Associate Degree Nursing Program ANNUAL REPORT

Transcription

1 Associate Degree Nursing Program ANNUAL REPORT July 2012

2 DCH/LNR-711 (03/08) Michigan Department of Licensing and Regulatory Affairs Board of Nursing 611 W. Ottawa P.O. Box Lansing, MI NURSING PROGRAM ANNUAL REPORT Authority: Public Act 368 of 1978, as amended If this form is not completed, your program will not be approved Legal Name of Nursing Program Monroe County Community College A.D.N. Program Street Address 1555 S. Raisinville Road City, State, and Zip Code Monroe, Michigan Name and Title of Program Administrator Kim Lindquist, MSN, RN Dean of Health Sciences/Director of Nursing Address of Program Administrator Telephone Number w/area Code Fax Number w/area Code Names and titles of other administrative officers in the institution to whom the Administrator is directly responsible. Dr. Grace Yackee, Vice President of Instruction, Monroe County Community College Name and title of the administrative head of the sponsoring agency (institution or organization) Dr. David Nixon, President, Monroe County Community College Name of Report Contact Person Kim Lindquist, MSN, RN Address of Report Contact Person Telephone Number w/area Code Fax Number w/area Code Type of Program: Practical Nurse X Associates Degree Laddered Baccalaureate Degree Provide program website link Are admission criteria on website? X Yes No If not, please provide the criteria. Michigan Legislative Body, Department of Labor and Economic Growth- Post Secondary Education, or Department of Education approval: X Yes, with approval date: 1975 No Date of Program Approval by BON (Initial) Date of first graduating class (Month/Day/Year) Approved: November 2, 1973, admitted first class January, 1974 June 7, 1975 Date last self study report was approved by the Michigan Board of Nursing: September 2011 program on warning status with new self-study in 2 years

3 PROGRAM INFORMATION Do you have secretarial/clerk support? X Yes No If so, is it full-time equivalency? X Yes No Total Program Length (general education & nursing courses). Identify semesters, quarters, academic or calendar years. Number of terms/semesters of study 8 semesters Total number of weeks of study approximately 82 weeks Number of weeks in each term/semester of study Number of weeks in each special term (if applicable) 15 weeks Fall and Winter Semesters 8 th Semester is 4 weeks in length 6 weeks Spring and Summer Semesters Credit and/or contact hours required for graduation: Gen. Education 30 credit hrs. Nursing: Theory 24 credit hrs. Lab/Clinical 19 credit hrs. Simulation Total: 73 credit hrs. If your program s credits are more than degree standards - PN (semester), PN (quarters), ADN (semester), ADN (quarters), BSN (semester), BSN (quarters), please explain why. Credit allocation for Pharmacology, HLTSC-120, was increased from 2 to 3 credits. The increase was indicated to make the course requirements more proportional to the level of study/preparation necessary to be successful in the course and to increase transferability of the course to better meet BSN degree completion requirements. The increase in credit allocation was approved by the MBON in March of Are you planning to do a curriculum revision to reduce credits to degree standards? X Yes No Applications for most currently completed academic year and admissions: semesters/terms, with withdraw and failure of these students Qualified: 200 admitted: 31 (Fall 11 semester) 31 (Winter 12 semester)= 60 total Withdrawals: Failures: 1 st semester/term -1 (WI12) 2 nd semester/term st semester/term - 3 (1 FL11, 2 WI12) 2 nd semester/term rd semester/term th term - 5 (1 FL11, 4 WI12) 3 rd semester/term th term - 0 Number of Graduates for most currently completed academic year (list cohort admission year and number admitted originally): Program Completion = the number of students who complete the program within 150% of the time of the stated program length (the length of the program adjusted to begin with the first required nursing course). Is your attrition greater than 25%? Yes X No If it is, do you have an attrition improvement plan? Please provide your plan. Yes No NLNAC or CCNE approval please specify which NLNAC Date of last NLNAC or CCNE site visit (month and year) X Yes No NLNAC 4/20/11 CCNE Decisions and recommendations of the last NLNAC or CCNE Board of Review (full approval, conditional, or denial) Continued accreditation with warning Date of next anticipated NLNAC or CCNE site visit Fall 2013 Accreditation by other organizations/bodies Higher Learning Commission, North Central Association (institutional accreditation) Identify dates of and the findings and/or recommendations of any proposals brought to the Board of Nursing since the program s last report to the Board. (Attach additional information if necessary) Date Proposal Board s Action March 2012 Increase credit allocation for HLTSC-120, Pharmacology, Approved March 30, to 3 credits. Anticipated major program changes (including the proposed implementation date) that will require Board action: The General Education requirements for the college are under review which may result in changes. If there are changes in these requirements, it may necessitate a change in the support course requirements for the Nursing program. The program is currently undergoing a complete curriculum revision including new mission/vision/philosophy and program/course student learning outcomes. A transition plan is in place to begin with the Fall 2012 semester with full implementation slated for Fall 2013, pending approval through the MBON and NLNAC.

4 List all courses (with descriptive titles) in the entire curriculum in chronological order, representing the required sequenc e based on the perquisites for each course. (Attach additional sheets if necessary) Course Number & Title (indicate when Number of Academic Credits: Theory/Lab/Clinical/Simulation Clinical Location Site Online or distant class site used) Theory/Lab/Clinical/Simulation (contact hours) e.g. NURS 101 NOTE: All information is available for review in the College s online catalog, Credit Hours Contact Hours NURS 103: 9 5/12 Mercy Memorial Hospital, Adapting Throughout the Life Cycle Monroe, MI The Lutheran Home, Monroe, MI NURS 104: /4.4 Flower Hospital, Adapting to Common Stressors I: Sylvania, OH Psychiatric Nursing Heritage Hospital, Taylor, MI Henry Ford Wyandotte, Wyandotte, MI The Toledo Hospital, Toledo, OH NURS 105: /8 Oakwood Hospital, Adapting to Common Stressors II: Dearborn, MI Medical-Surgical Nursing Mercy Memorial Hospital, Monroe, MI Flower Hospital, Sylvania, OH NURS 204: /6 The Toledo Hospital, Family Adapting I: Toledo, OH Obstetrical Nursing Flower Hospital, Sylvania, OH Mercy Memorial Hospital, Monroe, MI Oakwood Hospital, Dearborn, MI NURS 205: /6 Children s Hospital of MI, Family Adapting II: Detroit, MI Pediatric Nursing The Toledo Hospital, Toledo, OH NURS 209A: 10 6/12 Oakwood Hospital, Adapting Multiple Stressors I Dearborn, MI Mercy Memorial Hospital, Monroe, MI The Toledo Hospital, Toledo, OH Oakwood Southshore, Trenton, MI Veteran s Hospital, Ann Arbor, MI NURS 210: (Blended course) Nursing Seminar NURS 209B: /7.3 Oakwood Hospital, Adapting Multiple Stressors II Dearborn, MI Oakwood Southshore, Trenton, MI Oakwood Annapolis, Wayne, MI Mercy Memorial Hospital, Monroe, MI Veteran s Hospital, Ann Arbor, MI

5 Is your school using simulation in your Nursing program(s) X Yes No If yes, include a brief description. Demonstration, practice, and evaluation of nursing skills are all completed initially on available manikins in the lab. Courses that utilize simulation opportunities include NURS 103, NURS 105, NURS 204, NURS 205, NURS 209A and NURS 209B. Please check the boxes that apply. If you have other simulation used, please add description. X Static Mannequins _X IV simulators X Sim Man _X Heart/Lung Simulator Vital sims _X BP simulator arms X IV arms Standardized patients

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7 Name of School Monroe County Community College Michigan Board of Nursing Nursing Administrator/Faculty Worksheet Type of Program PN ADN BSN Academic or Calendar Year Academic Year Name and Position Held (Current Nursing Faculty only) Kim Lindquist Dean of Health Sciences/DON Michigan License # and Expiration Date Appt Year FT/PT Highest Degree Highest Major Year Nursing (Include College/ Degree University Name abv.) 2012 FT MSN U of Toledo 2007 MSN Clinical Specialty Teaching (Include number of years of teaching experience) Medical/Surgical and Leadership/Management 5 years Eligible to Retire Within 5 years? Check if Yes Admin. Resp. Dean Theory Only Courses Taught (past year) Combination N209A Clinical Only Cynthia Roman Dean of Health Sciences/Former FT PhD Wayne State U 1992 PhD Fundamentals, Pediatrics, Leadership Dean Dawn Lymond Assistant Professor of Nursing Tracy Giacomini Assistant Professor of Nursing Nicole Garner Assistant Professor of Nursing Denise Robinson Assistant Professor of Nursing Bonnie Welniak Assistant Professor of Nursing Lori Biggs Shannon Coleman-McGrath RN FT PT MSN U of Toledo FT MSN EMU FT MSN EMU FT MSN Regis U FT MSN Medical College of Ohio PT MSN Lourdes PT BSN EMU 1999 MSN MSN MSN MSN MSN MSN BSN Medical/Surgical and Pediatrics 5 years Obstetrics 1 year Psychiatric 3 year Medical Surgical/ICU 7 years Parent/Child Nursing 28 years Pediatrics 2year Medical/Surgical 2 year Lab Coordinator N103 N103 N103 N105 N205 N210 Nursing Skills Lab N204 N104 N103 N209B N205 N105 N209A

8 Michigan Board of Nursing Nursing Administrator/Faculty Worksheet Michelle Costlow Cathy Bownell Barbara Hackett Heather Hoffman-Seifert Gary Kleinman Cynthia LaPlant Shirley Missy Leitner Teresa Lotze Dawn Price Mary Ann Margetin Monica Rancatore Christy Taylor Te Hua Frances Fa PT BSN Lake Superior State PT BSN Spring Arbor U PT MSN EMU PT MSN U of Toledo PT BSN Wayne State U PT BSN Lourdes PT BSN EMU PT BSN UD Mercy PT MSN Medical College of Ohio PT BSN Lourdes PT MSN MCO PT BSN U of Toledo PT BSN U of Phoenix 2008 BSN BSN MSN MSN BSN BSN BSN BSN MSN BSN MSN BSN BSN Fundamentals 2 year Obstetrics 1 year Obstetrics/Pediatrics 2 year Fundamentals 1 year Pediatrics 2 year Obstetrics 2 years Pediatrics 2 year Obstetrics 2 year Fundamentals 1 year Medical/Surgical 4years Medical/Surgical 2 year Skills Lab 2 year Medical/Surgical 1 year Nursing Skills Lab Nursing Skills Lab N103 N204 N204 N103 N205 N204 N205 N204 N103 N105 N209A

9 Michigan Board of Nursing Nursing Administrator/Faculty Worksheet Cindy Ziemkiewicz Melodie Brooks Laura Schiffer Amy Randall Carrie Mersereau Janice Riley McKenzie Turley Jean Saldana Joyce Hammer Janet Murphy LaJoyce Turner Deborah Cook Sandra Pugh RN Ohio RN PT MSN Lourdes PT MSN MSU PT MSN U of Phoenix PT MSN U of Toledo PT MSN U of Toledo PT MSN EMU PT MSN U of M PT MSN U of Phoenix PT MSN MCO PT MSN Wayne State PT MSN U of Phoenix PT MSN U of M PT BSN U of M 2005 MSN MSN MSN MSN MSN MSN MSN MSN MSN MSN MSN MSN BSN Obstetrics 2 year Obstetrics/Pediatrics 13 years Medical/Surgical 3 years Medical/Surgical 4 years Medical/Surgical 2 years Medical/Surgical 24 years Fundamentals 1 year Medical/Surgical 5 years Medical/Surgical 22 years Psychiatric 3 years Psychiatric 1 year Psychiatric 17 years Fundamentals 1 year Nursing Lab N204 N204 N205 N105 N105 N105 N105 N103 N209A N209A N104 N104 N104

10 Michigan Board of Nursing Nursing Administrator/Faculty Worksheet Regina Torti Raeann Brodbeck PT BSN Lourdes PT BSN Lourdes 2011 BSN BSN Medical/Surgical 9 years Fundamentals 1 year N105 N103

11 ANNUAL REPORT (Part II) 1. What is the ethnicity of your program, school, and community? RN Program ethnicity ( ): White-Non-Hispanic = % Asian or Pacific Islander = 0 0 % No Response/Not Available = % Other/ Biracial = % Total 156 Monroe County Community College ethnicity ( ): White-Non-Hispanic = % Black-Non-Hispanic = % Hispanic = % Asian or Pacific Islander = % American Indian/Alaskan = % Non-Resident Alien = % No Response/Not Available = % Total 6090 Monroe County (community) ethnicity: Total Population = 151,560 Estimated for 2011 White-Non-Hispanic = 92.3 % Black-Non-Hispanic = 2.3 % Hispanic = 3.1 % Asian or Pacific Islander = 0.6 % American Indian/Alaskan = 0.4 % (Reporting two or more races- = 1.6 % may duplicate above categories)

12 2. a. Are any special efforts being made to recruit and retain the nontraditional nursing student (racial, ethnic, gender)? Fortunately, the number of male nursing students has increased significantly over the last 2 to 3 years with minimal recruitment efforts. However, the college is engaged in activities designed to increase the number of non-traditional students to programs at the college. b. Please describe. Routinely, professionals from the Admissions Office recruit students for enrollment into programs at the college, including nursing, from all area high schools. Visits are made to the area high schools to discuss educational opportunities. College representatives also often attend education fairs sponsored by area hospitals and community partners, discussing nursing education opportunities at the college. More specifically, through a Perkins grant, college representatives are planning activities for students in non-traditional majors for the next academic year. One of those activities includes a Lunch and Learn program for male applicants to the program. Current male nursing students already in the program will be invited to the luncheon, allowing them an opportunity to share their experiences as a non-traditional student in a nursing program. This luncheon will also provide an opportunity to answer questions about the challenges they face as a nontraditional student in a rigorous nursing program. What are the outcomes of your efforts? Please include the number of additional minority students enrolled in your program due to your efforts. Due to these efforts our enrollment of male students continues to remain high in the RN Program. Thirteen (13) males were accepted into the nursing program for the academic year. Three of those men declined but 10 males (16.6%) of 60 students were admitted for the class. This was a significant increase from the year when only two male students were admitted. Comparatively, 14 males were accepted into the nursing program for the academic year. Again, three of those men declined but 11 males (18.3%) of 60 students were admitted for the class. Ethnic minority students continue to be a challenge for recruitment due to the low number of minority individuals in Monroe County. 3. Please complete the Systemic Program Evaluation Plan. See attached 4. Please complete the Nursing Program Outcomes. See attached

13 NCLEX IMPROVEMENT (Complete if requested by the Board) Not applicable 1. Describe plans to further enhance success on NCLEX. 2. What steps have been taken in this improvement plan? (i.e. NCLEX preparation course, pre and post testing, testing instrument, faculty inservice) 3. What further steps will be taken to continue improvement?

14 PROGRESSION FROM LEVEL 1 EDUCATIONAL OUTCOMES TO LEVEL 4 EDUCATIONAL OUTCOMES MCCC ASSOCIATE DEGREE NURSING PROGRAM EDUCATIONAL OUTCOME LEVEL 1 (NURS 103) LEVEL 2 (NURS 104, 105) LEVEL 3 (NURS 204, 205) LEVEL 4 (NURS 209A, 209B, 210) 1. Critical Thinking Define critical thinking and recognize the nursing process to promote wellness and assist individuals to adapt to simple health problems. 2. Safe Practice Duplicate safe performance of selected basic nursing skills on adults and elderly in hospitals, extended care facilities and in the nursing laboratory. NURS 104: Demonstrate critical thinking through the use of the nursing process and interaction analysis to understand one's own behavior, promote wellness, and assist psychiatric clients to adapt to stressors. NURS 105: Demonstrate critical thinking abilities through the use of the nursing process to promote wellness and assist individuals to adapt to commonly occurring health problems. NURS 104: Safely employ basic nursing skills to meet the health care needs of clients in psychiatric settings. NURS105: Safely demonstrate routine nursing skills to meet the health care needs of adults in the medicalsurgical setting. NURS 204: Evaluate critical thinking abilities through the use of the nursing process to promote wellness and assist individuals within the childbearing family to adapt. NURS 205: Evaluate critical thinking through the use of the nursing process to promote wellness and assist childrearing families to adapt. NURS 204: Safely select nursing skills to meet the health care needs of childbearing families. NURS 205: safely select nursing skills to meet the health care needs of childrearing families. NURS 209A: Develop clinical reasoning through the use of the nursing process to promote wellness and assist individuals to adapt to severe stressors. NURS 210: Compare and Contrast historical perspectives of nursing that have influenced the current status of nursing. NURS 209B: Develop clinical reasoning through the nursing process to promote wellness and deliver care to groups of clients. NURS 209A: Safely formulate care to seriously ill clients. NURS 210: Design with sound rationale a personal position on current issues in nursing. NURS 209B: Develop effectively as a beginning practitioner in the delivery of health care within the structure of the health team. Revised 2011/Reviewed 2012

15 EDUCATIONAL OUTCOME LEVEL 1 (NURS 103) LEVEL 2 (NURS 104, 105) LEVEL 3 (NURS 204, 205) LEVEL 4 (NURS 209A, 209B, 210) 3. Therapeutic Relationship 4. Stress Adaptation Theory Define the nurse-client relationship as a therapeutic tool to assist individuals with adaptation. Explain the stress adaptation theory as a means of assisting individuals with basic health needs throughout the life span. NURS 104: Employ the nurse-client relationship to assist clients adapt to psychiatric stressors. NURS105: Use the nurseclient relationship to assist the individual to adapt to common stressors in the medical-surgical setting. NURS 104: Examine the stress adaptation theory as it relates to clients in psychiatric settings. NURS105: Examine the stress adaptation theory as it relates to adults in the medical-surgical setting. NURS 204: Support the nurse-client relationship to assist the childbearing family with stress adaptation. NURS 205: Support the nurse-client relationship to assist family members with stress adaptation. NURS 204: Integrate the stress adaptation theory in the care of families in obstetrical settings. NURS 205: Integrate the stress adaptation theory in the care of families in pediatric settings. NURS 209A: Develop the nurse-client relationship to assist individuals and families adapting to serious physiologic insults. NURS 210: Appraise the effects of personal philosophy upon the delivery of nursing care. NURS 209B: Develop the nurse-client relationship in providing nursing care to individuals and families. NURS 209A: Develop the application of the stress adaptation theory to seriously ill adults. NURS 210: Formulate methods that promote personal and professional growth. NURS 209B: Develop the application of the stress adaptation theory to hospitalized individuals.

16 EDUCATIONAL OUTCOME LEVEL 1 (NURS 103) LEVEL 2 (NURS 104, 105) LEVEL 3 (NURS 204, 205) LEVEL 4 (NURS 209A, 209B, 210) 5. Communication Recognize beginning communication skills. 6. Cultural Awareness Identify differences among individuals related to cultural practice, philosophy, moral code, and life style. NURS 104: Examine effective communication with clients in psychiatric settings, health team members, and peer group(s). NURS105: Demonstrate effective communication with individuals, health team members, and peer group(s). NURS 104: Demonstrate respect for all psychiatric clients in relation to cultural beliefs, philosophy, moral code, and/or life style. NURS105: Demonstrate respect for individuals in relation to their cultural practices, philosophy, moral code, and life style. NURS 204: Select appropriate communication techniques with families in an obstetrical setting. NURS 205: Select appropriate communication techniques with families in a pediatric setting. NURS 204: Support the rights of clients to practice their own cultural beliefs, philosophy, moral code, and life-style. NURS 205: Support the rights of clients to practice their own cultural beliefs, philosophy, moral code, and life style. NURS 209A: Formulate proficient communication with clients, families, and health team members. NURS 210: Value ethical and legal aspects of the nursing profession that govern the functioning of the nursing practitioner. NURS 209B: Formulate proficient communication with clients, families, and health team members. NURS 209A: Defend the rights of individuals to their own cultural practices, philosophy, moral code, and life-style. NURS 210: Develop basic leadership and management strategies. NURS 209B: Support the rights of individuals to their own cultural practices, philosophy, moral code, and life-style.

17 EDUCATIONAL OUTCOME LEVEL 1 (NURS 103) LEVEL 2 (NURS 104, 105) LEVEL 3 (NURS 204, 205) LEVEL 4 (NURS 209A, 209B, 210) 7. Professional Growth Describe behaviors which promote development of an individual philosophy, personal and professional growth and accountability as described in the Nursing Student Information Handbook. NURS 104: Examine an individual philosophy which promotes personal and professional growth and accountability as described in the Nursing Student Information Handbook. NURS105: Examine an individual philosophy which promotes personal and professional growth and accountability as described in the Nursing Student Information Handbook. NURS 204: Support an individual philosophy that promotes personal and professional growth and accountability as described in the Nursing Student Information Handbook. NURS 205: Support an individual philosophy that promotes personal and professional growth and accountability as described in the Nursing Student Information Handbook. NURS 209A: Construct an individual philosophy which promotes personal and professional growth and accountability as described in the Nursing Student Information Handbook. NURS 210: Judge own competencies in light of nursing student learning outcomes. NURS 209B: Construct an individual philosophy which promotes personal and professional growth and accountability as described in the Nursing Student Information Handbook.

18 MONROE COUNTY COMMUNITY COLLEGE NURSING PROGRAM Table 6.7: Systematic Plan for Program Evaluation Criteria/Component Method/s* STANDARD 1: MISSION AND ADMINISTRATIVE CAPACITY The nursing education unit s mission reflects the governing organization s core values and is congruent with its strategic goals and objectives. The organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. 1.1 the Mission/ philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. The Mission/ philosophy and outcomes of the nursing education unit will be congruent with those of the governing organization. With accreditation cycle or upon revision of College or Division Mission Statements. Nursing Faculty Workgroup and Dean conduct a comparison of objectives and competencies in nursing education unit with governing body mission and philosophy. Advisory Committee is consulted as needed when changes are made. Division Mission statement created in congruence with College Mission Statement in January Program Philosophy reviewed annually. 2011: Faculty identified need to review Mission/Philosophy 2012: Mission/Philosophy drafted and more reflective of curriculum needs 1.2 The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities. The governing organization and nursing education unit will ensure representation of students, faculty, and administrators in ongoing governance activities. Each semester. Review meeting minutes and attendance records of shared governance committees. All relevant groups are represented in ongoing governance activities. Maintain review.

19 Nursing students will have participated in governance via collegewide activities related to profession of nursing, the college or the community. Annually or as needed. Method/s* Recognition of student participation in Student Nurses Association (SNA). Student Focus groups are utilized as needed. SNA offers many opportunities for student participation. October 2009 focus group suggested students would like more communication with faculty and Dean. SNA in conjunction with faculty advisors will continue to identify volunteer opportunities. Student representatives were identified from each class to participate in SNA governance and meet with faculty and Dean upon request. Fall 2011: Guidelines for Student Representatives written Guidelines to be published in Student Information Handbook, Winter Communities of interest have input into program processes and decision making. Communities of interest will have input into program processes and decision making. Annually. Review Advisory Committee agendas, minutes, and surveys. March 2012: College pilots new council model of shared-governance Advisory committee members are satisfied with their experience. Advisory. ELA met. Maintain review. Maintain Advisory Committee biannual meetings.

20 1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. 1.5 and 1.6 The nursing education unit is administered by a nurse who: holds a graduate degree with a major in nursing; has authority and responsibility for the development and administration of the program; and has adequate time and resources to fulfill the roles. Partnerships will exist that promote excellence in nursing education, enhance the profession, and benefit the community. The nursing education unit is administered by the Dean of the Health Sciences Division who is a nurse that: holds a graduate degree with a major in nursing; has authority and responsibility for the development and administration of the program; and has adequate time and resources to fulfill the roles. Annually or as needed. At hire and annually. Method/s* Student and faculty evaluations of clinical agencies. Variety, diversity, and sufficient placements are reviewed for each clinical agency. Dean candidate qualifications are verified prior to offering position. Performance evaluations completed by supervisor. Continuous review of workload. Review and discuss with faculty proposed and approved annual budget. The college maintains a MACRAO agreement with many Michigan four-year institutions (detailed information available through the Registrar s office). Currently have articulation agreements with 2 universities with satellite facilities on campus Dean meets or exceeds all credentialing requirements. Identified need for additional support due to expanding workload of administrative Dean/DON. Maintain and continue to seek new opportunities. Maintain credentials and review annually. FT faculty given EC to complete clinical and lab coordination

21 1.7 With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and among other units of the governing organization. 1.8 Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit. With faculty input, the nurse administrator does have the authority to prepare and administer the program budget and advocates the equity within the unit and among other divisions of the governing organization. Policies of the nursing education unit will be comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of nursing education unit. Annually. Annual review of Clinical Instructor Handbook. Scheduled negotiation of Master Agreement between Monroe County Community College Faculty Association (MCCCFA) and Monroe County Community College (MCCC) Method/s* Budget request worksheets and discussion in Division and Nursing Workgroup meetings. Comparative analysis of Master Agreement, Faculty Handbook, Nursing Program policies, and Clinical Instructor Handbook Budget requests prepared by Dean/DON with faculty input. Nursing Education unit consistently follows the MCFFA contract. Clinical Instructor Handbook is congruent with College policies and applied consistently. Maintain budget process. Maintain and revise as needed.

22 1.9 Records reflect that program complaints and grievances receive due process and include evidence of resolution. Records will reflect that program complaints and grievances receive due process and include evidence of resolution As needed upon receipt of grievance or complaint. Method/s* Program and College appeals procedures as outlined in Student Handbook and College Catalog. Fall 2011: One (1) appeal related to Privileged Information and Confidentiality/HIP AA violations. Nursing education unit decision upheld. December 2011: Privileged Information and Confidentiality/HIPAA policies in Student Information Handbook reviewed and revised. Spring 2012: Four (4) academic dishonesty violation appeals. Nursing education unit decision not upheld. Three (3) appeals related to Honesty/Profession al Ethics/Accountabilit y Requirements violations. Nursing education unit decision upheld. May/June 2012: Policies related to Academic Dishonesty, Honesty/Professional Ethics, Accountability Requirements, and student conduct in the Student Information Handbook reviewed and revised. Maintain appeals procedures.

23 1.10 Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. Online option is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. With accreditation cycle or upon revision of College or Division Mission Statements. Method/s* Nursing faculty Workgroup and Dean conduct a comparison of objectives and competencies in nursing education unit for both options with governing body mission and philosophy. Advisory Committee is consulted as needed when changes are made. Fall 2010: LPN-RN Online program placed on hiatus following NLNAC site visit. June 2011: LPN-RN Online program deactivated MBON and NLNAC notified. 6 of 11 remaining students completed online track in August March 2012: College Curriculum Committee officially inactivated all courses associated with the LPN to RN online track. April 2012: 5 remaining students successfully complete all courses/ program requirements. Online track curriculum review and revision indicated. Fall 2011: Teach-out plan developed for 5 remaining online students. Enrolled in traditional program with face-to-face instruction with accommodation to assist in logistical difficulties. Students assigned faculty mentor to provide support and assistance throughout remaining courses. Review of blended course objectives for congruency with program student learning outcomes.

24 Criteria/Component Method/s* STANDARD 2: FACULTY AND STAFF Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit. 2.1 Full-time faculty are credentialed with a minimum of a master s degree with a major in nursing and maintain expertise in their areas of responsibility. 100% of full-time faculty credentialed with a minimum of an MSN and maintain expertise in their areas of responsibility. 100% of faculty will maintain a full-time workload by MCCCFA contract; 100% of faculty will show evidence of continuing education according to the Administrative Rules for the MBON relicensure requirements. At time of hire, each semester, annually, and upon license renewal. Collect transcripts at time of hire, confirm licensure and renewal, review workload and office hours, and faculty data sheets. ELA met. Maintain review.

25 2.1.1 The majority of part-time faculty are credentialed with a minimum of a master s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing Rationale is provided for utilization of faculty who do not meet the minimum credential. 100% of recruited parttime faculty will be encouraged to seek MSN credential and will have a minimum of a BSN as defined by Administrative Rules for the MBON R Rule 305 (2) (b) (i) and (ii) and (iii) Faculty Credential exceptions noted MBON R Rule 305 (3) 100% of faculty will meet the minimum credential as defined by the Administrative Rules of the MBON R Rule 305 (2) (b) (iii) And R Rule 305 (3) for exceptions At time of hire, annually, and upon license renewal. At time of hire, annually, and upon license renewal. Method/s* Collect transcripts at time of hire, confirm licensure and renewal. Collect transcripts at time of hire, confirm licensure and renewal. All PT faculty meet MBON requirements. Fall 2011: 60.7% of PT faculty MSN prepared. WI 2012: 48.1% of PT faculty MSN prepared. Includes PT lab faculty. All demonstrations/ev aluations in the lab are completed by MSN prepared faculty. All faculty met minimum credentialing as defined by MBON. Revised advertisement for part-time faculty to include MSN preference. Revised Division policy to include preference to MSN faculty for workload assignments. Implemented strategies to hire and retain MSN prepared part-time faculty. June 2012: Salary schedule for MSN clinical faculty increased. Maintain.

26 2.2 Faculty (full- and part-time) credentials meet governing organization and state requirements. 2.3 Credentials of practice laboratory personnel are commensurate with their level of responsibilities. 100% of the full- and part-time faculty will be licensed in the State of Michigan and/or State of Ohio with an unencumbered professional license and will meet the 2- year full-time equated work experience or related field in the area they are teaching and credentials as outlined in Administrative Rules of the MBON R Rule 305 (2) (b) (iii) 100% of full- and parttime faculty will be commensurate with their level of responsibilities in the practice lab and meet the Administrative Rules of the MBON R Rule 305 (2) (b) (iii) At time of hire, annually, and upon license renewal. At time of hire, annually, and upon license renewal. Method/s* Collect transcripts and check references at time of hire, confirm licensure and renewal. Collect transcripts and check references at time of hire, confirm licensure and renewal. All faculty meet criteria as outlined by governing and state organizations. Lab faculty meet minimum credentials as outlined by MBON. The lab coordinator credentials are at a higher level commensurate with increased responsibility. All lab demonstrations/ev aluations are completed by MSN prepared faculty Maintain. Maintain.

27 2.4 The number and utilization of faculty (fulland part-time) ensure that program outcomes are achieved. 2.5 Faculty (full- and part-time) performance reflects scholarship and evidence-based teaching and clinical practices. Full-time faculty will lead each course informally, along with the Dean, and facilitate teaching and learning with the part-time faculty in order to achieve program outcomes. 100% of full- and parttime faculty will participate in continuing education and reflect participation in diversity of scholarship through teaching, application, integration, and discovery as it relates to educational effectiveness in nursing education. Continuous evaluation of staffing needs. Annual evaluation of program outcomes. Annually. Method/s* Assess faculty utilization through observations by Dean, informal and formal communication between faculty. End of Program, Employer, Graduate, and Nursing Alumni Surveys. NCLEX pass rates. Verify license renewal achieved including continuing education requirements. Faculty performance evaluations. Submission of faculty data sheets. Faculty to student ratios are appropriate to the setting and meet MBON guidelines. All surveys are tallied and reviewed annually by faculty, Dean and Advisory Committee to ensure Program Outcomes are being met. All faculty are compliant with continuing education requirements for their state of licensure. Performance evaluations document scholarship and evidence-based practice. Maintain. Maintain and encourage policies to assist faculty with continuing education.

28 2.6 The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes. The number and utilization of non-nurse faculty and staff will be sufficient to meet the needs of the nursing program and will meet the minimum requirements as defined in the job description. Credentials at hire and annually. Continuous evaluation of staffing needs. Annually with performance review. Method/s* Obtain transcripts and references. Course offerings are sufficient and properly staffed. Job descriptions are regularly reviewed for accuracy. Performance reviews to document utilization and goal achievement. 100% of nonnursing staff have required credentials. Maintain.

29 2.7 Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities. 100% of full- and parttime faculty will be oriented by nursing faculty or Dean at time of hire or following a change in assignment. At time of hire, and as needed. Method/s* New hire checklist. Attendance at course faculty meetings. 100% compliance with full- and parttime faculty oriented to college, program, course and clinical. Faculty orientation offered once per year. Probationary FT faculty are required to participate in the College s Mentoring Program organized by the Director of Human Resources. Part-time clinical faculty meet with the perspective theory faculty prior to the beginning of the clinical/lab experience. Theory faculty interact routinely with PT clinical faculty throughout clinical rotations. Maintain.

30 Method/s* Every clinical instructor is given a copy of the Manual for Nursing Clinical Instructors. Manual is reviewed/revised annually. FT faculty identify need for Faculty Handbook. To be compiled over course of academic year Systematic assessment of faculty (fulland part-time) performance demonstrates competencies that are consistent with program goals and outcomes. 2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. 100% of full- and parttime faculty will be systematically assessed per contract and performance demonstrates competencies that are consistent with program goals and outcomes. 100% of non-nurse faculty and staff will meet the requirements as defined in the job description and per faculty contract or College policy. Per semester and at least annually. At least annually or as defined by contract. Student Questionnaire on Instruction. Instructional Observation Report. Clinical Instructor Observation Report. Evaluation Summary for Continuing Contract. Student Questionnaire on Instruction. Instructional Observation Report. Clinical Instructor Observation Report. Staff performance evaluation. Faculty performance demonstrates competencies consistent with program goals. Insufficient performance is documented and can lead to termination. Non-nurse faculty and staff performance are in accordance with governing organization policies. Maintain. Maintain.

31 2.10 Faculty (full- and part-time) engage in ongoing development and receive support in distance education modalities including instructional methods and evaluation. 100% of full-time nursing faculty who teach in online courses will receive support in distance education modalities. Ongoing as needed with hire of faculty. Method/s* Review internal online training. Ask faculty to identify unmet learning needs. Note attendance at internal workshops and continuing education events related to distance learning. Blackboard workshops offered 3 times per academic year with continual support available as needed. Maintain and monitor.

32 Method/s* STANDARD 3: STUDENTS Student policies, development, and services support the goals and outcomes of the nursing education unit. 3.1 Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, nondiscriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit. 100% of nursing students will have received a copy of the Nursing Student Information Handbook and will have electronic access to MCCCs college policies via the MCCC website. Each semester at nursing student orientation meetings. Biannual review/revision of handbook, catalog and website. Student signs affidavit indicating receipt of and agreement to abide by policies in the Nursing Student Information Handbook. Student is responsible for checking their college address for course and program updates. Review college catalog & website. 100% of students signed affidavits after receiving Nursing Student Information Handbooks. Students communicate via college address for program updates. Review showed congruency. Maintain and monitor. Revise catalog, handbooks, & website as needed.

33 3.2 Student services are commensurate with the needs of students pursuing or completing the associate program, including those receiving instruction using alternative methods of delivery. Student services will be commensurate with the needs of students pursuing or completing the associate program, including those receiving instruction using alternative methods of delivery. At the conclusion of course, program and annually. Method/s* Every student is assigned a nursing faculty advisor. Graduate follow-up survey. End-of-Program survey. Student Questionnaire on Instruction. Review of college services available. 100% of nursing students assigned faculty advisors. 35% response rate on Graduate survey for 2011 graduates. 100% respond favorably (excellent or good) to satisfaction with MCCC nursing program. End of Program survey and Student Questionnaire on Instruction results indicate that Student Services are commensurate with student needs. March 2012: new evaluation tools drafted to better capture quantitative and qualitative data June 2012: New End of Program survey implemented.

34 3.3 Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines. 3.4 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained. Student educational and financial records will be in compliance with the policies of the governing organization and state and federal guidelines. Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements will be maintained. Annual audits. With each student request for financial aid and as Federal criteria changes. Method/s* Financial Aid Office maintains records in compliance with state and federal regulations. 100% of audits are completed on time. Review of college catalog & website for evidence of FERPA and ADA statements. With each audit. Review of files by Director of Admissions, Registrar, and Financial Aid Office. Audits show majority compliance with state and federal regulations during 2009, 2010, and Catalog & website review confirm information on FERPA and ADA. 100% compliance in 2007, 2008, 2009, 2010, and 2011 as reported by the Financial Aid Office Administrators working to maintain high compliance rate. Maintain and monitor. Maintain and monitor.

35 3.4.1 A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders will be available. On college admission, in college publications, and in student application for financial aid. Method/s* Review of College catalog, website, and financial aid publications contain information which is readily accessible to the public. Interview of appropriate administrator. Students informed by Financial Aid Office of loan counseling, monitoring, lender information, and loan repayment options when they request to borrow student loans. The Financial Aid Office requires all firsttime loan borrowers to complete an inperson entrance counseling session with a staff member to discuss rights/ responsibilities of borrowing Stafford loans. Student who have borrowed Stafford loans at another institution, but transferred to MCCC, are required to complete online loan entrance counseling on the rights and responsibilities of Maintain and monitor.

36 Method/s* of borrowing Stafford loans. Information about the Stafford loan program is available on MCCC s website; paper packets are available for distribution to students upon request.

37 3.4.2 Students are informed of their ethical responsibilities regarding financial assistance. Students will be informed of their ethical responsibilities regarding financial assistance. On college admission and in student orientation sessions. Method/s* Monitor student complaints. 100% of students in 2007, 2008, 2009, 2010, and 2011 who attended college orientation sessions were informed about financial aid policies. Information about responsibilities regarding financial aid assistance is also provided to students on the MCCC website and in the College catalog. Maintain and monitor. The College wide default rate on student loans was 7.3% in FY2009, 4.7% in FY2008, 11.7% in FY2007, and 2.6% in FY2006. The national default rate for FY2009 is 11.9% for 2 year public institutions.

38 3.5 Integrity and consistency exist for all information intended to inform the public, including the program s accreditation status and NLNAC contact information. Integrity and consistency will exist for all information intended to inform the public, including the program s accreditation status and NLNAC contact information. Annual or as needed. Method/s* Review all program information both print and electronic to ensure proper information. 100% in compliance with print and electronic materials for 2008, 2009, 2010 and 2011 Accreditation status available on college website. Students updated on accreditation status and contact information in Information Handbook and as indicated. Maintain and monitor.

39 3.6 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. Changes in policies, procedures and programs information will be clearly and consistently communicated to students in a timely manner. Annually or as needed. Method/s* Review and revision of Nursing Student Information Handbook. , Bb, memos, and in-class announcements of changes. Review and revision of College Catalog and website. Nursing Student Information Handbook is reviewed & revised annually or as needed. Students are required to indicate with signature receipt of any addendums to the Information Handbook. Administration and faculty routinely communicate with students through college and Bb. Maintain methods of communication.

40 3.7 Orientation to technology is provided and technological support is available to students. 3.8 Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible. Orientation to technology will be provided and technological support will be available to students, including those receiving instruction using alternative methods of delivery. Information related to technology requirements and policies specific to distance education will be clear, accurate, consistent and accessible. Each semester. Annually. Method/s* Online Questionnaire on instruction. Monitor student complaints. Review of catalog, website, and handbooks. All students are encouraged to attend Blackboard orientation sessions. The Bb Help Desk is available for assistance with login and Bb problems or questions. Tutorials covering the most common problems are available on Bb for students. Two (2) e-learning specialists are on staff to answer questions. 100% compliance. Significant support services available for faculty. Two e- learning specialists are on staff to answer questions. Bb workshops offered 3 times per year. Add Bb support services to End of Program Survey. Encourage faculty to attend workshops. Maintain review.