ACADEMIC PROGRAM REVIEW GUIDELINES Associate Degree Nursing Program

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1 ACADMIC PROGRAM RVIW GUIDLINS Associate Degree Nursing Program I. Introduction: The Patrick Henry Community College Planning and valuation (P&) Committee is a standing committee of the college with members appointed by the President. One of the P& Committee s assignments includes Academic Program Review. It is the philosophy of PHCC to measure success by the accomplishment and success of our students. Thus, student outcomes measures must be the foundation of this process. All associate degree, diploma, and certificate programs will be profiled each year using the six (6) Benchmark Measures featured in this document. very fourth year a formal, cumulative report will be presented to the Planning and valuation Committee for a formal review of the program. This report will focus on the six (6) Benchmark Measures as profiled over the evaluation period. The P& Committee has established the following guidelines for developing, presenting, and conducting followup activities as they relate to fulfilling the requirements of Academic Program Review. The Patrick Henry Community College Planning and valuation committee will accept and review for approval Academic Program Review on a four-year rotation. Program updates of performance benchmark measures will be received and reviewed on an annual basis. The responsibilities of the Planning and valuation Committee members include the following: stablish an Academic Program Review calendar for the year. Request from Institutional Research data relevant to the six (6) Benchmark Measures identified on pages 3 through 7 of this document. Communicate Academic Program Review responsibilities for the year to each department and the respective dean. Conduct Academic Program Review sessions and make recommendations for improvement through formal reports based upon the review. The responsibilities of the Division Deans include the following: Preview and approve the Academic Program Review assessment plan prior to starting the process. Preview the Academic Program Review prior to the Planning and valuation Committee report. Assist departments in gaining resources to respond to recommendations for improvement. Make recommendations regarding 1) program improvement, 2) program continuation, 3) program probation, or 4) program cancellation. Work with the deans, departments, and the vice president for academic and student support services in improving the Academic Program Review Guidelines. Thoroughly review all documents submitted to the Committee. Make revisions to the Academic Program Review Guidelines as needed. Attend all meetings of the Committee. Monitor department progress in responding to requirements in the Academic Program Review Guidelines. Approve additional (unique to department) benchmarks requested by departments. 1

2 The responsibilities of the academic programs of study include the following: Collect benchmark data annually. Analyze data for performance indicators. Determine strategic plan for improvements. stablish timeline for making improvements. Submit interim annual report to Division Dean. Complete Academic Program Review documents by April 15. Determine any unique benchmarks to the department for review. Use student outcome measure data from sources such as VCCS Core Competencies, Dateline 2009, Perkins Criteria, PHCC Programmatic outcomes, 21 st Century Skills. II. Developing the Report: Step 1: Institutional Research will collect and submit by March 1 of each year the standard Academic Program Benchmark Measures for the preceding academic years. Unique departmentally requested benchmark data will be collected by March 1 or as indicated by Division Dean. The data will be submitted to the appropriate department in table format similar to that provided in this document (pages 3 through 7 and Section IV). Step 2: The department will analyze the Academic Program Benchmark Measures to determine if the program exceeds expectations, meets expectations, or needs improvement. In the xplanation box provided with each table, the department may offer the Planning and valuation Committee any comments, justification, interpretation, or general discussion to help the Committee better understand the data. For example, the department should give an explanation as to why the program is unable to support a meets rating or provide the Committee an explanation as to why certain data are not provided. Step 3: If the program fails to achieve the meets level for any two years of the four-year reporting cycle, a Program Improvement Plan must be completed and submitted to the Planning and valuation Committee as part of the initial report. The Planning and valuation Committee may require a Program Improvement Plan for other reasons if they feel circumstances warrant. Also, the Planning and valuation Committee will make recommendations for program improvement where it is appropriate to do so. Step #4: Results of any program improvement plan or responses to Committee recommendations must be submitted by the department during the next review year and each year thereafter until: 1) the benchmark goal is met, 2) the program is closed, or 3) the Planning and valuation Committee exempts the requirement and/or recommendation. III. Academic Program Benchmark Measures The following six (6) Benchmark Measures will be used to address standards established for measuring student/graduate success and program vitality. These data will be collected each year and distributed to department faculty for the purpose of monitoring program vitality; however, a formal Academic Program Review Report will be required only during the year in which the program faces a formal review (every four years). IV. Conclusions from Program Analysis The Program Review Team must analyze and comment on: Student achievement information from stated Learning Outcomes Curriculum strengths and weaknesses nrollment strengths and weaknesses Faculty strengths and weaknesses Resources strengths and weaknesses 2

3 Benchmark #1:Associate Degree Nursing In the Spring semester the program will have retained not less than 60% of students enrolled in the program core courses for the Fall semester % 85.34% 74.89% 75.67% xceeds Level (> 70%) Meets Level (60%-70%) 65.48% Needs Improvement Level (<60%) 07/08 08/09 09/10 10/11 Totals xplanation: Percentages were provided based on data from the Intuitional Research Department. Since 2007 the ADN program has predominantly exceeded a 70% retention rate. If we were to look at individual student s progression in individual courses, the retention rate may vary and potentially be lower. The percentages are based on those enrolled in terms of identified program code. Students that are academically unsuccessful, and are in the midst of remediation would also be included in this number as they are still listed under the ADN program code. It should be noted that the remediation course was revised in fall 2010 with the goal of increasing overall retention of academically unsuccessful students. Preliminary numbers are as follows: nrollment for fall 10, spring 11, fall 11 = 32 students 7/32 withdrew for non-academic reasons (either not completing SDV 104 or completing successfully and decided to not return) 5/32 failed remediation preventing program re-admission 3/32 were readmitted but continued with academic failure 12/32 have been readmitted into core NUR courses and progressing 3/32 have graduated 1/32 withdrew due to failure to successfully pass program co-requisites 1/32 re-entered following successful remediation for HSI, but then academically failed a NUR course and is repeating remediation In comparison: nrollment for Spring 07, Fall 07 and Spring 08 = 33 (ADN students) 11/32 remediated and then withdrew (*could of withdrew failing which counts as a program failure regardless of drop date) 1/33 failed remediation preventing program readmission 3

4 8/33 remediated, were readmitted and then failed (1 is a duplicate student, did however transfer and graduate from PN program) 13/33 have remediated and successfully graduated (one is duplicated in the count, but 6 of the 13 remediated twice while enrolled in the program) (39%) If the 12 students that are currently progressing successfully in the nursing program complete and graduate, then 46% of students who remediated between fall 10 and fall 11 will have been retained. (an increase of about 7%). It would also be noted that less students are remediating for HSI failure, and have true academic failures than previously (hence the larger number of 2 time remediation students who graduated). *The ADN program graduates a group of students each fall and spring semester, and we admit a new group each fall and spring semester. When calculating program retention, from fall to spring, we expect to gain new students who would be assigned the ADN program code, but they would not have had that program code in the fall hence not counting towards retention, as their curriculum is not changed until they have been accepted into the program. ADN students, who graduate each fall, would not return in the spring under the same curriculum. C O M M I T T Improvement Plan Required: Yes _X_ No Additional Recommendations: U S 4

5 Benchmark #2: Associate Degree Nursing The program will have scored not less than 3.5 (on a 5.0 scale) on the Graduate Satisfaction Survey question evaluating Instruction in Your Major. xceeds Level (>3.7) No data No data Meets Level ( ) Needs Improvement Level (<3.5) 07/08 08/09 09/10 10/11 Average xplanation: The data provided is reflective of all graduates and is not specific to nursing graduates specifically. Nursing graduate surveys administered to the graduating NUR 222 students revealed the following: N-98 Including the Fall 2007, Spring, 2008,Fall 2009, Spring 2010, Fall 2011 When asked At what level would you rate the adequacy of the curriculum? xcellent 38.8% Above Average 33.7% Good 27.5% What is your overall level of satisfaction with the program? xcellent 35.7 Above Average 32.7 Good 30.6% Below Average 1% (noted that HSI was not favorable) C Improvement Plan Required: Yes X No 5

6 O M M I T T Additional Recommendations: PHCC needs better methods to capture graduate survey information by program which could include the use of capstone courses. U S 6

7 Benchmark #3: Associate Degree Nursing The program will measure the unduplicated count of those working or studying as a percentage of the total graduates of an academic year; not less than 80% will have secured positive placement. xceeds Level (>95%) Meets Level (90%,>95%) Needs Improvement Level (<90%) 47-66% % 80% GRADUATS T-1% NO MPLOYMNT DATA RPORTD 07/08 08/09 09/10 10/11 Average xplanation: Of the data available at the time assessed the employment data may not reflect all graduates as the database tracks employment in Virginia. Many graduates seek employment outside of the area and across stateliness (i.e. den, Greensboro, Winston-Salem). In addition, graduates must complete the licensure exam which is typically done 30 to 90 days following graduation and some institutions will not hire until the credentials are in place. It may be necessary to delay assessment of employment to allow time for credentialing. Tracking graduate data from our office continues to be an obstacle as many graduates do not respond to one year surveys which would reveal information such as enrollment in BSN programs and employment status. I have not had any graduates report that they could not get a job. Most begin at entry level wages that range from base rates of $18 to$19 per hour and additional shift premiums for weekend, nights, and holidays that range from $3 to $5 additional per hour. The ADN employment rates are questionable in the true reflections of PHCC nursing graduates based on the following graduates survey responses we have received: 98 graduates 28.5% reported employment prior to graduation In addition, assessing employment may need to be delayed in order to allow students time to complete the licensure exam which often occurs 30 to 90 7

8 days following program completion and graduation. Currently the data for fall 2011 graduates includes: (N-18)- 15 are licensed; 14 of the 18 are currently employed in their field, 1/18 is pursuing employment opportunities in the nursing field, and 3/18 are planning to retest on the licensure exam after an unsuccessful first attempt. And 10/ of the 18 (56%) who reported employment are currently employed at Morehead Hospital in den, North Carolina. The VC data would not identify these students as employed as it tracks Virginia employment only. Overall of the cohort who graduated fall 2011: 78% are employed in their field, 5% is seeking employment in their field of study 17% may not work in their field until passing the licensure exam. So if assessment of employment for the fall 2011 graduates were assessed, it could likely note that only 44% were employed (if the unsuccessful testers, are working somewhere in Virginia, but not as an RN), or it could report as little as 28% working (limiting it to the VC reporting, and not including the graduates who must retest on the licensure exam, or the 10 graduates known to be employed in North Carolina). Knowledge of transfer is limited and with poor graduate survey return rates, it continues to be difficult to accurately assess. I feel that more than 1% of our graduates return for their BSN. Currently the nursing office is developing a Pre-BSN certificate and we hope to be able more closely monitor students who are returning for their BSN, and hope they chose PHCC to obtain the additional general education requirements needed for their respective baccalaureate programs. C O M M I T T U S Improvement Plan Required: _X_ Yes No Additional Recommendations: *It is recommended by P & that PHCC investigate the usage of social media to track student progress and success. Because this population is cohort in nature capturing data may utilize phone surveys and/or professional networks. 8

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10 Benchmark #4: Associate Degree Nursing The number of departmental graduates will be an average of seven over the four years of the Academic Program Review process. Career Study Certificates will be evaluated upon the program faculty to student productivity ratio (FTF:FTS). xceeds Level (>7) Meets Level (7) Below Standards Level (<7) Actual Fall nrollment 112 (NUR 111, 118, 221, & 222) 110 (NUR 111, 118, 221, & 222) 105 (NUR 111, 118, 221, & 222) 122 (NUR 111, 118, 221, & 222) xplanation: 07/08 08/09 09/10 10/11 Average The ADN program accepts a new class each fall and spring semester. The actual fall enrollment refers to students who were listed on the course roster initially, it does not include any student enrolled in remediation (SDV 104). The number of graduates as listed above does not reflect the following: How many students began and ended with their original cohort How many students began as a transition student (PN to RN) How many students completed their studies in 150% of the program time How many students completed their degree in greater than 150% of program time On average 62 ADN students start per year and if our average number of graduates over the last 4 academic years is then we are graduating approximately 67% of our students (this conflicts with the data in benchmark #1, because if we are retaining approximately 75% of our students, then it stands to reason we should be graduating that many as well, however the retention numbers include students enrolled in remediation which would most likely make up the difference). Retention is an issue, as the Chancellor would like 80% of all program starters to graduate. 10

11 C O M M I T T Improvement Plan Required: Yes _X_ No Additional Recommendations: U S 11

12 Benchmark #5 The ratio of full-time equivalent students to full-time equivalent faculty will be a minimum of that established by the VCCS for funding purposes (i.e., 12:1 for occupational technical courses, 10:1 for Health and Nurse courses). xceeds Level Meets Level (See Procedure Number ; acceptable range for meets level is minimum" to 15% above minimum.) Clinical Ratio: 1:10 (never exceeded) Clinical Ratio: 1:10 (never exceeded) Clinical Ratio: 1:10 (never exceeded) Clinical Ratio: 1:10 (never exceeded) Needs Improvement Level 1 Faculty to 31.5 students 1 Faculty to 30.9 students 1 faculty to 30.5 students 1 faculty to 33.7 students 07/08 08/09 09/10 10/11 Average xplanation: In review of this benchmark it should be noted that in clinical the ratio per VA BON requirement never exceeds 1 instructor to 10 students. The above ratios are not factoring in that the load of the student which includes instruction time with the adjunct in clinical. A percentage of each core nursing courses clinical contact hours is with an adjunct clinical instructor, and if you have 30 students in NUR 222 2/3 of those students are spending the equivalent of 4 credit hours per student with an adjunct. In addition, the remediation students who are still assigned to the ADN curriculum factor into this equation, and they are not active clinically while remediating. If you were to factor in adjuncts, then the faculty # used to determine ratio of faculty to student could include 4 FT and 8PT (average number of clinical adjuncts) for a total denominator of 8 which would change the ratios to: 10/11-1:17 09/10-1:15 08/09-1:15 07/08-1:15 Since remediation students are counted in this as well, then that adds another faculty person changing the denominator to 9 and the ratios would look like this: 10/11-1:15 09/10-1:14 08/09-1:14 07/08-1:13 12

13 C O M M I T T Improvement Plan Required: Yes X_ No Additional Recommendations: U S 13

14 Benchmark #6: Associate Degree Nursing 100% of program placed students will achieve the planned learning outcomes as demonstrated by varied assessment methods. Learning Outcome Students will meet or exceed VCCS core competencies. ighty percent of students admitted will graduate. Who will be assessed? (students of a key or gateway course) Students enrolled in NUR 222 during the spring semester. Students enrolled in clinical nursing core courses (NUR 111, 118, 247, 221, 222, 254) When will they be assessed? (end of course, end of sequence, semester each year) With other PHCC graduates Upon enrollment into first semester nursing, or entry into NUR 115 (transition program) and as What will be the assessment method? (standardized test, local exam, observation, project) As directed by the College Review of class rosters from entry point NUR 111 or NUR 115 and exit point NUR 222 What will be measured? (pass rate, scores, points, percentile) Percent of correct responses per category as provided by Institutional Research The numbers enrolled at the beginning and the end, further monitoring of those students graduating Observations and comments (implications, test validity, test reliability, student preparation) The original data reflected all graduates who have tested. There may be some value in determining if the average responses of all graduates reflect the ADN program graduate responses. In addition it might be important to note that graduating ADN students complete an xit HSI examination that is cumulative of the entire program and an indication of knowledge retention and NCLX-RN Success. In fall 2011 our graduates had a mean score of 924. And were at the percentile rank. In comparison to other ADN programs who have an overall mean average of 858 and percentile rank of 50.72, and BSN programs nationally who had a mean score of 846 with a percentile rank of The HSI exam also measure critical thinking aptitude regarding the components included on the HSI exam and PHCC scored a 931 noting acceptable is 850 recommended is 900. As per the data previously noted in benchmark # 4, we are most likely not meeting the Chancellor 14

15 ighty percent of ADN graduates will pass NCLX-RN on first attempt Upon completion of this program the graduate will be able to: 1. Provide client with a safe and effective care environment through management of care and providing for safety and infection control. 2. Develop skills in health promotion and maintenance 3. Provide care that promotes psychosocial and physiological integrity by providing basic care and comfort, utilizing pharmacologica l and parenteral therapies according to industry standards, providing for reduction in risk potential, and facilitating physiological Students who have successfully graduated from the program Students enrolled in clinical nursing courses they graduate. Four semesters is the program length excluding summers. ach quarter following the first year of graduation. Throughout the program core curriculum courses, and following completion of HSI progressive and exit testing. Monitor the NCLX pass rates as made available from the VA BON The assessment methods includes: 1. Course tests and final exams 2. Clinical and laborator y experienc e 3. Written assignme nts (ie. Nursing care plans) 4. Analysis of HSI performa nce 5. Analysis of NCLX- RN program performa nce (yearly reports are purchase d for program use) within 150% of the program time will also be monitored. First time pass rates of ADN program graduates who have tested. Faculty measure the students abilities to answer questions that are developed based on blooms taxonomy with the goal of being 100% at or beyond the application level by graduation. Faculty assess clinical compentiencies that are compared to professional standards as established by nurse practice acts. established goal. It should be noted that the programs previous goal of 51% or higher is being met.(this previous goal was set by the faculty) During the 2011 year, the program has met the goal, but during the 2010 year, the program fell short of the goal and submitted an NLCX-RN improvement plan to the VA BON who approved the ADN program initiatives. Curriculum content is reviewed regularly and updated to ensure teaching includes all necessary components to reflect industry standards. Our programs guiding tool for curriculum design, revision and implementation is the most recent NCLX test plan, gerenally revised every two years. It should also be noted that on the recent comparisons of HSI exit reports and NCLX performance reports identified some areas that were low and strategies have been implemented to ensure equivalent content is incorporated in the curriculum. In addition, a plan is being developed that would revise the current nursing curriculum that has been in place for the last 8 years. 15

16 adaptation of client. C O M M I T T Improvement Plan Required: Yes _X_ No Additional Recommendations: An explanation of how the information is measured; how it should be interpreted and what it is measured against is needed. It would be helpful to know how the VCCS and or national average scores compare to PHCC programmatic scores. U S 16

17 Benchmark #7 Costs/Benefits of the program Personnel cost Non-personnel cost FT generated Grant supplied funds Donations/local money College Foundation Intangible benefits (such as shortage of qualified personnel, new business moving to community, economic development, etc.) C O M M I T T Improvement Plan Required: Yes _X_ No Additional Recommendations: 17

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19 Attachment A Program Improvement Plan Program Title: _Coordinator of Nursing and Health Sciences Person Completing Plan: Amy. Webster Date Submitted: _April 13, 2012 Reporting Period: _Fall 07 Spring 11 Benchmark #6 and Title: 100% of program placed students will achieve the planned learning outcomes as demonstrated by varied assessment methods Objective/Activity Person Responsible xpected Result Program director ighty percent of graduates will pass NCLX-RN on first attempt At minimum 80% of graduates will pass NCLX-RN on first attempt. (This is the minimum standard per the Virginia Board of Nursing; NLNAC requires pass rates to be at or above the National percentage, which PHCC has fail short of for the last three years. Actual Results: (to be completed and filed as a follow-up report) Note: the objective has been maintained 5 out of 6 years, with calendar year 2010 falling below the expected result. NCLX-RN improvement plan was submitted to the BON and accepted. It should be noted that the Virginia requirement of 80% is far lower than the NLNAC requirement of being at or above the national average, which PHCC has failed to do for the last three years, and has been noted by the NLNAC after receipt and acknowledgement of the substantive change report indicating the status of PHCC for the calendar year (2011, 2010, which was previously not reported). This objective is monitored throughout the year and assessed at each quarter. Calendar Year (per VA BON monitoring): PHCC Peer Institution(s) or Program(s) visited: (insert name and location) Points of Interest or Issues for Program Review: 19

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21 V. Program Accreditation: b. Does this program have additional accreditation? Yes _x_ No c. If Yes, i. Indicate the accreditation agency/organization _NLNAC ; Virginia Board of Nursing approval ii. iii. iv. d. If No, Indicate the date of the last accreditation visit._bon 11/2004; NLNAC Spring 2005 Attach as Attachment B a one-page summary of the last accreditation visit including any recommendations, weaknesses, citing, recognitions, etc., and where applicable, how any suggestions for improvement were addressed. Indicate the date of the next accreditation visit. February 2013 i. Is there any accreditation/recognition organization for your program? Yes No ii. If Yes, please list and explain why their accreditation/recognition is not being sought. VI. Advisory Committee: Please attach as Attachment C the minutes of the Departmental Program Advisory Committee for each of the last three meetings. VII. Instructional Resources: a. Are there adequate library resources for this program? Yes x_ No b. If No, Please develop as Attachment D a plan for acquiring those resources. c. Are there adequate instructional media technology? Yes _x No d. If No, Please develop as Attachment a plan for acquiring those resources. e. Are there adequate laboratory and clinical resources? Yes _x_ No f. If No, Please develop as Attachment F a plan for acquiring those resources. g. Is the program budget adequate to meet basic department needs? Yes _x No h. If No, Please develop as Attachment G a plan for acquiring those resources. VIII. Describe any special projects or program initiatives that you feel significantly contribute to the vitality of the program (i.e., experimental delivery methods, partnerships with other institutions or agencies, articulation agreements, instructional delivery systems, external funding, community service, etc.). Maintaining active contracts for clinical practice with our clinical partnering agencies is a necessity for program continuance. Maintaining competitive wages for adjunct faculty is essential, and should be compared to industry standard to ensure equivalence. The NLNAC accreditation requires that 50% or more of clinical instructors maintain a master s in the field of study at present, in the ADN program we have 12 combined full time and part-time instructors utilized for clinical with 50% having earned a MSN. (This has not been the case in the last couple years as the mixture was less than 50%). 21

22 Faculty Professional Development Information Sheet 1. Faculty Name: _Amy. Webster 2. Teaching Discipline: _Coordinator of Nursing and Health Sciences 3. Faculty Status: Professor: Assoc. Professor: _x Asst. Professor: Instructor: 4. Undergraduate Degree(s) BSN Radford University Nursing Graduate Degree(s): MSN University of Phoenix Nursing Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS Instructor American Heart Association Current 2001 Registered Nurse Virginia Board of Nursing Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) 8. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 22

23 Faculty Professional Development Information Sheet 1. Faculty Name: _Connette Gill 2. Teaching Discipline: _Nursing 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: _x Instructor: 4. Undergraduate Degree(s) BSN Virginia Commonwealth University Nursing Graduate Degree(s): MSN Old Dominion University Nursing Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year Registered Virginia Board of Current 2001 Nurse Nursing BLS-CPR American Heart Current 2001 Association Sexual Assault Nurse xaminer Martinsville District Court Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) 11. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 23

24 Faculty Professional Development Information Sheet 1. Faculty Name: _Debbie Shelton 2. Teaching Discipline: _Nursing 3. Faculty Status: Professor: Assoc. Professor: _x Asst. Professor: Instructor: 4. Undergraduate Degree(s) BSN Radford University Nursing Graduate Degree(s): MSN Radford University Nursing Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS Instructor American Heart Association Current Recert 2010 Registered Nurse Virginia Board of Nursing Current Certified Current 2005 Diabetes ducator Clinical Nurse Specialist- Gerontology Radford University Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) 14. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 24

25 Faculty Professional Development Information Sheet 1. Faculty Name: _Joe Gravely 2. Teaching Discipline: _Nursing 3. Faculty Status: Professor: Assoc. Professor: _x Asst. Professor: Instructor: 4. Undergraduate Degree(s) BSN Averett Nursing Graduate Degree(s): MSN Radford University Nursing Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS Instructor American Heart Current Recert 2010 Association Registered Nursing License 16. In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) 17. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 25

26 Faculty Professional Development Information Sheet 1. Faculty Name: _Gina Varner 2. Teaching Discipline: _Nursing 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: Instructor: _x 4. Undergraduate Degree(s) BSN University of Phoenix Nursing Graduate Degree(s): MSN University of Phoenix Nursing Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS American Heart Current Recert 2012 Association Disaster Response Certification PHCC Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) 20. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 26

27 Faculty Professional Development Information Sheet 1. Faculty Name: _Cindy Nolen 2. Teaching Discipline: _Nursing Clinical OB 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: Instructor: ; _x_adjunct Clinical Nursing Instructor 4. Undergraduate Degree(s) BSN Radford College Nursing Graduate Degree(s): 21. Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS American Heart Current 2011 Association Registered Nurse Virginia BON Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) *Clinical Instructors review available materials regarding the curricular needs. Adjustments are made regarding clinical industry standards. 23. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 27

28 Faculty Professional Development Information Sheet 1. Faculty Name: _Linda Wallace 2. Teaching Discipline: _Nursing 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: _x Instructor: (full time teaching load includes OB clinical group) 4. Undergraduate Degree(s) BS Averett Biology 1997 ADN College of Health Sciences Nursing Graduate Degree(s): MSN University of Phoenix Nursing Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS American Heart Current Recert 2012 Association Registered Nurse Virginia Board of Nursing Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) 26. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 28

29 Faculty Professional Development Information Sheet 1. Faculty Name: Crystal Southern 2. Teaching Discipline: _Nursing Clincial Instructor OB 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: Instructor: Adjunct Clinical Instructor: _X_ 4. Undergraduate Degree(s) BSN UNC-Greensboro Nursing Graduate Degree(s): 27. Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS American Heart Current Recert 2012 Association Registered Nurse North Carolina Board of Nursing Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) 29. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 29

30 Faculty Professional Development Information Sheet 1. Faculty Name: _Theresa Roach 2. Teaching Discipline: _Nursing Clinical Medical Surgical Nursing 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: Instructor: ; _x_adjunct Clinical Nursing Instructor 4. Undergraduate Degree(s) BSN Virginia Nursing 2005 Commonwealth University ADN PHCC Nursing Graduate Degree(s): 30. Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS American Heart Current Association Registered Nurse Virginia BON Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) *Clinical Instructors review available materials regarding the curricular needs. Adjustments are made regarding clinical industry standards. 32. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 30

31 Faculty Professional Development Information Sheet 1. Faculty Name: Tiffany Plunk 2. Teaching Discipline: _Nursing Clinical Medical Surgical Nursing 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: Instructor: ; _x_adjunct Clinical Nursing Instructor 4. Undergraduate Degree(s) BSN ODU Nursing 2010 ADN PHCC Nursing 2003 BS Milligan College Business Administration Graduate Degree(s): MSN ODU Nursing-Family Nurse Practitioner Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS ; ACLS; American Heart Current PALS Association Registered Virginia BON Current Nurse Nurse Practitioner Virginia BON Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) *Clinical Instructors review available materials regarding the curricular needs. Adjustments are made regarding clinical industry standards. 35. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 31

32 Faculty Professional Development Information Sheet 1. Faculty Name: _Sharon Hubbard 2. Teaching Discipline: _Nursing Clinical Fundamentals 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: Instructor: ; _x_adjunct Clinical Nursing Instructor 4. Undergraduate Degree(s) BSN ODU Nursing 1998 ADN PHCC Nursing Graduate Degree(s): 36. Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS American Heart Current Instructor Association Registered Nurse Virginia BON Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) *Clinical Instructors review available materials regarding the curricular needs. Adjustments are made regarding clinical industry standards. 38. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 32

33 Faculty Professional Development Information Sheet 1. Faculty Name: _Monica Carter 2. Teaching Discipline: _Nursing Clinical Fundamentals 3. Faculty Status: Professor: Assoc. Professor: Asst. Professor: Instructor: ; _x_adjunct Clinical Nursing Instructor 4. Undergraduate Degree(s) BSN Radford University Nursing 2005 ADN PHCC Nursing Graduate Degree(s): MSN Liberty University Nursing In progress 39. Certifications or professional standing. Certification Accrediting Agency Status (current, cancelled) Year BLS American Heart Current Association Registered Nurse Virginia BON Current In the space provided insert PHCC Professional Development Plan goals and outcomes completed within the past four years. (Attach college IDP documents.) *Clinical Instructors review available materials regarding the curricular needs. Adjustments are made regarding clinical industry standards. 41. Repeat 1, 3, 4, 5, & 6 for each adjunct faculty. (Provide the justification memo from personnel file for a credential non-compliance.) 33