Anderson, Dollins, Gormley, Keller, McCoy, Niemer, Robinson, and Schleyer) hold earned doctorates from accredited institutions; the others hold a minimum of a master s degree in nursing. Two faculty members (Mohn and Grinnell) are currently enrolled in doctoral study and will be finished in Spring Another faculty (Judi Frerick) will be starting doctoral studies in January Additional faculty have developed plans to begin doctoral study (Dinsey-Read, Robinson, Tagher, Kosak). Two faculty are baccalaureate prepared but are enrolled in the MSN program at NKU, with 15 hours completed in the program. They currently teach BSN students in clinical skills lab under the direct supervision of MSN prepared faculty. The majority of faculty teach primarily undergraduate students. Of the faculty assigned to teach in the MSN program, 11 are registered nurses with doctoral education and 3 are non-nurses with doctoral education. Of the MSN courses offered in Fall 2007, 30 of 66 (45.4%) were taught by doctorally prepared faculty. Table 5.1 provides a profile of full-time nursing faculty. 43

52 44 Table 5.1 Full-Time Faculty Profile Faculty Name Anderson Margaret Benedict Dianne Campbell Kimberly Churchill Joy Dault Linda Dean Adele Dinsey-Read Kimberly Dollins Ann Foster Cindy Frerick Judi Gers Mary FT/PT Date of Initial Appt. Rank Bachelor Degree (credential) Institution Granting Degree Graduate Degrees* (credential) FT 8/94 Professor BSN Indiana Univ. M.Ed MSN Ed.D FT 8/04 Lecturer BSN Thomas More College CNM MSN FT 8/06 Lecturer BSN NKU MSN FNP FT 8/89 Assoc. Professor BSN Univ. of Kentucky MSN FT 8/05 Lecturer BSN Ball State, IN MSN FNP FT 1/01 Assistant Professor BSN Univ. of Bridgeport, CN BSW MSN Certified Midwife OB/GYN NP Institution Granting Degrees Univ. of Cincinnati Wright State Univ. of Cincinnati Univ. of Cincinnati NKU Univ. of Kentucky Univ. of Cincinnati NKU Case Western Reserve University Areas of Clinical Expertise Admin. OB/Newborn Advanced Practice: Family Med-Surg Clinical Coordinator Advanced Practice FT 8/07 Lecturer BSN NKU MSN NKU Community Health, Psych FT 8/96 Associate Professor BSN American Univ. Washington, DC FT 8/06 Lecturer BSN Wright State Dayton, OH FT 8/03 Assistant Professor PT 8/97 Associate Professor MSN Ph.D CNM MPH MS Univ. of Cincinnati Johns Hopkins Univ. of Minneapolis, Academic Teaching (T) and Other Areas of Responsibility (O) T T T T O OB/Newborn T O T O Midwifery/OB T O OB/WHNP MN BSN NKU MSN NKU Med-Surg Nursing Admin BSN Miami Univ. Oxford, OH MSN Univ. of Cincinnati T T O OB/Newborn T O

53 45 Gormley Denise Grinnell Sandra Hart Julie Hickey Beth Keller Ann Kosak Billie Jean Lancaster Jayne Lottman Marilyn Martin Caron McCoy Carrie Niemer Louise Pence Catherine Pfendt Kristine FT 8/04 Associate Professor FT 8/06 Assistant Professor BS BSN Univ. of Cincinnati Jamestown, N.D. FT 8/06 Lecturer BSN` Thomas More College Edgewood, KY FT 8/00 Associate Professor FT 1/00 Associate Professor MSN Ph.D MSN NNP PhD (c) (ABD) MSN In Process (15 hrs) BSN NKU MSN CRRN CNA BSN Mount St. Joseph, OH FT Assistant Professor BSN Univ. of State NY FT 8/04 Lecturer BSN Miami Univ. Hamilton OH FT 8/05 Assistant Professor BSN Univ. of Toledo, OH FT 8/97 Associate Professor BSN Univ. of Kentucky FT 8/83 Professor BSN Humbolt State Univ., CA FT 8/95 Associate Professor FT 8/04 Assistant Professor FT 8/03 Assistant Professor BSN BSN BSN Univ. of Kentucky Univ. of Cincinnati Northern Illinois Univ. M.Ed MSN Ed.D MSN MS N Adm MSN FNP Post MSN MSN MSN Ph.D MSPH MSN Ph.D PNP MSN MSN Univ. of Cincinnati Admin T O Univ. of OB/Newborn T Pennsylvania, Phil. PA Univ. N.D. Grand Forks NKU Med-Surg T NKU Xavier U. Univ. of Cincinnati Univ. of Cincinnati Wright State Univ. Dayton, OH Univ. of Cincinnati Case Western Reserve Univ. of Kentucky Univ. of Cincinnati Univ. of Kentucky Univ. of Kentucky Univ. of Cincinnati Univ. of Phoenix, AZ Northern Illinois Univ. Med-Surg Rehabilitation T Med-Surg T O Psych Psych T T Med-Surg T O Med-Surg/ Critical Care Community/ OHN Med-Surg T T O Pediatric NP T O Med-Surg/ Critical Care Med-Surg T T

54 Phares Pamela Robinson Denise FT 8/07 Lecturer BSN Univ. of Cincinnati FT 8/84 Professor BSN Univ. of South Carolina MSN Post Masters Pediatric NP Woman s Health NP Nurse Midwifery Adult NP MN Ph.D nursing Post MSN Clinical Scholar FNP Univ. of Cincinnati Univ. South Carolina, University of TX at Austin, Univ. of Kentucky Advanced Practice, Assessment Pediatrics T Family NP T O 46 Robinson Erin Schleyer Marilyn Schoulties Elizabeth Swayne Cheryl Tagher Catherine Thomas Amber Turkelson Sandra FT 8/03 Assistant Professor FT 8/05 Assistant Professor FT 8/06 Assistant LabCord. Lecturer FT 8/88 Associate Professor BSN BSN BSN BSN Duquesne University Pittsburgh, PA College of Mt. St. Joseph, OH Morehead State Univ., KY Eastern Kentucky Univ. PT 8/05 Lecturer BSN Univ. of Kentucky PT 8/07 Lecturer BSN Univ. of Cincinnati PT 8/01 Assistant BSN Univ. of Professor Cincinnati MSN MSN MA Ph.D MSN In Progress (16 hours) MN FNP MSN ARNP MSN MSN Univ. of Pennsylvania Pittsburgh, PA Univ. of Cincinnati NKU UCLA Los Angeles, CA Univ. of Kentucky Univ. of Cincinnati Univ. of Kentucky Med-Surg T Psych T O Med-Surg Critical Care Family NP Clinical Coordinator Pediatrics Med-Surg T T T T * If pursuing graduate degree, list credits earned to date O: refers to administrative assignment, clinical or course coordination, or grant release time

55 Part-Time Nursing Faculty A cadre of clinically expert part-time faculty is available to provide clinical supervision for BSN students under the supervision of full-time course team leaders through a clinical partnership model. The addition of these clinical instructors to the teaching teams enables a lower student to faculty ratio in the clinical setting. Clinical instructors are hired on a semester basis at the salary of $28/contact hour. They attend course orientation and meet the assigned agency s clinical orientation requirements. Several part-time faculty also teach in the classroom in the masters program in their respective areas of expertise. For example, Julie Miller, who has experiential qualifications as a pediatric nurse practitioner, teaches two of the courses related to pediatric care: NRP 617 Well Child and NRP 613 Primary Care of Children; Dr. Julie Ossege, a FNP, teaches NRP 602 Health Policy and NRP 603 Role Development. Classroom evaluations for these faculty members have been exemplary. Table 5.2 shows a profile of part-time nursing faculty. All part-time faculty teach in clinical practica courses or a didactic course. Part-time faculty do not have other assignments. 47

56 48 Table 5.2 Part-Time Faculty Profile Faculty name FT/PT Date of Initial Appt. Averdick Elise PT Fall 1999 Baker Dorothy Barker Deborah Becker Donna Bergman Kathy Bertsch Jesiah Blank Lisa Bodenback Jayne Cahill Terry Call Joyce Chadwell Christine Connor Sam Conroy Marianne Cottongim Betty PT PT PT PT PT PT PT PT PT PT PT PT PT Fall 2003 Fall 2006 Fall 2007 Spring 2005 Fall 2007 Fall 2006 Fall 2007 Spring 2006 Fall 2006 Fall 2006 Fall 2007 Rank Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor NRP 621 Human Resources Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Bachelor Degree (credential) BSN Institution Granting Degree Univ. of Cincinnati Graduate Degrees* (credential) MSN FNP Institution Granting Degrees Univ. of Cincinnati NKU NKU BSN NKU MSN FNP BSN Univ. of Cincinnati BSN Univ. of Cincinnati BSN Syracuse Univ. MSN Univ. of Cincinnati BSN BSN NKU MS/ Industrial/ Organizational Psychology BSN Univ. of Milwaukee, WI BSN Physical Ed. NKU Univ. of Milwaukee, WI Areas of Clinical Expertise NP Clinical residency NP Clinical residency Med-Surg Psych Med-Surg Obstetrics Human Resources Med-Surg BSN NKU Med-Surg BSN BSN ASN BSN Ind. Wesleyan Univ. Univ. of Kentucky Southern St. Community College Xavier MSN ANP BS Health Sciences Univ. BSN NKU MSN Nursing Admin with Education Focus NKU Franklin Univ. NKU OB/ Newborn NP Clinical residency Med-Surg Med-Surg Staff Development, Education

57 49 Crawford Laura Cummins Marian Cutcher Debra Dalton Katherine Deaton Annis DeRosa Barbara Dixon Anita Egbert April Eidam Tonia Enxel Katie Erickson Marcia Finnen Anne Fisk Rachel Frakes Belinda Freeman Traci Harris Michael Hartig Diana Hausfeld Elizabeth Heck Lisa PT PT PT PT PT PT PT PT Fall 2005 Fall 2007 Spring 2004 Fall 2004 Fall 2005 Fall 2007 Fall 2007 Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor NRP 602 Health Policy Clinical Instructor Clinical Instructor PT Fall 2005 Clinical Instructor PT Fall Clinical 2007 Instructor PT Clinical Instructor PT Spring Clinical 2006 Instructor PT Fall Clinical 2000 Instructor PT Fall Clinical 2007 Instructor PT Fall Clinical 2004 Instructor PT Fall Clinical 2007 Instructor PT Fall Clinical 2004 Instructor PT Spring Clinical 2007 Instructor PT Fall Clinical 2007 Instructor BSN NKU Med-Surg BSN NKU MSN NKU Community Health BSN NKU Med-Surg BSN NKU Enrolled in MSN (5 hours) NKU Community Health BSN NKU Med-Surg BSN CW Past MSN Post MSN-FNP BSN Univ. of Kentucky BSN Univ. of Enrolled in Cincinnati MSN (12 hours) BSN BSN BSN Indiana Wesleyan College of Mt. St. Joseph, OH NYU NKU NKU Advanced Practice OB Peds Obstetrics Med-Surg Med-Surg BSN Univ. of Cincinnati Med-Surg BSN College of Mt. Med-Surg St. Joseph, OH BSN Thomas More College BSN Salem State Med-Surg College BSN Xavier Enrolled in Xaiver Community Univ. MSN Univ. BSN NKU Med-Surg BSN College of Mt. Pediatric St. Joseph, OH BSN NKU MSN NKU Community

58 50 Hilvers Susan Houseworth Angela Hudson Nancy Huffman Jennifer Hundis Rebecca Johnsen Debra Johnson Noel Kolar Jennifer Lotspiech Shari Lown Kelly Mahon Patricia Maier Steffani Mardis Kathleen McClanahan Vickie Meyer Mary Miller Julie PT PT PT PT PT PT PT PT PT PT PT PT PT PT PT PT Fall 2005 Fall 2003 Spring 2007 Fall 2004 Fall 2006 Fall 1999 Spring 2004 Fall 2005 Fall 2005 Fall 2006 Fall 2005 Fall 2007 Spring 2006 Fall 2007 Fall 2004 August 1999 Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor NRP 605 Informatics Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor BSN BSN Indiana Wesleyan Enrolled in MSN (5 hours) Enrolled in MSN (32 hours) NKU NKU Med-Surg Med-Surg BSN NKU Enrolled in MSN (20 hours) NKU Med-Surg BSN Thomas Med-Surg More College BSN NKU Med-Surg BSN Univ. of Cincinnati MSN: ANP FNP Post MSN Indiana Univ. and NKU NP Clinical residency BSN Univ. of Obstetrics Cincinnati BSN NKU Med-Surg BSN NKU Enrolled in MSN (3 hours) BSN Univ. of North BSN BSN Florida St. Xavier Chicago, IL Eastern KY Univ. M.S PhD Psych Adult NP Psych NP Enrolled in MSN (22 hours) NKU Univ. of Colorado IL Institute Technology Ball State NKU NKU Med-Surg Med-Surg Psychiatric Pediatrics BSN College Mt. Obstetrics St. Joseph, OH BSN NKU MSN NKU Med-Surg BSN BSN Univ. of Cincinnati California State MSN MSN PNP Univ. of Cincinnati Univ. of Kentucky Psychiatric NP Clinical Residency

59 51 Mullins Mary Ann Mutsch Karen Myers Paul Niemi Judith O Conner Sheryl Okon Esanetok Priscilla Ossege Julie Powell Jennifer Purcel Lori Rader Donna Reed Phyllis Reno Beverly Rickards Betty Rollins Jerri Saupe Jennifer Schack Tracei Schaefer Cynthia PT PT PT PT PT PT PT PT PT PT PT PT PT PT PT PT PT Fall 2007 Fall 2007 Fall 2003 Spring 2004 Fall 2004 Fall 2003 Fall 2004 Spring 2007 Fall 2007 Fall 2004 Fall 2006 Spring 2007 Spring 2007 Fall 2007 Spring 2006 Clinical Instructor NRP 605 Informatics Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor NRP 602 Health Policy Clinical Instructor Clinical Instructor Clinical Instructor BSN Med-Surg BSN NKU MSN DNP NKU Univ. of Kentucky Med-Surg Health Policy Research BSN Univ. of MSN Xavier U. Psychiatric Cincinnati OH BSN NKU MSN Univ. of Med-Surg Cincinnati Occ Health BSN Indiana State Med-Surg BSN MSN Psych BSN College of Mt. St. Joseph, OH MSN Ph.D Univ. of South Carolina Advanced Practice NP Role Med-Surg BSN NKU MSN Northern Kentucky Univ. BSN NKU Med-Surg BSN Enrolled in MSN (3 hours) NKU Med-Surg NRS 305 BSN NKU MSN St. Louis Univ. Psych Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor BSN NKU MSN Univ. of Kentucky BSN Univ. of Texas BSN Indiana Wesleyan BSN Univ. of Cincinnati BSN College of Mt. St. Joseph, OH BSN Enrolled in NKU MSN (43 hours) Med-Surg Psych Med-Surg Med-Surg Med-Surg Med-Surg Med-Surg

60 52 Smith Tammy Smothers Brittany Sprankles Sandra Stewart Shana Summe Dayna Sydnor Mindy Tackett Rebecca Wellbrock Jenna Wetzel Joseph Williams Cynthia Winford Patricia Wolf Chastity PT PT PT PT PT PT PT PT PT PT PT PT Fall 2007 Fall 2006 Spring 2007 Spring 2002 Spring 2006 Fall 2007 Spring 2005 Fall 2007 Spring 2006 Fall 2007 Fall 2007 Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor Clinical Instructor BSN NKU Enrolled in Univ. of Community MSN Phoenix BSN NKU Community BSN BSN NKU Enrolled in MSN (19 hours) NKU Med-Surg BSN College of Mt. Med-Surg St. Joseph, OH BSN NKU MSN NKU NP Clinical FNP Residency BSN NKU MSN NKU NP Clinical FNP Residency BSN NKU Med-Surg BSN Miami Univ. BSN Wagner MA College, Public NY Adm. BSN NKU Enrolled in MSN (4 hours) BSN Thomas More College NKU OB Med-Surg Psych Peds * If pursuing graduate degree, list credits earned to data

61 Table 5.3 Faculty Assignments Fall 2007 (Both Full- and Part-Time) FULL-TIME FACULTY NAME COURSES TAUGHT Anderson, Margaret NRP 691-W04; NRP 697-W04 Benedict, Dianne NRP 605-I01, J01; NRP 614-N01; NRS ; NRS 205L-003, 005, 013; NRS ; NRS 496-E06 Campbell, Kimberly NRP 441L-I02; NRS 205L-006, 007, 012; NRS , 008 Churchill, Joy NRS Dault, Linda NRP 618-I01, I02, J01, N01, NRP 633L-J01,N02 Dean, Adele NRP 614-I01, I02, J01; NRP , 007 Dinsey-Read, Kimberly NRS , 008; NRS Dollins, Ann NRP 401-N01; NRP 691-W02; NRP 697-W02; WMS , NRP Foster, Catherine NRP 441L-02; NRS ; NRS 205L-011; NRS Frerick, Judi NRS 404-W03; NRS 496-W10 Gers, Mary NRS ; NRS , 002, 003, 004 Gormley, Denise NRP 441-I02; NRP 691-W05; NRP 697-W05 Grinnell, Sandra NRS , 005; NRS ; NRS Hart, Julie NRS Hickey, Beth NRS ; NRS ; NRS 421-W03 Keller, Ann NRP 316L-001; NRP 317L-001; NRP ; NRP 455-N01; NRP 602- N01; NRP 655-N01; NRP 691-W01; NRP 697-W01 Kosak, Billie Jean NRS , 011; NRS 413-W01; NRS 498-E01 Lancaster, Jayne NRP 455-I02; NRP 605-I01; NRS , 007; NRS Lottman, Marilyn NRS 205L-010; NRS , 004; NRS Martin, Caron NRS ; NRS , 004; NRS McCoy, Carrie NRP 441-N01; NRP 691-W07; NRP 697-W07; NRP ; NRS ; NRS Niemer, Louise NRP ; NRP 691-W06; NRP 697-W06; NRS ; NRS ; NRS ; NUR Pence, Catherine NRP 410-I01, J01; NRS , 005; NRS Pfendt, Kristine NRS ; NRS 404-W04; NRS 413-W01 Phares, Pamela NRS ; NRS 205L-008; NRS ; NRS 421-W04 Robinson, Denise NRP 691-W03; NRP 697-W03 Robinson, Erin NRP 509-I01, J01; NRP ; NRS ; NRS Schleyer, Marilyn NRP 602-I02, J02; NRP 655-I02, J02; NRP 691-W08; NRP 697-W08 Schoulties, Elizabeth NRS , 003; NRS , 007, 008, 009 Swayne, Cheryl NRP 401-I01; NRP 411-I01; NRP 413L-001, I01; NRP 415L-I01; NRS 205L-004 Tagher, Catherine NRP 630-I01; NRS ; NRS 205L-002; NRS , 006 Thomas, Amber NRS ; NRS ; NRS 205L-001, 009 Turkelson, Sandra NRS ; NRS ; NRS

62 PART-TIME FACULTY NAME COURSES TAUGHT Averdick, Elise NRP 633L-I01, N01 Baker, Dorothy NRP 634L-J01, N01 Barker, Deborah NRS 296-E11, NRS 496-E04 Becker, Donna NRS 397-E04, E06, E12, E14 Bergman, Kathy NRS 498-E02, E03; NRS Bertsch, Jesiah NRS 297-E01, E08; NRS 398-E07 Blank, Lisa NRP 621-I01, J01 Bodenbach, Jayne NRS 296-E01 Cahill, Terry NRS 196-E16; NRS 296-E16 Call, Joyce NRS 297-E07, E14 Chadwell, Christine NRP 635L-I01, I02 Conner, Sam NRS 196-E06 Conroy, Marianne NRS 196-E05 Cottongim, Betty NRP 642L-I01 Crawford, Laura NRS 496-E05 Cummins, Marian NRS 496-E01; NRS Cutcher, Debra NRS 296-E06 Dalton, Katherine NRS 496-E08 Deaton, Annis Lynn NRS 296-E03 DeRosa, Barbara NRP 602-I03; NRP 655-I03 Dixon, Anita NRS 297-E04, E11 Egbert, April NRS 298-E05, E12 Eidam, Tonia NRS 297-E05, E12 Enxel, Katie NRS 296-E14 Erickson, Marcia NRS 296-E02 Finnen, Anne NRS 196-E20; NRS 296-E20 Fisk, Rachel NRS 398-E03 Frakes, Belinda Sue NRS 196-E09 Freeman, Traci NRS 296-E05; NRS 398-E04 Harris, Michael NRS 496-E07 Hartig, Diana NRS 296-E04 Hausfeld, Elizabeth NRS 298-E02, E09 Heck, Lisa NRS 496-W09 Hilvers, Susan NRS 398-E05 Houseworth, Angela NRS 196-E19; NRS 296-E13, E19 Hudson, Nancy NRS 196-E07 Huffman, Jennifer NRS 396-E01, E09 Hundis, Rebecca NRS 296-E10, E12 Johnsen, Debra NRP 634L-I01, I02 Johnson, Noel NRS 297-E06, E13 Kolar, Jennifer NRS 196-E03 54

63 Lotspeich, Shari NRS 298-E01, E06, E08, E13, E15, E16 Lown, Kelly NRS 396-E06, E14; NRS 398-E01 Mahon, Patricia NRP 605-I03 Maier, Steffani NRS 298-E03, E10 Mardis, Kathleen NRS 297-E02, E09 McClanahan, Vickie NRP 441L-N01 Meyer, Mary Diane NRS 397-E03 Miller, Julie NRP 633L-I02, J02 Mullins, Mary Ann NRP 398-E02 Mutsch, Karen NRP 605-N01 Myers, Paul NRS 397-E11 Niemi, Judith NRS 196-E18; NRS 296-E18; NRS 196-E08 O Connor, Sheryl NRS 396-E04, E15 Okon Esanetok, Priscilla NRS 397-E05, E09, E13 Ossege, Julie NRP 602-I01, J01; NRP 655-I01, J01 Powell, Jennifer NRS 296-E09 Purcel, Lori NRS 397-E02, E10 Rader, Donna NRS 396-E05, E13 Reed, Phyllis NRS , 010 Reno, Beverly NRS 397-E01 Rickards, Betty NRS 396-E07; NRS 196-E10 Rollins, Jerri NRS 296-E08 Saupe, Jennifer NRS 296-E07; NRS 398-E06 Schack, Tracei NRS 196-E01 Schaefer, Cynthia NRS 396-E08, E12 Smith, Tammy NRS 496-E03 Smothers, Brittany NRS 496-E02 Sprankles, Sandra NRS 297-E03, E10 Stewart, Shana NRS 196-E04 Summe, Dayna NRS 396-E03, E11 Sydnor, Mindy NRP 635L-J01, N01 Campbell, Kimberly NRP 441L-I02; NRS 205L-006, 007, 012; NRS , 008 Tackett, Rebecca NRP 633L-I03, I04 Wellbrock, Jenna NRS 196-E02 Wetzel, Joseph NRS 196-E17; NRS 296-E17 Williams, Cynthia NRS 397-E07, E15 Winford, Patricia NRS 298-E04, E07, E10, E14 Woolf, Chastity NRS 396-E02, E10 55

64 Clinical Preceptors for BSN Education Clinical preceptors, non-compensated professional nurses who oversee students in the clinical setting under the direction of full-time faculty, are used primarily in the last semester of the BSN, and during the RN-BSN program. Preceptor selection is made with input from the clinical facilities in which prospective preceptors are employed, requires a current RN license, experience as a registered nurse on the assigned clinical unit, interest in the preceptor role, and exemplary clinical practice. Preceptors for students are oriented to the role either one-on-one or in small groups. A packet is sent to the preceptor with information for the specific course. Experienced faculty/course coordinators mentor preceptors with whom they communicate frequently via telephone, , or in person. At least two clinical visits are made each semester. While preceptors have an opportunity and responsibility to provide input into the final clinical evaluation of the student, the course faculty determines the actual clinical grade. Clinical Preceptors for MSN Education Clinical preceptors are used extensively throughout the MSN specialty courses. A list of academically and experientially qualified preceptors is discussed with students in the respective clinical courses. Additionally, students help to identify preceptors and for those who live outside the Greater Cincinnati region, they must find their own preceptors in their own geographic area. There are written guidelines related to characteristics of the ideal preceptor and expectations of the clinical preceptor in each nursing major. Qualifications include licensure in the state, exemplary professional practice, a minimum of one year in specialty practice, appreciation for the advanced nursing role, and willingness to serve as preceptor. Both physicians and nurse practitioners can serve as preceptors; the student must have a nurse practitioner preceptor at least once during the program. 56

65 5b. Rationale for acceptance of other than the minimum required credential. On occasion, experienced individuals with BSN degrees as their highest academic credential have been used as clinical instructors. This practice has been more common at the local community hospital where there are few MSN-prepared nurses in non-administrative positions. To serve as a clinical instructor with less than the master s degree, the part-time faculty member must have a minimum of five years of clinical experience, be thoroughly oriented to the clinical site being used, attend orientation sessions, and work under the supervision of full-time faculty who holds a minimum of a master s degree. In most cases, these instructors have been enrolled in graduate study at NKU, meeting the SACS and KBN requirement of 18 graduate hours in the major. 5c. Faculty credentials meet the requirements of the governing organization and any state agency, which has legal authority for educational programs in nursing. The Kentucky Board of Nursing is the only state agency with legal authority over nursing education in Kentucky; their authority extends only to programs providing initial licensure. The NKU BSN and ABSN nursing programs meet all the requirements of that agency. Regardless of their educational background, only individuals who are positively evaluated by students on the Clinical Teaching Effectiveness Instrument may continue to serve as clinical faculty. An earned terminal degree (or its equivalent) is a criterion for full graduate faculty status at NKU. According to the NKU Faculty Handbook (Part One, Section I.K, approved by the Faculty Senate 12/03), faculty appointed to full graduate faculty status may teach or supervise graduate students; serve on, or chair, a thesis committee; advise graduate students; serve on Graduate Council; 57

66 serve as a graduate program director; vote on any issue that is presented for a vote by all graduate faculty. Criteria for full graduate faculty status: Appointment as a tenured or tenure-track faculty member. A Ph.D. or other appropriate terminal degree (as defined on a discipline-specific basis in the NKU Faculty Handbook, Part Two, Section XIII, last revised 5/8/02). Evidence of active scholarship within the last four years. Active scholarship is defined as work that has led to, or has been accepted for, outcomes such as: refereed publication, refereed conference presentation (to the disciplinary group at the state or broader level), invited conference presentation (to the disciplinary group at the state or broader level), recitals, or production and display of works of art. Evidence of activity as an effective educator at the graduate level. Within the four years prior to application, applicants must have either taught graduate classes or supervised graduate students (e.g., in independent research projects, theses, or practica). Associate graduate faculty status includes faculty with at least a master s degree and either educational background or work experience in their discipline. This status is for two years at which time the faculty must reapply. According to the NKU Faculty Handbook (Part One, Section I.K, approved by the Faculty Senate 12/03), faculty appointed to associate graduate faculty status may teach or supervise graduate students; a. advise graduate students; b. serve on, but not chair, a thesis committee. For initial appointment, a minimum of an appropriate terminal degree, or a Master s degree plus at least five years of professionally relevant work experience, is required. No 58

67 graduate teaching experience is required for an initial appointment to associate graduate faculty status. For reappointment, there must be evidence that the faculty member is an effective educator at the graduate level (unless the person has had no opportunity to work with graduate students while holding this status). For example, several faculty teaching in the nurse practitioner major lack the terminal degree but are experienced, nationally certified, practicing nurse practitioners. For example, Debra Johnsen, is an adult and family practitioner, with 12 + years experience in primary care, geriatric care and internal medicine. Linda Dault is a FNP who has been in practice for 11+ years. They have been clinical faculty at NKU since 1999 and 2005 respectively. They are well qualified to work with NP students in the clinical residencies. Temporary Graduate Faculty status is reserved only for faculty who are hired late for the semester and for whom associate graduate status has not been sought. Temporary status is only valid for one semester after which time the faculty must be approved for associate graduate status. In all cases, the individual faculty holds some credential justifying the assignment. 5d. Academic and experiential preparation and variety of faculty backgrounds (fulland part-time) are appropriate for responsibilities of the nursing education unit. The nursing faculty includes those with academic and experiential qualifications in the area in which they teach, including the traditional aspects of acute care (adult health, mental health, child health and obstetrics/women s health) as well as community health and leadership/administration. Many faculty hold national certification in their specialty areas. Additionally, there are faculty experts in curriculum, instructional design, instructional technology, program evaluation, test construction, and information management. All are active in continuing education and use varied instructional delivery methods to facilitate outcomes. 59

68 5e. Expertise of non-nurse faculty is appropriate to the area of their responsibility. Non-nurse faculty members teach support courses in areas of their expertise. Dr. Jon Hastings and Dr. Mike Scola, teach the Advanced Physiology. Dr. Frank Dietrich and Dr. Mary Bagget teach the statistics courses. Dr. Lenore Kinne, teaches two Web-based courses in the nursing education certificate option of the MSN specialty: EDG 624 Pupil Assessment. Both student and peer evaluations of these courses have been exemplary. Other non-nurse faculty teach the general education courses that serve as the foundation for the BSN/ABSN and RN-BSN programs. Table 5.4 shows part-time faculty who teach non-nursing courses in the BSN and MSN programs but are not-nurses. 60

69 Table 5.4 Faculty Profile: Non-Nurse Faculty Teaching Support Courses 61 Name Date of Initial Appointment Rank Degrees Institutions Granting Degrees Jon Hastings 1987 Professor BA, MS, PhD B.A., 1971, Kent State University; M.S., 1975, Ph.D., 1985, University of New Mexico. Frank Dietrich 1979 Professor BA, MA, M. Stat, PhD B.A., 1967, Wilkes College; M.A., 1970, Bucknell University; M.Stat., 1972, Ph.D., 1975, University of Florida. Mike Scola 2005 Lecturer BS, DPM B.S., 1984, Xavier University; D.P.M., 1988, Ohio College of Podiatric Medicine. Mary Baggett 2003 Assistant Professor Lenore Kinne 2004 Assistant Professor Hildegard Baldridge Bernard Lohr 2006 Assistant Professor BS, MS, PhD BA, MA, PhD B.S., 1975, University of South Carolina; M.S., 1980, University of Tennessee; M.S., 1994, Florida State University; Ph.D., 997, Florida State University. B.A., 1974, Hamlme University; M.Ed., 1988, M.A., 1994, Ph.D., 2002, University of Minnesota Lecturer BS, PhD BS (1977) Eastern Kentucky University; PhD (1983) University of Kentucky AB, MS, PhD AB (1984) Cornell University; MS (1989), PhD (1995) Duke University Debbie Dempsey 1985 Lecturer BS, MS, RN BS (1974) University of Kentucky; MS (1981) University of Cincinnati; RN (1991) Northern Kentucky University Academic Teaching Responsibilities BIO 668 Advanced Physiology STA 614 Statistics for Researchers, STA 205 Statistics BIO 668 Advanced Phyisology, BIO 208, BIO 209, BIO 209L STA 614 Statistics for Researchers, STA 205 Introduction to Statistics EDG 624 Pupil Assessment BIO 208, BIO 208L and BIO 209L BIO 208L BIO 209

70 62 Joe Mester 2006 Assistant Professor Mary Whitson 2003 Assistant Professor BA, PhD BS, PhD BA (1983) University of Rochester; PhD (1990) University of Tennessee BS (1994) University of Florida; PhD (2001) Duke University PJ Ball 2006 Lecturer BS, PhD BS (2000)(2001), PhD (2005) University of Cincinnati Brad Sieve 2006 Lecturer BA, PhD BA (1998) Coe College; PhD (2002) Michigan State University Gregory Bigot 1999 Lecturer BA, MA BA (1982) San Fransico State University; MA (1994) San Fransisco State University BIO 202 BIO 202L CHE 115, CHE 115L CHE 115L PHI 220 Jan Gallagher 2004 Lecturer M.Phil, M.Div, PhD M.Div (1992) Louisville PHI 220 Presbyterian Theological Seminary; M.Phil (1994) Hebrew Union College; PhD (1996) Hebrew Union College John Cahill 1986 Lecturer BA, MA BA, MA, Catholic University of PHI 220 America Gary Crum 2003 Lecturer BA, MS, PhD, MPH, MA BA (1967) College of William PHI 220 and Mary; MS (1969) University of Kentucky; PhD (1972) University of Kentucky; MPH (1973) Columbia University; MA (1983) George Washington University Roland Peckham 2005 Lecturer MS MS (2001) Radford University PSY 220 Mei Mei Burr 2001 Lecturer AB, M.Ed, PhD AB (1985) Kenyon College; MEd (1988) College of William and Mary; PhD (1994) University of Cincinnati Mark Bardgett 2000 Professor BA, MA, PhD BA (1981), MA (1989), PhD (1991) University of St. Louis - Missouri PSY 100 PSY 100

71 63 Heather Hatchett 2003 Lecturer BA, MA, PhD BA (1992) State University of New York College at Oswego; MA (1997), PhD (2000) University of Mississippi Douglas Krull 1996 Professor BA, PhD BA (1985) University of California; PhD (1990) University of Texas Angela Lipsitz 1982 Professor BS, MA, PhD BS (1978) Centre College; MA (1981), PhD (1983) University of North Carolina James Thomas 1975 Professor BA, MA, PhD BA (1967) Stetson University; MA (1969), PhD (1976) University of Virginia Juliann Bosco Young 2003 Lecturer BA, MA BA (1997) University of Kentucky; MA (2002) Miami University Janis Broering 1986 Lecturer BA, MS BA (1969), Thomas More College; MS (1971) The Ohio State University Brook Buckley 2006 Assistant Professor BS, PhD BS (2001) Eastern Kentucky University; PhD (2006) University of South Carolina Michael Collins 2000 Lecturer BS, MS BS (1972) University of Kentucky; MS (1976) Xavier University John Taylor 2000 Lecturer BS, MEd BS (1968), MEd (1974) Xavier University PSY 100 PSY 100 PSY 100 PSY 100 PSY 100 STA 205 STA 205 STA 205 STA 205

72 5f. Maintenance of faculty expertise in their areas of responsibility: teaching, service, clinical practice, and/or other scholarship. Faculty curriculum vitae, available on-site, demonstrate that faculty maintain currency and expertise for their respective roles by participating in academic programs and continuing education courses; engaging in consultations; maintaining clinical practice; providing presentations at conferences; publishing; engaging in research independently or with students; providing community service; maintaining certification; or participating in professional organizations. Full-time faculty complete an Annual Performance Review which specifies their activities in teaching, service, scholarship, and practice. A review of faculty performance reviews in reveal that 100% participated in continuing education and service activities and many engaged in some form of clinical practice. 5g. Direct coordination, role development, and/or clinical management of advanced practice program options is the responsibility of faculty certified in their respective area. The advanced practice specialty offered at NKU that is designated as APRN practice by the state of Kentucky is the primary care nurse practitioner program (adult, family, pediatric, or geriatric). (A psychiatric NP program is offered only for those students who are already certified as NPs as either adult or family NPs.) Kentucky requires certification as a nurse practitioner to practice as an ARNP. The original curriculum and all revisions since its inception have been the responsibility of faculty who are certified nurse practitioners. Dr. Robinson, a certified family nurse practitioner, had oversight of the MSN program from it its inception until 7/1/07 and currently serves as Co-Director of the MSN program. Dr. Robinson served as the Director of the MSN Programs during design of the existing curriculum and policies. Policies and procedures that affect nurse practitioner students are made by NP faculty within the context of the MSN Program and are approved by the MSN Faculty Organization. 64

73 Each specialty nursing course in the NP program is taught by certified nurse practitioners. Faculty are chosen to teach in the courses based on clinical experience and interest in teaching in the program. Faculty include certified nurse midwives, women s health nurse practitioners, psychiatric nurse practitioners as well as family, adult, geriatric or pediatric nurse practitioners as appropriate. Cheryl Swayne, a NP with over 20 years of experience as a FNP, assumes ultimate responsibility for working with students in selection of clinical preceptors and managing clinical schedules. She evaluates clinical agencies for appropriateness with input from other NP faculty; negotiates contracts or letters of agreement with the preceptor and agency; orients preceptors; assures that students have current clinical documents; coordinates clinical visits by faculty; and manages the evaluation of preceptors and agencies. Students are encouraged to help in identification of clinical agencies and preceptors, often choosing health care settings geographically closer to their homes. Once the appropriateness of the setting for nurse practitioner students has been assessed, a letter of agreement or a clinical contract is negotiated. Physicians and nurse practitioners are used as preceptors for the program. In the women s health course, the student may select a clinical rotation with a certified nurse midwife or women s health NP. All of these APRN providers are certified and assist faculty in role development for nurse practitioner students. Students are required to have one or more rotations with a nurse practitioner. 65

74 STANDARD II FACULTY: There are qualified and credentialed faculty, appropriate to accomplish the Nursing Education Unit purposes and strengthen its educational effectiveness. Criterion 6: Number and utilization of full- and part-time faculty meet the needs of the nursing education unit to fulfill its purposes. 6a. Faculty/student ratios in the classroom and supervised clinical practice are sufficient to insure adequate teaching, supervision, and evaluation. The Kentucky Board of Nursing requires a faculty student ratio of 1:10 or less in the clinical setting and recommends a ratio of one full-time faculty for every twenty students enrolled in the program to insure safe and adequate teaching, supervision, and evaluation. Most clinical agencies in the Northern Kentucky/Greater Cincinnati area require a lower ratio in direct patient care settings, especially in maternity and pediatric settings. In 2004, the Chair of the SNHP committed to a lower faculty student ratio in clinical settings. Enough qualified part-time faculty have been employed to enable a 1:7 faculty ratio or less in BSN clinical courses and a 1:6 clinical ratio in MSN clinical courses. Undergraduate didactic courses are generally team-taught to capitalize on the expertise of several faculty in a specialty area; graduate courses are more likely to be individually taught. Specific faculty/student ratios for all courses will be available on site. 6b. Utilization of full-and-part-time faculty is consistent with the mission/ philosophy of the governing institution and purposes of the nursing education unit (teaching, scholarship, service, practice, and administration). When students at Northern Kentucky University are asked what are the strengths of NKU they say low faculty/student ratios and the ability for faculty to know and interact with students. The NKU faculty-to-student -ratio averages 1:21. This low faculty/student ratio facilitates high quality faculty-student interaction and is a distinct characteristic of a public liberal arts university. 66

75 The ratio has not been possible for some undergraduate nursing courses such as NRS 105 Pharmacology due to space restrictions. In Fall 2007 there were 72 students in this course, but a three faculty team taught the course, so that the ratio provided for approximately 1/25 students. Approximately students are admitted each fall and spring semester to the traditional BSN program. One group of ABSN students (n=30) is admitted to the nursing major annually as a cohort that will progress together until graduation. Given the limited space and classrooms, courses (as possible) are scheduled to accommodate a low a student/faculty ratio to facilitate multiple pedagogies other than frank lecture. For larger lecture-hall groups, faculty attempt to incorporate small group strategies, web activities, case study applications and other methods to facilitate learning. Student-to-faculty ratios in the BSN skills labs and clinical settings are 10-12:1 and 6-8 respectively. All MSN classes generally have 20 students while support courses such as statistics or advanced physiology may have up to 30 students. Tenured and tenure track faculty are expected to carry an instructional workload of 12 credit hours per semester. Temporary and renewable faculty carry an instructional workload of 14 credit hours per semester. This load does not include advisement or other non-instructional duties. As previously mentioned faculty are expected to hold three office hours/week and additional scheduled advising days of 4-6 hours (this meets the NKU requirement of 5 hours a week). Faculty with assigned administrative duties or approved special projects will receive release time. For example, the Chair of the SNHP typically carries a 3-hour instructional load, while the program directors get either 3 or 6 credit hours reassigned time depending on the size of the program. A faculty member may have a higher than usual workload one semester that is balanced by a lesser workload the next. Attempts are made to reduce the workload of doctoral students and first-year faculty as described in the previous section. Student enrollment at NKU has increased. The SNHP enrollment has exceeded expectations and admission has become highly selective. Strategies are being explored to limit 67

76 the numbers of advisees for nursing faculty, such as adding additional advising specialists. Additional data are being collected to frame an appropriate strategy. Given the high numbers of students, enrollment was decreased to 65 BSN and 30 ABSN students for fall 2007 and the spring 2008 enrollment has been capped at 80 in the traditional BSN program. Plans are in place to identify the ideal number of students based on the resources and faculty numbers; future enrollment decisions will be much more deliberate and based on objective data. The MSN program also has experienced a very high number of applicants. In order to accept more MSN students for Fall 2007, an additional temporary faculty line was added, with a full-time tenure track position to be added to the SNHP in Fall Twenty-five additional MSN students were accepted. Additional students will be admitted based on the number of graduates from the program, unless additional MSN faculty lines are added. These actions have caused some disappointment among prospective students because capping enrollments has had the result of making the program highly selective. 6c. Number and type of faculty are adequate to carry out the purposes and objectives of the program. The number and type of faculty are adequate to meet the purposes and objectives in the BSN program; however, some faculty members have higher than a 12 hour instructional load in at least one semester, balanced over the course of the academic year, making it more difficult for clinical practice or scholarship. There is funding for hiring additional part-time clinical instructors; however, those with certain credentials, such as pediatrics, are difficult to find in the geographic area. Additional faculty with community, geriatric or psychiatric mental health would provide more flexibility in faculty assignments. The number and types of faculty teaching in the MSN program are sufficient to meet program purposes and goals but there are clear needs for additional faculty, especially those with 68

77 doctoral credentials. Additional ways to support faculty in gaining doctoral education are being explored; at present, two faculty are enrolled in doctoral programs with another faculty starting in January, Four other faculty have identified on their Performance Review that enrolling in doctoral programs is a goal for 2008 or As one doctorally-prepared geriatric NP faculty retired in 2006, it would strengthen the GNP option to have another faculty with geriatric credentials and a terminal degree. Because full-time NP faculty have administrative or other responsibilities, part-time NP faculty serve as clinical faculty and make visits to students in the clinical residencies. In addition, Dr. Denise Gormley has submitted her resignation effective at the end of Fall 2007 semester. An ad was submitted to the Chronicle of Higher Education, and interviews were held in December to identify a faculty member for her line. Several current faculty are nearing retirement age; consequently, replacing them, especially with experienced teachers who hold terminal degrees from diverse institutions will be a challenge. Several of the most recent additions to the faculty are expert clinicians who have never taught or had educational courses in their MSN education. They have been encouraged to audit the MSN-level nurse educator role courses without cost or to register for credit and use tuition remission funding. Additionally, there is a strong formal and informal mentoring program in place for less experienced faculty. 69

78 STANDARD II FACULTY: There are qualified and credentialed faculty, appropriate to accomplish the Nursing Education Unit purposes and strengthen its educational effectiveness. Criterion 7: Faculty performance is periodically evaluated to assure ongoing development and competence. 7a. Process of faculty performance evaluation. The process of faculty evaluation is completed in two ways. First, for all tenure track faculty, a Retention, Promotion and Tenure (RPT) portfolio is completed on an annual basis, per the policies of the NKU Faculty Policies and Procedures Handbook (NKU faculty handbook page 13-29). The process for granting tenure includes careful annual reviews of untenured faculty. This culminates in an evaluation of the faculty member s performance as documented in a portfolio covering a period of up to six years. This tenure process includes evaluation of the faculty member s productivity by a series of evaluators including a school committee of tenured faculty, the department chairperson, the dean (Vice Provost), and the University Provost, with final approval by the Board of Regents. The RPT document is reviewed by the RPT committee, consisting of five associate professors or higher. The committee makes a recommendation to the Chair regarding the faculty member. The recommendations are Positive Recommendation, Positive Recommendation with conditions or Negative Recommendation. The Chair reviews the RPT portfolios, reviews the feedback from the committee and makes a recommendation. All information is then forwarded to the Vice Provost for his review. The Vice President for Academic Affairs/Provost then reviews the documents and issues the final decision regarding the RPT process. The Provost s decision is forwarded to the Board of Regents for their approval. Once the faculty member is tenured (after 6 years), only the performance review is completed on an annual basis. This process is described in the faculty handbook: Master%20Faculty%20Handbook-06%20-%20Final.pdf. 70

79 The second review of faculty consists of a performance review once a year. The purpose of the annual performance review is to assess the quality of faculty performance during that year and to measure attainment of the goals and objectives set for the year. This process applies to fulltime, tenure-track faculty and to full-time, non-tenure-track renewable faculty. A portfolio is completed documenting the faculty member s work in regards to teaching, scholarly and service categories. The Chair reviews the documents and prepares a written summary evaluation, which is shared in an individual meeting with the faculty member. In the meeting the faculty member s performance is reviewed and the goals for the upcoming year are discussed. The fundamental purpose of periodic performance reviews is to identify areas of faculty accomplishment and areas of deficiency so that opportunities and incentives may be given and any deficiency may be corrected. A discussion of faculty goals at this meeting enables assessment of resources needed to accomplish goals or suggestion of an additional or different emphasis. The faculty is asked to sign the evaluation after review but may attach a statement, if desired. This process is also described in the faculty handbook on page Part-time faculty members are evaluated by students at the end of each semester. The Programs in Nursing use the University standard student opinion forms for evaluation. Online faculty are evaluated with an online evaluation tool. Part-time faculty are reviewed by the program director and the clinical coordinator; if there are issues, the full time faculty and program director work with the person to address the issues, or the part-time faculty is no longer employed at NKU. Post-Tenure Review The goal of post-tenure review is to provide appropriate intervention, useful feedback, timely and affirmative assistance, and effective evaluation for tenured faculty members to ensure that they continue to experience professional growth during the various phases of their careers. Post-tenure review focuses on tenured faculty who are judged by the department chairperson to 71

80 fall repeatedly below standards for adequate performance as established by the statement of expectations for that unit. Post-tenure review is thus a supplement to, and not a replacement for, the annual performance review process. Post-tenure review (P-TR) is triggered by the second annual performance evaluation of a tenured faculty member, by his or her chairperson, that judges the faculty member s overall performance to be unsatisfactory. These unsatisfactory evaluations must be for two consecutive years. A P-TR committee consists of three members and one alternate member. A standing posttenure review committee is appointed each academic year. No tenured members have gone through the post-tenure review process to date. A detailed explanation of the process can be found in the faculty handbook on page 42: Working%20Master%20Faculty%20Handbook-06%20-%20Final.pdf. Administrative Evaluation Faculty have the opportunity to evaluate administrators on campus. Every other year the faculty senate sends out an evaluation for administrations the President, Provost and the Dean of the College. As described in the Department Chair's Handbook ( p. 10) the Dean will conduct an annual performance review of Department Chairs with input from faculty. Apart from the normal review process, the Dean or a majority of the department faculty may request a formal review of the Chair's performance at any time, for the purpose of determining whether the Chair should continue in this position. 7b. Evaluation of faculty includes teaching, scholarship, service, and practice. The SNHP Chairpersons use the RPT portfolio (with student summaries and optional peer evaluations) to evaluate faculty s teaching; scholarly productivity; and service to the University, profession, and community for untenured faculty or renewable faculty. The performance review also provides documentation for teaching, scholarship, service and practice. 72

81 As the practice role by nursing educators is considered to include direct caregiver, educator, consultant, or administrator, evaluation of practice is subsumed within the process. NKU values scholarship, service, and practice; however, effective teaching is clearly the predominant focus of the mission, and teaching receives the greatest rewards for faculty. In fall 2006, the component of civic engagement was added to the performance review and RPT process. Civic engagement may also be reflected in the other categories of teaching and scholarship. The criteria for the scope of work and possible documentation are well described in the faculty handbook. These documents are also available online at: Master%20Faculty%20Handbook-06%20-%20Final.pdf. The Interim Chair and Assistant chairs have begun work on a more objective way to conduct performance reviews. This process will be developed more completely over 2007/2008, with faculty approval and anticipated adoption 2008; it will be instituted for the 2008/2009 academic year. STANDARD II FACULTY: There are qualified and credentialed faculty, appropriate to accomplish the Nursing Education Unit purposes and strengthen its educational effectiveness. Criterion 8: The collective talents of the faculty reflect scholarship through teaching, application, and the integration and discovery of knowledge as defined by the nursing education unit. 8a. Scholarship is defined by the institution and the nursing education unit. Scholarship in nursing is defined by AACN as those activities that systematically advance the teaching, research, and practice of nursing through vigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods (AACN, 1999, p. 3) ( Scholarship can be demonstrated through research, publications, scientific and scholarly presentations, teaching excellence, and professional practice. 73

82 NKU has adopted Boyer s definition of scholarship (1990). This includes the Scholarship of Discovery, Scholarship of Integration, Scholarship of Engagement and the Scholarship of Teaching (NKU Faculty Handbook, page 18). 8b. Faculty record of scholarship. Evidence of the faculty s scholarship is depicted in annual RPT portfolio and Annual Performance Review documents, as well as on Digital Measures, an online faculty activity system (just begun 11/1/07). Specific examples related to Boyer s model of Scholarship are evident in narrative that follows. The scholarship of teaching includes course design or revision (Pfendt); infusion of technology into teaching (Frerick, Niemer); design of problem-based learning case study (Tagher, Dault), or simulation (Gers, Schulties); recognition of excellence in teaching by external reviewers; development of innovative teaching and evaluation methods (Robinson, E); accreditation documents; publication of texts or other learning aids (Robinson, D, Swayne, Schleyer, Niemer, Dollins); and presentations or publications related to teaching (Gormley, Keller, Cummins). Documentation for all faculty will be available on site. The scholarship of application (practice) includes peer-reviewed publications or presentations related to clinical practice; consultations; development of practice guidelines; external recognition as a master practitioner and professional certification or other specialty credentials. Practice roles for nursing faculty may include direct caregiver, educator, consultant, or administrator. Examples of faculty scholarship in application/practice are shown in Table 8.1 (information for all faculty will be available on site). The scholarship of discovery includes peer-reviewed publications or presentations of research or theory; conduct of research; grant awards in support of research or scholarship; mentorship of junior colleagues in research or scholarship; or external recognition as a scholar in 74

83 an identified area. Table 8.2 depicts examples of faculty scholarship of discovery (information for all faculty will be available on site). Table 8.1 Examples of Faculty Scholarship of Application (Practice) FACULTY Cummins Dinsey-Read/ Frerick Robinson, D EXAMPLES OF SCHOLARSHIP Application/Practice Development of NACU: Nurse Advocacy Center for the Under-served Lead Partnership Grant: Prevention and treatment for children who have lead poisoning Comparison of USPSTF Guidelines for Preventive Care: FQHC and Private Practice Table 8.2 Examples of Faculty Scholarship of Discovery FACULTY Schleyer Robinson, E Dean EXAMPLES OF SCHOLARSHIP OF DISCOVERY Submission of NIH grant for the use of tele-counseling for provision of care for depression and anxiety Peer Mentoring and Supplemental Instruction: Effect on retention rate for BSN High Risk Students Pathways to Nursing: effect of structured teaching and introduction of nursing to high school students and enrollment patterns The scholarship of integration includes interdisciplinary research, new interpretation of current knowledge, integration of knowledge from diverse sources. Table 8.3 includes examples of this form of faculty scholarship. Complete documentation for all faculty will be available onsite. Table 8.3 Examples of Faculty Scholarship of Integration FACULTY Dollins McCoy EXAMPLES OF SCHOLARSHIP OF INTEGRATION Review of materials concerning nursing as a profession; prediction using data to forecast the place of nursing in healthcare Development of monthly column for emergency nurses to assist with interpretation and classification of new information. 75

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85 STANDARD III STUDENTS: The teaching and learning environment is conducive to student academic achievement. Criterion 9: Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the nursing education purposes. 9a. Congruency, availability, and accessibility of student policies within the governing organization and the nursing education unit and 9b. Rational for policies that differ from the governing organization policies. The policies for students in the BSN and MSN programs are congruent with the policies for NKU. Student policies are easily accessible on the Internet ( deanstudents/policies.htm) and online for both undergraduate ( and graduate catalogs ( as well as in the print copies of each. The University provides accounts to all enrolled students in order to access and Internet/Blackboard learning courses, activities, or course materials. A Blackboard course for the BSN, RN-BSN, and MSN programs enables students to be aware of any important announcements so that any change in policy or other announcement may be made to students in a timely manner. In addition, the BSN, RN-BSN, and MSN Student Handbooks are posted within the Blackboard site for each program. Upon entry in the first clinical nursing course (NRS 104), students in the BSN and ABSN programs are required to download the signature page from their respective handbooks, affix their signature, and submit for their student files. The RN-BSN program has the students complete the signature page at orientation. Since the MSN and Post MSN programs are online it becomes more problematic to collect a signature page. The MSN program faculty have decided to offer a quiz on the MSN Student Handbook which will be available to students on the MSN Blackboard page. The quiz will in fact just identify who has completed the questions about the most important policies in the MSN Student Handbook. Students who do not complete the quiz will be contacted individually. 77

86 Policies related to non-discrimination, selection and admission, progression, graduation, evaluation/grading, retention, withdrawal/dismissal, grievances and appeal procedures, financial aid, credit transfer, student services, and health requirements are available online and in the print catalog (See Table 9.1). Students are informed on admission that the web version of the catalog is considered the most current as that version is updated frequently. The differences in policy between nursing and NKU are those related to safeguarding the patient population and meeting the requirements of the clinical agencies in which students learn. These policies relate to assessment of health status, immunization, TB screening, CPR, liability insurance, and requirements related to OSHA and HIPAA regulations. For students who already hold licenses, license verification is required. The requirements related to the more rigorous grading scale, including a pass/fail clinical evaluation system, assures that only students who demonstrate above-average classroom grades (C or higher) and clinical competency progress in the BSN/ABSN and RN-BSN programs. 9c. Process by which policies are changed and communicated to students. Change in policy may be proposed by faculty, students, administrators, or staff, and are considered by the appropriate program committee: BSN committee (includes the ABSN), the RN- BSN program committee, and the MSN/Post MSN committees. If the change in policy affects more than one program, the change is addressed at the monthly school meeting where all program faculty attend. Table 9.1 identifies the location of all policies pertaining to students. 78

87 79 Table 9.1 University & Nursing Programs - Student Policies and Sources Policy NKU Undergraduate Catalog BSN Student Handbook RN-BSN Nursing Handbook NKU Graduate Catalog Non-discrimination Page 3 Page 16 Selection & Admission Academic Progression Page 9 Page 150 Page 30 Page 150 Page 152 Online in Progression/ Withdrawal/ Dismissal and Graduation Policies in BSN Bb site Page 59 pertaining to distance students, Pages 5-6 Page 96 Page 100 Page 46, 47 Page Page 9 Page 100 MSN Student Handbook Online in Academic Policies on MSN Bb site Online in Academic Policies on MSN Bb site Evaluation/Grading Page 31 Page 54 Page 10 Online in Academic Policies on MSN Bb site Retention Page 31 Page 54 No specific policies on retention- addressed in progression policies Withdrawal/ Dismissal Page 30 Page Page 10 Online in Academic Policies on MSN Bb site Rationale for Difference Must meet general NKU requirements and specific requirements for nursing programs. RN students and MSN students must maintain current license. Nursing requirements beyond those of University appropriate to nursing goals. Earning C or > in A&P, Micro, & English required for progressing in BSN program. Progression of only those students who demonstrate above average competence in nursing. (C or >at BSN level) and B or > (at MSN level). BSN and RN-BSN grading scale: = A = B = C Nursing students are expected to meet NKU requirements and professional expectations, including clinical competency. Students must maintain health, liability, CPR, documents. Nursing students may be asked to withdraw because of unsafe or unacceptable clinical performance.

88 Graduation Page 18 Grievance, Complaint, Appeal Page 26 Page 36 Online in Student Rights and Responsibilities Policies in BSN Bb site Page 35 Page 14 Online in Academic Policies on MSN Bb site Page 65 with referral to NKU policy Page 11 Referral to NKU policy Financial Aid Page 9 Page 17 Academic Honesty Transfer Credit Page 14 Online in Academic Policies on BSN Bb site Page 46, 56, 57 Page 15 Online in Academic Policies on MSN Bb site Page Health Requirement Page 33 Online in Program Policies, BSN Bb site Page 39, 41,42, 46, N/A Online in Health and Clinical Policies on MSN Bb site Additional screening required, except for international students and education major who are required to have physicals. Disability Page 39 Online in Classroom and Grading Matters, BSN Bb site Pg 52 Page 20 Online in Academic Policies on MSN Bb site HESI Testing N/A N/A N/A Criminal Background check Technical standards specified for admission & progression of nursing students to assure capacity for safe practice. Page 149 Page 47 N/A N/A Criminal background checks are required by some of the clinical agencies.

89 Changes in policy are communicated to students through class announcements, s/list serve announcements, Blackboard announcements, advising sessions, addendums to the student handbooks or catalogs, or announcements at program committee meetings. In general, policy changes become effective for the next group of students admitted, unless the policy is favorable to the students, and then the policy may be implemented at the time of approval. 9c. Admission and academic progression policies specific to graduate education and advanced practice program options are established by faculty who teach in the graduate program and are congruent with national standards, nursing education unit purposes, and governing organization. Any policy that relates to the graduate program or its students is established by the MSN/Post MSN Faculty Organization Committee (FOC), and forwarded to the general department meetings for information. All faculty who teach in the MSN/Post MSN programs may participate on the FOC. Nursing faculty, including those teaching in the advanced practice option, are represented on this committee. Consequently, those teaching in the graduate program, including APRN faculty, have a voice in policy-making that affects graduate students, including those enrolled in the APRN option. NKU Graduate Council reviews and approves curricular changes, such as new programs, new courses, changes in course descriptions, pre/co-requisites, etc per the graduate policy ( 81

90 STANDARD III STUDENTS: The teaching and learning environment is conducive to student academic achievement. Criterion 10: Students have access to support services administered by qualified individuals that include, but are not limited to: health, counseling, academic advisement, career placement, and financial aid. 10a. Availability of student support services and 10b. Academic/experiential qualifications of individuals responsible for student service. Academic Advisement Each enrolled student is assigned an academic advisor who will serve in that capacity throughout the student s matriculation unless the student requests a different advisor or the faculty leaves the University. In the MSN program students are assigned an advisor based on the specific program in which they enroll. For example, students enrolled in the face/face NP major are advised by Cheryl Swayne, a family nurse practitioner; Nursing Administration and Nursing Education majors are advised by Dr. Marilyn Schleyer, who has administration experience. Online NP majors are advised by Dr. Denise Robinson, interim Chair of SNHP and FNP, and Dr. Marilyn Schleyer, a psychiatric CNS. BSN program inquiries and potential transfer students are initially advised by one of the following: Faculty Advisor, Sallie Parker Lotz; Admission, Promotions Graduation (APG) Committee Chair, Caron Martin; or BSN Program Director, Dr. Louise Niemer, ABSN Program Director Denise Gormley or RN-BSN Director Ann Keller. Students who intend to major in nursing must declare pre-nursing as their major prior to admission to the program. They are advised by Ms. Parker Lotz and at the time of their acceptance and admission to the nursing program are assigned to a faculty advisor. Students experiencing academic difficulties (e.g., failed a nursing course) were being assigned to the BSN program director for focus advising. However, many students specifically requested to remain with their original advisor so this practice was 82

91 abandoned. Students may be reassigned to another advisor at the request of either the student or advisor, or for other reasons. Most often, students are reassigned to maintain an equitable distribution of advisees among faculty. Oftentimes, students will establish a relationship with a particular faculty member and request that individual as his/her advisor. Due to unique circumstances that are brought to the matriculation process by transfer students, these individuals are advised exclusively by Caron Martin. International students are currently distributed among faculty, but the need to have them advised by an individual advisor who is attuned to their unique needs has been identified and is being addressed. Other Academic Support Services In concert with the University s mission The mission of Northern Kentucky University is to educate students to succeed in their chosen life roles; be informed, contributing members of their communities regionally, nationally, and internationally; and pursue satisfying and fulfilling lives NKU provides a variety of administrative units on campus to support student learning; foster their general development; commitment to achievement, leadership, and civic engagement. Table 10.1 summarizes these support programs, services, and activities. Access information to all the programs, services, and activities is available in the university catalogs. Other student support services can be accessed using this link: Other%20Helpful%20Links.htm Efforts to provide academic support for undergraduate nursing students have been developed for nursing majors. Sallie Parker Lotz was instrumental in organizing an encouragement group for African-American students. (This group also is available to all SNHP majors.) Dr. Louise Niemer obtained a grant from the office of Student Success to develop a program for student mentoring/tutoring to facilitate academic success in The program has demonstrated great success and was refunded for the academic year. Arrangements 83

92 have been established in cooperation with Learning Assistance Programs for supplemental instruction (SI) to accompany the first two clinical didactic course (NRS 104 and 204). In the summer of 2006 Marilyn Lottman received funding to offer a workshop for incoming students on academic success strategies. In the fall of 2007, Sallie Parker Lotz and Dr. Louise Niemer arranged for the establishment of learning community (LC) options for incoming high-school BSN students. These LCs established cohorts in BIO 208/208L (anatomy and physiology) and PSY 100 (Introduction to Psychology). Sallie Parker Lotz and Louise Niemer are currently collaborating with the Office of International Students Affairs to establish mechanisms that will facilitate the success of International Students nursing majors. Student Health Services Not only does the Student Health Service Clinic support the primary health care needs of students and staff, it also serves as a clinical learning site for MSN students and a practice site for ARPN faculty; frequently serving as a preceptor with NP students. Nurse practitioners provide service for a total of 12 hours/week. After hours, care is provided by the local emergency center or the students private physicians. Cheryl Swayne, FNP, Marilyn Lottman, FNP, Linda Dault, FNP and Dr. Denise Robinson, FNP all work as ARNPs in the Student Health Service. Dr. Timothy Love, a local family physician, serves as medical collaborator. services. 10c. Distance education students have access to appropriate range of student All online students enrolled have full access to support services on the main campus. There is a technology help desk available Monday through Thursday 7:30 am until 12 am, Friday 7:30 am until 5:30 pm, Saturday 11 am until 5pm and Sunday 12:30 pm until 1 am. Norse Express is an online system where users can check schedules and grades, register for classes, update address and personal information. Users can also view transcript, degree audit, personal 84

93 financial aid information, account summary, student credit card payment, and parking registration. The Norse Express system also enables faculty to access student information for those students enrolled in the class, as well as enter grades at the end of the semester. The NKU Directory/Find-It, available online gives students and faculty the ability to locate faculty and student phone numbers. NKU's web-based Access is a web-based client that allows students to access their using a web browser from anywhere in the world. Students can use web-based access to read, send and manage their with one easy-touse interface. NKU has implemented a Virtual Private Network (VPN) as a means to provide Faculty, Staff and Students with a secure connection to the NKU Intranet. Using VPN technology remote users can access the NKU network and databases from home via the Internet. Steely Library services are available for online students as well as face to face students. Some of the services available include: reference and research assistance is provided via Instant Message to all. In-depth reference and research assistance is available through Research Consultation service. Reference and research assistance is provided via using the Reference Form to all. messages are generally answered within the same day of arrival. Indepth reference and research assistance is available through Research Consultation service. Indepth reference and research assistance is provided for extensive, personalized assistance to students, faculty and staff. Research consultations can be scheduled to help assist with research strategies, techniques and resources. Research consultations can also include basic library resources and services overviews or refreshers. Faculty and staff can also schedule Research Consultations on curriculum and assignment design. Online databases are available for searching through the library; these include CINAHL, Medline as well as education, psychology and other resources. Articles can be obtained through a minimal cost online retrieval system. In addition, searching can be done using the Kentucky Virtual University search system. Articles can also be made available through E-reserves for online students. 85

94 The Distance Learning Office provides support to students enrolled in online programs ( Vicki Culbreth, Director and Debbie Poweleit, Associate Director, assist students in getting registered, obtaining their ALL card, online course evaluation and marketing of online programs. It is anticipated that the role of the DL office will continue to expand as the number of online and distance students increase. Orientation to students for distance learning is done during the orientation to the program. If the students are local, then they attend the orientation and learn how Blackboard works; faculty also assist them with getting registered. For true distance students in the MSN program, information is sent to the student letting them know how to enroll, and how to access Blackboard. There is a MSN Blackboard site students are encouraged to access the site first for important information titled Read Me First. Blackboard is a user-friendly platform; all courses are set up in a similar manner. A general orientation to Blackboard is available on the DL site. In addition, Judi Frerick developed a Bb course that gave students the opportunity to practice various online skills important to taking an online class: Attaching a file, sending etc. Unfortunately during the recent upgrade from Blackboard 6 to Blackboard 7, this course was lost. There is current work to determine what parts of that course need to be recreated. Effective Fall 2007, nursing has a half-time instructional designer (Shannon Eastep) assigned to the school. The plan is to work with Shannon to develop a better orientation for parttime faculty; to evaluate all online courses for quality and identify what improvements need to be made. Shannon has been off on leave for Fall 2007, but the School hopes to develop an overall strategy and timeline to evaluate and improve the online courses. The NKU Distance Learning Task Force was established in 2005 to review policies and procedures for distance students. Nursing was represented on this committee by Dr. Denise Robinson. A report titled The Future of Online Learning at NKU was recently completed June 86

95 2007. The report took a thorough look at online learning, including the projected growth in online learning, barriers to online learning and strategies to address those barriers. The report was presented by Dr. Carole Beere, Associate Provost for Outreach and Dean of Graduate Studies to Dr. Gail Wells, Vice President and Provost. A more specific plan with implementation steps for the above report is currently being developed. The The Future of Online Learning at NKU report will be available in the evidence files. Table 10.1 identifies various services that are available for students. Table 10.1 Student Support Programs, Services, and Activities at NKU Name of Support Program, Service or Activity Purpose Director Academic Advising Center hower.html The Academic Advising Resource Center (AARC) is committed to creating a learning environment that fosters the intellectual, cultural and personal development of students. AARC will adhere to Northern Kentucky University's Academic Advising Philosophy by providing developmental academic advising that assists Undeclared and University Studies students with their transition to college and with the development of an educational plan that is consistent with their personal values, interests and abilities. David Emory, Director of AARC Mary Huening, Assistant Director African-American Student Affairs and Ethnic Services Provides holistic retention activities from enrollment through graduation for racial and ethnic minorities. Encompasses: Minority advisement program, student organizations for minorities, National Pan-Hellenic Council, special events celebrating diversity. Cynthia Pinchback- Hines, Associate Dean, AASA&ES Lewis Jones, Coordinator, AASA&ES Teresa R. Huddleston, Administrative Assistant, AASA&ES 87

96 Burkardt Center ~bcc/index.htm Disability Services ~disability/ Financial Aid First Year Programs ~firstyear/lc/teach_lc.htm International Programs: Cooperative Center for Study Abroad Honors Program ~honorsprgm The Burkardt Consulting Center (BCC) is an educational and service unit in Northern Kentucky University s Department of Mathematics. Members of the center are faculty and students with backgrounds in mathematics and statistics who provide advice, project management, data management, mathematical modeling, and statistical analysis for the university and the community at large. Provide reasonable accommodations and a supportive environment where students with disabilities have access and opportunity to succeed in their pursuit of a higher education. Provides guidance in assisting students with financial aid; also monitors compliance with national standards. The Office of First-Year Programs is committed to helping NKU's freshmen succeed in their first college year with engaging programs that connect students to one another as well as to faculty, staff and university resources. Promotes global awareness and provides study-abroad opportunities for students and faculty. Facilitates admission and provides advisement to international students. Advises International Club and assists with special programs International Week. Organizes community and campus activities such as International Host Family Program and International Student Orientation. Provides enriched learning opportunities for academically gifted students, including interdisciplinary seminars, honors courses, and advanced projects in the major Courses taught by faculty with expertise in subject matter. 88 Dr. Frank Dietrich and Patsy Sisson, Co- Directors Sue Roth, Director Glenn Strausbaugh, Assistant Director Lisa Besnoy, Disability Services Counselor Leah Stewart, Director Penny Asalon, Associate Director Jackie Marshall, Associate Director Peg Adams, Interim Director Dr. Michael Klembara, Director Anne Perry, Study Abroad Coordinator Amy Bode, International Programs Specialist Dr. Tom Zaniello, Director

97 Learning Assistance Center ~laplearn NKU Academy NKU / Gateway Partnership To provide quality tutorial and academic assistance services in writing, reading, math, and learning skills to all students who request assistance in these areas. To provide quality tutorial and academic assistance services for specific university courses, especially general studies and introductory courses, to all students who request such assistance. To provide quality instruction in writing and reading for under-prepared students. To seek innovative and student-centered methods to make access more meaningful for under-prepared students. To contribute to Northern Kentucky University's learning environment by creating an academically and socially supportive network among students, teachers, tutors, and staff. The NKU Academy is designed specifically for first-time undergraduate students who would not otherwise be admitted to Northern Kentucky University. NKU Academy participants will be identified from those applicants who have not met our requirements for admission, yet are deemed capable of developing the knowledge, skills and habits necessary for success in college. The NKU Academy operates from within the NKU Office of First-Year Programs. Northern Kentucky University (NKU) and Gateway Community and Technical College (Gateway) created a partnership in which instructional resources are shared in order to: Maximize access to general education classes for Gateway students in northern Kentucky Create a cost-effective plan for delivering general education courses for students at Gateway Promote course equivalency and transferability of credit from Gateway to NKU Diane Williams, Director Jeanne Pettit, The NKU Academy Associate Director Jason Moore, Transfer Admissions Counselor NKU Janet Samples Student Affairs Generalist John Brown Recruitment Coordinator 89

98 Office of Student Retention and Assessment ~retention PACE: Program for Adult Centered Learning Distance Learning Peer Mentoring Program edu/overview.aspx University Housing housing Career Development Preserve the tuition structure of the two institutions Preserve the academic integrity of programs at both institutions Preserve and enhance accreditation standards at both institutions SRA reaches out to students who are not successfully engaged in the learning process due to academic, financial or other personal difficulties. Students may self refer or ask a faculty or staff member to refer them for SRA services. Assist faculty by contacting underachieving students and providing services to improve their motivation and performance. Develop, conduct, and report assessment, evaluation, and research projects in effort to help the Division of Student Affairs and the University community to increase its understanding of NKU students. The PACE curriculum at Northern Kentucky University allows working adult students to complete an associate degree in two years and/or a bachelor degree in four, even with little or no prior college experience. The highly structured curriculum allows adult students to plan their academic calendar for up to four years in advance through convenient year-round enrollment sessions. The mentoring and tutoring programs provide opportunities for students who are beginning coursework in their major to improve their problem-solving skills, increase their grade point averages by collaborating with a small group of their peers, and receive mentoring from upperlevel students in their major. Provides educational programming in residence halls, including tutorial and writing assistance. Honor s Dorm, Casa Mondo, Wellness Community, Leadership Community. Assists NKU students with placement after graduation. 90 Katherine Meyer, Director Willa Green, Associate Director Vicki Culbreth, Director Educational Outreach Suzanne Ritchie, Assistant to the Assoc. Provost Student Success Peter Trentacoste, Associate Director Jennifer Bargo, Coordinator Keley Smith-Keller, Director Shirl Short, Assistant Director

99 Student Orientation and Parent programs ~orientation Latino Student Affairs Health, Counseling and Prevention Urban Learning Center ~viceprovost/htm/ ULC.htm The mission of the Northern Kentucky University New Student Orientation program is to initiate an enduring connection between the students, their families and the NKU community. Through interactive experiences students will become informed and skilled learners of the academic programs and comprehensive services offered by NKU. The Latino Student Affairs office strives to improve and enhance the educational experience of Latino Students at Northern Kentucky University by implementing academic, cultural and social programs designed to address their needs and further their success. Nurse-practitioner staffed clinics that provide care for enrolled students and health education for campus community. Counseling, including: Crisis Intervention, Individual, Couples and Group Counseling. Consultations. Psychological Testing. Referral Guide for Faculty and Staff. Community Mental Health Resources. Presentations/Workshops. Health, Counseling and Prevention Services is dedicated to helping students achieve and maintain optimal levels of physical and emotional functioning. The services provided are primarily free of charge and are administered by highly trained and qualified professionals. The primary mission of the Urban Learning Center (ULC) is to offer education, training, and personal development that will prepare economically disadvantaged, inner-city residents for post-secondary education. The ULC provides opportunities for improving knowledge and job skills that Amy Arbino-Wylie, Assistant Dean of Students Holly Caudill-Grote, Coordinator, New Student Orientation Leo Calderon, Director Dr. Barbara Sween, Director (PhD Psychology) Michele Kay, BSN, RN Kim McCafferty, MSN, RN Linda Dault, MSN, RN, FNP Marilyn Lottman, MSN, RN, FNP Dr. Denise Robinson, PhD, RN, FNP Cheryl Swayne, MN, RN, FNP Medical Director on Call - Dr. Timothy Love Meg Winchell, Director Mallis Graves, Outreach Specialist 91

100 enhance students employment options and encourage them to continue their postsecondary education beyond the entry level. Although the ULC does not offer certificate or degree programs, it helps students overcome economic, employment, financial, or transportation barriers so that they can make the transition to local colleges. Campus Recreation ~camprec/ Department of Public Safety Academic Assistance/Testing ~testing ~disability Committed to enriching the lives of the university community by enhancing the academic experience, encouraging physical, mental, and social development, and promoting a lifelong appreciation of leading a healthy lifestyle. Provides comprehensive state of the art facilities and programs that increase recruitment, retention, diversity, learning, community building, fitness and satisfaction with the overall NKU collegiate experience. Manages campus safety, law enforcement, security, crime prevention, safety - awareness, parking control, shuttle service, fire drills and emergency call boxes. 11 officers experienced in law enforcement with 24/7 patrol. Manages CLEP, Senior Exit Exams, national and state tests, including Regent s exams, MAT, SAT, Praxis. Provides academic assistance courses in reading, writing, & mathematics & preparation for Regent s tests. Matt Hackett, Director of Campus Recreation Jill Kleiser, Assistant Director for Recreational Programs Jen Hilvert, Assistant Director for Facilities Harold Todd, Director Sherry Jones, MEd, Director Academic Assistance/Testing Director Testing since previous universities in adult education and develop-mental studies Sue Roth, Director of Testing and Disability Services 92

101 Early Childhood Center Student Support Services The NKU Early Childhood Center is a notfor-profit organization annually serving over 125 children ages two through 12 years of NKU students, faculty and staff as well as members of the community. The ECC is licensed and regulated by the Kentucky Cabinet for Families and Children and accredited through the National Association for the Education of Young Children (NAEYC). Student Support Services is an academic support program designed to increase the academic performance, retention rates, and graduation rates of 232 program participants. Melanie Caldwell, Coordinator Carol Crouch, Coordinator Susan Mospens, Director. STANDARD III STUDENTS: The teaching and learning environment is conducive to student academic achievement. Criterion 11: Policies concerned with educational and financial records are established and followed. 11a. Procedures for maintenance of educational records. NKU student records are maintained in secure locations. Hardcopy documents are kept in file cabinets located in the Admission Office, in the vault located in the Registrar s Office, and in files in the School of NHP. Student data that contains basic information, academic history, test scores, and transfer coursework are maintained as well in the password-protected SIS (Student Information System), the institution s student information system. The electronic storage system is housed in a secure campus location and is backed up daily by the Office of Information Technology. Student records are protected under the Family Educational Rights and Privacy Act of 1974 (FERPA). Information concerning the FERPA policy is available in the University s catalogs, both print and online formats and on the web site of the Office of Legal Affairs and General Counsel at Additionally, a brochure on FERPA/Privacy 93

102 Notices is mailed to students at the beginning of each fall semester. Students who request their personal data (address and attendance) be kept confidential have their records marked accordingly. The Office of Enrollment Services also follows recommendations from the Academic Record and Transcript Guide published by the American Association of Collegiate Registrars and Admissions Officers. Individual files for advisement of undergraduate pre-nursing, as well as BSN nursing students are secured in locked files in the Undergraduate Nursing Suite during the student s years of enrollment. Individual files for MSN students are secured in the MSN Office during the student s matriculation. Once the student has graduated, files are archived in locked storage rooms in the School for a minimum period of five years before being destroyed. Exam papers and copies of written projects and papers developed by students are maintained in storage until one years after graduation. The Registrar s office maintains the original documents; all transcripts in the nursing files are copies. The Kentucky Board of Nursing web site includes license verification for RNs and APRNs which is helpful for updating data on MSN students and preceptors; a similar site is available for the Kentucky Board of Medicine. 11b. Procedures for maintenance of financial records. Student financial records are secured in the Office of Financial Aid; records are archived for five years in basement storage. Records are backed-up electronically on a daily basis. Student financial records are protected by FERPA. Students are apprised of FERPA regulations in both the University catalogs and in informational materials provided to all freshmen and transfer students. 94

103 STANDARD IV CURRICULUM AND INSTRUCTION: MASTERS DEGREE The curriculum is designed to accomplish its educational and related purposes. Criterion 12: Curriculum developed by nursing faculty flows from the nursing education unit philosophy/mission through an organizing framework into a logical progression of course outcomes and learning activities to achieve desired program objectives/outcomes. 12a. Integrity of the curriculum for baccalaureate and master s/advanced practice nursing as evidenced by congruence among the philosophy, organizing framework, program objectives, curriculum design, course progression, and outcome measures. A singular philosophy serves to guide both the undergraduate and graduate nursing programs. The faculty s collective beliefs about person, environment/society, health, nursing, and nursing education serve as an impetus for decisions about both curricula and how they are implemented and evaluated. An eclectic organizing framework and accompanying conceptual map further explicate the beliefs of faculty about education of the professional (BSN) nurse generalist and (MSN) nursing specialist. The organizing framework is presented in Appendix D. Outcomes are shaped by the interaction of teachers and learners as partners in the educational journey, exploring together what is known, asking contextually-appropriate questions, and pursuing a shared understanding of persons, environment, health, nursing, and nursing education. Concepts are traceable throughout the curriculum; these seven salient unifying concepts serve both the BSN and MSN curricula as organizing threads: (1) caring, (2) role competency, (3) professionalism, (4) communication, (5) critical thinking, (6) cultural competence and (7) research. The curriculum for the MSN program is internally consistent. It is derived from the shared philosophy and framework. Program objectives serve as an initial step in translating the philosophical abstractions into actions for the classroom and clinical settings. Then, course, unit, and clinical objectives, derived from program objectives, effectively guide the curricula. 95

104 Consequently, the most precise, specific objectives of the curricula have as their derivation source the faculty s philosophical beliefs about nursing s metaparadigm. In each course syllabus, core concepts are identified in the course outcomes. Through the NKU baccalaureate and masters programs, students are educated to practice within existing and evolving systems of health care and to work for change in situations that impede optimal client, family, and community well-being and nursing practice itself. Each curriculum provides varied and appropriately leveled instructional opportunities to work independently and collaboratively with other health professionals and with citizen groups to meet healthcare needs of society. Baccalaureate learners are provided didactic and clinical learning experiences to facilitate attainment of competencies in caring for diverse clients across the lifespan in situations of primary care, acute care, critical care, rehabilitation, and varied community settings. In concert with its academic mission, a baccalaureate curriculum is implemented to prepare a professional nurse for practice as a generalist who can promote health in those who are well or at risk, deliver care to those who are ill or dying, and adapt to a system with inherent technology and rapid change. A strong liberal arts/sciences foundation enables development of knowledge, skills, and values for applications to the realities of healthcare. Clinical experiences in varied settings that reflect diverse delivery models provide opportunities to develop competency in technical skills, clinical judgment and decision-making skills based on critical thinking, communication, capacity for interdisciplinary collaboration and leadership. Students learn to appreciate that professional nursing requires a commitment to lifelong learning. The master s curriculum is based on the faculty belief that a graduate nursing program should make a unique and valuable contribution to the enhancement of research, education, leadership, advocacy, and clinical practice. The curriculum focus is on educating nursing 96

105 professionals with advanced education for roles as educators, nurse practitioners, or nursing administrators in the existing and evolving healthcare system. The practice of such a nursing expert is based on theory and research; a keen comprehension of health care policy, organization, and economics; a commitment to ethical decisions; appreciation for diversity and the uniqueness of clients; the ability for leadership; critical thinking and decision making, and a commitment to continued learning and professional development, including doctoral study. The aim of doctoral study was purposefully excluded from the most recent program objectives because of the inherent difficulty in outcome measures experienced in the past with this objective; however, the program does prepare learners for additional formal education. 12b. A logical, sequential curriculum plan that builds on baccalaureate education and reflects master s level education. A three-letter course prefix is used to identify courses at NKU; courses for the Programs in Nursing are identified as: NRS courses offered in BSN and ABSN programs NRP- courses offered by the RN-BSN and MSN/Post MSN programs The University uses a number system to designate whether a course is remedial, an undergraduate or graduate level course. Courses below 100 indicate remedial courses, courses with prefixes are used to designate baccalaureate courses; and prefixes with are used for Masters Level courses. The graduate program builds on the knowledge, skills, and values foundation of a generalist education in nursing. The baccalaureate education prepares RNs to care for individuals, families, and communities, promote wellness and manage acute and chronic illness. The core graduate courses (NRP 600 Nursing Research Methods II, NRP 602 Health Care Policy, NRP 604 Theoretical Perspectives, NRP 605 Health Care Informatics, NRP 655 Health Care Economics 97

106 and STA 614 Statistics for Researchers) provide a deeper exploration of nursing, serve as a unifying foundation for all graduate students, and set a context for specialization as nurse practitioner, educator, or nursing administrator. The master s curriculum is distinguished from the baccalaureate curriculum by its emphasis on advanced nursing roles and specialization. Although topics are shared, the MSN program explores additional unknowns and relationships with greater intensity; examines and critiques decision possibilities; and involves greater degree of analysis, synthesis, integration and independent study. The conceptual map lends additional support to the differentiation of knowledge and practice in the two programs; so does an analysis guided by two concepts: the practice perspective and the practice perimeter. Faculty perceive practice perspective as the depth, breadth, and scope of the profession s knowledge base, competencies, and values of caring, concern, and commitment while the practice perimeter pertains to the outer boundaries of the practice arena. Table 12.1 shows a comparison of these concepts across programs. Table 12.1 Comparison of Practice Perspective & Practice Perimeter to Differentiate BSN and MSN Programs PRACTICE PERSPECTIVE BSN Provides foundation for practice of professional nursing based on application of liberal arts, sciences, and nursing theory to the holistic care of individuals, families, groups, and communities at the generalist level of practice. Acquisition of cognitive, affective, and technical abilities that serve as a foundation for practice. Uses critical thinking for clinical decision-making as to implementation of outcomes-focused plans of care; reads and applies research as scientific rationale for such decisions. PRACTICE PERSPECTIVE MSN Uses BSN foundation and draws on advanced theory, conceptualizations, and research in nursing and support courses to allow specialization of practice in administration, education, or in direct clinical practice as nurse practitioner. Acquisition of advanced knowledge and skill to engage in specialized practice with individuals and families as clients, as nursing administrators, or educators, or nurse practitioners. Uses critical and creative thinking as a basis for implementation of plans of care, development of protocols or care maps, and making management decisions. Identifies researchable problems, critiques studies for appropriateness for evidence based practice, and participates in inquiry. 98

107 PRACTICE PERIMETER BSN PROGRAM Has an appreciation for regional and global health care needs and those factors of influence but attends primarily to the factors at work in the local health care arena. Engages in expansive generalized practice with diverse clients of varying ages and developmental levels in a variety of settings with some degree of supervision. Provides care to individuals within the context of family and within communities. Provides a sufficiently broad scope to enable enactment of the roles of caregiver, client educator, leader/collaborator in care, user of research, and one commitment to life-long learning to remain professionally current and capable. PRACTICE PERIMETER MSN PROGRAM Uses knowledge of local, regional, and global health care issues to impact health care policy, access, cost, and quality of care. Engages in specialized practice with more autonomy based on greater understanding of phenomena underlying practice with a particular and diverse population: adults, families across the life span, those in the health care organization, or in educational environments. Provides an advanced knowledge, skill, and value base to support national certification (where available), enactment of one of these specialized roles and leadership in the profession: nursing administrator, nursing educator, or NP. Appreciates the need for life-long learning for currency in role development, including formal education. 12c. A set of guidelines for master s/advanced practice nursing approved by a recognized nursing organization is utilized. The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996), Scope and Standards for Nurse Administrators (ANA, 2004), and the NLN Competencies for Nurse Educators (2005) and Curriculum and Program Standards for Nurse Practitioner Education (National Organization of Nurse Practitioner Faculty (NONPF, 2002) guided the curriculum development for advanced nursing education. Prior editions of these guidelines, when available, had been used in earlier curriculum design. Documents showing how the guidelines have been utilized in curriculum development will be available in the evidence files. 12d. Interdisciplinary collaboration is evident in the curriculum. Clinical collaboration with other disciplines is evident in all MSN majors. For example, nurse practitioner students interact with pharmacy, dietary, diagnostic laboratories and services, and physicians as well as others in the clinical settings. All MSN students consult with numerous 99

108 specialists throughout a clinical experience and/or engage in a referral process with other disciplines. The nursing administration major is typically a member of the interdisciplinary administrative team in the clinical environment, literally working with those representing all of the institution s departments, services, and product-lines. All majors have opportunities to work collaboratively with other majors in the learning community associated with the MSN core courses; this continues in support courses (advanced health assessment, pharmacology, and pathophysiology) for nurse practitioner students. Because their elective courses are taught by other faculty (education, psychology, informatics), students specializing in nursing administration or education, will be engaged in learning communities with graduate students representing other disciplines as well. Nursing education majors take courses with education graduate students, and have clinical practica in a variety of settings, with various levels of nursing students clinical as well as exposure to education from a staff development perspective. 12e. Didactic instruction and supervised practice follow a plan that documents course content and learning experiences appropriate for the development of competencies; methods used to develop advanced practice competencies; and is adequate for advanced practice nursing students to meet accepted criteria for certification eligibility. All MSN tracks share the same program objectives; each major has cognate courses that support the specialty and each has specialty courses, including a clinical capstone. Students must complete core courses prior to enrolling in clinical or specialty courses for their major; in some cases, support and specialty courses may be co-requisites; however, NP students must complete advanced assessment, pharmacology, and advanced physiology as well as being enrolled in a patient management course (NRP 613, 615, 616, 618, 620, 630) prior to enrolling in clinical courses in the specialty. Most students are part-time students, taking fewer than 9 hours per semester, completing the program in 3 years. 100

109 Nursing administration requires 37 semester hours and 360 clinical hours; graduates are eligible for American Nurses Credentialing Corporation (ANCC) certification in nursing administration. All NP majors require 600 clinical hours for graduation; the FNP track is 47 hours, the ANP and GNP tracks are 44 hours, while the PNP track is 42 hours. The MSN in education consists of 37 hours and 360 clinical hours. The graduate is eligible for NLN certification as an educator. Only the NP role requires national certification for licensure in Kentucky; graduates are eligible for either the American Nurses Credentialing Corporation (ANCC) or American Academy of Nurse Practitioners (AANP) exam for FNP, ANPs or GNPs. Pediatric NP graduates can only take the ANCC exam since the PNP exam is not offered by AANP. An Investigative Project (IP) is required of all MSN students. This project is a research project related to the student s major. The purpose of the IP is to afford students an opportunity to weave together concepts and principles from the core courses, support courses, and specialty courses and further develop that knowledge using research. The faculty believe strongly in the need for MSN graduates to have experience in not only planning a research project, but actually collecting data and discussing the results of the research. MSN graduates in the greater Cincinnati region are being asked to serve on nursing research committees, quality assurance committees and other ways that the research knowledge will prove invaluable. One hospital in this area is a magnet hospital and several others are applying for magnet status. Research and evidence based practice is an expectation of nurses employed in these institutions. The faculty also believe a strong research base is important when implementing evidence based care in practice, as well as serving as a foundation for doctoral study Programs of study for the MSN and Post MSN majors are shown in Tables 12.2 through 101

110 Table 12.2 Program of Study Core Courses for All MSN Majors COURSE COURSE TITLE CREDIT HOURS NRP 600 Nursing Research Methods II 3 NRP 602 Health Care Policy 3 NRP 604 Theoretical Perspectives 3 NRP 605 Health Care Informatics 1 NRP 655 Health Care Economics 1 NRP 697 Investigative Project 3 STA 614 Statistics for Researchers 3 ELECTIVE NRP 603 Role Development for NP students Electives for other tracks 2 or 3 Total Core Hours: 19 or 20 Table 12.3 Program of Study MSN Nursing Education Track COURSE COURSE TITLE CREDIT HOURS NRP 509 Curriculum Development in Nursing 2 NRP 510 Educational Foundations in Nursing 3 NRP 641 Learning Theory for Nursing Education 3 NRP 642L Practicum for Nurse Educators I 2 NRP 643L Practicum for Nurse Educators II 2 EDG 624 Pupil Assessment and Evaluation 3 ELECTIVE EDG 601 Cultural and Learning Diversity EDG 602 Technology in Education 3 or 4 BIO 668 Advanced Physiology (4 hrs) + Core Courses Total Hours: 37 (38) 102

111 Table 12.4 Program of Study MSN Nursing Administration Track COURSE COURSE TITLE CREDIT HOURS NRP 621 Management of Human Resources 2 NRP 623 Theories and Models for 2 Nursing Service Administration NRP 623L Nursing Administration Practicum 3 NRP 624 Management of Finance in 3 Nursing Service Administration NRP 626 Foundations of Strategic Nursing Management 2 NRP 626L Nursing Administration Practicum II 3 ELECTIVE NRP 509 Curriculum Development 2 or 3 in Nursing NRP 510 Educational Foundations in Nursing NRP 513 Long Term Care Management NRP 514 Issues in Gerontology Other courses may be considered as electives including: PSY 550 Organizational Psychology PSY 570 Work Environments PSY 660 Organizational Change and Development PSY 670 Organizational Leadership MHI 600 Introduction to Healthcare Operations MHI 601 Technical Foundations of Health Informatics MBI 625 Information Systems in Organizations MBI 635 Database Management Systems + Core Courses Total Hours: 37 (39) 103

112 Table 12.5 Program of Study MSN Nurse Practitioner Track COURSE COURSE TITLE CREDIT HOURS BIO 668 Advanced Physiology 4 Advanced Practice Core 14 hours NRP 606 Diagnostic Reasoning and Advanced Assessment 2 NRP 608 Clinical Pharmacology and Intervention NRP 633L Clinical Residency I NRP 634L Clinical Residency II NRP 635L Clinical Residency III Adult NP Family NP Gero NP Pedi NP NRP 610 Gero Pharm (1) NRP 609 Pedi Pharm (1) NRP 614 Issues in Gerontology (2) NRP 609 Pedi Pharm (1) NRP 615 Primary Care GYN (1) NRP 610 Gero Pharm (1) NRP 610 Gero Pharm (1) NRP 613 Primary Care of Infants and Children (2) NRP 616 Primary Care Gero (2) NRP 618 Common Health Problems (3) NRP 619 Primary Care of Adolescents (2) NRP 620 Primary Care of Adults (2) NRP 613 Primary Care of Infants and Children (2) NRP 614 Primary Care of OB (1) NRP 615 Primary Care GYN (1) NRP 616 Primary Care of Gero (2) NRP 617 Wellness Care of Children (1) NRP 618 Common Health Problems (3) NRP 620 Primary Care of Adults (2) NRP 615 Primary Care GYN (1) NRP 616 Primary Care of Gero (2) NRP 618 Common Health Problems (3) NRP 620 Primary Care of Adults (2) NRP 617 Wellness Care of Children (1) NRP 619 Primary Care of Adolescents (2) NRP 630 Children with Chronic Illness (3) Total Hours: 44 Total Hours: 47 Total Hours: 44 Total Hours:

113 Table 12.6 Program of Study Post-MSN Nurse Practitioner Tracks COURSE COURSE TITLE CREDIT HOURS BIO 668 Advanced Physiology 4 Advanced Practice Core and Clinical Residencies 15 hours NRP 606 Diagnostic Reasoning and Advanced Assessment NRP 607 Issues in Advanced Practice NRP 608 Clinical Pharmacology and Intervention NRP 633L Clinical Residency I NRP 634L Clinical Residency II 2 2 NRP 635L Clinical Residency III Adult NP Family NP Gero NP Pedi NP NRP 610 Gero Pharm (1) NRP 609 Pedi Pharm (1) NRP 614 Issues in Gerontology (2) NRP 609 Pedi Pharm (1) NRP 615 Primary Care GYN (1) NRP 610 Gero Pharm (1) NRP 610 Gero Pharm (1) NRP 613 Primary Care of Infants and Children (2) NRP 616 Primary Care Gero (2) NRP 618 Common Health Problems (3) NRP 619 Primary Care of Adolescents (2) NRP 620 Primary Care of Adults (2) NRP 613 Primary Care of Infants and Children (2) NRP 614 Primary Care of OB (1) NRP 615 Primary Care GYN (1) NRP 616 Primary Care of Gero (2) NRP 617 Wellness Care of Children (1) NRP 618 Common Health Problems (3) NRP 620 Primary Care of Adults (2) NRP 615 Primary Care GYN (1) NRP 616 Primary Care of Gero (2) NRP 618 Common Health Problems (3) NRP 620 Primary Care of Adults (2) NRP 617 Wellness Care of Children (1) NRP 619 Primary Care of Adolescents (2) NRP 630 Children with Chronic Illness (3) Total Hours: 26 Total Hours: 29 Total Hours: 26 Total Hours:

114 12f. Evaluation tools and methods are consistent with course objectives/outcomes and competencies of the didactic and clinical components of the graduate program; provide for regular feedback to students and faculty with timely indicators of student progress and academic standing; are consistently applied; and are written and available to students. Evaluation methods for the didactic component of each course are consistent with course objectives. Comprehensive guidelines for grading or grading rubrics are clearly presented in syllabi. Faculty members identify and counsel students at academic risk throughout the semester. Clinical evaluation tools are present for all courses with a clinical component. Although they vary in format across the majors, the evaluation forms are written and provided to students at the initial class meeting. Feedback is provided to students by clinical preceptors and faculty throughout the semester; a final written summative evaluation is completed for each student at the end of the clinical rotation. If the student is having difficulty in any aspect of clinical performance, faculty assist the student to explore and implement a remediation plan. Students are provided with clinical practicum experiences that are consistent with the expectations of the advance practice role after the student graduates from the program. Self-evaluation is an element in all clinical practica. Evaluation measures are consistently applied to all students; clinical evaluations are retained in the student s file. 12g. Technology used is appropriate to meet student learning needs, course objectives/outcomes and course requirements. All of the nursing faculty teaching MSN courses has completed the Blackboard training program and receive education on platform updates as appropriate; instructional technology is widely used in the courses. Students use , and PowerPoint programs for class presentations. The Blackboard delivery system is used extensively in the MSN program. Part of the orientation 106

115 of graduate students includes a technology review; tutorials are available concerning the Blackboard platform. Student interaction with faculty and other students is a vital component of every online course. This is accomplished in a variety of ways such as discussion board, online chats, presentations, or by phone. Policies for intellectual property, development of an online course, compensation and faculty development have been developed and will be in the document room. Course expectations are the same for face/face and distance students. For example, for MSN and Post MSN students, they must meet face to face with their clinical faculty. This is accomplished by most students by coming to the Northern Kentucky area and working with the clinical faculty to demonstrate clinical proficiency, in addition to consultation with the clinical preceptors. Grades for the online and face/face students do not show any significant difference. These data are shown below. Table 12.7 Comparison of GPA for Online vs Web-Enhanced Students Fall 2006 in MSN/Post MSN Program COURSE COURSE TITLE ONLINE SECTION WEB-ENHANCED NRP 602 Health Policy NRP 605 Health Care Informatics NRP 614 Primary Care of OB NRP 618 Common Health Problems faculty. 12h. Regular review of the rigor, currency, and cohesiveness of nursing courses by At the conclusion of each semester, individual faculty or multiple faculty teaching the same sections of the same course (NRP 604 for example) review the courses for rigor, currency, and cohesiveness. Student evaluations of the course, faculty, clinical agencies/preceptors, as well as course outcomes are considered in this course review. A summary of this evaluation is maintained in the respective course book to guide future plans for the course. At least every five years, the curriculum for each MSN major is evaluated by all faculty teaching in that major. This evaluation affords opportunities for on-going evaluation to affect course improvement. 107

116 STANDARD IV CURRICULUM AND INSTRUCTION: BACCALAUREATE DEGREE The curriculum is designed to accomplish its educational and related purposes. Criterion 12: Curriculum developed by nursing faculty flows from the nursing education unit philosophy/mission through an organizing framework into a logical progression of course outcomes and learning activities to achieve desired program objectives/outcomes. 12a. Integrity of the curriculum as evidenced by congruence among the philosophy, organizing framework, program objectives, curriculum design, course progression, and outcome measures. The undergraduate curriculum offers courses (NRS and NRP) with designations as follows: Remedial Courses or Freshman Seminar Courses Freshmen Courses Sophomore Courses Junior Courses Senior Courses The same level of internal consistency built into the MSN curriculum is evidenced at the BSN level; the philosophy of the BSN Programs are consistent with the University s public liberal arts mission and is specific in representing the collective beliefs of the faculty. This philosophical underpinning was used to direct development of an organizational framework and conceptual mapping that served as a foundation for curriculum design around the core concepts. The conceptualization of the core concepts of nursing at NKU served as a guide for identification of program objectives or outcomes. These outcomes successively inform the specificity of course, unit, and clinical objectives. These latter objectives serve as outcome measures on the clinical evaluation instruments for each clinical course. The curriculum was designed to show progression in level of acuity within courses and to prepare students to care for individuals across the lifespan, families, aggregates, and the community as client. 108

117 RN-BSN The RN-BSN curriculum was designed to enable working nurses to balance the demands of full or part-time employment with full or part-time course work. The RN-BSN curriculum can be completed in three full-time semesters, course load ranging from hours per semester, once general studies courses are completed, or part-time in five semesters, course load ranging from 5-12 semester hours. The online RN-BSN program was implemented in fall, It can be completed in the same progression as the on-campus program. The pre- and co-requisite courses were reviewed when the online program was implemented because online students were in need of online or tele-course general studies courses from the university so they could complete that part of their online BSN completion program. 12b. A logical, sequential curriculum plan where course content increases in difficulty and complexity. RN-BSN The sequential progression of courses in the RN-BSN program transitions and builds in complexity from the first semester courses of NRP 401 Theories and Concepts in Professional Nursing, along with NRP 410 Nursing Research, and NRP 411, 413, 415 Holistic Health Assessment to the 2 nd semester of NRP 434 Theories in Nursing and NRP 435 Community Health Nursing. In the 2 nd semester theory, research and assessment skills are incorporated to the next courses. The same process occurs in the 3 rd semester, NRP 441 Nursing Leadership and NRP 455 Professional and Legal Issues in Nursing. These courses add to the foundation of content provided by the previous coursework. 109

118 The curriculum plan for full-time progression is shown in Table Increasing complexity is demonstrated as the student progresses across the RN-BSN curriculum. For example: The nature of the client base changes from well individual (NRP 411/413L/415L) to family /group to community (NRP 435/435L), to groups of clients that require delegation of care (NRP 441/441L). The acuity level increases from primary to secondary care experiences as well as leadership experiences. The level of direct faculty supervision decreases over time as students work with faculty-supervised preceptors and in clinical areas of their choosing in the leadership course. Expectations in the clinical evaluation are progressive across the curriculum. Senior change project and leadership practicum afford opportunities to demonstrate synthesis. The RN-BSN Plan of Study For the past 7 years, the RN-BSN program, based on The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998), and Scope and Standards of Nursing (ANA, 1996 and 2004) has remained educationally sound but traditional; enrollment consistently ranged between and outcomes have been favorable. The presence of two regional diploma schools contributed to the potential pool of students. In 2002, with the curricular review for the advent of the traditional BSN program, the RN-BSN curriculum was reviewed. The curriculum committee reviewed course content and alignment of the new BSN program with the Early NCLEX option and the existing RN-BSN program for the Early NCLEX graduates who might need to articulate into it. At this time, the then Department of Nursing had a advisory committee which was consulted for input regarding content and educational processes that would serve the 110

119 RN nurse leader preparing for the current and evolving health care arena. The curriculum was determined to be educationally sound, and regionally competitive in both didactic and clinical components of the program. Within the last two years, both local diploma schools became accredited as associate degree granting programs. There has been an increase in regional competition from national programs offering online RN-BSN degrees. To address this change in the environment, the RN- BSN program created a program for St. Luke Hospitals, the NKU-St. Luke On-site Online RN- BSN program. The first cohort was small due to 1) several changes in nursing administration at St. Luke hospital throughout the program negotiation process, 2) their inability to provide promised physical classroom space on either of the two St. Luke campuses for NKU general education faculty to teach classes, and 3) the number of general studies courses most of the potential pool of students needed to complete to meet NKU BSN requirements. Enrollment for fall 2007 from the second St. Luke cohort was so small [2 students] that these students have been merged into the online RN-BSN program. The program includes 128 credits hours: general studies hours and 42 hours in upper division nursing courses. Of the 42 hours in nursing, 8 are advanced standing nursing hours, and 37 are upper level baccalaureate nursing hours. 111

120 Table 12.8 Program of Study RN-BSN Program-Full-time Fall Junior Year Credit Hours *NRP316L Evaluation of Clinical Performance (4) Spring Junior Year Credit Hours NRP 434 Theories in Nursing (3) Fall Senior Year Credit Hours NRP 441 Nursing Leadership (3) *NRP317L Decision Making in Nursing (4) NRP 401 Theories & Concepts in Professional Nursing (2) NRP 410 Nursing Research (3) NRP 411 Holistic Nursing Assessment (2) NRP 413L Nursing Assessment Lab (1) + NRP 415L Nursing Assessment Practicum (2) NRP 435 Community Health Nursing (3) ++ NRP 435L Community Health Nursing Practicum (6) ++ NRP 441L Nursing Leadership Practicum (6) NRP 455 Professional & Legal Issues in Nursing (3) Total Semester Hours: 18 Total Semester Hours: 12 Total Semester Hours: 12 * NRP 316L and 317L are advanced standing courses. New graduates or working nurses file forms to support being awarded advanced standing for this material. + Includes 30 clock hours of clinical instruction ++ Includes 120 clock hours of clinical instruction Transfer students may be credited with fulfillment of part of all general education requirements under provisions of the Kentucky General Education Transfer Policy (NKU Catalogue, page 25). Other transfer credits for core course equivalency are evaluated by Transfer Services in NKU Office of Admissions. Because credit hours in nursing from diploma programs do not equate to NKU academic hours, the diploma program graduates have the opportunity to take Challenge Tests for the needed nursing credits to be equated. Advanced standing credits are awarded for NKU nursing courses upon successful completion of the Challenge Testing. 112

121 Table 12.9 Courses Awarded Advanced Standing Credits to Diploma RN-BSN Students Total Credits (36 hours) Awarded for these courses: NRS 104/104L/196 - Fundamental Medical-Surgical Nursing & Skills (5 hours) NRS 105 Pharmacology (2) NRS 204/204L/296- Intermediate Medical-Surgical Nursing I & Skills (9 hours) NRS 206/297 OB-Newborn Nursing (5 hours) NRS 206/297 Pediatric Nursing (5 hours) NRS 304 -Psychiatric Nursing (5 hours) NRS 304/304L/396 Intermediate Medical-Surgical Nursing II & Skills (5 hours) BSN and ABSN Prior to implementation of the current pre-licensure (traditional and accelerated BSN for Second-Degree students) program in 2001, the faculty held a series of retreats to develop the program. During the retreats, the sequencing of course content was designed and approved by the faculty. The placement of pre- and co-requisites were part of this planning process. Program outcomes were developed, level objectives were developed and course objectives were derived based upon level objectives. The sequencing of courses to insure increasing complexity and difficulty was part of this planning process. The baccalaureate program integrates theory from general education courses from fine arts, history, literature as well as behavioral, natural, and social sciences into nursing courses. Increasing complexity is demonstrated as the student progresses across the curriculum. NRS 104 is the first didactic nursing practice course. It is underpinned by pre and co-requisite courses in anatomy and physiology (BIO 208/208L and 209/209L), and developmental psychology (PSY 220, or EDU 300). The course content is theoretical and addresses fundamental medical-surgical nursing care concepts such as immobility and asepsis. NRS 105 (pharmacology) is a co-requisite 113

122 to this course. Importantly, the BSN philosophy and core concepts are introduced, and their relationship to curriculum explained. NRS 204 follows NRS 104 and is the student s first medical-surgical course that explores problem/disease-specific health problems. Health assessment (NRS 205) is taken concurrently with NRS 204. Subsequent didactic nursing courses are built upon the concepts and constructs introduced in NRS 104, 105, 204, and 205/205L with emphasis on nursing assessment, diagnosis, care, and evaluation of individuals in a particular clinical practice area (e.g., obstetric/newborn, pediatric, mental health). For example, components of skills health assessment that are unique to children is reviewed in NRS 207. However, assessment skills themselves are not re-taught. The NRS 207 content on congenital heart disease requires students to recall their NRS 204 content relative to heart failure and it is then only briefly reviewed as it applies to pediatric heart defects. In NRS 305 (Psychiatric Nursing), the mental status exam is revisited and its clinical application addressed in more specificity than was possible in NRS 205. Critical thinking is enforced through various non-lecture-based pedagogies. The final two years of the curriculum are characterized by expanding students comprehension of a theory-driven practice (NRS 332 Nursing Theories) and an examination of the salient controversies that abound in professional nursing (NRS 321 Professional Issues). Lastly, students expand their focus of care to communities (NRS 404 Community and Public Health Nursing), hone their appreciation of their professional role as an evidenced-based practitioner (NRS 421 Healthcare Research), and as a leader in healthcare (NRS 406 Healthcare Leadership). These non-clinical didactic classes are kept small (n=20-25) to facilitate critical thinking learning activities. At the time the BSN Program was designed, an early NCLEX option to allow eligible students to seek conferral of an associate degree (albeit non-accredited) upon successful completion of the third level of the program was embedded into the BSN curriculum. The option would enable students to enter the RN workforce earlier than anticipated. The existing associate degree program was being phased out and concern regarding the community s need for registered 114

123 nurses was a significant impetus for this embedded option. An additional financial advantage for students was identified. A significant percentage of NKU students at the time were identified as first-time college students. This group lacks significant financial support from parents and is dependent on financial aid. Qualification criteria were established for the Early NCLEX Option, and to facilitate return to complete the BSN for the last year, web-based formats and/or shiftfriendly in-class scheduling were established. The Early NCLEX has proven to be philosophically cumbersome to justify as well as to administrate. With the growth of the BSN Program as well as the advent of an associate degree program at the local community college, the primary rationale for the Early NCLEX was no longer relevant. In 2005 the faculty voted to discontinue the Early NCLEX Option after May 2008 (making the January 2006 entry cohort the last eligible group). Due to a recent mandate issued by the Kentucky Board of Nursing, any student admitted to the BSN Program after July 2004 must have an integrated practicum experience in the last semester of the Program. NRS 498 (Role Transition) meets this KBN requirement. To be in compliance with this directive, NRS 306 (advanced medical-surgical nursing) and its co-requisite clinical (NRS 398 Role Transition) have been moved to the final semester of the Program. Curriculum revision has been deferred by the complexities of administrating the Early NCLEX Option and knowledge that the last eligible group will complete this option in May There was a stronger-than-anticipated demand for the BSN program. It was not feasible to add more students in the once yearly admission cohort due to limitations in faculty numbers, instructional space, lab equipment, and clinical resources. In anticipation of the addition of fulltime faculty, and available campus classroom space the decision was made to increase enrollment by adding a second student cohort in spring semester. To address the excessive numbers of wellqualified applicants, admission numbers were increased to 100 each semester. As the student numbers have increased, deficits in classroom space, faculty, and competition for clinical sites have necessitated that admission numbers be reduced. Until closer examination of what a realistic capacity would be, the number of students admitted to begin the program in the fall of 2007 was 115

124 reduced to 60 students. Closer analysis revealed that an incoming cohort of 80 students each semester to be manageable over a four-year trajectory. Eighty students were accepted for the spring of However, in order to keep clinical needs and resources constant, future admission numbers will be determined based on the integration of the students enrolled in the ABSN Program. Table BSN and ABSN Nursing Courses by Number and Title NRS 100L Skills Development Laboratory I (2 cr.) NRS 104 Fundamental Med-Surgical Nursing (3 cr.) *NRS 105 Pharmacology (2 cr.) NRS 196 Fundamental Med-Surgical Nursing Clinical (1 cr.) NRS 204 Intermediate Med-Surgical Nursing I (4 cr.) NRS 205 Holistic Nursing Assessment (2 cr.) NRS 205L Holistic Nursing Assessment Laboratory (1 cr.) NRS 206 OB & Newborn Nursing (3 cr.) NRS 207 Pediatric Nursing (3 cr.) NRS 296 Intermediate Med-Surgical Nursing Clinical I (4 cr.) NRS 297 OB & Newborn Nursing Clinical (2 cr.) NRS 298 Pediatric Nursing Clinical (2 cr.) NRS 304 Intermediate Med-Surgical Nursing II (3 cr.) NRS 305 Psychiatric Nursing (3 cr.) NRS 306 Advanced Med-Surgical Nursing (3 cr.) NRS 396 Intermediate Med-Surgical Nursing Clinical II (2 cr.) NRS 397 Psychiatric Nursing Clinical (2 cr.) NRS 321 Professional Issues (3 cr.) NRS 332 Nursing Theory (3 cr.) NRS 398 Role Transition Practicum (4 cr.) NRS 398L Role Transition Lab and Seminar (1) NRS 404 Community and Public Health Nursing (3 cr.) NRS 406 Nursing Leadership (4 cr.) NRS 421 Nursing Research (3 cr.) NRS 496 Community and Public Health Nursing Clinical (4 cr.) NRS 498 Leadership Nursing Practicum (4 cr.) * Students may take NRS 105 prior to acceptance into the program 116

125 Table Full-time Curriculum and Sequence for BSN Program FIRST SEMESTER ENG 101 English Composition (3) *BIO 208/208L Anatomy/Physiology (4) SPE 101 Speech (3) *PSY 100 Intro to Psychology (3) #BIO 126 Nutrition (3) TOTAL: 16 cr. hrs. THIRD SEMESTER NRS 204 Inter. Med-Surgical Nursing I (4) NRS 296 Inter. Med-Surgical Nursing Clinical I (4) NRS 205 Health Assessment (2) NRS 205L Assessment Lab (1) *CHE 115/115L Physiological Chemistry (4) TOTAL: 15 cr. hrs. FIFTH SEMESTER NRS 304 Inter. Med-Surgical Nursing II (3) NRS 396 Inter. Med-Surgical Nursing Clinical II (2) NRS 305 Psychiatric Nursing (3) NRS 397 Psychiatric Nursing Clinical (2) *NRS 332 Nursing Theory (3) Social Science (3) TOTAL: 16 cr. hrs. SEVENTH SEMESTER NRS 404 Com. & Public Health Nursing (3) NRS 496 Com. & Public Health Nursing Clinical (4) NRS 421 Nursing Research (3) *STA 205 Statistics (3) History (3) TOTAL: 16 cr. hrs. SECOND SEMESTER NRS 104 Fundamental Med-Surgical Nursing (3) NRS 100L Skills Development Lab I (2) NRS 196 Fundamental Med-Surgical Nursing Clinical (1) NRS 105 Pharmacology (2) *PSY 220 Lifespan Development (3) #PHI 220 Healthcare Ethics (3) *BIO 209/209L Anatomy/Physiology (4) TOTAL: 18 cr. hrs. SECOND SEMESTER NRS 206 OB/Newborn Nursing (3) NRS 297 OB/Newborn Nursing Clinical (2) NRS 207 Pediatric Nursing (3) NRS 298 Pediatric Nursing Clinical (2) *BIO 202/202L Microbiology (4) ENG 291 Advanced College Writing (3) TOTAL: 17 cr. hrs. SECOND SEMESTER NRS 306 Advanced Med-Surgical Nursing (3) NRS 398 Role Transition Practicum (4) NRS 398L Role Transition Lab and Seminar (1) NRS 321 Professional Issues (3) Literature (3) Humanities (3) TOTAL: 17 cr. hrs. EARLY NCLEX here EIGHTH SEMESTER NRS 406 Nursing Leadership (4) NRS 498 Nursing Leadership Practicum (4) Race & Gender (3) Humanities/Fine Arts (3) Non-Western (3) TOTAL: 17 cr. hrs. * These courses may be taken prior to or at this time only. Only students admitted to the nursing program may take nursing courses. Nursing courses must be taken in sequence. # Required prior to beginning third-year nursing courses. Students will need to obtain a three-hour, 300-level elective course to comply with university requirements 117

126 Table BSN Curriculum Showing Pre-Requisites and Co-Requisites for Traditional BSN Semester Nursing Courses Credit Pre-Requisite Co-Requisite 1 None 2 NRS 100L, 104, 105, Admission to program, BIO 208/208L, PSY 100 BIO 209/209L, PSY NRS 204, 205, 205L, BIO 209/209L, PSY 220 CHE 115/115L 4 NRS 206, 207, 297, CHE 115/115L BIO 202/202L 5 NRS 304, 305, 332, 396, BIO 202/202L, BIO 126, PHI 220 (or 155) 6 NRS 404, 412, STA 205 (or 212) 7 NRS 406, * NRS 306, 321, 398L, Total Hours: 70 * Kentucky Board of Nursing mandate has necessitated the move of these courses to the last semester of the curriculum. ABSN Program In the year following the initiation of the BSN Program, an option to accelerate for postbaccalaureate students was established. The second-degree program (also referred to as the accelerated program BSN or ABSN ) enabled students with a bachelor s degree in a related or non-related field to complete the programs in 4 semesters (of which one is a summer session). The ABSN is designed for bachelor's-prepared or post-baccalaureate individuals who want to make a career change. The course requirements for this program are the same as those in the traditional BSN, and prerequisites are required prior to entry. However, the program is fast-paced and rigorous, incorporating an entire four years of nursing courses into 16 months. The accelerated program is designed for non-working, full-time students who can immerse themselves into the content. The BSN for Second Degree Students (ABSN) is the same curriculum as that of the traditional BSN Program. The courses follow the same sequence as the traditional BSN with the 118

127 following exception. The ABSN students attend school during the summer. During the summer ABSN students take three non clinical courses NRS 321 (Professional Issues), NRS 332 (Nursing Theory), and NRS 421 (Health Care Research). These courses are out of sequence compared to the traditional program, however because these students have already completed a degree, they have critical thinking skills that traditional students may not have yet acquired. Required Pre-requisites: Anatomy and Physiology with labs (1 full academic year) (BIO 208, 208L, 209, 209L) Microbiology with lab (BIO 202, 202L) Chemistry with lab (CHE 115 & 115L or CHE 120 & 120L, 121 & 121L) Healthcare Ethics (PHI 220 or PHI 155) Nutrition (BIO 126) Introductory or basic statistics (STA 205) Growth and Development (PSY 220) Table ABSN Program Fall Cohort Fall Semester Spring Semester Summer Semester Fall Semester 1 st 8 weeks NRS 104 NRS 196 NRS weeks sessions NRS 206 NRS 304 NRS 297 NRS 396 NRS 321 NRS 332 NRS st 8 weeks NRS 404 NRS 496 NRS 306 NRS nd 8 weeks NRS 204 NRS 205 NRS 205L NRS 296 NRS 207 NRS 305 NRS 298 NRS nd 8 weeks NRS 398 NRS 398L Full Semester: NRS 100L Courses taken with traditional BSN students 119 Full semester NRS 406 NRS 498 Total Hours: 19 Total Hours: 20 Total Hours: 9 Total Hours: 23

128 Increasing complexity is demonstrated as the student progresses across the BSN/ABSN curriculum. For example: The nature of the client base changes from individual to family/group to community, to groups of clients that require delegation of care or those critically ill. The acuity level of diagnosis increases from wellness to illness within courses and the acuity level overall increases from primary and secondary care experiences to critical care and emergency experiences as well as community and leadership experiences. Numbers of hours in the clinical experience increase from 6-8 in the junior year to 12 hours in the senior year. The level of direct faculty supervision decreases over time as students work in the senior year with faculty-supervised preceptors and in clinical areas of their choosing in the capstone course. The complexity of technical skills, medication administration/calculations, and the level of cognitive test items progresses. Students are expected to transfer concepts and skills from lower level courses to those at the upper level. Expectations in the clinical evaluation are progressive across the curriculum. 12c. A set of guidelines for professional nursing practice approved by a nursing organization are utilized. All BSN Programs Preparation of a baccalaureate nurse generalist at NKU is accomplished with guidance from Kentucky s Nurse Practice Act and the following national guidelines: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998), and Scope and Standards of Nursing (ANA, 2004). The former document has been used as an on-going guide and source of validation for curriculum development and evaluation. The latter document, the 120

129 ANA Scope and Standards of Nursing and its earlier iteration have been identified by faculty as an appropriate foundation for the curriculum and as a basis for guiding student clinical performance. The ANA Scope of Practice (2004) is published in the BSN Nursing Student Handbook, introduced in the NRS 104, emphasized in the first semester of nursing, and continually used throughout all nursing courses. The Code of Ethics also serves to guide clinical performance and evaluation. Across the curriculum, students are exposed to scope and standards of practice for the respective specialty areas in nursing. curriculum. 12d. Courses in the sciences and humanities provide the foundation for the nursing Table outlines the general studies for NKU. The broad areas and number of required hours are the same in each version of the core; however, the course options differ depending on the student s major and any transfer courses. The Board of Regents policy on the General Studies Courses guides development of a sequence of free electives and requisite core courses for the BSN Program. The purpose of the general studies curriculum seeks to further students understanding of the contemporary world, or the ideals and aspirations which have motivated human thought and action throughout history, and of their society s place in a larger human context (NKU University Catalog page 18). Table specifies the general studies for NKU and reflects those that are requisite for nursing majors. Table identifies contributions that the general studies courses make to the BSN program. Because liberal arts and science constructs serve as a foundation for nursing and also permeate the nursing curriculum, graduates emerge with a more encompassing worldview. The liberal arts base for conceptualizing the art and science of nursing promotes a more comprehensive understanding of holistic persons, holism as a health construct, and the diverse and changing health needs and values of society. The strong general studies curriculum sets a context for realizing the core concepts of the nursing program. 121

130 Table NKU General Studies Curriculum: BSN Degree AREA Common Core (12 semester hours) TOPIC Written Communications and Oral Communications (6 hrs.) 6 hrs. ENG 101 and 291 College Writing (or ENG 151 honors) 3 hrs. SPE 101 Oral Communication Mathematics 3 hrs. - STA 202 or 212 required for BSN Liberal Arts (31-34 semester hours) Behavioral and Social Sciences (9 hrs.) 6 hrs. Behavioral Science (PSY 100 and 220 required for BSN) Fine Arts ( 3 hrs.) History (3 hrs.) Humanities (6-8 hrs.) 3 hrs. PHI 220 or 155 required for BSN Literature (3 hrs.) Natural Science (6-8 hrs.) 4 hrs. BIO 208/208L required for BSN 4 hrs. BIO 209/209L required for BSN 4 hrs. CHE 115/115L required for BSN Diversity (6 semester hours) Race and Gender Perspective (3 hrs.) Non-Western Perspective (3 hrs.) A total of 132 credits are required to earn a BSN (pre-licensure) in nursing at Northern Kentucky University. Seventy of these credits are nursing courses and the remainder is general education and/or non-nursing support courses. The sequence of progression is established such that all lower level nursing courses are pre-requisite to subsequent nursing courses. 122

131 124 Table Contributions of Core Courses to the Nursing Major: A Document Supporting the Nursing Organizing Framework COMMUNICATION (ENG 101, 291, and SPE 101) LITERATURE AND HUMANITIES (PHI 220 or 155 BSN requirement) 3 cr. MATHEMATICS (STA 205 or 212 BSN requirement) CHEMISTRY (CHE 115/115L) ANATOMY & PHYSIOLOGY BIO 208/208L BIO 209/209L Proficiency in oral and written communication Basis for ability to compose, analyze, interpret and critique oral and written communications. Understanding and ability to critique other s ideas through literary expression. Exploration of understanding and constructed meaning of expressions of the human condition encountered in literature. Provides a foundation for understanding ethical principles as a basis for accountable practice. Deductive reasoning and critical thinking skills. Foundation for math skills in nursing. Understanding of statistics and hypothesis testing used in nursing research. Testing of scientific experiments that can yield cause-effect relationships for hypothesis testing. Basis for understanding of structure and function of human body/internal environment Contributions to classroom and clinical learning activities through individual and group interactions. Verbal communications in clinical labs and conference. Written assignments and clinically-pertinent papers. Documentation in the medical record. Effective communication with client families, interdisciplinary team members, peers, and others that reflects caring, concern, and professional commitment. Ability to determine the value of theoretical papers as a basis for practice. Incorporation of the work of experts and those with particular life experiences into care for clients. Contributes to ability for interdisciplinary collaboration Ability to relate to the human condition as it applies to health and illness. Frames ethical accountability in competent nursing practice that typifies commitment to clients and the profession. Drug/fluid dosage calculations for safe administration of medications and solutions for drug proficiency testing and competent clinical practice. Critique of statistical use of descriptive and inferential statistics used in research studies. Understanding of normal physiologic processes and pathophysiology; understanding of nutritional needs of clients. Use of scientific method, physical assessment and plans of care and critical pathways. Understanding of pathophysiology as a basis for competent nursing care.

132 MICROBIOLOGY BIO 202/202L Understanding the role of microorganisms in health and illness. Universal precautions and asepsis for protection of clients and providers in clinical settings. Understanding of infectious disease, the role of antimicrobials and the process of sterilization as a basis for competent nursing practice. 125 SOCIAL SCIENCE PSC 100 American Politics PSC 100H Honors American Politics PSC 101 State and Local Politics PSC 102 Comparative Politics PSY 100 INTRODUCTION TO PSYCHOLOGY Comprehension of the political process and the mechanisms of influencing policy and political decisions. Serves as a context for citizenship and an appreciation of global issues. Comprehension of the factors influencing personality, development, behavior, and the cognitive process. Consideration of measures and means for influencing social and health care policy to safeguard the wellbeing of clients (individuals, families, groups, communities) and the impact of politics on nursing practice and the nurses professional commitment to her/his clients and society. Assessment of psychological factors influencing client behavior Basis for client and group health education. Appreciation for factors influencing abnormal behavior. Understanding of the role of psychological therapies and caring approaches in client care RACE/GENDER AND NON-WESTERN Choices include: ANT 100 Cultural Anthropology ANT 201 World Cultures PHI 160 World Religions PSC 102 Comparative Politics PSC 103 International Politics EMB 105 Race, Gender, and the Mass Media PSC 215 Race, Gender, and Politics Recognition of the place of the arts and cultural heritage in the environment. Exploration of contemporary culture. Provides a foundation for understanding global health. Experiences articulating individual position within an interdisciplinary group and appreciating the perspectives of those in other disciplines; contributes to ability to work on an interdisciplinary health team in a caring manner. Understanding of global community and health needs.

133 FINE ARTS ART 100 Art Appreciation MUS 100 Music Appreciation TAR 100 Theatre Appreciation PSY 220 Lifespan Development BIO 126 Nutrition Exploration of various aspects of the liberal arts curriculum and to appreciate individual uniqueness and perspective. Contributes to a more encompassing perspective and academic experience for nursing majors. Seeks to describe physical, emotional, sexual, moral and social development across the lifespan focusing on appropriate developmental needs, capacities, and tasks. Examination of normal nutritional needs and appropriate dietary modifications based on pathophysiology of various disease states. Contributes to creativity in clinical decision-making by framing individuality of the human experience as a context for caring. Assessment of developmental stages of clients. Management of client care across the lifespan. Selection of age-appropriate, safe strategies, including play and appropriate health education based on cognitive level Consideration of stage-appropriate developmental tasks in promoting, maintaining or restoring health. Dietary assessment, promotion of nutrition, client teaching related to diet therapy/modifications to reduce risk and restore health. 126

134 12e. Interdisciplinary collaboration is evident in the curriculum. Interdisciplinary collaboration for BSN students is experienced in the academic and clinical practice settings. The University general education curriculum provides for choices among several interdisciplinary courses in the areas of history, literature, humanities, arts, and diversity. Liberal arts and science courses help to inform the discipline of professional nursing, and serve to shape students worldview. Liberal arts courses promote a more comprehensive understanding of holistic persons, holism as a health construct, and the diverse and changing health needs and values of society. The general studies core provides context for the core concepts on which the nursing curriculum is established (See Table and 12.15). The BSN Program focuses on the generalist role in practice. All clinical experiences occur in settings where interdisciplinary collaboration is essential. Clinical experiences in the first three years of the program are located in acute and non-acute healthcare facilities. These facilities depend on a myriad of healthcare and health-focused providers to achieve their mission. Student nurses collaboration routinely includes, though is not limited to, physicians, resident physicians, pharmacists, nutritionists, physical therapists, diagnostic technicians, and therapists in speech, respiratory, and occupation, as well as students in these disciplines. For example, the NRS 297 clinical experience (Obstetric/Newborn) offers opportunities to interface with, grief counselors, lactation consultants, nurse midwives, and childbirth education instructors. The NRS 298 practicum (Pediatric Nursing), provides opportunities to collaborate with developmental psychologists, and play therapists and the NRS 397 clinical (Psychiatric Nursing) incorporates multidisciplinary experiences with music therapists, psychologists, cognitive therapists, and occupational and vocational therapists, among others. The last year of the BSN Program enables students to connect with community health providers and leaders who share the common objective of improving the health of the community (NRS 496 Community Health Nursing). Contacts include though are not limited to teachers, politicians, community planners, 127

135 epidemiologists, nurse practitioners, housing experts, communicable disease investigators, and sanitation engineers. 12f. Didactic instruction and supervised practice follow a plan: Documents course content and learning experiences appropriate for the development of competencies required for graduation and delineates instructional methods used to develop competencies. All BSN programs (traditional, second-degree, and RN-BSN) share the same outcome objectives. Pedagogies and experiences within each BSN option are adapted to fit the developmental and experiential level of the student. For instance, health assessment offered to RN-BSN students (NRP 411/413L/415L) reflects more breadth and scope due to the experienced RN student s ability to make direct application of concepts to clinical practice. At the prelicensure level, the course (NRS 205/205L) is taught in a factual manner and application of concepts is reinforced throughout didactic clinical courses. Pre- and co-requisite coursework is completed in a designated sequence to support nursing didactic and clinical course objectives. Concepts and constructs are arranged in the curriculum to progress from simple to complex and reflect the core concepts that underpin all undergraduate and graduate curricula. Clinical experiences are directly correlated to the co-requisite didactic courses and likewise reflect more complex levels of practice as the student advances in the curriculum. All didactic BSN courses have a Blackboard shell created at the beginning of each semester. The shell is used at the discretion of individual course faculty and/or teams. The University requires that syllabi be distributed to all students on the first day of class. Faculty may choose to provide students with a hard copy and/or make syllabi available online via the Blackboard site. Regardless of the method of distribution, all undergraduate syllabi list identifying course information, required and recommended resources (textbooks, computer-based modules, etc), curriculum-derived course objectives and course description, selected methods of 128

136 instruction and evaluation processes to be used. The standard weekly ratio for didactic instruction is a 50-minute class for each credit hour awarded. Syllabi are provided for all clinical courses and contain the requisite identifying course information, required and recommended resources (textbooks, computer-based modules, etc), curriculum-derived course objectives and course description. Clinical courses are facilitated by part-time faculty via the clinical partner model. Evaluation methods are designed to be consistent across all clinical experiences for a given course. For example, all students in NRS 298 (Pediatric Nursing Clinical) will complete a pediatric development paper for which the grading criteria are identical for all students. Policies and procedures which govern such matters as attendance are consistent for all BSN clinical courses regardless of clinical area or program level. Clinical grading tools are derived directly from the clinical objectives and do not vary from section-tosection of the same clinical course. The BSN Clinical Coordinator (Joy Churchill) negotiates the hiring of clinical faculty for lower division courses (all direct-patient care facilities placements), and arranges for their annual orientation/update luncheon in mid-august of each academic year. During the annual orientation/update, clinical instructors are provided with all relevant documents and tools (syllabi, clinical instructor handbook, grading tools, etc.), and the clinical partner model is explained. The course coordinator assigned to didactic courses assumes responsibility for reviewing roles and responsibilities specific to the co-requisite clinical course with both new and returning clinical instructors. For example, the faculty member assigned to coordinate NRS 305/398 (Psychiatric Nursing and Psychiatric Nursing Clinical) meets with NRS 398 instructors to review course-specific syllabi, assignments, contact protocol, etc. and assigns the full-time faculty clinical partners. A January orientation is held for new instructors hired at mid-year. The BSN Clinical Coordinator for upper division courses (Julie Hart) negotiates preceptor experiences for students in NRS 398 Role Transition and orchestrates focused community health experiences (e.g., school nurse, health screenings) for NRS 496 Community Health and all direct-patient care 129

137 facilities. She also arranges for their annual orientation/update luncheon in mid August of each academic year for the new clinical faculty. 12g. Evaluation tools and methods are consistent with course objectives/ outcomes and competencies of the didactic and clinical components of the baccalaureate degree program; provide for regular feedback to students and faculty with timely indicators of student progress and academic standing; are consistently applied; and are written and available to students. RN-BSN Each RN-BSN clinical course includes a written clinical evaluation. Students are provided with a copy of the evaluation. For example, NRP 441L clinical evaluation includes the of ratings of Excellent, Good, Fair, and Poor in the areas of therapeutic intervention, interpersonal skill, written communication, oral communication, initiative/independence, problem solving skill, judgment, adaptability, dependability, critical thinking organization, productivity, productivity, creativity, and motivation/perseverance. Performance Demonstration standards are included on the Student Evaluation Summary for each evaluative category. During the clinical rotation, students who are not performing well participate in an evaluation session where verbal or written feedback is provided. Students who are experiencing difficulty are provided with written feedback and helped to develop a remediation plan to increase the probability of a successful clinical outcome by semester s end. BSN/ABSN Each clinical course includes a written clinical evaluation. Students are provided with a copy of the evaluation in the respective course syllabi. Self-evaluation is a component of clinical evaluation in each course. Completed evaluations are maintained in the student s file. Students 130

138 are provided verbal feedback on their performance in each clinical activity. At mid-point of the clinical rotation, students who are not performing well participate in an evaluation session where verbal or written feedback is provided. Students who are experiencing difficulty are provided with written feedback and helped to develop a remediation plan to increase the probability of a successful clinical outcome by semester s end. The current Clinical Evaluation form is standard across courses in the BSN and ABSN programs and includes competencies related to accountability, critical thinking, communication, and therapeutic nursing interventions. Evaluation forms for Community and Leadership are not the same as those for the hospital clinical setting. 12h. Technology used is appropriate to meet student learning needs, course objectives/outcomes and course requirements. Most BSN courses are web-enhanced. Students are expected to communicate with each other and faculty through and to use their cohort s list serve to read announcements related to the program. Instructional technology is used extensively by faculty and students use presentation software as visual aids in teaching projects. High fidelity simulators are used with case studies to present safe learning environments for both students and patients. Computerbased testing is used extensively in the program. Students that are not computer literate receive individualized tutorial instruction. Students are expected to communicate with each other and faculty through campus and the Blackboard platform for program information. Additional to the on campus RN-BSN program, an online RN-BSN program has been offered since fall The response has been positive from those who have opted for the online program format, citing flexibility as the major criterion. 131

139 Review of students in face/face courses when compared to online sections in the same class indicate no significant differences in GPA. Table Comparison of GPA for Online vs Web Enhanced Students Fall 2006 COURSE COURSE TITLE ONLINE SECTION WEB ENHANCED NRS 406 Nursing Leadership NRS 421 Nursing Research NRP 455 Professional and Legal Issues i. Regular review of the rigor, currency, and cohesiveness of nursing courses by faculty. Each individual faculty or teaching team reviews nursing courses at the conclusion of each semester; an end-of-course summary is generated which is maintained in the course file. The evaluation focuses on instructional process and learning outcomes of both didactic and clinical components of the course; the effectiveness and anticipated continuation of clinical facilities and preceptors; and recommendations for successes or challenges associated with the course. Course materials (syllabus, topical outline), textbooks, instructional supplements are evaluated and revised as needed to assure rigor, currency and user-friendliness. The entire curriculum is evaluated every five years to assure rigor, currency, appropriate sequencing, cohesiveness, and congruence with organizing framework and program objectives. Content mapping, often a component of such evaluation, was last completed in The last comprehensive review of the generic curriculum occurred in 2002 and resulted in revision of the mission, philosophy, organizing framework, and program objectives. Subsequently, faculty revised courses to reflect the revised BSN curriculum foundation. The next planned BSN curriculum evaluation is scheduled for spring 2008 after the NLNAC site visit. While this timing allows integration of NLNAC evaluation feedback, the focus of the evaluation will be content mapping and sequencing based on feedback from students and deletion of the Early NCLEX option which will require changes in the sequencing of courses. 132

140 STANDARD IV CURRICULUM AND INSTRUCTION: MASTERS DEGREE The curriculum is designed to accomplish its educational and related purposes. Criterion 13: Program design provides opportunity for students to achieve program objectives and acquire knowledge, skills, values, and competencies necessary for nursing practice. MSN 13a. Curriculum provides for attainment of knowledge and skill sets in the current master s/advanced practice of nursing, nursing theory, research, community concepts, health care policy, finance, health care delivery, critical thinking, communication, professional role development, therapeutic interventions, and current trends in health care. The design of the MSN curriculum is such that students have opportunities to attain a knowledge base, skill sets, professional behaviors, and competencies associated with development of their specialty practice role whether in direct care, education, or administration. Further, they gain an understanding of the health care system and the critical constructs of access, quality, and cost as a context for their specialization. Course work, supervised clinical practice, and completion of the synthesis requirement serve collectively to provide such opportunities. Table 13.1 traces select concepts through the graduate curriculum design to indicate opportunities for attaining knowledge, skill sets, and competencies for contemporary advanced nursing practice. Table 13.1 Concepts in Graduate Curriculum Knowledge and Skill Sets Opportunities to Attain Requisite Knowledge & Skill in MSN Program Nursing Theory NRP 604 Theoretical Perspectives, a core course, introduces and expands upon nursing theories, explores their development, use as a basis for advanced nursing roles and exploration of a nursing science, and provides opportunities to analyze, critique and apply theories to the reality of clinical practice. In subsequent courses, theory is applied to evolving practice as educators, administrators, or nurse practitioners in contextually-appropriate, problembased instructional activities or in the clinical arena. Students explore and employ additional theories in support and specialty courses for the respective major. 133

141 Nursing Research Community Health Care Policy/Health Care Delivery System Health Care Finance NRP 600 Research Methods II, a core course, focuses on research methodology, evidence-based practice, critical analysis of studies, and the inter-relationships among theory, research, and practice. A literature review and research proposal are specific course outcomes that demonstrate understanding of research. Statistics, as co-requisite, helps students understand statistical data, probability theory, and hypothesis testing. In subsequent courses in their respective major, students apply research findings specific to their practice population or practice setting to in decision-making about interventions and addressing system-related problems. All students are expected to apply knowledge of research in their Investigative Project. Based on the requisite BSN degree, students are expected to have basic theoretical and experiential knowledge of community health, including a basic knowledge of community resources and the referral process. All MSN Clinical Courses prepare students with the knowledge, values, and skill sets necessary for specialty practice either as NPs, Nursing Service Administrator, or Nursing Educators. The community as context for each of those specialty roles are extensively explored and applied in respective clinical experiences within community primary care systems. NP majors provide direct care in primary care settings and refer clients to other community resources and support groups to supplement care. They also provide formal health education to patients and groups. Nursing Administration majors are prepared to manage care in a variety of settings across the continuum of client care and to interface with community agencies. Administrative constructs are transportable across all types of clinical agencies - inpatient and community. Nursing Education majors are prepared to develop, implement and evaluate didactic and clinical curricula in a variety of academic and healthcare settings. Principles and theories of learning, counseling and nursing education guide interactions and relationships with students and educational outcomes NRP 602 and NRP 655 Health Care Policy and Health Economics- core courses, examines the political and economic health agenda as it relates to ethical and legal issues, advanced nursing practice influence on healthcare policy development, including political advocacy and an understanding of the current and projected health care environment. Subsequent courses in all majors require students to use core knowledge to advocate for change, promote cost-efficient and quality outcomes across the continuum of care in varied settings relevant to their respective specialty population. NRP 60 Role Development and 607 Issues in Advanced Practice deal extensively with policy relating to risk management and reimbursement as well as the economics of healthcare. NRP 603/607 Role Development and Issues in Advanced Practice explores. Throughout the curriculum, students are expected to provide costconscious care across the care continuum. NP students learn about ICD9 and CPT coding as a basis for documenting care for reimbursement and explore strategies for increasing reimbursement in an ethical and legally-prudent manner. Diagnostic coding is completed with clinical logs to provide experience. 134

142 Critical Thinking Communication Therapeutic Nursing Interventions/Role Competence and Professionalism Diversity and Social issues/cultural Competence Professional Role Development/Ethics NRP 624 Management of Finance in Nursing Service Administration explores principles of financial management in healthcare settings, components of planning, developing and implementing budgets; fiscal processes and forecasting as well as the development of a healthcare financial plan and strategies for implementation. The students explore various financial implications for practice; one course outcome is a business plan inclusive of financial strategies. All clinical courses (NRP 623L, 626L, 642L, 643L, 633L, 634L, 635L and 636L) engage students in critical thinking opportunities as they use a systematic decision making process to address needs of the individual client or the organization. The ability to use critical thinking as a requisite for decision-making is evaluated in all clinical courses. NRP 697/691 are the continuation courses based on NRP 600 in which an Investigative Project is carried out. NRP 697/691 provide guidance through completion of a research project in a subject related to their major. Critical thinking is required to complete the literature review, as well synthesize and summarize the results. All Clinical courses (NRP 623L, 626L, 642L, 643L, 633L, 634L, 635L and 636L) engage students in opportunities to communicate with others in healthcare specialty roles of nurse educator, nursing administrator or NP. Students communicate verbally, in writing or with technology in call courses in the form of formal presentations and class discussions. Courses in all majors provide opportunities for students to communicate synthesis of core concepts into a final product the Investigative Project Competency in clinical practice develops over time either in concurrent class/clinical experiences or in culminating experiences in sequential field experiences. Clinical courses provide opportunities to plan, execute and evaluated therapeutic nursing interventions based on the domains of practice of the NP in direct care-giving or referral roles. NRP 606 Diagnostic Reasoning and Advanced Assessment and NRP 608, pre-requisites to the clinical courses, provide experience in assessment and diagnostic reasoning and a foundation for prescription management. NRP 509, 510, 641, 642L and 643L prepare nursing academicians to educate prospective nurses for therapeutic nursing interventions. NRP 621, 623/623L and 626/626L prepare nursing administration majors for interventions in the form of leadership or management processes directed toward quality, access and cost-based decisions. Racial disparity in healthcare, poverty and healthcare access are interwoven throughout NRP 602/655 as well as the patient management courses and educational foundations (NRP 618, 620, 616, 510, etc) NRP 603 Role Development, a core course, examines ethical and legal issues impacting health care and advanced nursing practice and nursing actions influence healthcare policy development, including political advocacy and an understanding of the current and projected health care environment. In NRP 510, Educational Foundations of Nursing Education, content covers the ethical and legal foundations of the educational process. Throughout this course discussion includes values of the consumers of education and how that impacts the teaching/learning process. In developing teaching/learning plans [the capstone project for the course] a large part of it is desired educational outcomes [accountability]. Assignments include a comparison of teaching/learning related to the needs of diverse groups in terms of different assessment outcomes, teaching/learning needs, and how preparing to teach differing groups would have different foci for the teacher. 135

143 Health Promotion NRP 606 Diagnostic Reasoning and Advanced Assessment includes concepts of health promotion in terms of health care. Each patient management course (NRP 613, 614, 615, 616, 617, 618, 619, 620, 630) addresses health promotion pertinent to the care of patients. accountability. 13b. Program leads students to develop professional ethics, values, and The presupposition exists that graduate nursing students have developed professional values, ethical practice, and accountability for providing quality care in their respective undergraduate program in nursing. The MSN curriculum leads students to develop those professional value sets relevant to specialization in one of three advanced nursing roles: nursing administrator, nursing educator, nurse practitioner (family, adult, geriatric and pediatric). The core course NRP 603 Role Development for NPs explores advanced practice and the ethical and legal issues associated with this level of practice. Nursing education majors discuss role development and ethics in NRP 510 Educational Foundations of Nursing while in the nursing administration track roles are discussed in NRP 621 (Management of Human Resources), NRP 624 (Management of Finance in Nursing Service Administration) and NRP 623 and 626 (Theories and Models for NSA, Foundations of Strategic Management for the Nurse). Clinical courses for each major require accountability for action as students integrate ethical decisionmaking into the realities of care with special populations or within organizations. Students are expected to adhere to standards associated with that practice specialty and are introduced to faculty and preceptors who serve as role models accordingly. Faculty also model appropriate values, ethics, and accountability and demonstrate ongoing life-long learning and service. The values, ethics, and accountability inherent in graduate education are reinforced in each course syllabi s attendance policy and attention to the NKU Honor Code and in each clinical performance evaluation 136

144 13c. Students are able to achieve the objectives in the established and published program length. Consistent with the original feasibility study for the MSN program, majors are offered exclusively in an evening time frame and as online courses with program design such that students may continue some level of employment during their graduate education. Students are able to complete their respective major in 2-3 years, depending on their desired credit load/semester. Historically, low numbers in the nursing administration major contributed to the decision to place that major on an alternate year admission cycle. 13d. Clock and credit hours are consistent with published guidelines for master s advanced practice nursing curricula. The Nursing Administration and Nursing Education majors require 37 credit hours and 270 clinical hours; these students are eligible either for ANCC certification in nursing administration or NLN education certification. The FNP program requires 47 credit hours and 600 clinical hours, the ANP and GNP require 44 credit hours and 600 clinical hours while the PNP requires 42 credit hours and 600 clinical hours. All NP majors complete the clinical hours needed (minimum of 500 hours) to provide eligibility for national certification from ANCC or AANP. Consistent with other classes at NKU, the clock to credit hours for didactic instruction is 1 hour for a 50-minute class. Each credit hour consists of 15 hours per semester, so a three credit hour course is 45 clock hours. For clinical instruction at the MSN level, the credit to clock hour ratio for the NP tracks is 1:6.6 (2 credit hours for 200 clinical hours or 13 clock hours in the setting/week), while the credit/clock ratio is 1:4.5 (2 credits for 135 hours or 9 hours in the setting/week) for the nursing administration and education. These high credit/clock ratios are needed to meet the certification requirements so as to not increase the number of credits and therefore cost for tuition; these ratios have been in place since the program was started. 137

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146 STANDARD IV CURRICULUM AND INSTRUCTION: BACCALAUREATE DEGREE The curriculum is designed to accomplish its educational and related purposes. Criterion 13: Program design provides opportunity for students to achieve program objectives and acquire knowledge, skills, values, and competencies necessary for nursing practice. BSN 13a. The curriculum provides for attainment of knowledge and skill sets in current nursing practice, nursing theory, research, community concepts, health care policy, finance, health care delivery, critical thinking, communications, therapeutic interventions, and current trends in health care. Design of the BSN curriculum affords students opportunities to attain the knowledge base and skill sets necessary to provide safe, effective, cost-conscious, and culturally sensitive care to clients; to understand the health care system as the context for such care; and to achieve the competencies associated with professional nursing practice as a generalist. Table 13.2 traces select concepts through the undergraduate curriculum design to indicate opportunities for attaining knowledge, skill sets, and competencies for contemporary practice. Further, both the core curriculum and nursing courses prepare students to learn to think critically to enable decision making in situations of uncertainty. Table 13.2 Attainment of Knowledge and Skill Sets for BSN Practice Opportunities to Attain Requisite Knowledge and Skill Sets Knowledge & Skill in BSN Program Nursing Theory NRS 332 and NRP 434 introduces the student to nursing theory as a basis for professional practice, NRS 332 emphasizes Benner s Novice to Expert Theory in role acquisition, and both use Nightingale s conceptualization of nursing as a context for comparison with ANA s definition of nursing. In reviewing nursing s heritage, students become acquainted with prominent nursing theorists and understand the place of borrowed theory for practice. Each course discusses the circular relationship between theory, research, and practice and introduce students to prevalent nursing and borrowed middle range and practice-level theories as scientific rationale for practice. All Nursing Courses further introduce students to theory as a foundation for practice. Nursing Research NRS 421 and NRP 410 (for RN-BSN student) introduces research as a role of the professional nurse, the steps of the research process, and significant contributions of nursing research/evidence base to professional practice. 139

147 Community Concepts Health Care Policy Health Care Finance Health Care Delivery Critical Thinking Communication NRS 321 and NRP 410 focus exclusively on the components of qualitative and quantitative nursing research paradigms and the research process. Students have opportunities to critique studies according to rubrics and to propose a study. RN students use an evidence based practice model for evaluating a practice policy or procedure. Many students have opportunities to participate in conducting a small-scale research study. All Nursing Courses subsequently require students to incorporate evidence based research into planning care, as scientific rationale for nursing interventions, as a basis for understanding morbidity and mortality rates, as an antecedent to the change process, and as a context for better understanding their assigned clients. NRS 404/496 and NRP 435/435L introduce the concept of communitybased care as a component of current and evolving professional practice. These courses focus exclusively on community health nursing and provide content and clinical experiences with public health, home health, industry, schools, shelters and other agencies. All clinical courses in the BSN program integrate discharge planning as part of the care planning process and explore community resources available for patient care. All nursing courses introduce students to health policies; for example NRS 206 addresses policies such as required newborn screening and eye prophylaxis; NRP 207 considers immunization and child health screening requirements and child abuse law. NRS 321 and NRS 406 and NRP 441 and 455 spend considerable time in exploration of issues related to health care policy and legal issues. NRS 321/NRP 401 Professional Issues in Nursing and NRS 404/NRP 441 introduce baccalaureate students to health care delivery systems, health care finance, and budgeting and staffing in hospital settings. NRS 404/NRP 435 explore community health costs, issues of poverty, and federal/public and private sources of health insurance and care. NRS 104 Fundamental Med-Surg and NRP 401 Theories and Concepts of Professional Nursing introduce the current and evolving system of US health care in context of world-wide health. Each subsequent nursing course describes health care delivery for different client populations. For example, NRS 206 OB/Newborn Nursing gives students experience with high risk neonatal care delivery and mother-baby-dyad care; NRS 397 provides opportunities to deliver care to the mentally ill in inpatient and day treatment settings; NRS 496 and NRP 435L Community Health focus exclusively on health care delivery in the community, preventive care, and disaster care. NRS 104 Fundamental Medical-Surgical Nursing describes the skills and elements of critical thinking, introduces the nursing process as the decision-making process. Students participate in critical thinking exercises individually and in groups and complete a care plan on a simulated client. NRP 401 Theories and Concepts of Professional Nursing provides RN- BSN students with the opportunity to evaluate concepts and theories related to professional nursing role; Content is provided in all courses on critical thinking and builds upon NRS 104 and NRP 401. NRS 104 Fundamental Medical Surgical Nursing introduces students to the basic process of communicating using culturally-sensitive verbal and non-verbal language. NRS 305 Psychiatric Nursing further expands communication skills and focuses on therapeutic communication with the 140

148 Professional Role Development/Ethics Therapeutic Nursing Interventions mentally ill or drug abusing client who may be out of contact with reality. NRP 455 and NRS 321, Professional and Legal issues in Nursing, focuses on ethical standards, ANA Code of Ethics, as well as discussion about students individual experiences with ethical dilemmas and problem solving in their practices. Competency in clinical practice develops over time as a result of sequential planned experiences in lab and in the clinical area, whether in clinical rotations concurrent with course or in a culminating experience. Throughout the coursework and the required clinical hours, students attain the knowledge base, values, and technical skills to provide safe, effective nursing interventions with diverse clients across the lifespan whether they are encountered as individuals, families, groups, or entire communities. NRS 205 Health Assessment and NRP 411, 413L, and 415L Health Assessment provides a foundation for basing care and interventions on strong assessment skills Assessing Critical Thinking Objectively in the BSN Program: HESI Contemporary nurses must be able to employ critical thinking skills specific to the discipline of nursing to enable decision-making in situations of uncertainty, including those involving urgent client care. Faculty believe that this level of thinking involves reflective reasoning, analytic skill, sensitivity, and knowledge of resources and potential solutions such that graduates seek the full perspective of a unique situation and make a sound, reasoned, contextually-appropriate choice of action. Critical thinking, as a habit of mind, is one of the central tenets of the liberal arts mission and baccalaureate education. Consequently, an objective measure of the disposition toward critical thinking is an appropriate outcome measure for generic baccalaureate students. HESI is used to assess critical thinking skills of the BSN students. 13b. Program leads students to develop professional ethics, values, and accountability. RN-BSN The RN-BSN program s initial course is NRP 401 Professional Issues and Concepts in Nursing. The course objectives include relating caring to professional nursing, developing role of 141

149 the nurse related to professional communication, analyzing culturally competent professional nursing care, and discussing issues and practices related to professional nursing role in clinical settings. The other courses build upon this content while in the final semester, NRP 441 and NRP 441L Nursing Leadership and Practicum, student outcomes include evaluating caring in nursing, comparing leadership styles in relationship to culture, and critically analyzing effective behaviors in solving leadership issues. In NRP 455 Professional and Legal Issues in Nursing, students evaluate ethical issues and conflicts in the health care delivery. BSN/ABSN Undergraduate nursing majors are introduced to the values and ethics of professional nursing and the concept of accountability for clinical decisions as early as the orientation sessions when they learn about attendance policy, academic honesty, and the NKU code of reason, respect, and responsibility. In the initial nursing course NRS 104, students read about accountability, ethics, and the professional code of values in the BSN Student Handbook. In NRS 321/NRP 401, Professional Issues in Nursing, students participate in values clarification activities to discover the way in which values affect nursing practice and decision-making. Students also study these affective dimensions of professional development in NRS 406. Students examine ethical and legal issues more extensively in NRS 455 by offering students additional opportunities to use a systematic process in making decisions in ethical dilemmas. Values, ethical behavior, and accountability are modeled by faculty and clinical preceptors and evaluated as part of clinical evaluation throughout the BSN program. Moreover, students are expected to treat each other and faculty with dignity in classroom interactions and beyond and to represent the NKU BSN Programs in a positive manner in the community. 142

150 13c. Students can achieve the objectives in the established and published program length. RN-BSN The RN-BSN program for face/face students was designed so students could take weekly classes in one day, so that students would be able to continue working full-time. The curriculum for the RN-BSN option consists of 128 hours, allotted as follows: 60 semester hours of general education. Approximately 70% of the RN-BSN students work full-time. In the online program all students are working full-time. Since 2003 (n = 77) 95% of students were able to complete the program in 3 or 5 semesters with the exceptional year of Since 2003, (n=77) two students, stopped out for more than 2 semesters due to job changes; one of those graduating fall 2007, the second student is currently enrolled part-time. BSN/ABSN The BSN curriculum consists of 128 semester hours 58 hours of general education (core) categorized as pre-nursing and 70 hours of nursing. Nursing courses begin in either fall or spring of the freshman year and are scheduled in an eight semester full-time option starting in either fall or spring. 13d. Majority of course work in nursing is at the upper division level. Most of the nursing course work carries upper division level credit. There are several general education courses that are pre-requisite to the nursing courses. Nursing courses begin in the 2 nd semester of the students initial year, depending on whether they are part of the fall or spring cohort. 143

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152 STANDARD IV CURRICULUM AND INSTRUCTION: MASTERS DEGREE The curriculum is designed to accomplish its educational and related purposes. Criterion 14: Practice learning environments are selected and monitored by faculty and provide opportunities for a variety of learning options appropriate for contemporary nursing. MSN 14a. Agreements and contracts with practice sites are current and specify expectations and responsibilities for all parties. 14b and 14c. Adequacy of facilities used for advanced clinical practice. Clinical resources support sufficient numbers and varieties of experiences. Clinical sites for practica for graduate students are selected to facilitate achievement of program objectives and concurrently to meet the students individual professional goals within advanced practice. To that end, a variety of clinical agencies and sites are available. Faculty and MSN students collaboratively select practicum sites that are well suited to facilitating attainment of course and student-developed individual learning objectives. Students and faculty develop specific details of the practicum in consultation with the preceptor and with general agreement by the chief administrator at the agency/site. In the case of hospitals or clinics that also serve as clinical sites for BSN students, the one signed contractual agreement between school and agency suffices for MSN placement as well. Several factors determine the choice of a particular clinical agency/site: course and student objectives, suitability of client population and acuity, organizational structure, preceptor qualifications, availability of appropriate role models, quality of working relationships with staff, positive learning environment, support for the advanced practice nursing role, and traveling distance for the student. Placements outside the institution in which students are employed are preferred to allow for exposure to different nursing models, philosophies, and approaches and to facilitate freedom in pursuit of new advanced practice and advanced nursing roles. 145

153 Preceptors are selected on the basis of their academic and experiential background and willingness to serve in the role. NP preceptors must hold a master s degree in nursing, national certification and advanced practice license as a nurse practitioner or certified nurse midwife. They must have a minimum of one-year of experience in the setting in which the preceptorship will occur and must engage in exemplary clinical practice. Nurse practitioner students are expected to have both nurse practitioner and physician preceptors during the clinical courses. Although most students limit their practice site to one agency per semester, it is not unusual to rotate through one or two sites to meet course or personal learning objectives or to gain additional experiences in a particular type setting. There are written guidelines for preceptors for each major and comprehensive orientation materials available. Students in the FNP major engage in clinical learning in a variety of public and private primary care practices in urban and rural settings. Preceptors for nursing administration majors include managers of nursing units, VPs for nursing, staff development specialists to name a few. Students assist and or develop projects relative to each site. Nursing Education majors work both in the clinical areas, as well as working with experienced faculty in preparing class preparation and delivery. Clinical experiences also include an experience with staff development with regard to new nurse orientation programs and other continuing education presentations. The faculty assumes responsibility for the learning experience through pre-clinical orientation of preceptor, on-site visits, classroom discussions of clinical learning, student presentations related to practicum experiences, and analysis of clinical logs. The preceptor s role is in helping students refine their goals for the practicum, increase the knowledge and skill base, socialize into the new role, and by engaging in formative and summative evaluation. The faculty member is responsible for assigning the clinical grade with input from the preceptor and on-site evaluation of student performance. 146

154 The clinical sites used for clinical learning have approval from appropriate accrediting or approval bodies. Continued use of any site or preceptor depends on faculty and student evaluation, feedback from the preceptor and other clinical staff. Table 14.1 shows a selection of clinical sites available for use for MSN NP students. Although there is considerable competition in the greater Cincinnati region for primary care clinical sites for FNP students, at present clinical sites are adequate for all MSN majors. The clinical course coordinators make clinical arrangements for MSN students (Cheryl Swayne [NPs], Jayne Lancaster [nurse administration program] and Marilyn Schleyer, Betty Cottongim, and Joy Churchill [nursing education majors]; Table 14.2 includes examples of Clinical Learning Environments in the MSN Program: Nursing Education. Table 14.3 includes similar examples for the Nursing Administration majors. A complete list of all clinical sites will be available onsite. In guiding students through selection of an appropriate clinical agency for their clinical learning, faculty emphasize the following criteria: (1) a philosophy and goals congruent with those of the nursing program; (2) sound organizational and administrative structure, including state approval and appropriate accreditation, if available; (3) attitude supportive of higher education in nursing and advanced practice nursing roles; (4) practice that follows the standards of care; (5) opportunity to meet course and personal learning objectives; and (6) prospective preceptor s experience in this role. Table 14.1 Selected Clinical Learning Environments: MSN Program: NP Major Agency Name Location Type of Experience Provided Healthpoint Family Care Covington, Bellevue, Brooksville, KY Federally qualified primary care health center Cardiology Associates Covington, Kentucky Experience with cardiology patients Northern Kentucky Health Department Covington, Florence Experience with children, women s care, OB NKU Student Health Center Highland Heights, KY Acute care and physical examinations for college students St. Luke Hospital Pediatrics Fort Thomas, KY Experience with children, acute, chronic and well visits 147

155 Table 14.2 Selected Clinical Sites: MSN: Nursing Education Track Agency Name Location Type of Experience Provided Northern Kentucky University Highland Heights, KY Clinical experience with BSN students in NRS 196, didactic experience in NRP 434 Children s Hospital Medical Center Cincinnati OH Working with a unit based educator in an ambulatory care setting Table 14.3 Selected Clinical Sites: MSN: Nursing Administration Track Preceptor/Agency Location Type of Experience Provided Clinical Educator The King s Daughters Hospital & Health Services Madison, Indiana Competencies/Orientation & Training to Cross Train L & D Staff to Circulate/Scrub/C-Sections Assistant Principal Mariemont City Schools Nurse Manager Mercy Franciscan-Mt. Airy Nurse Manager- Emergency Department St. Elizabeth Medical Center Director of Patient Care Services Shriner s Hospital Manager-Strategic Business Service Division Kendle International Inc. (Clinical Research Organization) Mariemont, OH Cincinnati OH Covington, KY Cincinnati OH Cincinnati, OH Health Teaching JCAHO Prep: Focus-Prohibited Abbreviations SANE nurse utilization in ED Data Management in specialty institution, recruitment Clinical Research CEO-HealthPoint Family Care Covington, KY FQHC, under-served, working with non-nurse personnel; organizational development programs Director Ambulatory Care, CCDD Children s Hospital Medical Center Christ College of Applied Health Sciences Cincinnati OH Development of Mentor/Mentee Program for National Spina Bifada Association Cincinnati, OH Nursing Education Program 148

156 STANDARD IV CURRICULUM AND INSTRUCTION: BACCALAUREATE DEGREE The curriculum is designed to accomplish its educational and related purposes. Criterion 14: Practice learning environments are selected and monitored by faculty and provide opportunities for a variety of learning options appropriate for contemporary nursing. BSN 14a. Agreements and contracts with practice sites are current and specify expectations and responsibilities of all parties. 14b and 14c. Facilities used for clinical practice are adequate. Clinical resources support sufficient numbers and varieties of baccalaureate degree level experiences. RN-BSN The RN-BSN program has three clinical courses, NRP 415L Holistic Nursing Assessment Practicum, NRP 435L Community Health Nursing Practicum, and NRP 441L Nursing Leadership Practicum. Table 14.4 identifies selected clinical sites for the RN-BSN students. In NRP 415L Health Assessment Practicum, the students demonstrate their summative assessment skills by performing head-to-toe assessments on patients [number determined by level of skill and demonstrated understanding of didactic material] in clinical facilities with faculty oversight; distance students video-tape head-toe assessment of patient [reviewed by faculty] and submit to faculty. The facilities can be acute care settings, long-term settings, or community health clinics. In NRP 435L the clinical experiences include a community assessment project in which students, working in a group or as an individual, assess an at-risk population identifying at least three community nursing diagnoses. Students also complete a teaching project, identifying a learning need from the community assessment and then developing and implementing the teaching plan, focusing on health promotion to that specific population. Students identify a health screening need specific to a population, develop and conduct that screening. The students also get the opportunity to work with a community health nurse in the area. 149

157 In the last practicum, NRP 441L Leadership Practicum, students work with a preceptor in a variety of settings and identify a change needed in the setting. They develop a change project, based on a specific change theory and research. The change project is shared with the greater community via a poster presentation, the culminating event of the semester. Clinical sites are adequate and enable the students to meet the program objectives. The faculty assumes responsibility for the learning experience through pre-clinical orientation of preceptor, on-site visits, classroom discussions of clinical learning, student presentations related to practicum experiences, and analysis of clinical journals. The preceptor s role is in helping students refine their goals for the practicum, increase the knowledge and skill base, socialize into the new role, and by engaging in formative and summative evaluation. The faculty member is responsible for assigning the clinical grade with input from the preceptor and on-site evaluation of student performance. Table 14.4 Selected Practice Learning Environments: RN-BSN Program Site Location Type of Experience Provided Administrative Office of the Courts Campbell County District Court, Campbell County Designated Worker Project, 600 Columbia St., Newport, Ky Legal, health policy AHEC, North Central Area Health Education Center Brighton Center Catholic Social Services Gateway Community College & Tech College, 1030 Old State Road, Park Hills, Ky P.O. Box 325, Newport, Ky Church St., Covington, Ky One of a network in improving the health of individuals and communities by transforming health care through education Working with under-served A United Way agency serving all people without regard to race, religion, gender, age, physical ability, or financial ability Health From the Heart NKU Nurse advocacy Health Point HP Family Care, 601 Washington St., Suite 300, Newport, Ky FQHC with under-served Henry Hosea House Madonna House of No. Kentucky, Inc. P.O. Box 46901, 901 York St., Newport, Ky P.O. Box , 25 Orphanage Road, Ft. Mitchell, Ky Parish kitchen Madonna House strives to help the single young woman who has chosen to give birth and raise her child. The goal

158 No. Ky Health Dept. 634 Scott St., Covington, Ky of Madonna House is to prepare the mother emotionally, financially, spiritually, and educationally for independent living Working with lead poisoning, preventive care for women and children, WIC North Key Diane Meyer, HR Director Mental health services Pathways of No. Ky 8172 Mall Rd., Florence, Ky Step Forward Erlanger Program The Point WRAP - Women's Residential Addiction Program Erlanger Fire Department Bill Shire, City of Erlanger 104 Pike St., Covington, Ky Madison Ave., Covington, Ky Commonwealth, Erlanger, Ky The program is dedicated to offering adults and children with developmental disabilities community alternatives to institutional care, so they can live their lives with dignity, fully engaged in the community around them. Step Forward combines one-on-one efforts to encourage people to get more physical exercise with ambitious government-sponsored projects to make sure that they ll have safe places to do it. Employment and training opportunities for Northern Kentucky's residents with mental retardation and development disabilities Working with under-served with addiction and substance abuse issues Pre-hospital care BSN In the ABSN and BSN programs, clinical practica begins with NRS 196 where the students apply content learned in NRS 104 Fundamentals of Medical Surgical and NRS 100L Skills Development Lab for 8 hours a week for 8 weeks (64 hrs). The next clinical experience, NRS 296, is in the second semester of nursing courses, again combining theory (NRS 204) in intermediate medical surgical nursing and health assessment (NRS 205 and NRS 205L). This clinical experience is 8 hours a week for 15 weeks (120 hours). Clinical for the specialty areas (OB, Peds, Psych) are offered in 8 week sessions along with the theory. The clinical experience is 8 hours for 8 weeks for each specialty, a total of 128 hours for the semester. All clinical practica provide experiences in concepts and theories for direct care of patients in the community, and acute and long term care facilities for clients requiring nursing interventions for commonly 151

159 occurring alterations in health status. Students move from common health problems to more complex situations requiring increased competence, critical thinking skills and multiple advanced nursing interventions. NRS 398 Role Transition and NRP 398L Role Transition Lab and Seminar are practicum courses which provide an experience in the role of the professional nurse in a supportive environment with opportunities to manage groups of patients. The program is completed by courses and clinical in community health (NRS 404/NRS 496) and leadership (NRS 406/NRS 498). Students in the BSN and ABSN programs engage in clinical learning in a variety of public and private health care agencies in urban and rural settings. The clinical sites used for clinical learning have approval from appropriate accrediting or approval bodies. Continued use of any site or preceptor depends on faculty and student evaluation, feedback from the preceptor and other clinical staff. Appropriate clinical agencies for clinical learning are chosen using the following criteria: (1) philosophy and goals congruent with those of the nursing program; (2) sound organizational and administrative structure, including state approval and appropriate accreditation, if available; (3) attitude supportive of higher education in nursing (4) practice that follows the standards of care; (5) opportunity to meet course and personal learning objectives; and (6) preceptor s experience in the role for selected practica. The part-time clinical faculty along with their full-time faculty mentor, assumes responsibility for the learning experience through pre-clinical orientation, conference discussions of clinical learning, student presentations related to practicum experiences, grading of clinical assignments and analysis of clinical journals. The clinical faculty role is to help students refine their goals for the clinical, supervise direct patient care for compliance with standards and safety, increase students knowledge and skill base, socialize into the RN role, and complete formative 152

160 and summative evaluations. The faculty member is responsible for assigning the clinical grade with input from the preceptor and on-site evaluation of student performance. Clinical sites for many of the clinical practica are in acute care agencies. Clinical sites for community and leadership clinical courses are similar to those described in table 14.4 for the RN-BSN studnets Table 14.5 Clinical Facilities for BSN and ABSN Programs Name of Facility/Agency Location Type of Facility Children s Hospital Medical Center Cincinnati, OH Acute care Deaconess Hospital Cincinnati, OH Acute care Dearborn County Hospital Lawrenceburg, IN Acute care Good Samaritan Hospital Cincinnati, OH Acute care Mercy Hospital Anderson Anderson, OH Acute care North Key Community Care Northern Kentucky Psychiatric inpatient Children & Adolescents Shriner s Hospital Cincinnati, OH Acute care Burns St. Elizabeth Medical Center North and South units Edgewood, KY Acute care St. Luke Hospital East and West Florence, KY Acute care Summit Behavioral Health Northern Kentucky Psychiatric inpatient The Christ Hospital Cincinnati, OH Acute care University Hospital Cincinnati, OH Acute care Veterans Adm. Hospital Cincinnati, OH Acute care 153

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162 STANDARD V RESOURCES: Resources are sufficient to accomplish the nursing education unit purposes. Criterion 15: Fiscal resources are sufficient to support the nursing education unit purposes and commensurate with the resources of the governing organization. 15a. Fiscal allocations from institutional funds, not including grants, gifts, and other restricted sources are comparable with other units in the institution and sufficient for the program to achieve its goals and objectives. NKU is a state-assisted, not a state-supported university, with approximately 36% of the budget coming from state funds. The budget process for NKU is on a fiscal year cycle (7/1-6/30); however, the planning process actually begins in late fall of the previous year when the Vice President for Academic Affairs/Provost requests that each school or academic unit submit its budget requests. In the budgeting process, nursing program directors submit their budget requests to the chair. These are forwarded to the Vice Provost, who submits them to the Vice President for Academic Affairs/Provost, who forwards them to the President. Accompanying budget requests is written justification for how funding supports the University mission, strategic plan of the School, and School goals. Deans of each school/college meet with the Vice President/Provost about their budgetary need. The budget approved by the Board of Regents, is distributed according to the approved requests. The Board of Regents generally approves the final institutional budget in April to take effect on July 1, initiating the next fiscal year. Thereafter the process repeats itself. The amount available for faculty raises is typically specified early enough that faculty members are informed well in advance of signing their annual contract in late June. The increases were based on merit with a maximum of 5%. The chair uses the performance reviews and annual evaluation of faculty to determine the proportion of salary adjustment for each. For both 2005/2006 and 2006/2007 equity was provided to nursing faculty who were the farthest from the College University Professor Association (CUPA) average in an effort to raise them to at least 155

163 90% of CUPA. Currently all new faculty positions will be brought in at CUPA salary mean, with equity goint to those faculty who are below the CUPA mean. Table 15.1 NKU Nursing Faculty Salaries Compared with AACN, CUPA, & Faculty Salaries (12 month salaries have been converted for comparison) Faculty Rank NKU Nursing Mean CUPA (Nursing) Mean AACN* Mean Doctoral AACN * Mean Non-doctoral Lecturer/renewable $43,737 $48,143 $50,762 $49,744 Assistant Professor $49, 970 $56,756 $61,145 $53,350 Associate Professor $59,285 $67,713 $71,049 $60,128 Professor $74,936 $84,923 $87,181 $64,462 *American Association of Colleges of Nursing, full-time faculty in the Southern region by rank, type of institution and degree level Table 15.2 compares the salaries of instructional, tenure-track, academic year nursing faculty to similar faculty in three other NKU units: Psychology, music, and education. In making this comparison of faculty salary data, the particular units were chosen for the following reasons: (1) the Psychology Department is the other unit with the most faculty practice and research, including theses/student projects; the Music Department enjoys a low faculty-student ratio for its lab sessions; and the College of Education is a unit who has students supervised in practica and a similar instructional workload, accordingly. As is evident from Table 15.2, NKU nursing faculty salaries are lower than the majority of faculty- both from an external view and internal view. Faculty salaries, even when annualized, are lower than those in the clinical arena who have comparable academic and clinical experience histories. When compared with junior mastersprepared faculty, many new BSN graduates earn more; when compared to FNP graduates, nurse practitioner faculty earn as much as $20,000 less annually, despite more years of clinical experience or more advanced degrees. Five nursing faculty have left NKU since 2001, citing higher salaries at their new positions as rationale. Low salaries, in comparison to the local clinical arena, have been cited as a reason for failure to recruit qualified faculty. 156

164 Table 15.2 NKU Nursing Faculty Salaries in Comparison with Other Full-time Instructional, Tenure-Track Faculty at NKU- Academic Year Appointments Faculty Rank Nursing Psychology Education Music Lecturer/renewable $43,737 $39,995 $40,795 $31,933 Assistant Professor $49, 970 $55,894 $45,638 41,219 Associate Professor $59,285 $61,406 $55,376 $59,454 Professor $74,936 $82,253 $80,519 $74, 394 Reflects 12-month faculty with salary adjusted to 10 month figure for comparison 15b. Responsibility and authority of the nurse administrator and involvement of the nursing faculty in budget preparation are evident. The SNHP has its own budget, managed by the Chair, which includes personnel services, operating expenses, supplies/materials, repair/maintenance, telecommunications, instructional travel, and faculty development. Each nursing department faculty discusses their budgetary needs with their program director. The Chair submits a prioritized list of needs, which are discussed in a group meeting with the program directors, prioritized, and submitted to the Vice Provost. The Vice Provost prioritizes the requests from all departments for submission to the VP/Provost. Again, the congruence with the mission and the 5-year strategic plan drive decisions about the budget requests. Un-funded items from the previous year s list are added as appropriate. 15c. Resources are adequate to support faculty development, research, instruction, practice activities, and community and public service. NKU Research Grants and Contracts is responsible for coordination and oversight of the Faculty Research Program at NKU. The Office of Research, Grants, and Contracts (RGC) is committed to supporting research and scholarly activities throughout the university community and to increasing external support for research, university programs, and service activities while maintaining compliance with all Federal, state, and institutional requirements. In addition, 157

165 Faculty Benefits, a subcommittee of the Faculty Senate gives awards for fellowships, sabbaticals and faculty grants each year. NHP has a representative on that committee, and other faculty participate in the subcommittees for decisions about grants, fellowships and sabbaticals. Guidelines are available on the web site: SNHP faculty have frequently been awarded fellowships, grants and sabbaticals. A complete list of scholarly activities and research will be available in the documentation room. The Research Collaborative is a nursing initiative that supports research both for nursing faculty and students, as well as area nursing. Judi Frerick and Kim Dinsey-Read are the PIs for this partnership grant: /NKNRC_home.htm. This research effort was recently awarded the Research Advancement award by Sigma Theta Tau (STT) International in November Table 15.3 Research/Partnership Grant Funding for Nursing Faculty Year Recipient Topic 2007 Judi Frerick Coalition for the Prevention and Treatment of Lead and Kim Poisoned Children in Northern Kentucky, in partnership with Dinsey- the Northern Kentucky Independent District Health Department Read and several other organizations, will implement communitybased, primary and secondary prevention strategies designed to reduce and ultimately eliminate the presence of lead in local areas designated as high risk for lead poisoning Judi Frerick and Kim Dinsey- Read Northern Kentucky Nursing Research Collaborative will conduct research workshops, seminars, and professional meetings to introduce nursing research to novice researchers and students while providing advanced research opportunities for experienced nurses. It will prepare nursing graduates to function as researchers, expanding their employment opportunities and career mobility, while assisting community healthcare partners in developing nursing research at their facilities and addressing the shortage of nursing researchers in Northern Kentucky Adele Dean The "Pathways to Nursing" program intends to encourage high school students to pursue careers in nursing by providing both academic and clinical experiences that include participation in the Freshman Academy at Simon Kenton High School, Nurse Amount of Grant $68,971 $45,906 $61,

166 2004 Marian Cummins 2003 Louise Niemer 2002 Denise Robinson, Carrie McCoy, Cheryl Swayne Career Days, and Summer Nurse Camp. By inspiring and motivating high school students to choose nursing, this program will improve the health of the Northern Kentucky Region in future years. Expanded Women s Health Care Initiative, with Transitions, Inc.; Welcome House; Women s Crisis Center. Health disparities continue to exist among segments of the population. Women in vulnerable situations, such as those in treatment for substance abuse, those who are homeless, and those who are victims of intimate partner violence, are particularly at risk for health problems and disparities. Due to multiple barriers to care these women have significant difficulty utilizing the health care system, and may use it inappropriately. Organizations that interface with these clients can improve services and help eliminate disparities through a collaborative approach. Expanding School-based Prevention Strategies, with the Newport Independent Schools School Based Health Center Collaborative. It has been demonstrated that better academic outcomes correlate with fewer days of school missed. Additionally, lower rates of absenteeism improve per diem state funding. Multiple school days can be missed because health resources are not available, or a provider cannot immediately accommodate the child. Additionally, parents may be uncertain if a child s status warrants missing school and/or a visit to a provider. School-based health clinics (SBHC) were implemented in the 1990s in response to high rates of absenteeism and hardships created on families who lacked resources. Their efficacy in this regard has been demonstrated. The Newport school system serves a predominantly impoverished inner-city population. It established two SBHCs in 2000 which have proven effective in providing timely care for common health problems, promoting healthy behaviors, and reducing school absenteeism. Health Scan Health Screening: Community Area Network, with Healthpoint Family Care and Northern Kentucky Health Department. Often low-income people do not receive the necessary screenings for various conditions and diseases, as they lack health insurance. This project developed a Health Screening Community Area Network (HEALTH SCAN) Partnership to provide screening to 1,000 under-served residents. They are screened for skin, colorectal, breast, and prostrate cancers, as well as for heart disease, osteoporosis and chronic lung disease. The project provides training, screening, and data analysis while also providing service-learning opportunities for NKU nursing students. This project works to create healthier communities and overcome complex societal problems through collaborative solutions that bring communities and institutions together as equal partners and build upon the assets, strengths, and capacities of each. $59,100 $30,174 $56,

167 Other Faculty Awards NKU also funds other awards annually: Excellence in Teaching, Outstanding Advisors, and Outstanding Professor. Alumni awards are also available and several nursing faculty have been recognized for that award. Kim Dinsey Read and Judi Frerick, Assistant Professors in SNHP have both been recognized for their work. Regents Professor, the highest award to a faculty member is also available. As shown in Table 15.4 nursing faculty have received several such awards. A complete list of awards for faculty will be available in the documentation room. Table 15.4 Nursing Faculty Receiving University Awards for Teaching, Research/ Publication, and Service Year Faculty Member Award Received 2008 Kim Dinsey-Read Outstanding NKU Alumnus 2007 Denise Robinson Regents Award FacultyExcel/fac-excel.htm 2007 Sallie Parker Lotz Outstanding Advisor (Primary Role) 2007 Judi Frerick Outstanding NKU Alumnus Support for International Exchanges & Study for Faculty & Staff: International Programs/Cooperative Center for Study Abroad is coordinated by the Office of International Programs, BEP 301. Through membership in several consortia, and its own exchange agreements with foreign universities, NKU provides its students with a variety of opportunities for study throughout the world. Adele Dean, offered a study program in Mexico, summer 2007 on the following topics: Women's Health Issues in Mexico and Traditional Mexican Medicine. JoAnn Randolph, a previous faculty member offered a study course in London. Support for Community Service Community service is a concept embraced by the University. NKU seeks to provide communities and employers with graduates who exhibit professionalism, responsibility, service, 160

168 leadership, and integrity (NKU Mission). Denise Robinson was a member of the Shape committee which sought to develop ways NKU should support civic engagement and build civic engagement into the foundation of NKU policies (2006). Reappointment, Promotion and Tenure criteria also were updated in 2006 to reflect civic engagement. A review of faculty vitae (available on site) will provide convincing evidence of the support given by the University to community service. All nursing faculty provide service to the professional community and/or the public as a consultant, care giver, educator, or leader. More information concerning civic engagement can be found: Support for Faculty Practice There is currently no formal policy related to faculty practice; however, there is informal support for clinical practice as often as one day/week with the stipulation that (1) the practice is scheduled in a way consistent with honoring one s job commitments at the University and (2) the faculty member is accessible by telephone in an emergency. Faculty may retain any salary gained from such practice. The University s policy on consulting for compensation (also relevant to clinical practice) is discussed in the faculty handbook under Part 2: IV Policies and expectations for outside activities (page 98 of PDF). Most faculty engage in some form of clinical practice to maintain nursing expertise. All clinical faculty engage in annual clinical updates on their assigned units. Nurse practitioner faculty must engage in clinical practice at least 1000 hours every five years in order to maintain their certification. Currently the majority of NP faculty maintain a faculty practice. Several NP faculty provide care in the NKU Student Health Center (Linda Dault, Marilyn Lottman, Denise Robinson, Cheryl Swayne). Support for Teaching with Technology: All full-time faculty in the SNHP have completed Blackboard orientation both from a pedagogical and technical perspective. Part-time faculty are mentored one-on-one by full-time 161

169 faculty; some part-time faculty have completed instructional classes through Professional and Organizational Development (POD). Since the Fall 2007, NKU has made available online assistance to faculty (as well as students) in the form of videos and online resources for a wide variety of topics. In addition the SNHP is planning an orientation site for faculty a one-stopshop that will access the University resources, but also will address teaching needs and other particulars that more specific to nursing and the health professions. A Blackboard shell will be utilized to compile these resources. The SNHP has a ½ time instructional designer who began Fall She will be working with Judi Frerick to develop a comprehensive plan for technology for the SNHP. While the SNHP has incorporated technology into courses, the services of an instructional designer will assist the faculty to provide the next level of technology in their teaching. In addition, quality evaluation of courses will also be incorporated into the plan. Support for Faculty Development Faculty development through attendance at conferences or participation in scholarship is supported through release time so long as suitable coverage of classes or clinical responsibilities can be arranged. Notices of faculty development opportunities are shared with faculty. Limited funds are available for faculty development in terms of travel. The Chair determines how these funds will be awarded; faculty submit their requests to the Chair. The Chair maintains a database of past development funding, so fair distribution of monies is made. In Summer 2007, the SNHP supported a conference on the use of conceptual maps in lieu of nursing care plans. Overall Adequacy of Support for Resources Overall support for the variety of services available to SNHP is adequate. As the School of Nursing and Health Professions transitions to College status, areas where additional resources are needed, such as development, advising, research/grant and data management support, will be requested. A continued focus will be placed on faculty salaries, as salary compression and the 162

170 higher salaries in the marketplace make it difficult to be competitive. The Chair and the Vice Provost will continue to provide data and make the case for salary adjustment. STANDARD V RESOURCES: Resources are sufficient to accomplish the nursing education unit purposes. Criterion 16: Program support services are sufficient for the operation of the nursing education unit. 16a. Administrative services are available as needed. Administrative Services include those university services that support the endeavors of the nursing unit in the areas of information technology, legal affairs, teaching/learning effectiveness, institutional planning and policy analysis, university advancement, and finances. Table 16.1 identifies the various support services available to nursing faculty. Table 16.1 Support Services Available to Nursing Office Office of Information Technology (IT) Professional and Organizational Development (POD) Office of University Marketing and Communications Academic Affairs Services Available The IT staff, under the direction of the University s Chief Information Officer, Associate Provost Tim Ferguson, provides management of all technical hardware facilities and computer software support on the campus. Smart classrooms are electronically enhanced lecture halls and classrooms. These rooms create new opportunities in teaching and learning by integrating computer, multimedia and network technology. All classrooms at NKU are smart classrooms. POD provides a one-stop resource for faculty and staff. POD is located in Suite 220 on the second floor of the Steely Library. It has classrooms and conference rooms that were designed for the purpose of supporting faculty and staff technical training and professional development workshops and events. POD serves NKU by helping faculty and staff in four areas: Instructional development, Faculty development, Curricular development, Organizational development. This office, directed by Vice President Rick Meyers develops comprehensive integrative communications and marketing strategies to support initiatives that are central to the University's mission. Working with teams across campus, Marketing and Communications extends and reinforces the goals and identity of the University through various media. Services available include marketing, media relations, publication design, writing/editing and photography. This office provides oversight for the full complement of NKU's academic programs and support services. The primary purpose is to support the success of faculty and students who are engaged in the central mission of Northern Kentucky University: Sound academic preparation of our students for a lifetime of learning, professional achievement, personal satisfaction, and public engagement. 163

171 Office of Institutional Research Office of Legal Affairs and General Counsel Government and community Relations: Vice President Joe Wind Office of Student Success Office of Student Affairs Office of University Advancement Reporting to this office are the deans of the College of Arts and Sciences, the College of Business, the College of Education & Human Services, the College of Informatics, the Salmon P. Chase College of Law, and the School of Nursing & Health Professions. Director Daryl W. Wright: The mission of this office is to provide information and analysis to help Northern Kentucky University accomplish its goals. The office also serves as the contact for official statistical information about the university. The following are examples of the types of information and analysis that the Office produces: Enrollment reports by students demographic and academic characteristics., analytical studies of student persistence and graduation, and Enrollment and graduation reports and by college and department. Attorney Sara Sidebottom serves as Director of Legal Affairs. She provides legal counsel and advice to the NKU Foundation and the University administration and faculty on institutional policies and procedures, provides summaries for important legal principles and trends affecting the institution, coordinates with other institutional attorneys, and oversees contracts, including those for clinical placements of nursing students. The Office of the Vice President for Legal Affairs and General Counsel represents NKU in litigation matters, administrative proceedings and significant commercial transactions in a manner that supports the mission of the University. The office strives to provide timely and accurate legal advice and information to University administrators, faculty, and staff while minimizing legal risks and costs to NKU. Nursing utilizes legal affairs to review contracts and provide guidance in issues that could end in litigation. The Office of Government and Community Relations is the University s primary liaison with government at the local, city, state, and federal levels. Through direct contacts with elected officials as well as through statewide and nationwide educational organizations, the office represents our students, faculty, and staff. This office provides NKU with an enhanced presence in the region, educating the external community about University priorities and increasing visibility and funding opportunities in areas where the University s expertise matches regional and state needs. In working with federal, state and local entities, the office seeks opportunities to collaborate with government agencies and external organizations to advance NKU s capabilities and help meet the critical needs of the Commonwealth of Kentucky and the region. Nursing works with this office in the development of earmarks and other issues that may need legislative assistance. The Dean of Students Office serves as an advocate for students in all matters relating to the University. The office coordinates the resolution of issues that arise between or among faculty, staff and students through the administration of the student discipline and student grievance process. The Dean of Students Office also provides leadership and direction for supplemental instruction and peer mentoring programs These areas promote the learning and personal development of students through an array of supportive services, programs, activities, and facilities designed to promote active student involvement in the life of the institution, and responsible citizenship in the campus and surrounding community. University Advancement is responsible for engaging the University's constituencies, both internal and external, in meaningful and enduring relationships. It achieves this mission through marketing, communications, alumni relations and by fostering philanthropic support for the University. The University Advancement Division comprises the Office of University Development, the Office of Marketing and Communications, the Office of Alumni Programs, the Office of Special Events, the NKU Foundation and WNKU 89.7 the University's public radio station. 164

172 Office of Administration and Finance Educational Outreach - Vicki Culbreth Graduate Center/Graduate Programs - Patricia E. Griffin, Director Office of Planning, Planning and Budget These offices work together to implement a comprehensive advancement plan that enables NKU to fulfill its mission of becoming a preeminent learner-centered, metropolitan university recognized for its contributions to the intellectual, social, economic, cultural and civic vitality of its region and of the Commonwealth. Under the direction of Vice President Gerard St. Amand, University Advancement has become one of NKU's fastest-growing and most integral units. Mr. Kenneth Ramey, Vice President and Treasurer of Business and Finance, serves as leader for this office. This office provides quality service through sound fiscal stewardship and proficient management of the institution s human, financial and physical resources. Educational Outreach supports working and extended campus students through online programs, The Program for Adult-Centered Education (PACE), and early college enrollment for high school students. Educational Outreach also operates two extended campuses, one in Grant County and one in Covington. Graduate Dean and Associate Provost for Research - Salina Schrofel The mission of the Office of Graduate Programs is to advance and support high quality graduate education. This is accomplished by encouraging and supporting the development and delivery of outstanding graduate programs as well as contribute to the recruitment, admission and retention of well-prepared and successful graduate students. The office of Graduate Programs also contributes to the development and fair enforcement of policies related to graduate students and graduate programs. Director, Sue Hodges Moore This office provides assistance in strategic planning, policy development and budget for the University 16b. Clerical services are available as needed. Five individuals are employed in clerical positions in the nursing. Two academic assistants (Georgeanne Nagel, Barb Korpik) complete the administrative jobs such as purchasing, online schedule development, faculty evaluations, hiring paperwork, and maintenance of faculty/staff files. One full-time secretary serves as the MSN resource (Samilla Dunn), one fulltime secretary for the BSN program (Sheree Derrick) and one part-time secretary for the ABSN and RN-BSN (Jan Stegner). While advising is not considered clerical, adequate advising assistance is critical to guiding students in their field of study. The SNHP has an outstanding advisor, Sallie Parker Lotz who works primarily with pre-nursing students. Compared to other units of comparable size, 165

173 nursing is limited in advisors. The recommended number of advisees for an advisor is recommended to be 300 by the National Academic Advising Association (NACADA). Ms. Lotz sees more than the recommended number of advisees on an annual basis. In addition, the number of students per instructional faculty that is recommended by NACADA is 20. Some nursing faculty have many more advisees. The College of Informatics, a newly developed college with roughly the same number of students, has several more advisors. This deficiency of advisors will be addressed in the transition to College status; additional advisors will be requested in the 2008 budget process. STANDARD V RESOURCES: Resources are sufficient to accomplish the nursing education unit purposes. Criterion 17: Learning resources are comprehensive, current, developed with nursing faculty input, and accessible to faculty and students. 17a. Instructional aids, technology, software, and hardware, and technical support are available in sufficient quantity and quality to be consistent with program objectives and teaching methods and available to assist students and faculty experiencing difficulty using technology. Instructional technology in the form of hardware and software is sufficient and appropriate for program needs, with the exception that the computer lab is inadequate for online testing for groups larger than thirty. Computers are installed, serviced, repaired, and replaced by the Office of Information Technology. Moreover, that office provides extensive technical support through the helpdesk and the technical staff. Information Technology provides a wide range of services to the campus community. The goal of IT is to work efficiently to meet the needs of the University. IT resources are used to provide five broad categories of service: 166

174 Provision and support of standard equipment in classrooms, computing labs, and faculty/staff offices Management and maintenance of central systems and infrastructure Expansion, development, and/or implementation of new or existing systems and functionalities Training related to supported software and instructional technology Management of the University's public cable television presence Office Professional and the most current Windows operating systems, SPSS, Netscape, Internet Explorer, and Blackboard software is centrally provided. NKU has several networks, which include the Main Campus, Chase, the Dorms, and each offcampus site such as the Covington branch. The NKU main campus network runs at 100 megabytes per second, but speed of the wireless network depends on where you are located. NKU currently has three different types of networks on campus. These include power-line networks, wireless networks and phone-line networks. Information about the NKU Network Infrastructure: NKU has a 40 Mb Internet connection coming in on 100 meg Kentucky Postsecondary Education Network (KPEN) fiber link. The NKU network is protected by firewalls. IT manages over 85 servers consisting of OpenVMS, Windows 2000 and 2003 Server, Windows NT 4, and Red Hat Linux operating systems. Server functions include central mainframe, , web servers, FTP servers, Microsoft Exchange Server, Microsoft SQL Servers, DNS, server applications, and file and print services. 167

175 Network-related services provided to the campus community include accounts, network file storage, personal web site hosting, Blackboard accounts, Norse Express accounts, Mailservs, etc. NKU has a campus-wide license for Norton Antivirus. Each computer is set to perform a real-time update when new virus protections are released. NKU has implemented a Virtual Private Network (VPN) as a means to provide Faculty, Staff and Students with a secure connection to the NKU Intranet. Using VPN technology remote users can access the NKU network and databases from home via the Internet. It is designed to address data confidentiality, integrity, authentication and key management, in addition to tunneling. 17b and 17c. Learning resources (library, skills laboratory, computer laboratory, etc.) are current and comprehensive to meet nursing education unit purposes. Resources to support learning are adequate and accessible to nursing students both in face/face mode or online. Details follow to substantiate this statement. Library With the availability of electronic access, the library site is available 24/7. The library itself is open: REGULAR HOURS (AUG 20 - DEC 14 ) Monday - Thursday 7:30 a.m. - Midnight Friday Saturday Sunday 7:30 a.m. - 5:30 p.m. 11:00 a.m. - 5:00 p.m. 12:30 p.m. - 1:00 a.m. *May vary on holidays and over breaks. 168

176 The Existing Collection and Database Access The library currently houses over 917,192 volumes (in all formats; 311,155 volumes for books only) and 1,729 periodical subscriptions and access to over 48,000 electronic periodicals through online databases. The library is working to identify a core collection (may be print or electronic) in each discipline. This core is supplemented with document delivery services. The library has access to full-text journals available in databases such as CINAHL, Health Source Premier/Academic Edition, National Library of Medicine, Psychology and Behavioral Sciences Collection and ProQuest s Dissertations & Theses, and to abstracts in Medline, to name just a few. CINAHL with Full-Text is the world's most comprehensive source of full-text for nursing and allied health journals, providing full-text for more than 520 journals indexed in CINAHL. This authoritative file contains full-text for many of the most used journals in the CINAHL index with no embargo. With full-text coverage dating back to 1982, CINAHL with Full-Text is the definitive research tool for all areas of nursing and allied health literature. Through the Steely Library Liaison program, each library faculty works in a partnership with the teaching faculty of one or more academic departments. The program serves as a communications vehicle between the two groups. Both library and teaching faculty share responsibility for developing the library collection, working to ensure that the library collects to meet the needs of the department's curriculum. Liaisons serve as materials' selectors, monitor the approval plan, and assess collection strengths and weaknesses. Liaisons work to keep their department(s) up-to-date on library policies, services, collection issues, budgets, pricing trends, and new information resources. The program also strives to improve services to the colleges and departments on campus, as well as increase collaboration with departments in curriculum development. As new programs or courses are developed, the library liaison assesses the strength of the holdings to determine if they are adequate. Given the ability to access most, if not all items, the library collection for nursing is adequate for both face/face and online students. 169

177 Faculty must show a valid NKU I.D. at the Circulation Desk and then may check out circulating library materials for one semester. All materials loaned to faculty are subject to recall if requested by another person. Faculty members are encouraged to have no more than 25 items checked out of the library at any given time. At the end of each semester, faculty will receive a list of all materials due; items are due by the last day of final exams. Faculty may also check out materials from libraries in the Southwest Ohio and Neighboring Libraries (SWON) and all Kentucky state supported universities. Steely Library offers both electronic and traditional reserve services, making items on reserve available for distance students. Steely Library offers a strong collection of reference and research guides selected and organized to correspond to NKU's curriculum. The online collection is available through the Databases link on the library's home page, Interlibrary Loan services enable NKU faculty, staff and students to supplement the library's resources by requesting materials from other libraries. Requests, for interlibrary loan materials, can be made using the ILLiad interlibrary loan system or the Document Delivery service. This service expands access to resources not available through Illiad. There is no charge to faculty or students in most instances. The library also subscribes to a copyright clearance center so copyright issues are addressed. Books, microforms, videos, and other non-electronic items can be picked up at the main Circulation Desk. Articles delivered electronically are available via ILLiad. Ingenta offers NKU faculty access to articles from over 27,000 journals and scholarly publications. Many of these materials are delivered immediately, as online pdf files. Non-electronic documents are sent to users via fax. Fax copies are available within 48 hours, Monday through Friday 170

178 Special Collections & Archives holds books, manuscripts, artifacts, ephemera, and photographs pertaining to Kentucky history, Appalachia, the creation and development of NKU, the Ohio River Valley, genealogy and Kentucky natural history. Of particular interest are 3,000+ original steamboat photographs and a significant oral history collection. Notable manuscript holdings include Congressman Gene Snyder's papers, a small collection of Simon Kenton documents, research materials of Harry M. Caudill, and Taylor, Bruce, and Southgate family papers chronicling the early history of northern Kentucky. Up until Spring 2006, the library housed the collection of Investigative Projects, which were completed by the MSN students. Beginning in 2006, all past projects were scanned and made available in the NKU catalog system. From 2006 forward, all IPs are loaded into ProQuest, an online dissertation and theses database. This permits the sharing of the IP worldwide to anyone who access to ProQuest. The Learning Resource Collection, located on the fourth floor of Steely Library, contains materials vital to the teacher education program at NKU. Materials in the LRC include books for children and young adults, textbooks, supplementary materials for classroom use (games, recordings, videotapes, kits, etc.), curriculum guides, picture and poster files, publishers' catalogs, and testing materials Funding Formula The amount of funds dispensed for new print material varies each year based on the total budget but is derived by taking the amount in the budget remaining after serial subscriptions, reference materials, and interdisciplinary materials are deducted. The allocation for each discipline is based on the number of majors, number of credit hours generated and the average cost of material in the discipline. The funding allocation for SNHP for is $14,000 (as compared to $12,300 for 06-07; and $12,950 for 05-06, and $10,100 for 04-05). This amount is 171

179 used for print materials as well as for multimedia resources which are housed in the media collection. The NKU Library is part of the State Assisted Academic Library Consortium of Kentucky which helps in the purchasing power of the library, and permits the sharing the cost of some of the larger databases amongst libraries in the state; purchasing such items alone, NKU would not be likely to afford. Frequently Steely Library gets trials of databases. One recent trial was the Cochran Library. This trial went well, and the Cochran database is a high priority for the state consortium. Maintenance of the Collection There is a written policy for collection evaluation (available on site) that is used to maintain currency in the collection balanced with historical resources. One resource, NetLibrary, offers collections of electronic books and culls offerings every 5 years. In addition, as new editions replace older editions, culling normally is done. Culling has not been a critical issue for nursing as space has not been an issue. As the library goes more toward an electronic collection, culling of the print resources is not a major focus of the resource committee. Nancy Campbell, the library liaison to nursing, shared that most students prefer online resources when given the choice. Research & Instructional Services Information Literacy is an integral part of NKU s academic programs. All students enrolled in the freshman composition course are required to complete a library skills unit called Access. Additional instruction is provided to students enrolled in the nursing research courses related to literature searches and the databases for evidence based practice. Members of the Research and Instructional Services faculty are available to provide personalized assistance to students as well as faculty and staff on project research strategies and techniques. Faculty frequently use the information literacy services; a class meets in the library and instruction is 172

180 given relative to the specific class assignment. Library faculty also collaborate with nursing faculty on curriculum and course design. Students can schedule individual research consultation appointments at their convenience. Research assistance is available in person, over the phone, by , or through instant messaging. Additional projects are underway involving research assistance via Blackboard and the development of online tutorials and subject portals. 17d. Mechanisms by which nursing faculty have input into the development and maintenance of learning resources. The Resource committee for the SNHP is comprised of faculty from all programs in the School. Faculty submit their requests for print/multi-media items. The Resource committee maintains a list of the current collection in nursing and determines where new purchases should be made. Request forms are completed and forwarded to the library. Faculty may request purchase of audiovisuals through the instructional budget request which occurs every fall. Cheryl Volpenhein, the lab coordinator, keeps a wish list of items that faculty have requested. When the request for instructional equipment is made, Cheryl provides the information necessary for submission of the request. Each department submits their requests to their respective Dean, and decisions are made at the Dean and Provost level based on those requests. In , SNHP submitted requests of $26,500 and were funded for $25,000. This money will provide support for high fidelity simulators by adding additional computers and other resources for their use. Faculty who have recently been awarded grants have been able to purchase additional resources for the SNHP, such as a streaming server or a slide scanner. As the number of grants by nursing faculty increase, additional resources will be available. 173

181 STANDARD V RESOURCES: Resources are sufficient to accomplish the nursing education unit purposes. Criterion 18: Physical Facilities are appropriate to support the purposes of the nursing education unit. 18a and 18b. Physical facilities include classrooms, laboratories, multi-media facilities, conference rooms and office space. Physical facilities, instructional and noninstructional, are adequate for the nursing education unit at whatever site the graduate nursing program is offered. Skills Laboratories There are four skills laboratories in the Health Center. The labs are used for instruction, practice, and evaluation of physical assessment and technical skills. Two of the labs are set up for use with the Simulation dummies, in small, mock hospital rooms. The larger laboratory includes ten hospital beds and bedside units. One small exam room attractively equipped as a primary care setting is widely used. The larger lab includes a medication cart and limited durable medical equipment. There is ample storage. There are ample manikins and models for student use; however, students work extensively with their human lab partners in learning non-invasive skills. Furnishings in the skills lab are outdated but functional; the new Health Innovation Building will have new equipment, including a simulated ICU room. There will be thirty individual cubicles furnished with exam tables or hospital beds. Wall-mounted equipment to facilitate assessment and special lighting will be available. A simulated nursing station and medication delivery station will be included. Computer Labs The office of Computer Support Services maintains numerous computer labs on the main campus. There are approximately 711 computers available to students. Most labs are equipped 174

182 with a teacher s station and ceiling mounted projection device, a high-speed black and white printer and a high-end color laser printer is accessible in the 24-hour lab. Standards for lab machines require a minimum configuration of 15-inch flat screen monitors, CD writers and zip drives. Software loads include Microsoft Office and virus scanning utilities. Additional software is provided based on the use of the lab. Physical facilities The School of Nursing and Health Profession is located primarily on the third floor of the Albright Health Center. The Health Center was completed in the spring of 1984, but has had revisions to update it since. The School of Nursing and Health Professions occupies approximately half of the net square footage available in the building, with the space being mostly for the Nursing programs. The Albright Health Center also houses the Physical Education Department. The lower level of the Center houses the Campus Recreation Center with a swimming pool, exercise facilities and a gym. This center and facilities are available to the School of Nursing and Health Professions faculty and students as well as the university at large. Office Space and Office Equipment The School of Nursing and Health Professions has two offices for the Nursing programs. On the third floor of the Albright Health Center is the BSN office which contains the desks of the program secretaries. The BSN Program Director and Academic Secretary have private offices located within this office. This suite also includes a storage closet for office supplies, a copy machine, faculty mailboxes, and a faculty workroom with a fax machine and BSN student files. The second office suite is located on the second floor of the Albright Health Center and is the administrative office and the MSN office. This suite has desks for the MSN program secretary and the graduate assistants. The main suite area also has a small lounge area with a microwave and refrigerator and a waiting area for those who have meetings with faculty. The Chairperson, 175

183 Assistant Chairs, MSN faculty and academic secretary all have private offices within this suite. There is also a conference room available, which can be scheduled for faculty or class meetings. BSN faculty office space is located on the third floor of the building. There are twentyeight BSN offices. The full-time faculty occupy private offices while part-time faculty share office space. The lab coordinator is provided office space in the hallway adjacent to the Nursing Computer Lab. Office equipment for faculty includes a desk, file cabinets, bookshelves, two chairs, a computer with Internet access and a telephone with voice mail. The equipment is adequate to support the teaching programs. Instructional Space The School of Nursing and Health Professions has classroom space on the second and third floors of the Albright Health Center. The Nursing programs have dedicated classroom space on the third floor; however, they have access to the second floor classrooms in the evenings. The available classroom space includes a large auditorium, two large classrooms, four skills laboratories, a computer lab and a three conference rooms. The large auditorium seats 150 students with accommodation for four additional students in wheelchairs. The two large classrooms can each accommodate thirty to forty students based on configuration. The auditorium and classrooms are considered smart classrooms. Smart classrooms are maintained by the Office of Information Technology; they include a computer system, ceiling projector, VCR/DVD player, instructor s station, electric screen, speakers, and miscellaneous cabling. State of the art technology allows for a more interactive and stimulating learning environment. These classrooms also each have electronic and standard dry erase boards. There are three conference rooms available, which can be used as student instructional space if necessary. Two are located on the third floor; one accommodates ten people and the other up to twenty. The third is located on the second floor and accommodates fifteen people. 176

184 These are often used for clinical groups or supplemental instruction sessions, as well as faculty meetings. Storage Space Equipment and instructional materials are housed in the skills laboratories and in a storage room adjacent to the auditorium. A media storage room is located in the computer lab. A list of instructional materials will be on exhibit. In addition, there are two small storage areas available for files and other archives. These storage areas, while small, provide sufficient space for storage of the Nursing programs at this point in time. Non-Instructional Space The School of Nursing and Health Professions has non-instructional space for students and faculty. The major non-instructional space for students is a student lounge located adjacent to the large auditorium. The comfortable lounge consists of one room with sofas and chairs, a lunch table, a refrigerator, and a microwave. Nearby the lounge are restrooms and vending machines. There is also a study area located near the main staircase entrance to the third floor. The hallways of the second and third floors are lined with seating available to students as they wait for classes or meetings with faculty. There are also several desks to be utilized by students for studying. The hallways also have bulletin boards dedicated to each cohort for class announcements and general program announcements. A new University Center is being built across from the Albright Health Center, and will provide additional space for meetings as well as more recreational and meeting space for students. It is scheduled to open Fall A faculty lounge is located on the third floor of the Albright Health Center in a hallway lined with faculty offices. The room has tables and chairs, two microwaves, a coffeepot, a sink, two burners, a small refrigerator and a full-size refrigerator, as well as a sofa. For faculty 177

185 convenience, a printer and small workstation is located in the lounge. Another small faculty lounge (which can also be used as a small conference room) is located in the MSN office suite on the second floor of the Albright Health Center. The Northern Kentucky Nursing Research Collaborative and Kentucky Association of Nursing Students (KANS) share an office on the 3 rd floor. The NKNRC has placed nursing research posters in the stairwells to highlight the research being done by students and faculty. Currently space in the Albright Health Center is limited. The ability to split classes into smaller groups or at times to find additional classrooms is very difficult. NKU as a University is underbuilt based on the numbers of students. As mentioned before, a Health Innovation Building has been identified as one of the top projects for Kentucky by the Council on Postsecondary Education. The Chair and the leadership team will be meeting with space planners and Mary Paula Schuh, Director of Campus and Space Planning, to identify what the needs of the SNHP are for the new building. It is hoped the building will be approved in the legislative session in Spring Additional detailed designing and planning will occur once the building gets funded. Faculty will have the ability to fully participate in the planning and design process. 178

186 STANDARD VI INTEGRITY: Integrity is evident in the practices and relationships of the nursing education unit. Criterion 19: Information about the program, intended to inform the general public, prospective students, current students, employers and other interested parties, is current, accurate, clear, and consistent. 19a. Policies and procedures are published for all educational activities that have implications for the health and safety of clients, students, and faculty. Policies and procedures related to safety factors for clients, students, and faculty are located within the BSN Nursing Student Handbooks and the Graduate Nursing Student Handbook, as well as in the SNHP Faculty Handbook. An injury/incident policy, procedure, and report are included in the handbooks to provide for careful documentation and appropriate follow-up of student care. BSN, RN-BSN and ABSN students are required to submit documentation of health status, current CPR certification, TB skin test or chest X-ray results, health insurance coverage, and immunizations. RN-BSN and MSN students are required to submit a copy of their state license to practice nursing prior to the initial clinical rotation. MSN and Post MSN students may be required by clinical agencies (such as Children s Hospital Medical Center) to provide documentation of health status or immunization status. It is the responsibility of the student to provide this information to those agencies. Documentation of these items is maintained in the student database in the School. Malpractice coverage is provided to students and faculty in clinical courses. Students pay a nominal fee ($18) for each year of malpractice coverage. Students are required to participate in training on the Health Insurance Portability and Accountability Act (HIPAA). Undergraduate students also view a required video related to HIPAA prior to their initial clinical rotations. Undergraduates also are required to undergo Occupational Safety and Health Administration (OSHA) training as part of orientation to their 179

187 respective clinical settings. MSN and Post MSN students, as they are all employed as RNs or advanced practice nurses, are expected to meet HIPAA and OSHA requirements. Specific clinical agencies may require additional training and confidentiality agreements by the students. Faculty are also required to participate in environment of care and HIPAA updates annually in their respective clinical agencies. consistent. 19b. Published documents about the program are current, accurate, clear, and The professional nursing programs update handbooks for BSN and ABSN, RN-BSN students, and graduate students at least annually; these documents are in pdf format and are available online. The BSN and MSN program outcomes were updated in April 2007 and placed on the SNHP home site. The printed catalogs do not reflect these recent changes but students have access to the correct version on the web site and on Blackboard. The respective handbooks are required reading in the initial nursing courses for all students, who sign a statement noting their understanding of and agreement to abide by policies and procedures therein. This has been somewhat of an issue with the MSN online program. Future efforts to ensure that the students read or are aware of important policies in the MSN Handbook will be handled by a survey on the MSN Bb site; the Blackboard platform will record when each student completes the survey. Students who do not take the MSN Handbook quiz will be contacted individually. The handbooks are reviewed by a group of faculty to assure accuracy, currency, consistency, and clarity before placement online. Information provided to prospective students for all program types is updated as changes are made in curriculum or admission/progression requirements. The University has an official Proofreading and Approval Process to assure that publications prepared for distribution to external audiences are accurate and consistent by requiring verification by a specified sequence of individuals. 180

188 19c. Accurate representation of the program to its public(s) and provision of sufficient information to insure accountability and consumer choice is stated in the catalog/ published documents. Both the NKU Undergraduate Catalog and the Graduate Catalog are comprehensive in their representation of all University programs, including nursing. These documents are supplemented by the web site where catalogs are dynamic to incorporate ongoing changes. Both print and online catalogs provide information about admission, progression, and graduation requirements; tuition and fees; academic programs and calendars; student policies and student services. Additional online documents, such as the BSN and RN-BSN Nursing Student Handbooks, and the MSN Nursing Student Handbook, supplement the catalogs by adding specificity about the nursing program; they are available on the Blackboard sites for each program. Another web address serves as an invaluable information page for students, faculty, and staff, updated throughout the day. At this site in the drop down menu, there are links to academic and cultural event calendars, sites for faculty and students, and the School Blackboard Online Platform. The University s schedule of classes is published online and is available from this home page. In addition, the academic calendar can also be accessed from the home page. Course syllabi are standardized and provide detailed course-specific information. The Board of Regents requires that students be provided a course syllabus as part of their course that clearly delineates course requirements and evaluation methods. Syllabi are provided via Blackboard, and are available 24/7. For some undergraduate courses, a Course Packet also is available to provide comprehensive information, such as instructional supplements, clinical rotations, lecture notes, course activities, and a detailed daily outline of content. The learning guides are either imbedded in Blackboard or available for purchase in the University Bookstore as a required text for the respective course. 181

189 The University has an electronic registration and record system that is password protected. This page, known as Norse Express can be accessed at From this system, students can locate class schedules, transcripts, update personal access information, complete a degree evaluation, and/or access grades. The Norse Express page also accesses frequently used sites for students and faculty, including Blackboard Steely Library and academic calendars Northern Exposure and Orientation to Programs NKU provides orientation sessions for prospective students and families at multiple times during the year in such programs as Northern Exposure Volunteer faculty and enrolled students participate in the School s sessions to provide written and verbal information and answer questions about various aspects of the program. Each fall and spring before courses begin, the new incoming BSN, and ABSN students participate in a comprehensive orientation to the BSN Program with nursing faculty and volunteering students. Participants officially are welcomed to the School by the Chair and Program Directors. Each faculty is introduced. There are separate comprehensive orientations for RN-BSN students and MSN students the week prior to classes. MSN students are invited to participate in the Graduate Orientation for all graduate students at NKU. Following the general orientation, the MSN, Post MSN and NP advancement students meet with the Program Director and graduate faculty. 182

190 19d. Communication of accurate and consistent information about: Definition of clock and credit hours for lecture, clinical experiences, independent study, and other activities; ratio of clock hours to credit hours; and specific credit hours required for each course. Information relating to the credit hour requirements associated with specific courses and the clock hour demands is specified in the NKU Undergraduate Catalog and Graduate Catalog; the BSN and RN-BSN Nursing Student Handbooks and the Graduate Nursing Student Handbook; and on each course syllabus. Each student is develops a program of study with his/her advisor; these documents are kept in the student s file. STANDARD VI INTEGRITY: Integrity is evident in the practices and relationships of the nursing education unit. Criterion 20: Complaints about the program are addressed and records are maintained and available for review. 20a. Complaints about the program are documented indicating number, type, and resolution of complaints. A complaint about the program is defined as a formal statement submitted in writing by a stakeholder of the program related to mission, governance, faculty, student or faculty policy, curriculum, instruction, resources, or program integrity (Systematic Program Evaluation Plan). Academic grievances related to didactic or clinical grades, while handled according to catalog policy, are excluded from this definition (Systematic Program Evaluation Plan). Academic grievances fall outside this definition as there is a specific process delineated in the University s catalogs concerning such appeals GrievanceProcess-Fall2007.pdf. Although there also is a policy related to non-academic grievances, complaints, as conceptualized by nursing faculty and administrators, could rise to 183

191 the level of a non-academic appeal, depending on their nature. A complaint log is maintained in the office of the School of Nursing and Health Professions. The academic and non-academic grievance policies cited in the catalog are followed consistently and documented in the individual student s file in the School of Health Sciences. Most commonly, grievances are related to grade appeals, including clinical failures. These follow the administrative chain of command as detailed in the University s catalogs. Students have ample opportunities to share concerns about the program in formal evaluations, both at the course and program level. Students complete anonymous evaluations of the faculty and course each semester. There is a specific process to be followed. A student is identified as the evaluation proctor. The faculty member introduces the evaluation process and provides the needed information. Once that is done, the faculty member leaves the room and has no further contact with the evaluations. The student proctor collects the evaluations and places them in a large manila envelope in the academic secretary s office. If the office is closed, the student puts the evaluations under the secretary s door. For online students, online evaluations are made available by the Online Learning Office. A link is provided to students in to access the evaluation, and faculty encourage the students to complete the online evaluation. A pilot of an online evaluation is being evaluated in the fall of 2007; it is hoped that an online evaluation can replace the pen/paper versions in the near future. Summaries of the evaluations are provided to the faculty member and Chair after the completion of the semester. 20b. Process of complaint resolution is available for review. The process of complaint resolution is documented and available for review in the office of the Chair. Table 20.1 identifies the types of complaints over the past 3 years, with the resolution identified. 184

192 Table 20.1 Complaint Process and Resolution (3-Year Period) Level of Student Number of Complaints Type of Complaint Process for Resolution Outcome BSN Grade appeals Grievance process No prima facie case, grade upheld Grade appeals Grievance process 2: no prima facie case, one changed due to medical issues and one student grievance upheld by provost Grade appeal Grievance process Grade upheld by Chair, no further steps taken by student grade appeal 1 grade appeal/dismissal 2 medical withdrawals Grievance process Review by Chair Grade appeals upheld by process, as was dismissal. Medical withdrawal: 1 no documentation, 1 approved with medical documentation ABSN Grade appeal Grievance process Grade upheld by Chair, no further steps taken by student Admission denied Review of materials Did not meet admission criteria for ABSN, offered TBSN seat RN-BSN 0 MSN (same person) Grade appeals Totals 16 Non prima facie case for one, other the student/faculty negotiated an understanding STANDARD VI INTEGRITY: Integrity is evident in the practices and relationships of the nursing education unit. Criterion 21: Compliance with Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained. 21a. A written, comprehensive student loan repayment program addresses student loan information, counseling, monitoring, and cooperation with lenders. NKU participates in Federal and State aid programs. All financial aid programs have mandated reporting and reconciliation requirements managed by the Office of Financial Aid. Entrance counseling is provided to students regarding their loan responsibilities prior to the first disbursement of loan funds. A more comprehensive counseling session is held at the time of graduation or departure from the University. Policies related to financial aid are accessible in the 185

193 University s catalogs, in the Financial Aid Guide, , and at the NKU Financial Aid web site: A new need-based grant program called The Northern Difference Grant began in Fall 2007 and will make up the difference between the costs of attending NKU (tuition, fees, room and board, books) and the federal, state and institutional grants qualified students receive. The Northern Difference Grant can be renewed for up to eight semesters (four years total). assistance. 21b. Students are informed of their ethical responsibilities regarding financial A component of counseling provided to prospective loan recipients relates to their ethical obligation to lenders. Both entrance and exit counseling for all students emphasizes the consequences of indebtedness and the ethical obligation to repay student loans in a timely manner. Although it is not possible to get specific default rates for nursing students, officials in the Office of Financial Aid state that the overall default rate for the University consistently falls below the national average. The NKU default fate will be shared with the visiting team on campus. 186

194 Section Three: Standard VII and Criteria STANDARD VII EDUCATIONAL EFFECTIVENESS: There is an identified plan for systematic evaluation including assessment of student academic achievement. Criterion 22: There is a written plan for systematic program evaluation that is used for continuous program improvement. 22a. Program evaluation of the nursing education unit, as defined by the institution and the unit, demonstrates how and to what extent the program is attaining NLNAC standards and criteria. In Fall 2001, the Department of Nursing and Health Professions within the College of Professional Studies (Now School of Nursing and Health Professions) appointed an Ad Hoc Program Evaluation Committee to research and make recommendations for measuring the following core concepts identified in the program: caring, professionalism, role competence, communication, cultural competence and critical thinking. The committee reviewed exit questionnaires and alumni surveys that were already in place as well as program objectives. New self-assessment instruments were developed based upon the core concepts for both programs. These self-assessment instruments, designed to measure the core concepts, are used for data collection at the following points: at entry and exit from the program, at 6 months and at 18 months post graduation. Graduates are also sent copies of an employer survey at the same time and are asked to have their employers complete and return the employer survey directly to the university. In addition to the self-assessments, graduate satisfactions surveys were developed to be administered at graduation and to alumni at 6 months and 18 months. Unfortunately the return rate at 6 months is low, and even lower at 18 months. The ad hoc committee also searched the literature for potential evaluation tools. Several new instruments to measure attainment of the core concepts were found and approved by the faculty. New instruments implemented in 2001 included the Instrument of Caring Inventory 187

195 (Caring), Cultural Competence Inventory (developed by the faculty to assess culture) (Cultural Competence), HESI Critical Thinking Exam (Critical Thinking), Role Competence (subset of HESI Exam, and Professional Values Scale (Professionalism). These measures were added to the revised program evaluation plan (2002 and 2003). Minor revisions to the program evaluation plan have been made since the last major revision was approved; the most recent revisions were approved on November 19, All data are forwarded to the respective program committee for review. One concept, research, is not pulled out as a separate concept in the BSN programs; instead research is included in the concepts of critical thinking and professionalism in the BSN programs. All students in the traditional BSN, ABSN and RN-BSN programs must successfully complete a three credit hour Nursing or Health Care Research Course prior to graduation. In this course, students learn to critically read research, complete a research critique, and conduct a literature review for evidence on a topic of interest to them. Effective April 2007 research was identified as a concept for the BSN program. During review and revision of the BSN programs, research/evidence based practice will be more clearly identified in all appropriate BSN and ABSN courses. The MSN program identifies Research as a separate concept and all MSN students must successfully complete a research project as a requirement for graduation. Communication, another concept, is a thread throughout the programs. All students take Speech 101, and two writing courses, English 101 and English 291. In addition, several courses have writing components and require oral presentations (NRS 321, NRS 332, NRS 404, NRS 421, and NRS 406) In the RN-BSN and MSN programs, oral and written communication are an integral part of each course (syllabi and course packets will be available for each course in the documentation room). All students must meet communication objectives in each course in order to graduate. 188

196 22b. Plan contains, at a minimum: expected levels of achievement, time frames, and methods for assessment. The written program evaluation plan was developed as a matrix which captures the component/elements to be evaluated; location of appropriate documentation of that element, responsible party; timeline for assessment; assessment methodology; results and actions taken for program development, maintenance, or revision. Operational definitions related to each of the NLNAC criteria continue to be used as faculty find them helpful frames of reference. The plan also includes expected levels of achievement/benchmarks for decisions for each criterion. The single plan directs decisions related to both the BSN and MSN programs. To facilitate the ease of closing the loop in the context of several student cohorts, the plan focuses on a calendar year. Results from the graduating BSN and MSN classes of May 2007 were reported to the appropriate program committees in fall 2007; decisions related to program development, maintenance, or improvement based on the data analysis are currently underway. 22c. Data are collected, aggregated, trended, and analyzed. Data are collected using varied methods, aggregated and trended whenever consistent data are available over time, and analyzed at the Program Level and by the Long Range Planning Committee as appropriate. The following Self-Report data are collected for all programs: Student self assessment questionnaires, Student Graduate Satisfaction surveys at exit from the program and at 6 and 18 months post graduation in the form of alumni surveys, and employer surveys, Professional Values Scales, Cultural Competency scale, Instrument of Caring Inventory, Role Competence, and HESI Critical Thinking Exam. Data are analyzed and forwarded to the appropriate Faculty Committee. For example, reports are forwarded to the Program Committee of the RN-BSN and MSN Committees which also serve as the Curriculum Committee for these particular programs. Data are forwarded to the Curriculum Committee of the pre-licensure 189

197 Programs (BSN/ABSN Curriculum Committee). Changes in curriculum are then recommended to the BSN/ABSN Program Committee. Minutes related to committee decisions are maintained in hard copy format. When minutes are available for review faculty are notified that the minutes have been posted for their review. Members of specific committees also receive alerts with minutes attached. Trended data are presented by cohort for the traditional BSN Program, the ABSN Program and the RN-BSN programs based on year of graduation. Since MSN students do not progress through the program as a cohort, the data may be more difficult to interpret. In some instances data are missing because no data were received from alumni or employers. In addition, as more courses were offered either online or web enhanced, the data collection tools have been changed to an online format for both the RN-BSN and MSN programs. NKU supported one online questionnaire software program, which proved to be difficult to use so data from for the MSN program was not available; Survey Monkey is now the software used to collect data from students. During the transition from one survey format to another data have been lost. Table 22.1 shows the plan for the administration of program evaluation questionnaires. Table 22.1 Plan for Administration of Program Evaluation Questionnaires Test Professional Values Scale Critical Thinking (HESI) Cultural Competence Caring Inventory Pre-test BSN/ABSN Pre-test RN-BSN Pre-test MSN NRS 104 NRP 401 Online during 1 st class taken. MSN students do not take HESI Post-Test BSN/ABSN NRS 306 (HESI exit) NRS 498 (HESI critical thinking and rest of Questionnaires) Post-Test RN-BSN NRP 441 Post-Test MSN Online at the end of the last semester. MSN students do not take HESI 190

198 Role Competence (HESI sub scale) Self Assessment Program Satisfaction Program Satisfaction NA NA NA 22d. Evaluation findings are used for decision making for program improvement Getting timely responses from both alumni and employers has been difficult. An online data collection method has been discussed. NKU is in the process of a redesign of its web page. This transition has slowed the implementation of an online tool for alumni and employer feedback since the whole web page development process for NKU has been delayed. The Program Evaluation Committee will be re-evaluating the measures that are in place because trends suggest that some tools are more appropriate at one level than at other levels. Scores on the caring inventory do not change significantly which may indicate that caring may be an enduring trait that is not changed by attending nursing school. Scores on the Professional Values scale appear to trend differently for traditional BSN students and ABSN students compared to RN-BSN students who have been working in the profession as RNs. TRENDING DATA FOR THE BSN AND MSN PROGRAMS The following tables show trending by concept, and by year. The tables provide trending data for up to five years, by program type and data type, showing scores on entrance compared to exit, as well as alumni and employer ratings. For example, in table 22.2, the results of the Caring Inventory is shown. On the left, the program is identified, while across the horizontal heading the years are shown. In the year, the traditional BSN students took the Caring Inventory 191

199 on entry and got a score of 154. Their score on exit from the program was also 154. The students self report of caring on entrance to the traditional BSN was 1.7 (on a Likert scale of 1 to 5), with a large increase in their scores (4.1) on exit. Alumni also rated their caring as high. These data show that all students had increases in their caring ability from entrance to exit from the programs. Table 22.2 Instrumental Caring Inventory: Self-Reports and Employer Ratings PROGRAM Traditional BSN Program Caring Inventory NA NA Entry 154 Exit 154 Entry 154 Exit 156 Entry 155 Exit 151 Entry 1.7 Entry 2.6 Self-Report Exit 4.1 Exit 4.5 Alumni NA Alumni 4.1 Alumni 4.3 NA Entry 2.4 Exit 4.4 Employer NA No Data No Data NA ABSN Program Caring Inventory Self-Report NA Entry No Data Exit 160 Entry No Data Exit 4.5 Entry Exit Entry 2.4 Exit 4.4 Entry 153 Exit Entry 2.4 Exit 4.1 Entry NA Entry 2.8 NA Alumni Alumni 4.3 Alumni 4.3 Alumni 4.6 NA Employer None returned Employer 3.9 Employer 4.3 NA RN-BSN Program Caring Inventory Self-Report Entry No Data Exit 156 Entry 3.0 Exit 4.4 Entry 154 Exit Entry 3.9 Exit 4.5 Entry 154 Exit No Data Entry 3.9 Exit 4.3 Entry 151 Exit No Data Entry 4.1 Exit 4.6 Entry 152 Exit 153 Entry 3.6 Exit 4.5 Alumni Alumni 4.3 Alumni 4.4 Alumni 4.1 Alumni 4.5 No data Employer Employer 5 Employer 4.5 Employer 4.5 Employer 5 No data MSN Program Caring Inventory Self-Report Entry Exit Entry 3.9 Exit 4 Entry 152 Exit 161 Entry 4 Exit 4 Entry Exit Entry 3.8 Exit 5 Entry Exit No Data Entry 4.3 Exit No Data Entry No data No data No data No data Alumni Alumni 4.4 No Data Alumni 4.3 No Data No Data Employer Employer 5 No Data Employer 5 No Data No Data 192

200 Table 22.3 shows the data pertaining to Professional Values of the students. Again, these data were collected on entrance to the program and exit from the program. The results indicate that professional values increase during the educational process. Table 22.3 Professional Values Scale: Self-Reports and Employer Ratings PROGRAM Traditional BSN Program Prof. Values Scale Self-Report NA NA NA NA Entry 171 Exit 172 Entry 2.2 Exit 4 Entry 169 Exit 161 Entry 2.7 Exit 4.4 Entry 172 Exit 174 Entry 2.7 Exit 4.3 Alumni NA Alumni 4.4 Alumni 4.2 NA Employer NA No Data No Data NA ABSN Program Prof. Values Scale Self-Report NA NA Entry No Data Exit 168 Entry No Data Exit 4.2 Entry 170 Exit 169 Entry 3 Exit 4.3 Entry 174 Exit Entry 2.8 Exit 4.1 Entry 176 NA Entry 3.1 NA Alumni NA Alumni 4.3 Alumni 4.1 Alumni 3.9 NA Employer NA None returned Employer 3.8 Employer 4.0 NA RN-BSN Program Prof. Values Scale Self-Report Entry No Data Exit 173 Entry 3.6 Exit 4.4 Entry 164 Exit 170 Entry 3.6 Exit 4.3 Entry 173 Exit 180 Entry 3.6 Exit 4.1 Entry 170 Exit No Data Entry 3.8 Exit 4.6 No Data Exit Entry 3.5 Exit 4.4 Alumni Alumni 4.5 Alumni 4.2 Alumni 4.1 Alumni 4.3 No data Employer Employer 4.8 MSN Program Prof. Values Scale Self-Report Entry None Exit 174 Entry 3.2 Exit 3.9 Employer 4.33 Entry 182 Exit 177 Entry 3.7 Exit 3.9 Employer 4.3 Employer 4.8 No data Entry 177 Exit 208 Entry 3.1 Exit 3.6 Entry 175 Exit No Data Entry 3.2 Exit 4.3 Entry No data Exit No Data Entry No data Exit No Data Alumni Alumni 4 No Data Alumni 3.9 No Data No Data Employer Employer 4.3 No Data Employer 5 No Data No Data Table 22.4 shows role competence scores for the students upon entrance and exit from the programs using a subset of the HESI exam. Scores increased from entrance to exit, both in the 193

201 HESI subscale and the students self report. Table 22.5 shows cultural competence results. Again, data support the increase in student knowledge in terms of cultural competence from the beginning of the program to the end of the program. Table 22.4 Role Competence (Sub-scale of HESI): Self-Reports and Employer Ratings PROGRAM Traditional BSN Program HESI Sub Scores Self-Reports NA NA NA NA Problem Solving Entry 90.1 Exit 91 Prioritization Problem Solving Entry 85.3 Exit 866 Prioritization Problem Solving Entry 85.1 Exit 877 Prioritization Entry 74.9 Exit 84.9 Entry 80.1 Exit 840 Entry 77.4 Exit 852 Entry 1.5 Exit 3.9 Entry 2.2 Exit 4.4 Entry 1.9 Exit 4.1 Alumni NA NA Alumni 4.1 Alumni 4.2 NA Employer NA NA No Data No Data NA ABSN Program HESI Sub Scores Self-Report NA NA Problem Solving Entry No Data Exit Prioritization Entry No Data Exit 85.9 Entry No Data Exit 4.1 Problem Solving Entry 87.1 Exit 92.6 Prioritization Entry 79.1 Exit 88.5 Entry 2 Exit 4.1 Problem Solving Entry 83.0 Exit 873 Prioritization Entry 77.1 Exit 841 Entry 2 Exit 3.8 Problem Solving Entry 782 Exit No Data Prioritization Entry 753 Exit No Data Entry 2.3 Exit No Data Alumni NA Alumni 4.1 Alumni 4.1 Alumni 4.4 NA Employer NA None returned Employer 3.8 Employer 4.3 NA RN-BSN Program HESI Sub Scores Self-Report Problem Solving Entry No Data Exit 92.4 Prioritization Entry No Data Exit 81 Entry 1.5 Exit 4.3 Problem Solving Entry 92.1 Exit 92.3 Prioritization Entry 82.9 Exit 83.9 Entry 3.6 Exit 4.2 Problem Solving Entry 90.0 Exit 90.8 Prioritization Entry 87.5 Exit 84.2 Entry 3.6 Exit 4.2 Problem Solving Entry 90.4 Exit 911 Prioritization Entry 86.6 Exit 861 Entry 3.8 Exit 4.5 Problem Solving Entry 92.8 Exit 875 Prioritization Entry 85 Exit 840 Entry 3.4 Exit 4.4 Alumni No Data Alumni 4.4 Alumni 4.3 Alumni 4.0 Alumni 4.5 Employer No Data Employer 5 Employer 4.4 Employer 4.3 Employer

202 MSN Program HESI Sub Scores Self-Report Problem Solving Entry No Data Exit No Data Prioritization Entry No Data Exit No Data Entry No Data Exit No Data Problem Solving Entry 93.1 Exit Prioritization Entry 82.3 Exit 79.2 Entry 3.7 Exit 4.2 Problem Solving Entry 91.7 Exit 88.7 Prioritization Entry 86.7 Exit 86.6 Entry 3.9 Exit 3.8 Problem Solving Entry 92.5 Exit 91.2 Prioritization Entry 85 Exit 82.5 Entry 3.6 Exit 4.8 Alumni No Data Alumni 4.1 No Data Alumni 4.1 Employer No Data Employer 5 No Data Employer 5 Note: HESI Changed scoring and changed vendors which may have affected the ability to compare scores directly. NA Table 22.5 Cultural Competence: Self-Reports and Employers Ratings PROGRAM Traditional BSN Program Cultural Competence Scale Self-Reports NA NA NA NA Entry 55.1 Exit 58.4 Entry 1.7 Exit 3.8 Entry 52.4 Exit 60.1 Entry 2.3 Exit 4.5 Entry 52.5 Exit 57.3 Entry 2.2 Exit 4.0 Alumni NA NA Alumni 3.9 Alumni 4.0 NA Employer NA NA No Data No Data NA ABSN Program Cultural Competence Scale NA NA Entry No Data Exit 55.4 Entry Exit 57.8 Entry 2.5 Exit 4.1 Entry No Data Exit No Data Entry 49.6 Exit 55.5 Entry No Entry 2.4 Data Exit 3.7 Self-Reports Exit 4.4 Alumni NA Alumni 4.2 Alumni 4.1 Alumni 4.6 NA Employer NA Employer 3.7 Employer 4.3 Employer 4.0 NA RN-BSN Program Cultural Competence Scale Entry No Data Exit No Data Entry 3.1 Exit 4.0 Entry 54.9 Exit 57.6 Entry 3.4 Exit 4.0 Entry 55.3 Exit No Data Entry 3.3 Exit 4.0 Entry 55.5 Exit No Data Entry 3.5 Exit 4.2 Self-Reports Alumni Alumni 3.7 Alumni 4.1 Alumni 3.9 Alumni 4.1 No data NA NA Entry 50.8 Exit 59.6 Entry 3.1 Exit 4.2 Employer Employer 5 Employer 4.4 Employer 4.4 Employer 4.9 No data 195

203 MSN Program Cultural Competence Scale Self-Reports Entry 57.8 Exit 56.4 Entry 3.7 Exit 3.8 Entry 59.6 Exit 56.4 Entry 3.9 Exit 3.7 Entry 56.6 Exit 60.1 Entry 3.5 Exit 5 Entry 56.5 Exit 62.5 Entry 3.5 Exit No Data Entry No data Exit No Data Entry No data Exit No Data Alumni Alumni 4.1 No Data Alumni 4.0 No Data No Data Employer Employer 5 No Data Employer 5 No Data No Data Table 22.6 shows the HESI results (total score) which indicate the critical thinking abilities of the students. Scores are difficult to interpret as the scoring changed, however, the past results indicate an increase in critical care thinking ability. HESI test results are used as a way to predict NCLEX success. More data concerning this outcome will be provided in the evidence files. Table 22.7 shows similar results for communication skills of the students. This core concept is not evaluated using a questionnaire, but rather by self report of the students as well as alumni and employers. Again, scores increase from entrance to exit, and are supported by high ratings by alumni and employers. Research self report is presented in Table 22.8, with an increase self report in research abilities from entrance to exit. Table 22.6 Critical Thinking: HESI*, Self-Reports and Employer Ratings PROGRAM Traditional BSN Program HESI NA NA HESI 1 = 74.9 HESI 1 = 84.6 HESI 1 = 83.7 Self-Report HESI 2 = 89.5 HESI 2 = 846 HESI 2 = 858 NA NA Entry 1.3 Exit 3.7 Entry 1.9 Exit 4.4 Entry 1.7 Exit 4.0 Alumni NA NA Alumni 4.0 Alumni 4.1 NA Employer NA NA No Data No Data NA 196

204 ABSN Program HESI Self-Report NA NA HESI No Data HESI 2 = 8.88 Entry No Data Exit 4.0 HESI 1 = 85.1 HESI 2 = 91.2 Entry 1.7 Exit 4.2 HESI 1 = 82.3 HESI 2 = 852 Entry 1.7 Exit 3.9 HESI 1 = 769 Not taken yet. Entry 2.1 Exit No Data Alumni NA Alumni 3.9 Alumni 4 Alumni 4.1 NA Employer NA None returned Employer 3.8 Employer 4.3 NA RN-BSN Program HESI Self-Report HESI 1 = 80.9 HESI 2 = 87.1 Entry 3.2 Exit 4.1 HESI 1 = 87.1 HESI 2 = 88.1 Entry 3.6 Exit 4.0 HESI 1 = 88.3 HESI 2 = 89.5 Entry 3.6 Exit 4.1 HESI 1 = 89.7 HESI 2 = 897 Entry 3.8 Exit 4.4 HESI 1 = 905 HESI 2 = 850 Entry 3.4 Exit 4.3 Alumni Alumni 3.9 Alumni 4.2 Alumni 3.8 Alumni 4.3 NA Employer Employer 4.9 Employer 4.3 Employer 4.3 Employer 4.8 NA MSN Program HESI Self-Report HESI 1 = 80.6 HESI 2 = 83.9 Entry 3.8 Exit 4.1 HESI 1 = 86.6 HESI 2 = 86 Entry 3.9 Exit 3.9 HESI 1 = 88.7 HESI 2 = 86.6 Entry 3.7 Exit 5 HESI 1 = 91 HESI 2 = 97 Entry 3.5 NA Alumni Alumni 4.3 No Data Alumni 4.2 NA NA Employer Employer 5 No Data Employer 5 NA NA Note HESI Changed scoring and companies during period in which data collected. HESI may not be accurate indicator in students beyond basic level. Alumni and employer surveys had very poor responses. NA NA NA Table 22.7 Communication: Self-Report and Employer rating PROGRAM Traditional BSN Program Communication NA NA Entry 2.3 Exit 3.9 Entry 2.6 Exit 4.6 Entry 2.6 Exit 4.2 Self-Report Alumni NA NA Alumni Alumni NA Employer NA NA No Data No Data NA 197

205 ABSN Program Communication NA Entry No Data Exit 4.4 Entry 3.0 Exit 4.1 Entry 2.7 Exit 4.0 Entry 3.0 NA Self-Report Alumni Employer RN-BSN Program Communication NA NA Entry 3.0 Exit 4.4 Alumni 4.5 None Returned Entry 3.7 Exit 4.2 Alumni 4.1 Employer 3.8 Entry 3.5 Exit 4.1 Alumni 4.5 Employer 4.2 Entry 3.8 Exit 4.5 NA NA Entry 3.5 Exit 4.4 Self-Report Alumni Employer MSN Program Communication Self-Report Alumni Employer Alumni 4.4 Employer 5 Entry 3.4 Exit 4.2 Alumni 4.1 Employer 4.8 Alumni 4.2 Employer 4.3 Entry 3.4 Exit 3.7 No Data No Data Alumni 4.1 Employer 4.1 Entry 3.6 Exit 4.7 Alumni 4.2 Employer 5 Alumni 4.6 Employer 4.9 Entry 3.3 Exit No Data No Data No Data No data No data Entry 3.8 Exit No Data No Data No Data Table 22.8 Research: Self-Report and Employer Rating PROGRAM Traditional BSN Program Research Self-Report NA NA Entry 1.3 Exit 2.0 Entry 2.1 Exit 4.1 Entry 1.9 Exit 2.3 Alumni NA NA Alumni 4.2 Alumni 4.0 NA Employer NA NA None Returned None Returned NA ABSN Program Research Self-Report NA Entry No Data Exit 3.6 Entry 1.8 Exit 3.9 Entry 1.8 Exit 3.7 Entry 2.2 Exit No Data Alumni NA Alumni 3.4 Alumni 3.5 Alumni 3.2 NA Employer NA None Returned Employer 3.7 Employer 3.7 NA 198

206 RN-BSN Program Research Entry 3.9 Exit 3.94 Entry 2.9 Exit 3.8 Entry 3.0 Exit 3.9 Entry 3.2 Exit 4.3 Entry 3.0 Exit 4.1 Self-Report Alumni Alumni 3.9 Alumni 3.9 Alumni 4.2 Alumni 4.5 No data Employer Employer 4.1 Employer 4.0 Employer 4.6 Employer 4.2 No data MSN Program Research Self-Report Entry 3.0 Exit 3.8 Entry 3.3 Exit 3.6 Entry 2.3 Exit 4.0 Entry 4.2 Exit No Data Entry No Data Exit No Data Alumni Alumni 4.0 No Data Alumni 3.5 No Data No Data Employer Employer 4.3 No Data Employer 5 No Data No Data The Long-Range Planning Committee (which incorporates the Program Evaluation Committee) is planning an executive summary of their program evaluation report for the 1/21/08 faculty meeting; the entire report will be sent in advance to faculty to facilitate discussion. This approach shows promise and will be repeated annually if successful. The use of an annual separate nursing faculty meeting devoted exclusively to evaluation of educational effectiveness rather than being incorporated into program meetings will make the evaluation process more significant. Having an annual evaluation data meeting will also provide a goal date by which all data need to be summarized. The first nursing faculty meeting of each fall will include a report of data from the respective programs, presenting an opportunity for exploring how these trended aggregate findings should be used to inform program changes or reinforce areas of quality. Setting benchmarks helped faculty to establish a focus for program development concrete goals on which to measure success. Additionally, systematic documentation of actions provides faculty with a sense of progress in continuous program improvement that is both rewarding and motivating and clearly delineates needs for change. Effective fall 2007, a new program (Weave Online) will be used at NKU to help merge the strategic plan, both for nursing as well as for the university. This new online method will encourage a more real time recording of outcomes, thus making the notion of continuous evaluation and improvement a part of the 199

207 yearly planning and budget process; particularly important as this mechanism will drive how funding for the year is determined. It is the hope of the Nursing leadership team to utilize Weave Online for the Nursing Systematic Evaluation Plan in the future. improvement. 22e. Strategies are taken or will be taken to address the area(s) identified as needing Examples of Changes Made on Basis of Evaluation: MSN Program Review of application data compared to enrollment data for the MSN program s FNPmajor showed that the new online MSN program, which began in 2004, experienced rapid growth. Due to the increased number of applications, a waiting list was necessary for the Spring 2007, Summer 2007 and Fall 2007 semesters. In order to enroll the most qualified applicants, rolling admissions will no longer be used. Rolling admissions were helpful when most of the students who applied and who met the admission criteria were admitted. But given the high numbers on the waiting list (40 for the fall 2007), a firm application date has been implemented for the Spring 2008 semester. This will enable the MSN admission committee to choose the applicants with the most likelihood of succeeding in the MSN program. In addition, since it was found the GRE results did not predict which students would be successful in completing the MSN program and for the NP students, which students would be successful in certification exams, the MSN faculty organization committee voted to drop the GRE as an entrance requirement for those students who had a GPA of 3.0 or greater in their BSN program. The MSN admission committee will continue to evaluate objective data at admission in order to determine which data are most helpful in predicting student success in the MSN program and on certifying examinations. 200

208 Table 22.9 Strategies Taken or Planned for Areas Identified as Needing Improvement AREA NEEDING IMPROVEMENT Standard I Mission/Governance Develop a plan for transition from School to College status Standard II- Faculty Add more faculty or reduce student numbers to maintain preferred ratio without over-dependence on parttime faculty. Standard III - Students Update official Web Pages for all Nursing programs Standard IV Curriculum Early NCLEX option Standard VII Educational Effectiveness A more efficient way to update Systematic Evaluation Plan Standard VII-Educational Effectiveness Retention and graduation rates of students STRATEGIES TO MAKE IMPROVEMENTS The leadership team has begun investigation of benchmark universities as well as other regional institutions within Kentucky. The faculty will identify the best administrative structure for the new college, as well as to identify the potential cost; this will be submitted to the Vice Provost, and a time line will be developed for this transition. Use of the clinical partner model has been very effective in providing faculty support for part-time faculty. One new faculty line was added for for the MSN program. To keep the commitment of low student/faculty ratios in the BSN program, the number of students admitted for the fall 2007 was decreased to 65. A plan will be developed to determine the optimal number of students given the infrastructure and number of faculty in the BSN programs. Web page for all nursing programs (and NHP web site) was revised and updated with help of consultant as of Jan, Updates had been typically done by a faculty member or by the graduate assistants, resulting in a less than effective web page. Based on NCLEX results and difficulty in student enrollment management, the early NCLEX option will be dropped effective spring Beginning Spring 2008 all data collected regarding students will be summarized and shared at a nursing faculty meeting, with the SEP updated. This will become an annual meeting beginning Fall Weave Online will be used to incorporate all data into strategic planning and budget processes. Continue to monitor current interventions: deletion of early NCLEX, peer mentoring, supplemental instruction, learning communities etc. Data from these projects will be available in evidence files. 201

209 STANDARD VII EDUCATIONAL EFFECTIVENESS: There is an identified plan for systematic evaluation including assessment of student academic achievement. Criterion 23: Student academic achievement by program type is evaluated by: Graduation rates, licensure/ certification pass rates, job placement rates, and program satisfaction. 23a. Measurement by graduation rates of students who complete the program within a defined period of time. MSN: Conducting the self-study confirmed that exact data were not available, as NKU does not currently have graduate retention data. Institutional research provides data only on major entry and graduation, and not retention. A new software program to assist in calculating graduate retention is being proposed in the 2008 budget process. As the MSN students (with the exception of the Children s Hospital Medical Center cohort) do not proceed through the program as a cohort, the calculation of retention data is difficult and is done by using a spreadsheet and identifying all students. The relationship of online enrollment vs face/face enrollment to retention will be further explored. The full online program did not begin until 2004, so analysis has not yet occurred, but will be a focus in future analysis Table 23.1 indicates the percentage of MSN students who have graduated. Beginning in spring 2008 and each fall thereafter, the MSN Admission Committee will collect data about admissions, enrollments, graduations, stop-outs, and drop-outs for MSN and Post MSN students through a withdrawal form that has been placed on the MSN Blackboard site. This will provide an easy way for students to send feedback if they need to drop out of the program. This information will be forwarded to the MSN Committee and will be included in the Annual Program Evaluation meeting. Table 23.1 Graduation Rate for MSN Students * MSN % 81% 94% 87.5% 68% 74% *Nursing Education Track not included as it did not begin until Fall

210 BSN Graduation Rates Table 23.2 Graduation Rates for BSN Students Traditional BSN NA NA NA 58.8% 45% NA (cohort (cohort entering entering spring spring 2003) 2004) ABSN NA NA NA NA 77% 78% 97% RN-BSN 78% 92% 100% 100% 100% 100% 96% Graduation rates for the BSN programs show no clear pattern overall. The RN-BSN graduation rate has been high; data for the online cohort will need to be evaluated carefully for any change in rates. The ABSN program after the initial years, has maintained a very high graduation rate. Typically no more than one student drops from the program. The students do have the option of entering the traditional BSN program if the pace of the accelerated program is an issue. The BSN graduation rates are less than the standard of 85%. Multiple factors impact these data. The numbers include all students who entered the program and were in the NRS 104 class for the designated year, including those students classified as Early NCLEX students. Attrition in the first year of the program ranged from 10-14%, primarily from students who recognized that nursing was not what they expected. Once the Early NCLEX students exited the program and obtained their licensure, many of the graduates found it was difficult to find a job, go through orientation programs and return to the last year of the BSN program while working full time. Some delayed their entry back to the BSN program and others enrolled in the RN-BSN program, while others just did not return to the BSN program. Measures in place to address these low graduation rates include deletion of the Early NCLEX option, peer mentoring, supplemental instruction and learning communities. Data are 203

211 being collected concerning grades, retention and NCLEX success for these students. Erin Robinson recently obtained a summer fellowship from NKU Faculty Senate to further research options for high risk students. Students at high risk for failure are important to identify. The student enrollment management committee is working to identify ways that improve the numbers of students who successfully complete the BSN program and the NCLEX testing. Ideas being discussed include assessment of advising for high risk students, and further identification of best practices for high risk students, probationary students, transfer students, international students, adult learners and minority students. 23b. Measurement by performance on licensing/certification examination of program graduates. MSN Program Outcomes: Certification Examination. The Kentucky Board of Nursing recognizes the certified nurse practitioner, certified nurse midwife, certified nurse anesthetist, and the certified psychiatric-mental health clinical nurse specialist as advanced practice nurses. Although majors from nursing administration and nursing education tracks often seek national certification after graduation from NKU, only the NP majors are required to achieve national certification for licensure in the state. Graduates select either the American Nurses Credentialing Corporation (ANCC) or American Academy for Nurse Practitioners (AANP) exam for FNPs, ANPs or GNPs; PNPs are only eligible for the ANCC exam. Table 23.3 reveals the certification pass rates for NP graduates from based on Self-Report and verified at Kentucky and Ohio Board of Nursing Web sites. All graduates are encouraged to report their certification pass/fail status, however, other than checking all Board of Nursing Web sites or relying on Self-Report, if graduates do not notify NKU of their status and they move, 100% of all results may not be obtained, since the certifying agencies do not report the pass rates by name. The overall pass rate for all NP tracks is 96%. 204

212 Table 23.3 NP Certification Pass Rates % 100% 100% 87% 95% 88% Graduates in the nursing administration and healthcare informatics majors are eligible for national certification in those specialty areas through ANCC; several have reported success on these exams. It is difficult to document the numbers of non-np majors who attain certification as this is dependent on Self-Report. Unlike Advanced Practice Nurses, it cannot be confirmed at the BON website; the NLN Nursing Education Certification was just recently added so no graduates have taken the certification test so far. BSN Program Outcomes: NCLEX-RN Pass Rates. State Board Results from Kentucky are reported quarterly. Board Rules specify that acceptable performance on the licensing examination for each nursing education program shall be a passing rate of eighty five (85) percent of its first-time writers in any given calendar year ( ). Table 23.4 provides data about pass rates for NCLEX-RN from based on data from the Kentucky Board of Nursing. Table 23.4 Pass Rates for Initial NCLEX-RN by pre-licensure program type. Based on first time pass rate* BSN NA NA NA 76.9% 84.9% 84.4% NA ABSN NA NA NA 76.5% 95.2% ** 100% * The first graduating class for the ABSN program graduated in December 2003 making them eligible for the NCLEX in The ABSN program graduates every 16 months so in some years there is no data. Until fall 2007, only one cohort was admitted at a time. The next cohort will graduate in May 2007.All failures on NCLEX in ABSN Program have been English as second language students The discussion above concerning student graduation rates also applies to the NCLEX pass rates. Many of the interventions underway will also assist graduates in successfully passing the NCLEX exam. 205

213 graduation. 23c. Measurement by job placement rates of graduates within one year after All MSN students are employed as nurses at least part-time at the time of enrollment. The plan of study for this part-time program was designed to allow continued employment; hence, data on employment rates is skewed for this group. Table 23.5 indicates employment rates for MSN graduates from Surveys indicate that the majority of graduates are in NP advanced nursing role. All NP graduates are working in that role; at least 15 graduates of the nurse administration/educator focus in the last few years are currently teaching. Graduates of the nursing administration major are generally working in some level of nursing management. Table 23.5 Employment Rates MSN Graduates * % 100% 100% 99% 98% 100% 99% *All students employed at least part-time during program BSN Program Graduates Faculty confirmed that 100% of graduating students had accepted positions prior to graduation or had tentative positions in a community to which they would be moving. The few graduates who move out of Kentucky typically communicate with at least one faculty to announce their first job. BSN graduates are employed full-time, most in acute care settings; specifics will be available in evaluation reports on site. Table 23.6 shows employment rates for BSN graduates. Table 23.6 Employment Rates for BSN Graduates Based on alumni surveys. PROGRAM Traditional BSN 100% of reporting 100% of reporting ABSN *100% of students 100% of students 100% of students RN-BSN 100% 100% 100% *Data source: Alumni Surveys at 6 months. Four students in ABSN 2004 group did not report status at 6 months. This may have been the four English as second language students that failed on their first attempt at State Boards. 206

214 employers. 23d. Measurement by program satisfaction as determined by graduates and/or Program satisfaction has been measured for both BSN and MSN programs through exit surveys and alumni surveys at 6 months and 18 months. Unfortunately alumni surveys have a poor return rate. Surveys were placed on line beginning with the academic year. Table 23.7 Percentage of nursing students on exit surveys who would recommend the program. PROGRAM Traditional BSN NA NA 72.7% No data 95.1% ABSN NA Rec-43% Unsure*-36% Rec-57% Unsure*-19% Rec- 69% Unsure*-27% NA RN-BSN Rec-82% Rec- 96% Rec-77% Rec-90% Rec-100% MSN 95% 96% 95% 98% 64% *Primary reason for unsure relates to the need to be free of outside commitments because of the intensity of the program and not because of the quality of the program. 23e. Evaluation findings are used for decision making for program improvement. Minutes from program committee meetings, and the Nursing faculty meetings show that comprehensive program evaluation is being used for continuous program improvement. Table 23.8 provides additional examples of changes made in the MSN program as a result of program evaluation. Table 23.8 Examples of Recent MSN Program Changes Resulting from Evaluation DATA SOURCE FINDING RESULTANT CHANGE Change related to admission data Inconsistent enrollment for Nursing administration major Designation of Nursing Administration cohort; scheduled on an every other year basis, with admission taking place in odd years. 207

215 Change Related to Curriculum Standard: Student, Alumni, & Faculty Feedback NRP 600 Nursing Research offered in 8-week summer session did not allow adequate time for development of research proposal. Interest on part of alumni and other prospective students for nursing education MSN Need for NRP 608 (previously taught by Pharm D part time faculty until Spring 2007) to include more content related to legal/ethical issues of prescribing so course can be approved by Ohio Board of Nursing. Students complained that the Pharm D content was much more acute care focused, rather than primary care. No students had ever enrolled in the case management focus area for nursing administration Several students have expressed interest in the health Informatics area. Since the MHI (Masters in Health Informatics) was just approved 7/07 by the Center for Post-Secondary Education in Kentucky, the faculty of the MSN and MHI met to discuss ways the two programs could promote interdisciplinary courses or programs. NRP 600 offered in full summer session: 14 weeks to provide more time for development of research proposal (began Sum 2007) Development of Nursing Education track, effective Fall 2006 NRP 608 effective with Spring 2007, has 6 hours related to legal/ethical content, sufficient to meet the Ohio BON requirements for prescribing. In addition, a new faculty member, Christine Chadwell, MSN, ARNP began teaching NRP 608, with the increased legal/ethical content, as well as more focus on prescribing from a primary care standpoint. Effective Spring 2007, the case management focus area has been deleted and the program was deleted from all printed and online materials. A Health Informatics focus area for has been added for students in the Nursing Administration Program. Two courses will be added so students can choose this focus area. Approval through the NKU curriculum process will occur Fall A draft curriculum has been developed for a dual MSN/MHI degree. More work will occur during the Fall 2007 semester, and curricular approval will be sought during the fall or spring semester Change Related to Integrity: Student & Alumni Feedback Change Related to Integrity Standard: Review of Handbook, & Course Syllabi Availability of limited financial assistance for MSN students. Inconsistent documentation of clock hours and their association with clinical and course credit. Nurse Faculty Loan Program was implemented 7/1/2006 for students attending an education program full time. Addition of information about clock hours: clinical clock hours to course credit added to student handbooks and course syllabi 208

216 23.f Changes Made on Basis of Evaluation: BSN Program BSN Program changes discussed throughout this document have been based on evaluation data. Table 23.9 provides further specific examples of changes made in the BSN program as a result of program evaluation. Table 23.9 Examples of Recent BSN Program Changes Resulting from Evaluation DATA SOURCE FINDING RESULTANT CHANGE Change related to admission data Change Related to Curriculum Standard: Student, Alumni, & Faculty Feedback Increased risk for nursing failure for students with repeated science failures, ACT composite <20, and GPA <2.5 Qualitative and quantitative data regarding Early NCLEX option revealed that even though students who were successful were glad to have had it, in retrospect they would not repeat it due to the high degree of stress and role conflict created. High attrition rate from the fourth level by students who had qualified for the Early NCLEX Faculty observation of mediocre quality of work from many students who had qualified for Early NCLEX Admission standards revised to higher ACT, GPA, and limit number of science failures. There is continued discussion about minimum GPA for admission Elimination of the Early NCLEX option last eligible group will finish Early NCLEX in May 2008 Change Related to Integrity Standard: Review of Handbook, & Course Syllabi Change related to student feedback Curriculum review Inconsistent documentation of clock hours and their association with clinical and course credit. Students in NRS 498 Leadership wanted more about forensic nursing Faculty attended an AACN program on integration of geriatric content within the curriculum. Review of the curriculum revealed a need for more focused content on geriatrics Addition of information about clock hours : clinical clock hours to course credit added to student handbooks and course syllabi Development of forensic elective Addition of gerontology elective which is open to health professions students. 209

217 Table Examples of Recent RN-BSN Program Changes Resulting from Evaluation DATA SOURCE FINDING RESULTANT CHANGE Decrease in student enrollment 2006 to 2007 With the change of the associate degree nursing program at NKU to a BSN, enrollment in the RN- BSN has declined Development of articulation agreements with local area associate degree nursing programs; Gateway Community College, Christ College as well as others are in negotiation Feedback from prospective and current students Change Related to Integrity Standard: Review of Handbook, & Course Syllabi Need for more flexibility for course scheduling Inconsistent documentation of clock hours and their association with clinical and course credit. Addition of online program format Addition of information about clock hours : clinical clock hours to course credit added to student handbooks and course syllabi improvement. 23g. Strategies are taken or will be taken to address the area(s) identified as needing When the Bachelors Degree Program was initiated at NKU, closure of its existing Associate Degree program was in process. It was known that the introduction of an Associate Degree program in the new local community college was inevitable. However, because the associate degree program at NKU was a major source of registered nurses in the Northern Kentucky region, a commitment was felt to ensure that this source remained relatively uninterrupted until stabilization of the two programs occurred. In addition, data on NKU associate degree students, as well as the NKU student population at large revealed a large proportion of first-time college students. The financial and social resources to sustain nursing students in a 4- year vs. 2-year trajectory would be strained. A proposal was put forth and approved to embed an option into the new BSN program that would enable qualified students to take the NCLEX early. In order to achieve this, it was 210

218 necessary that students who qualified for this be officially recognized as having met necessary criteria to be licensed. The most expeditious route was to simply award an associate degree at the end of the third year of the BSN program to students who chose to pursue this option, and who met the criteria for an associate degree. The associate degree simply provided a vehicle by which students could qualify to take the NCLEX early in their BSN program. Program modifications were implemented to facilitate the completion of the BSN by these students. All courses in the last year of the program are available in online formats for students who pass NCLEX and are working as registered nurses. Face/face courses are scheduled to accommodate the traditional shifts worked by nurses in hospital settings. This seemingly innovative idea appeared to meet the needs of the community at large, as well as the demographics of the nursing student population. A great deal of success on the NCLEX has occurred among students in the Early NCLEX cohorts. NCLEX passage rates have exceeded benchmark standards.. Students moved into the nursing workforce early and most endeavored to return for their BSN. However, despite the fact that the associate degree is technically not-accredited and that students are advised aggressively regarding the potential implications of this, the attrition rate of students from the fourth level (last year of the BSN program) has risen unacceptably. An attrition rate of 11-14% of early NCLEX students from the fourth and last year of the BSN program has become the trend. There is an additional and significant impact on the BSN program related to early NCLEX. The pre-licensure graduates of the full BSN program include those academically weaker students who failed to qualify for the early NCLEX option. Despite the fact that most of the students who seek licensure upon completion of the BSN (vs. being awarded an associate degree as a function of the early NCLEX option) are successful on their first NCLEX attempt, the percentage is lower than the 85% benchmark standard established by the Kentucky Board of 211

219 Nursing. Benchmark standards for NCLEX passage by BSN graduates have been achieved only when ABSN graduates are included. Early NCLEX (aka associate degree ) graduates are recognized and published by the Kentucky Board of Nursing under an Associate Degree Program designation. This creates much confusion as NKU officially does not offer an associate degree program, only the early licensure option as one step toward completing the BSN degree. Remaining students who test as BSN graduates are hence identified as Baccalaureate Program graduates. A clear method to derive and publish an NCLEX passage rate that is a true reflection of the BSN program is challenging. Effective for students entering the nursing on or after July 1, 2004, the Kentucky Board of Nursing mandated an integrated practicum. The mandate requires that students participate in a minimum 120 hour clinical experience of direct patient care within a seven week period during the last semester of their pre-licensure program. This directive further complicated the administration of the early NCLEX in that students who are unsuccessful in their effort to qualify for the early NCLEX option must repeat their last medical-surgical clinical practicum in order to be in compliance with the mandate. Since the establishment of the baccalaureate nursing program at NKU, the interruption of nurse graduates to the northern Kentucky region has ceased to be of concern. Gateway Community College is graduating associate degree nursing students yearly, and beginning in the fall of 2008, NKU will be graduating baccalaureate nursing students every semester. Although the student demographics at NKU remain relatively unchanged, a greater proportion of highschool graduates are entering the BSN program than occurred when NKU s associate degree nursing program was still in operation. These students have fewer financial demands and with financial aid resources are less in need of early entry into the workforce. 212

220 NKU nursing faculty are highly committed to the philosophy and mission of BSN education. Those factors that were the impetus for the development of the early NCLEX option are no longer applicable. The early NCLEX has proven to be instrumental in the attrition of students from the BSN program, and resulted in failure of the BSN program to fully honor its mission of baccalaureate nursing education. This mission has been further blurred and complicated by regulations and practices necessarily imposed by the Kentucky Board of Nursing. As a result, faculty voted to discontinue the early NCLEX option within the BSN curriculum. Attrition studies have revealed specific courses that are particularly high risk for nursing majors. NRS 105 and 204 have proven to be especially challenging with the highest percentage of failures occurring in these classes. Failures and attrition decline throughout NRS 206, 207, and 304 as would be expected with the loss of higher risk students already having occurred. NRS 305 (Mental Health Nursing) incurs a slightly higher failure rate presumably due to the highly abstract nature of the content. Beyond these courses, retention rates tend to stabilize. Several mechanisms have been identified to facilitate students success in these high risk courses as well as prepare them for the rigors of remaining coursework. A national expert presented research on nursing student retention and success. Professor Marilyn Lottman developed a Strategies for Success seminar which she offered for the first time in the summer of She continues to offer it to all incoming NRS 104 students during the week prior to the beginning of classes. A peer mentoring program and a supplemental instruction program was introduced in the spring of 2007 to provide additional assistance for students at high risk for failure. Data from both of these endeavors support their efficacy with regard to student academic performance and retention. Although initial outcomes appear promising it is too early in the process to determine whether these will influence NCLEX success. Outcome data for these programs will be provided in the evidence files. 213

221 A major curricular review will be underway beginning in the spring 2008 following the re-accreditation visit. A significant impetus for the review relates to Kentucky Board of Nursing mandate for the 120 hour integrated practicum that was described earlier in this section. NRS 398 (Role Transition) satisfies this requirement for students qualify for the early NCLEX option. However, students who attempt but fail to qualify for the early NCLEX must necessarily repeat this course during the last semester of the program. This is of minor concern since the early NCLEX will be discontinued. However, to ensure that students who chose not to pursue the early NCLEX option, it was necessary to make adjustments to the existing curriculum for them until the early NCLEX administration was no longer complicating the curricular process. For these non-early NCLEX students, the advanced medical-surgical course (NRS 306), and role transition (NRS 398) as well as the co-requisite courses (NRS 398L and 321) have simply been postponed until the last semester. The courses in community health and leadership with their accompanying clinical experiences are now taken prior to the NRS 306/398 etc. These course were designed to be terminal capstone experiences which faculty believe define the BSN-prepared nurse. Faculty recognize that, though born out of necessity, this has been a band-aid approach and lacks systematic curricular planning. However, to have pursued curricular revision in the midst of phasing out the early NCLEX would have been too complex to manage. Despite a consensus that the early NCLEX option has proven to be problematic in many ways, it has also offered many opportunities for faculty to examine and strengthen their beliefs about baccalaureate education. All faculty who taught in the associate degree program that has since closed were brought forth to teach in the baccalaureate program and now comprise about half of those that sustain the BSN program. The curricular process for the development of the BSN program was intense and all expressed a commitment to baccalaureate nursing education. 214

222 Importantly, the early NCLEX option has helped to reveal the important and unique differences between associate and baccalaureate nursing preparation. The BSN curriculum also needs to address the integrated practicum mandate by the Kentucky Board of Nursing. This mandate will help to guide curricular revision so that the role of the BSN program in preparing students for licensure is not lost. 215

223 216

224 APPENDIX A: 217 This organizational chart can be downloaded from the web at:

225 218

226 219 APPENDIX B:

227 220

228 APPENDIX C: Job Description Department Chairs From Chairs Handbook The Department chair is an administrator and a member of the faculty with major responsibility for leadership of an academic department. This leadership is exercised through constructive concern for the academic performance of the department in light of goals and missions set by the disciplines, the college, and the University. The chair must be thoroughly involved with academic planning and with faculty development to ensure the continued vitality of the department. I. Program Maintenance, Development, and Evaluation Department Chairs will: Encourage, in conjunction with the faculty and within limits set by the University and the department mission, the development and evaluation of curricula for majors and minors, and when appropriate, general studies offerings and electives. Arrange for procurement, security, inventory, and maintenance of department equipment and facilities. Coordinate procurement of library materials, textbooks, audio-visual aids, computer software and other learning resources. Maintain Regular communication with the appropriate dean on the progress of various academic programs in the department. II. Personnel Management Faculty Make recommendations for reappointment, tenure, promotion, and termination of the dean, following regulations in the current Faculty Policies and Procedures Handbook, and the affirmative action procedures outlined in Recruitment Guidelines and other applicable university policies and procedures. Recruit all new full-time and part-time faculty in accordance with procedures outlined in Recruitment Guidelines. Evaluate needs for additional faculty and report results of such evaluation to the dean along with an appropriate justification for the request for new faculty. Provide leadership in the development of professional goals of the faculty and goals of the department, the college, and the University. Communicate college and University policies to faculty and implement and monitor all department, college, and University policies. Hear and assess faculty concerns on all University maters; present faculty concerns and problems to other members of the administration. Conduct annual performance reviews/professional development interviews for all department faculty; evaluate faculty performance by measures developed with the faculty, in accordance with the Faculty Polices and Procedures Handbook. 221

229 Encourage the development of methods of improving instruction; make opportunities available for improvement of teaching techniques; encourage experimentation instruction. Assign faculty loads in accordance with University policy; prepare course schedules, teaching assignments, and other department work schedules in consultation with the faculty; arrange work schedules for advising and registration. Maintain accurate faculty personnel files. Convene regular department meetings. Recommend salary for faculty in accordance with the current Faculty Policies and Procedures Handbook, and relevant college and department guidelines. Orient new faculty to services and policies of the University and to Northern Kentucky-Greater Cincinnati. Coordinator, Directors, Etc. If the department has coordinators, directors, etc., the chair will: Staff Conduct annual performance reviews/professional development interviews. Have regular meetings with coordinators, directors etc. Recommend, consistent with existing policy, terms and conditions of service for coordinators, directors etc. The chairs will: Evaluate needs for non-faculty staff and recommend the acquisition of such personnel to the dean. Maintain efficient and professional office and secretarial operations. Conduct annual performance reviews and professional development interviews for all department staff in accordance with the requirements of the Personnel Policy and Procedures Manual. Maintain accurate staff personnel files. Recommend salary for staff in accordance with the Personnel Policy and Procedure Manual. III. Fiscal Management Chairs will: Prepare budget requests in consultation with department faculty and other members of the university administration. Administer and modify budgets according to changing priorities, University policy and procedures, and applicable state and federal regulations. 222

230 IV. Responsibilities to Students Chairs will: Coordinate and elevate the department s advising program. Certify majors, minors, and areas of concentration for those graduating. Evaluate applications and implement special arrangements such as curricular variances, individualized instruction, and independent study. Ensure that proper guidance and assistance to department student clubs and organizations are forthcoming from the faculty. Gather student feedback on appropriate department matters. Disseminate information (e.g., curricular requirements for major and/or minor, employment opportunities, graduate programs, upcoming seminars) to students. Inform department majors of changes in courses and curricula; notify appropriate offices of approved change in major or other requirements. Insure that faculty members are aware of the policies enunciated in the Student Code of Rights and Responsibilities, especially those sections relating to the Appeal of Academic Matters. Respond to student grievances and appeals. V. Other Responsibilities of Chairs Chairs will: Encourage and set an example of professional conduct for members of the faculty and staff. Work to assure appropriate office space for faculty. Attend or send a representative to meetings pertinent to the department. Conduct elections or appoint department representatives to committees upon request of appropriate sources. Coordinate the preparation of department copy for the Catalogue, the Schedule of Classes, and other University publications. Coordinate the selection of department committees. Perform other duties as assigned by the Dean. 223

231 224

232 APPENDIX D: 225

233 226

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242 O O z..oge E? C < F *.E HSE- F. E ee :; l?tr:;)z U-E = c F E 8EEzE:, F.:E = =Eg. EEFCE E:9": g Fs"dEE:gEEe H ;=FEEEEEEt; EsF i;: l.e "; E AHA+i = =EliEE Fggg =E'L Uō O (+- < OE o<$ -\ ;:- o oo! csc o z a (t) F J =ar--\ -A F ta - - a.= (J e6 Ja5 v c; C) q2ts.! sa bo =y () P-;< C)2 oo9 9a boox Y? -.ts v o- '- a-) A E ts F --: FH al A E*El :t E$El il ==l:l ii : EI :I.Ele.El 'El c!!l =l :l El= ;l sl.rl.= al al al B Ftl Jl s = 24.s:.= y iu: oe= p re 6F 3 d5o-3 o! * l-j =al- 6 i+ UtsE ctlo e{= oo. cl o, G= =oi fitsv d5 ka o'9.0); = S E) ar= X O dx = ds$ ees vi.s E oo* b i I + F96'E F FEo Y/ (s := 9- Ē6r- EE\- ^ease{ a a o a O u a tr E &ai O =a7y Y>..: =re -G -i: o d> cd= = bgs Y,Q o3s.-x- A E > ilt &=> F- =r-!a a.l.8 l n.< h-r OO,.o qn O :e:v=h >i" Xd aa ao = O >' oc2 tr () L r) C) vc().=88 =r="y ;:/< = UcY -()u ()ti < 6" E q IJ.] rrl A orge q)-= -=o 6 > ==6,^Oi : -z=7,+e,oi6:-ti' = Fr e'e 9!= 9p= Z_o-z =>>.: i-t y Y.= = = de d = E ti: = aoaooao oo= O- -:> a) 23s

243 Ft = Q 3 -, (h z a a F J :) a ljlt hog g F E *^ 3 3 c, =l ow-=cx* i.i* ;! EEg E3 see E=E Er= AsEEE: s = ;3fi=H: 3E ER -==E E3.e u FU U Ad u =,jr 9Eq; aq Hg -E* Fg se HEE g3_ E: gge F3-E X z.= F r; dn P -oee O?- r,e =, c YE -AE = =O= E E=E x +9*: iee ==e =EE gb8 5g,E =EA qg EO F -sh E Ffr g o3:c tr 9.: es- 62 o oile E es f 1 r r >.F 9a se EE gf ^ =i a'e X-E. 6(F +: E; E: -ge= gee t.2 q EE il; "9?, UP: =f EE5 < E=U'=d9 dr= =9?i = =XE EEE 3'iE dhe T.EF" () ti L () 6 a oi) (g a h c-) E o co () y, c'.1 -- c.r eo a ovig ''I e -.: v 0() j u) 9-i? -^9 F ax{, =9't L L ':- J999 =-ra- - rc' EEt v^..1 I El e E '51 :x!.il Y cr El t.) lel -= {rl :x E= Ol= t-l a.) (J (,) () () -(D bg a^ 6 _v. gl u (tr :v..t = o): cl) Esr >rl o- ():- E; Fa> e< o: -O- (grrl = otr c>g LO- (g rn 9oo Fti acd =c) ll.+ =< q: 0)q -q q.)..t 0,) :t> Fto qji F- trl s el.e! c)l> q) (.) =l= il? P r-l E o el '=? o -l' 9l o'c' al-x c?lx o -JI ry bo EES 4,l:G = oa* E i Esb 9E'EE{ q, a {) o a a) o a o: >\C9 F.EEA tr +V q,) O & 6E z'a?: (:JO 9-P orcbx qj::= -> E- -=o O 3a oo 9.,t o. = O.g de JT C.)Y -7 9: =9 -= :O -a 5o :? JY 'r. \.o t! _ $oo F * E TE = E F A: EE FE E oo H9 l&a aa O a; F! 9!F"==.a E-, 'r,ef'7ufth? = a; c > Eg 6='= e.qi E k 5: aii: E'5 n H= aooaooo O 8E c)o 9= a. O.g Ge -Xr- (Jg.liO 86 -!',f!?s :Y \o =Er _!o E E = H- s25 GbE!Z lr '= >- a a E F = += 'i,ts < 6 F = E 39 O E *EEE S =! aia== - d E- = z;'f. E 'g 'r.e9=*i ree? F" i:;*==og'= -= =fi2?e-o-\=*.=9 =,s i A s ooaaoooo Q - Q ze a= a6 q za a= t- r= aa 236

244 E U F 9A9 ^- a z a lr a F- -l a f 'o F KE o& = a) = fr ge.. 5 ooe a.=a ;.EH 6(lJX 6aE a bo :: >re L- -d^ o.-= (J r4.1 r= a:a) 0()=!? vff =oo.; ano LYo:i.n;-!-.- k G c\3 (H a -co= bo trtr-)^ XS) XT (*c$e o c).: s <'; = q iilo 6)l= El 9r Ac{ El I c F erl'- ':- ':- O qrl >le cg d =.., 'r E =le ul a El a <l. El s lle f;l 'rl 3lE ; at 5t.3t x'8 O ':: h =Fc EE F IJ E OF= 't'o." c) ooe ee 'Eaa g >,gi ge ca; g g hes = 4 EHE E- n* age EI FE Et S,xst ei.s E oa "Fi ESi Esb FSE \l a: {) ta O o a.=94 F'tA az Y'A?= oa orp U U O F O O tr O -o 9= ;a aa oq.=i >^..ol <E x>l F = $oo =,?3" S 9 6uF 7.o Y = '= >-a 6 E E = P= f;.e A F E = F aa o O -tr H9 oo O g:eeo odqa e r = 3 s = 3> e b t E E 5=*>.i; t ErY E E: Z s. I =Z.# = " = 2 = 5E s: 5 E Aa i F aaaoaoa zo1,.ts = z r_ ae -3tsF E.E ;= E c' Fts F ZAE :9p>'5 t; E ;HEEE E.giEsEE -a E;5.= = y IJE O o bo.= o OG >ts?? O n o-! o a'-u i* tr trx = g, E! F-E A F Y O-i E ge 7 je E: =g = g,e g U -) t& 6 O O O a tr bn *o.;e 4."o ah.= ig <a 'F., r! _ $co E E = H= srd dbg h >ia a = = E F = += = LF.E < E E E 6 O -tr = H9 l& O. OO 3 gg H 5 Fs,E*b: E-8E=Ei i l E 5f E E2 fie E -E EE - s s r; i E ze a= o= z -9, A6 -E.a 237

245 t-* a z o o FFf =o r-] b.sh.- <J -: E E H b s = E!E.!j tse= o o ade e es c g >,9 (J U =4= d)q) G ao ; F = h_ 9-o 3E E 6'8 5- EgE EE FT EFi E: E =,r;h $H E*# EgE =ae EX c O,v* E F E.9: ()ts= E 9.'- ; soe 'Faa Es F >.ti (J =4r Eg a- ; -9 g EH EE H, Si E;5E EE EE EE ;E EE E;E E.e qre E' E E.E 6 #,E A& d āc) -P t-?- e E= H F? bb -u)a qboda H3> 'a.e R s =c.-itr /Lts-t F*-lTl :-Y ae ;9P E F F; F E.<Y 6 tr E- ()= AP E < E E Z\ ::.= I >< cboo < G2 -ti -v =>ra x-o () a. c: i U -3{ ij.? E.3 t 3 E= & H!Y F ceoe E 6I E *3 X: : E >.3 (/)*..{e^"'6.:= c{ *.u EH 3=E..r* -E'E H 3.g El g.e:,1 9l e- E g Ir gl F o L a)l(e =l?'" El ile ol'f.yl ul H EIE I;IA 81 3 il.31.f c-) 0) C) X () oo H 6 a 6.9 L (J O =>' -\,6 J EgE ;ri: e =-H sj >-,9 86 'r9a,o.-:- E B S 99 a.s p.r -o >, () = p.o ag -=aj:? C, AOC O.= Y >., OO rt) O- * -F =E F Cz o5 6br == E>=-2 F E:5= E = T rri,l = tse E - -.^ ts oa O >,= QO ao U O o!>' -O ^,6 =a Hasid = EE;E >,,: e a>ya,4.- i- >t EE.l-.= & UE!d:pi, = I 7.Et 3. b;.3e EEsF# <6 iohu E >, ril 9- E F od = b3 =E F EEE E5=tr=q r!d= = < 6.0 L ao O 'r.l o troao F a sr;:e c)t'l = >. ts- -=q a O =>,4\-- oi P= c-o 5 E :=.= -- i, = 6 fifr = d 7, zz E E q* u)a cqm = H X i; aoaa -r5 4 o >.= =>. '-oo( u> H= : ;; := =- t E fi 6 E d A zz art> aooo E Eq99 = tr I S a,9) L }E zee (t)=i: aac -> 6) '4. a= ade x r=l.= : aal) 238

246 o z a a FJ p a fr =E Ejd -:<h T; gee EE E.E E E E=!g E6-EI E3 :A OAOc O / t U I r >,H re FT EEE 6; E;Eg EE ghee E= j FE e =E gee.e 0 'Fo &e _ OO.r3 ZE az uv) E> ao HH Z = E >= 4-2^, tr9 ;.E- Et ; EE H;T g#z =g=h ib;i upe =F = U = AE.E tse <E,t.=6 UaU 6= a* c)() C)F gobbq;, *-A-,n-7 o cl O -? End -P,=!Sc.r 6La(i.= eh Et i: (g0)c-c) A-c)=>. ;io vo So.l 6RE 3 3 p 9E -voh 8o.E E FE H >g 6 =.= c-.r.=.>,'= B5 c't = = eb EFBE,v = 'r * 2= '*'Fc)EX\ E-E.E E +ts EE i ry f E.T I S: f==l?r,xe opbl E-.Y 'Eiisl E50tl sz; P8. LIL*.92X-l O.O +F $ E 6 ; E--l 5Ra.v? C?.91 a 5. s (D>x3l 9 o- ql =oqe ii - 6 sq $>E=a o) Y o-)l..r? () <) ge El ElsE g -= e,rl El s o 6 =l YIP AE E {j) Ol -qjlcf E - d b El =l ='= oo EIg El {I H E ; -El =el =l El i:l -;l =qe EEE 5l e ;l -:l.e 8 (.) C) k () L6 '-F s> c)f ESN u;6 \-E E ESi oa* Esb gee { s'ree 9b5 > EE -=a 9.i : e' ;!= o E_d F 9 e a'o FOE "iillse d,6o o I a xoo _Efr =F = af E,; G - =E =^Eo --- O HE oo '= r =". d E Eb x=> FEl,5='=a' = =.=E: Fz fr 3E -= g!j9:e oaooo cafl o->,!i = x b= +H xq: c ae =of -trca "Eu -YiJc & 6Q u./) : oq =4 (J< x>, tr',t - I oo E E = E'- s,8 EuF = h_ = : >2? F FF E = rjt(e <- o E = O I O 3P tuo. oa.+n -X r!' /J F = i E&{ a, ' ;9; 6 ' qfx b E aa),'e a =z{;ff''tr= E: - E ='t=> < = =- c aooa =1.,n=,: br) \Jq <D 5' &z 239

247 - = U F o z a a FJ;) a _sl.= U= 'ag >c 9' 'g zn EE-qi ri E= re9n : =-.= EE =F "- A-?E :g ie *e :i G2 Hg rxs =i fie =E= *Er :=; gee re ecc Ee {2.= EE o;i 'a9 >- p'e zn?e {)x = >,-:.h A) a A;1 9 Eq.=o )io.-- trx utaho oe E: gh9'=?" =4(g E 9 P =E fi E <E,; c\3o o.-:e ECo-<f e 6F F-O OO = 'a E.H = E s.i 4 -L ll.rf 3.3Hs 'E* <*9-i-9 L VL'EL 9)-orq 3'E E =a 5 s Fg>. J?3 (-) <-): i:cts Xg U s.6 ; o)'io b - OE A.Y = c c) hf E?e.Eea ='? 3: v FL99-4 Eo.r H: =5 o.: P bxd FEg =F 3 =E =E J E 3E ts o.h 3.6\orE-B N E :9.E c{ E + -i _e c..l 0.).= --q q A L ;.E:.e <=.g = E sl ; EsS -t 6l g E TE!. EI g ie,.e.el!l F Ir E :l= :El E g. il =l s =l I E EI EIE AI H.E UI JI 6 EE$ 9\.P E bo* tss.< Esb.eas E { ts o o E O UU dd= ()= c o PE E< s E'd :of.yoo co> E EF O= i-f 3. -aa av>-; ;3; O - 5 8; s 9- o oe,f >,C -= x =- 7z t!.= oo F +* O o-fsl E E i Eqo==t 6 = [ <= fi O'O O e2a,fg tr = I ldo Z 3,5 E5 8 O E 'E a) OU = a F'o 63= >, =2r ts X ri'j 3E39 e > L_= 6 A -qr '6: a'= <E < s 9- 'L>,=.= /. =< rrl.f =a = '** o {2-GGl E E E 3 6Fc! Ex,==o tn a <> In ooa pse q)i= >i EF -=o XE aao T ret E i=n g'aio E.- U>r E O F =? a'- = E E oaoo *9 -ao H he F,s aia ->r?fia =az E =s +.1 C} F O a z3 ra3 e6 244

248 r.i FI = I F O Z a a F J D a 5 ()9 S EH E EE r: E9 9G ()()oo Fq>r O QB qg E= re ge E: E"C F 5 sg= FEE AE EE3 EEq frz 'E.E,?.::E: _a -f:'i 2...^ :l - o : - di = tr* X '-H; 9?Fi =UYo ge8 EHE =E; a k rah!) =- E F H d =.ge -.U* = tr 9.'' eg- C) () bo= = 3 e +taa E >\E = Q () 3dr s#.^o.:4 gh.fie, ;E EE E a,* O E -- S X O fr; F 3 e 2U = 5=..r o t'r.= = g:.<' O d) bn = AEd?E* q OOr= 9.tr a) =+E oo 6 '-:tr Et* o ).v'^ t a.= idls5 6l.n' s6cdx tr=6 6crg- F'! 92 iioi= # 9''= oo.9 E.=E b.!t (r Fo= E 3 >oi : a)5 v.q r+ 6 E ge.t O.E E FE.(, -r,o C) a C..l aa{ Po;g c '=.P o F.9 kx-vl JdUJ trx33'e.= -.E E. L) oo#= I t d.-6.=!r!)e q, -lz = ;; ).E d co'i F a fr'e.: 'F!= I E -.-);..!.g:e " E "g l/:j=tr '-!.ta --" a E -I^# xl 9-s F.: l-llc cs= l-l bo g F c) L L).YC(J 6e etr l+ 9= a< (F oo -L6O. F(F ()v ):o t-rn 9- oo.= i, +j e38 (g-= ;t I Es n3? iaw Kil ;=-v -'a6 7E s mc.: O 6'= 9)Ee o oqcg OFC) E='5 ().c trx O*.!() EExC.)F ():Yr- H-E'* --L; El v - gls? E <I)l'T. >l-.-t ot() = x - EI : s) <l 5 r c*l s 0) ;l $g c)t^ >t ; = tr Jl 5.Er q) a oe qj a E a O -.Eva F+g qra & 6E =e PX oa '" &, arc!= g)tr= >> EF t2 =.a q) Q O CJ :^ >. J9 I9p9 =t 5 -:lo.-yg -=lr-,>-,=i E ts! EE S ei.s = o6* ESi Es\- gee { G.- OL '-= UU J O bn E>.=5 a= >ii <E.: X l!_ oo i: Y'"E = ;3 FrF Y E F = 9= = fi.-e E F E o = a G oo o E-' boeh -=> *I y= EETgE=; = = == 2E = E-;E ifr E h E U Q!! A # oooao a () zi= n.e.= 241 F O o E?^ >. d.e 9* '-F UO o.= X 0)oo si^e=*- e?5 b dbe Y! a '= >^a h = ts!, = t!,i tll < == = d E E ooo O E bo o X Otr9? a6y>zdigy. Art a<elc/) o ;;E 9E Y =;5

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