Shenandoah University Division of Nursing Baccalaureate Nursing Program Master s Nursing Program. Self-Study Report

Transcription

1 Shenandoah University Division of Nursing Baccalaureate Nursing Program Master s Nursing Program Self-Study Report Submitted to the Commission on Collegiate Nursing Education In Support of Continuing Accreditation April 2009 Kathryn M. Ganske PhD RN Director Division of Nursing i

2 PROGRAM INFORMATION FORM Commission on Collegiate Nursing Education One Dupont Circle, NW, Suite 530 Washington, DC GENERAL INFORMATION Official Name of Institution: Shenandoah University Type of Institution (check one): public private X private, religious proprietary Institution s Carnegie Classification: MAI Chief Executive Officer Institution (Full Name and Title): Tracy Fitzsimmons, PhD, President Official Name of Nursing Unit: Division of Nursing Chief Nursing Administrator (Full Name and Title): Kathryn M. Ganske, PhD, RN, Director and Associate Professor Address: 1775 North Sector Court City: Winchester State: VA Zip Code: Phone: Fax: Address: kganske@su.edu Web site address of institution/program: X Check here to verify that the Chief Nurse Administrator, identified above, has approved this completed form and confirms its contents as of March 1, (date) ii

3 ACCREDITATION AND APPROVAL Institutional Accreditation: INSTITUTIONAL ACCREDITOR (identify agency name) Southern Association of Colleges and Schools (SACS) LAST REVIEW (year) NEXT SCHEDULED REVIEW (year) Specialized Accreditation: SPECIALIZED ACCREDITOR (identify agency name) Council on Accreditation of Nurse Anesthesia Educational Programs Commission on Collegiate Nursing Education National Association for Nurse Practitioners in Reproductive Health National League for Nursing Accrediting Commission LAST REVIEW (year) N/A Baccalaureate in Nursing 2004 Master s in Nursing 2004 Doctor of Nursing Practice N/A N/A Baccalaureate in Nursing N/A Master s in Nursing N/A NEXT SCHEDULED REVIEW (year) N/A Baccalaureate in Nursing 2009 Master s in Nursing 2009 Doctor of Nursing Practice N/A N/A Baccalaureate in Nursing N/A Master s in Nursing N/A State Board of Nursing Approval: Name of applicable state board of nursing: Virginia Board of Nursing NURSING PROGRAM APPROVED LAST REVIEW (year) NEXT SCHEDULED REVIEW (year) Baccalaureate program Master s program N/A N/A Doctor of Nursing Practice program N/A N/A Add any relevant comments regarding accreditation and approval: None iii

4 NURSING PROGRAM INFORMATION Degree Programs Offered, Student Data: Identify all baccalaureate and master s degree tracks offered by the nursing unit. For each track, list current enrollment data, as well as graduation data for the previous academic year. For the baccalaureate program, include only nursing students (not pre-nursing students). NURSING PROGRAM (identify all tracks) NUMBER OF STUDENTS ENROLLED NUMBER OF GRADUATE S Baccalaureate Program Generic 61 9 RN 7 1 Second Career (Fast Track) Other (specify): 5 Semester Transfer LPN 8 1 Totals: Master s Program (Identify all tracks offered) Family Nurse Practitioner 27 5 Family Nurse Practitioner Post- 0 0 Master s Certificate Health Systems Management 5 6 Nurse-Midwifery 3 1 Nurse-Midwifery Post-Master s 2 0 Certificate Nurse-Midwifery Initiative 3 0 Psychiatric Mental Health Nurse 1 2 Practitioner Psychiatric Mental Health Nurse 2 2 Practitioner Post-Master s Certificate RN-MSN Family Nurse Practitioner 14 0 RN-MSN Health Systems 6 1 Management RN-MSN Nurse-Midwifery 2 0 RN-MSN Psychiatric Mental Health 3 0 Nurse Practitioner Totals: Doctor of Nursing Practice Program (Identify all tracks offered and include post-baccalaureate or post-master s) DNP 4 0 Totals: 4 0 iv

5 Identify any post-master s certificate programs offered by the nursing unit: Nurse-Midwifery, Psychiatric Mental Health Nurse Practitioner, Family Nurse Practitioner Identify any doctoral degree programs (other than the Doctor of Nursing Practice program) offered by the nursing unit: N/A Identify any joint degree programs in nursing offered with any other unit at the institution (e.g., MSN/MPH with the School of Public Health): N/A NCLEX-RN Pass Rates for the Last Three Years (Academic or Calendar): Year # Students Taking NCLEX-RN NCLEX-RN Pass Rate for 1 st Time Test Takers NCLEX-RN Pass Rate for All Test Takers % 70.5% % 66% % 63% Certification Pass Rates for the Last Three Years (Academic or Calendar): Year Certification Organization Certification Exam (by specialty area) 2006 American Academy of Nurse Family Nurse Practitioners Practitioner 2007 American Nurses Family Nurse Credentialing Center (ANCC) Practitioner 2008 ANCC Family Nurse Practitioner 2006 American Midwifery Nurse-Midwifery Certification Board 2007 American Midwifery Nurse-Midwifery Certification Board 2008 American Midwifery Certification Board Nurse-Midwifery 2006 ANCC Psychiatric Mental Health Nurse Practitioner/ CNS 2007 ANCC Psychiatric Mental Health Nurse Practitioner/ CNS 2008 ANCC Psychiatric Mental Health Nurse Practitioner/ CNS # Students Taking Exam Certification Pass Rate 6 100% % 4 100% 6 100% 2 100% 5 80% 3 100% 3 100% 4 50% v

6 Nursing Program Faculty: CCNE recognizes that faculty members may teach across program levels. Nonetheless, the institution must estimate the faculty full-time equivalent by program level. Identify the number (headcount) of faculty currently devoted to the nursing unit: # FULL TIME # PART TIME TOTAL # FACULTY Identify the full-time equivalent (FTE) currently devoted to the baccalaureate degree program: # FULL TIME # PART TIME TOTAL # FACULTY Identify the full-time equivalent (FTE) currently devoted to the master s degree program: # FULL TIME # PART TIME TOTAL # FACULTY Identify the full-time equivalent (FTE) currently devoted to the Doctor of Nursing Practice program: # FULL TIME # PART TIME TOTAL # FACULTY Additional Campuses/Sites: Identify any additional campuses/sites where the nursing degree program is offered, the distance from the main campus, and the average number of nursing students currently enrolled at each location. CAMPUS/SITE (City, State) Northern Virginia Campus, Leesburg, VA DISTANCE FROM MAIN CAMPUS (in miles) # STUDENTS ENROLLED vi

7 Distance Education: Does your nursing unit currently offer curricula (or any part thereof) via distance education (i.e., alternative modalities, including distance-mediated modalities, other than traditional classroom style)? Baccalaureate program (check one) x_ yes no not applicable Please provide a brief (one paragraph) description of the distance learning offerings at the baccalaureate level: Distance learning at SU may be accomplished via Blackboard Learning System and/or teleconference classes. All courses in the baccalaureate program post course information such as syllabi, outlines, weekly lectures, website links, PowerPoint presentations, IPod videos, etc. Many courses also administer proctored online exams inside the classroom. The DON has technology to conduct simultaneous classes on both campuses via teleconference. At this time only one course is conducted entirely online via Blackboard. Master s program (check one) _x yes no not applicable Please provide a brief (one paragraph) description of the distance learning offerings at the master s level: All graduate courses use Blackboard Learning System for all course syllabi, information and materials. Additional Blackboard features are utilized by the FNP and NMW tracks. In fall, 2006 Graduate faculty were the recipients of a small SU grant to pilot the incorporation of IPod technology into the curriculum. Drs. Krauskopf and Fehr initiated podcasting into the NP630 Primary Care of Women and Children and NM620 Comprehensive Antenatal Care in fall, In fall, 2006 and spring, 2007 Dr. Krauskopf and the FNP students were involved in a research study with the University of Tennessee at Knoxville evaluating the effectiveness of mobile e-learning among NP students within a multi-site environment. All students utilized PDA s with Skype to communicate with their counterparts in both universities to complete specific assignments. Under a new grant from HRSA Title VIII, podcasting and other e-learning resources are beginning to be utilized by the NMW, FNP, and PMH specialty tracks as of fall, Doctor of Nursing Practice program (check one) x_ yes no not applicable Please provide a brief (one paragraph) description of the distance learning offerings at the Doctor of Nursing Practice program level: All graduate courses use Blackboard (BB) Learning System for all course syllabi, information and materials. Additionally, Nursing 583 Applied and Interactive Genetics and Nursing 515 Emergency and Disaster Preparedness, that are pre/co-requisites for the DNP are offered totally online to students. Additional BB features are utilized in most classes. The discussion board via BB is utilized in many of the DNP courses to facilitate vii

8 class discussions between class meetings and many assignments in DNP courses employ other features in BB that can be completed or accessed from the internet. For example, in Nursing 511 Informatics and Technology in Health Care, a class assignment during fall 2008 was to prepare a digital portfolio using the wiki component of BB. In Nursing 632, Roles and Issues in Advanced Practice Management, students are off campus every other week working together as a cohort on strategic management design and implementation projects that involve regional primary care practices. During this off campus time they utilize a variety of technologies, including BB, PDAs, , and teleconferencing. Nursing 760, Complex Diagnostics in Primary Care, which is currently being developed, will utilize a variety of interactive learning technologies during the class room and clinical portions of the course. These technologies will include tele/video conference, electronic medical records, and interactive internet activities with regional diagnostic centers. It is anticipated that more online offerings and technology integration will be incorporated as the DNP track progresses. viii

9 List of Tables Table of Contents for Appendices Preface Table of Contents x xi xii Standard I: Program Quality: Mission and Governance Key Element I-A 1 Key Element I-B 8 Key Element I-C 9 Key Element I-D 10 Key Element I-E 11 Key Element I-F 11 Key Element I-G 12 Standard II: Program Quality: Institutional Commitment and Resources Key Element II-A 14 Key Element II-B 22 Key Element II-C 24 Key Element II-D 25 Key Element II-E 26 Key Element II-F 27 Standard III: Program Quality: Curriculum, Teaching-Learning Practices and Individual Student Learning Outcomes Key Element III-A 33 Key Element III-B 35 Key Element III-C 38 Key Element III-D 43 Key Element III-E 45 Key Element III-F 48 Key Element III-G 49 Standard IV: Program Effectiveness: Aggregate Student Performance and Faculty Accomplishments Key Element IV-A 54 Key Element IV-B 63 Key Element IV-C 64 Key Element IV-D 65 Key Element IV-E 67 Key Element IV-F 68 ix

10 List of Tables Table Number Name of Table Page Standard I I-A-1 Congruence of Mission, Philosophy, and Objectives (Program Outcomes) 4 Standard III III-A-1 Revised MSN Core Curriculum Plan 34 III-C-1 RN-MSN Baccalaureate Bridge Courses 42 III-C-2 On-Campus Requirements of the Graduate Curricula and its Specialty Tracks III-C-3 Graduate clinical and Didactic clock hours Standard IV IV-A-1 DON Alumni Satisfaction Survey 58 IV-A-2 Employer Satisfaction Survey 58 IV-A-3 IV-A-3.1 IV-A-3.2 IV-A-3.3 IV-A-3.4 IV-A-3.5 Time frame for calculation of graduation rates for each Baccalaureate Track Traditional BSN (6 year Graduation Rate based on a 4-5 year program duration) 5 Semester Transfer Track (3 year Graduation Rate based on a 2-3 year program duration) Accelerated Second Degree Track (2 year Graduation Rate based on a 1-2 years program duration) LPN-BSN Track (2 year Graduation Rate based on a 1-2 years program duration) RN-BSN Track (2 year Graduation Rate based on a 1-2 years program duration) IV-A-4.1 Family Nurse Practitioner Graduation Rates 61 IV-A-4.2 Nurse-Midwifery Graduation Rates 61 IV-A-4.3 PMHNP Graduation Rates 61 IV-A-4.4 HSM Graduation Rates x

11 Appendix Number Table of Contents for Appendices (Documents appear in order referenced in self-study) Name of Appendix Page Standard I I-A-1 Division of Nursing Mission, Philosophy and Objectives 1 I-D-1 Division o Nursing Committees 10 I-D-2 Shenandoah University Committees 10 I-D-3 Division of Nursing Governance Structure 10 I-D-4 Shenandoah University Governance Structure 10 Standard II II-D-1 Division of Nursing Faculty Roster 25 Standard III III-A-1 KSVME Curriculum Framework 33 III-B-1 Overview Baccalaureate Curriculum 35 III-B-2 Overview Graduate Curriculum 38 III-B-3 III-B-4 III-D-1 Examples Correlating the Baccalaureate Core Curriculum Content with the AACN Essentials Curriculum Examples Correlating the Graduate Core Curriculum Content with AACN Essential Curriculum Division of Nursing Evaluation Standards, Baccalaureate and Graduate III-E-1 Communities of Interest 45 III-F-1 Sample Clinical Evaluation Tool Standard IV IV-A-1 Division of Nursing Comprehensive Evaluation Plan 54 IV-D-1 Revised Five Semester BSN Curriculum Plan 66 xi

12 Preface Shenandoah University Division of Nursing Shenandoah University is a private, comprehensive Level VI coeducational University that is affiliated with the United Methodist Church and offers a broad liberal arts program with an emphasis on career preparation. The University began as the Shenandoah College and Conservatory founded at Dayton, Virginia in In 1960, the College moved from Dayton to a 62-acre campus near historic Winchester, Virginia. Winchester is located in the northwest corner of Virginia in the Northern Shenandoah Valley. Shenandoah College and Conservatory officially became Shenandoah University on January 1, The main campus of the University has many modern buildings, including residence halls, a new student center, and a state-of-the-art library, and is located next to a 200 acre wooded city park. Three University buildings are located in downtown Winchester, and the Health Professions Building is located on the campus of Valley Health s Winchester Medical Center and houses the Nursing, Pharmacy, and Respiratory Care Programs. A satellite campus is located in Leesburg, Virginia and is designated as the Northern Virginia campus The University currently has approximately 3,500 students in over 80 programs in six schools: College of Arts and Sciences, Harry F. Byrd, Jr. School of Business, Shenandoah Conservatory, School of Health Professions, Bernard J. Dunn School of Pharmacy, and the School of Education and Human Development. The University follows a generic academic calendar that is divided into fall and spring semesters, as well as summer sessions. Shenandoah University has a rich tradition of responding to the educational needs of this rural region, while also responding to state and national trends. This is evidenced by the development of a variety of academic programs, including physical therapy, occupational therapy, physician assistant, communications, business, computer informatics, advanced teacher education, pharmacy, and master s level nursing programs. Shenandoah University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) and successfully completed a survey visit in February 1999 for re-accreditation. This visit not only included the generic compliance audit, but also a strategic self-study report. A spring 2009 visit for re-affirmation is scheduled. The general governance of the University is vested in the Board of Trustees. The Board appoints the President of the University to serve as the Chief Administrative Officer with responsibilities as described in the by-laws and policies of the Board of Trustees. There is a Senior Vice-President/Vice President for Academic Affairs, and Vice-Presidents for advancement; research, planning and institutional effectiveness; student affairs; and administration and finance, all of whom report directly to the President. Each Health Professions program is considered a division; and a director provides leadership for each division. Division directors have budgetary responsibility and are responsible for long and short term planning for their respective divisions as well as day to day management of programs. For organizing purposes, a Health Professions Council has been established, comprised of all Health Professions xii

13 directors. Programs in the School of Health Professions include: Physical Therapy, Occupational Therapy, Physician Assistant, Athletic Training, Nursing, and Respiratory Care. The Division of Nursing (DON) is the largest of the six divisions organized under Health Professions. Although the school s history reflects that a medical curriculum was offered as early as 1889, the current nursing program at Shenandoah began in 1962 when Winchester Medical Center, then a 400-bed hospital, transferred its diploma nursing program into this academic setting. The academicbased program began as a two-year program, which offered an Associate of Science degree with a major in Nursing (ASN). In 1981, based on a specific community need for nurses educationally prepared at a more advanced level, the DON began a post-rn baccalaureate nursing program. Based on the perceived need for baccalaureate prepared nurses the ASN program was phased out in 2001 and a generic BSN program was started in the fall of The DON successfully achieved initial National League for Nursing (NLN) accreditation for the associate degree and RN to BSN program in 1995 and was reaccredited by NLNAC in In 1996, the Division of Nursing initiated a master s nursing program with the goal of meeting the upper Shenandoah Valley s need for advanced practice nurses. Three tracks were developed and today, include, Family Nurse Practitioner (FNP), Nurse-Midwifery (NM), and Health Systems Management (HSM). In addition, post master s certificates are offered for the Family Nurse Practitioner and Nurse Midwifery tracks. In 2002 a post master s certificate track was developed for a Psychiatric Mental Health Nurse Practitioner. In 2004 the DON successfully achieved initial Commission on Collegiate Nursing Education (CCNE) accreditation for the baccalaureate and master s programs in nursing. Please note that this report will use references to CCNE key elements as well as the 2008 Criteria for Evaluation of Nurse Practitioners, 3 rd edition published by The National Task Force (NTF) for Quality NP Education. In addition, for the purpose of clarification, the words baccalaureate and undergraduate will be used throughout the document interchangeably. The word graduate will be use to describe the program containing the Master s degree and all certificate completion options. xiii

14 STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. The Division of Nursing (DON) has always had a participatory governance structure that facilitates active participation of faculty and students in Shenandoah University and Division of Nursing committees. Nursing faculty has characteristically represented the Division of Nursing in Shenandoah University elected and non-elected committee roles. The faculty is committed to curriculum development that is congruent with the Shenandoah University and Division of Nursing missions and that is guided by professional standards and community expectations. Key Elements: I-A. The mission, goals, and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. The mission, philosophy, and objectives (expected outcomes) of the Division of Nursing (Appendix I-A-1) are in accord with the recently revised stated mission, foundation, and core values of Shenandoah University (refer to Shenandoah University Catalog inside front cover) and have evolved from the belief that nursing, as an academic discipline and practice profession, is an essential part of health care. Preparation for present and future nursing practice must address ever-changing, increasingly complex, and multi dimensional health needs of our society. As a unit of the University, the faculty accepts the responsibility of providing opportunities to enhance learning to meet these societal needs. To become educated, learners become involved in intellectual work and critical thinking in order to transform information into knowledge, skills, values, meanings, and experiences. The scholarly habits of learning, established early, increase the graduate s lifetime ability to contribute to the discipline/profession of nursing and to society. In 2004, based on the development of a new mission statement for the university, the DON began to examine the congruence between the new statement and the DON statement. The DON appointed a 1

15 task force to study the DON mission, philosophy, and program objectives. This was accomplished by the group dubbed The Socrates Task Force which presented its findings to the full faculty for review and vote. After acceptance by vote, the task force re-convened to revise the curricular framework of Knowledge, Skills, Values, Meanings, and Experiences (KSVME) to include experiences into the framework. The adoption process for these revisions was begun in 2006 and finalized in 2007 (see Key Element III-A and Appendix III-A-1). In addition, in 2004 the DON developed a Strategic Plan which is in accord with the SU Academic Affairs Strategic Plan that outlines core values and activities to promote the attainment of these values in the SU and DON faculty and student community. In fall 2008 a universitywide strategic plan was developed with input from all constituents. It was finalized and published in fall Nursing has been involved in the revision of the strategic plan for academic affairs at the university level. Currently the office of academic affairs, with input from the academic cabinet of which the nursing director is a member, is developing an implementation plan for the application of the strategic plan specific to academic affairs of the University. The DON will revise its strategic plan in 2009 to align with the university plan. See exhibits I-A-1 and I-A-2 for the University and DON strategic plans. As part of the strategic plan, the faculty called for an increased development of global partnerships. In July and August 2005, faculty and students traveled to Thailand as part of the Global Experiential Learning Program. This is a 3 credit elective class International Healthcare for both baccalaureate and graduate students and includes 3 weeks of travel abroad. SU collaborated with three universities in Thailand to accomplish the trip abroad. In May 2006 students traveled to England and Ireland for the same course. In return, the DON hosts faculty and students from Thailand annually. SU also offers the Global Citizenship Project, an endowed project, in which students, faculty and staff travel abroad during spring break to five locations throughout the world with most expenses paid. Applicants must write an essay and apply to participate. DON faculty members have led groups, and DON faculty and students have participated in the program since its inception five years ago. The professional standards and guidelines used in the development of the curriculum of the programs include: The Essentials of Baccalaureate Nursing Education, American Association of Colleges of Nursing (AACN), 1998 The Essentials of Master s Education for Advanced Practice Nursing, American Association of Colleges of Nursing (AACN), 1996 Nursing: Scope and Standards of Practice, American Nurses Association (ANA), American Nurses Credentialing Center Commission on Certification Guidelines for Certification for Advanced Practice Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult, Family, Gerontological, Pediatric, and Women s Health, US Department of Health and Human 2

16 Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, April 2008 American College of Nurse Midwives Standards for Practice of Nurse Midwifery, 2002 Virginia State board of Nursing Statutes and Regulations (July, 2008) Code of Ethics for Nurses with Interpretive Statements, American Nurses Association (ANA), Nursing s Social Policy Statement, 2nd Edition, American Nurses Association (ANA), Demonstration of consistencies between the University, the Division of Nursing, and professional standards are shown in Table I-A-1. Using key phrases from the complete documents, the table was created to demonstrate congruency across mission, philosophy, objectives, and professional standards and guidelines. 3

17 Table I-A-1 Congruence of Mission, Philosophy, and Objectives (Program Outcomes) Shenandoah University Division of Nursing Professional Nursing Standards Mission Shenandoah University educates and inspires individuals to be critical, reflective thinkers; lifelong learners; and ethical, compassionate citizens who are committed to making responsible contributions within a community, a nation and the world. The mission of the Division of Nursing is to prepare graduates who deliver, manage, and lead nursing care in a variety of health care settings, and who participate in personal and professional development. Professional nursing requires strong critical thinking, communication and assessment skills, and the demonstration of a balance of intelligence, confidence, understanding, and compassion. requires the development and acquisition of an appropriate set of values and an ethical framework. The BSN is a provider of direct and indirect care to individuals, families, groups, communities, and populations designer, manager, and coordinator of care (AACN Essentials of Baccalaureate Education, 1998, p. 6). MSN nurses are providers and organizers of the health care system (AACN Essentials of Master s Education, 1996, p. 3). Philosophy Shenandoah University The philosophy of the Division Evolving trends in health 4

18 distinguishes itself by providing opportunities to gain knowledge and develop skills in a collaborative, personalized environment that intertwines professional and liberal learning. A Shenandoah education incorporates scholarship, experiential learning and sophisticated technologies, as well as practical wisdom. of Nursing is in accord with the purpose of Shenandoah University, and has evolved from the belief that nursing, as an academic discipline and practice profession, leads care for diverse individuals, families, groups, communities, specialized populations, and global society as an essential part of health care. Faculty believe effective nurses are academically proficient, clinically safe, technologically competent, and consistently demonstrate professional behavior. Faculty value the uniqueness and individually of diverse human beings, life long and interdisciplinary learning, professional commitment, and professional community. The curriculum is built on the cornerstones of nursing knowledge, skills, values, meanings, and experiences. care require particular emphasis on learning related to : economics, epidemiology, genetics, gerontology, global perspectives, and telecommunications (AACN Essentials of Baccalaureate Education, p. 7) Components are liberal education, professional values, core competencies, core knowledge and role development (AACN Essentials of Baccalaureate Education, 1998, p. 6). All graduate students take a nursing core and relevant clinical core for their role (AACN Essential of Master s Education, 1996, p. 5) The baccalaureate graduates must have an understanding of the nurse as a professional, as well as knowledge and experiences that encourage the nurse to embrace lifelong learning, incorporate professionalism into 5

19 practice, and identify with the values of the profession (p. 17) Objectives Development of an 1. Synthesize knowledge Supported by ANA (expected enduring passion for appropriate for individual Standards of Clinical outcomes) learning programs of study and Nursing Practice, AACN Commitment to selfreflection and personal development the advancement of nursing 2. Demonstrate skill in the Essentials of Master s Education, and the AACN Essentials of Respect for diverse cultures, experiences, and perspectives Celebration of creative performance, expression, teaching, and discovery Cultivation of leadership to advance positive change and growth Dedication to citizenship, professional service, and global outreach delivery, management, and leadership of nursing and health care at the appropriate educational level and in a variety of settings 3. Demonstrate values consistent with the ethical delivery of nursing and health care 4. Exemplify unique meanings associated with nursing practice and the profession 5. Actively and intellectually engage in Baccalaureate Education planned nursing and health care related experiences designed to enhance the delivery of nursing care for diverse populations. The Division of Nursing has come to appreciate the unique, creative and visionary philosophy, mission and outcomes that Shenandoah University has so eloquently described. We, the DON, espouse to this creative, value laden philosophy of education. We view these outcomes as central to the education of students in order for them to practice nursing with the highest ethical and moral values. The individualistic nature of the university mission has guided the formation of the DON program objectives. 6

20 Please see below for the objectives specific to the Baccalaureate Program and the Graduate Program. DIVISION OF NURSING OBJECTIVES Graduates of the Division of Nursing will be able to: 1. Synthesize knowledge appropriate for individual programs of study and the advancement of nursing. 2. Demonstrate skill in the delivery, management, and leadership of nursing and health care at the appropriate educational level and in a variety of settings. 3. Demonstrate values consistent with the ethical delivery of nursing and health care. 4. Exemplify unique meanings associated with nursing practice and the profession 5. Actively and intellectually engage in planned nursing and health care related experiences designed to enhance the delivery of nursing care for diverse populations. PROGRAM/TRACK OBJECTIVES Baccalaureate Program Objectives Graduates of the Baccalaureate Program will be able to: 1. Analyze knowledge associated with professional nursing practice and membership within the nursing profession. 2. Demonstrate skill in the delivery, management, and leadership of professional nursing care. 3. Demonstrate values consistent with the ethical delivery of professional nursing care. 4. Exemplify unique meanings associated with professional nursing. 5. Actively and intellectually engage in professional nursing experiences. Graduate Program Objectives Graduates of the Graduate Program will be able to: 1. Synthesize knowledge associated with the advanced nursing practice and advancement of nursing. 2. Demonstrate skill in the delivery, management, and leadership of advanced nursing practice. 3. Demonstrate values consistent with the ethical delivery of advanced practice nursing 4. Exemplify unique meanings associated with advanced practice nursing and the profession. 5. Actively and intellectually engage in advanced nursing and health care delivery for specialized populations. 7

21 I-B The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect professional nursing standards and guidelines; and the needs and expectations of the community of interest. The mission, philosophy, and objectives (expected outcomes) of the program have been reviewed periodically to ensure that they reflect the professional standards and guidelines. Revisions of these documents are based on needs identified by DON faculty and administration, trends and documents identified by appropriate national nursing organizations (refer to list in Standard I-A), review of scholarly nursing literature, and experts in the field of nursing education. Presently the DON has a task force in place to align the mission and objectives (expected outcomes) with the new (2008) AACN Baccalaureate Essentials. The mission, philosophy, objectives (expected outcomes) of the DON underwent major revisions between 2005 and 2007 and were approved by the DON in the spring of These revisions are based on the University s 2003 Mission Statement. The DON will reconcile major title differences with the next revision. In addition to correlating with the University s mission statement, revisions were based, in part, on comments from and review of materials related to the DON s community of interest. The DON faculty defines the community of interest as individuals, groups, and community leaders who work with the University and the nursing education program to endure the achievement of the mission. These individuals, groups, and community leaders include recipients of care, providers of care, students, alumni, faculty, health care administrators, The DON Advisory Board, the Boards of Nursing of Virginia, West Virginia and other states as indicated, professional nursing organizations, legislators, as well as national and international peers. The DON Advisory Board consists of DON administrators and selected nursing faculty, SU administrators, administrators and other representatives from regional nursing and health care facilities, clergy, alumni, faculty from other nursing programs, etc. The DON Advisory Board meets quarterly and plays an active role in assisting the DON meet its intended objectives. This is demonstrated in the minutes of the December 2008 Advisory Board meeting, as well as previous minutes. The membership list and minutes from the Advisory Board meetings may be viewed as Exhibit I-B-1. In response to needs identified by the community of interest, the DON and the University broadened its efforts to increase regional, national, and international demands for nurses and improved nursing care by working collaboratively with other schools of nursing in diverse regions to offer needed programs. Examples of these collaborative programs include Partnerships with two regional high schools, Clarke County and John Handley, to offer N107 (Nursing Fundamentals) for college credit as part of each high schools nursing assistant preparation program. Through this partnership SU provides course faculty and a discounted tuition rate (Initiated in 2003). 8

22 A multi-site faculty exchange partnership with several universities in Thailand. These universities and the dates the collaborative programs were initiated include: Chiang Mai University and Burapha University in August 2005, Thammasat University in May 2006, and Chulalongkorn University in July A multi-site midwifery program partnership with Old Dominion University (2004), Radford University (2005),Johns Hopkins University (2006), and most recently Marshall University (2008). In response to needs identified by community of interest, including the DON Advisory Board, Baccalaureate and Graduate Programs have been expanded. For example in the Graduate Program an RN MSN Track was initiated in 2005, a Psychiatric Mental Health Nurse Practitioner (PMHNP) MSN Track initiated in 2004, a Health Systems Management focus in nursing education was initiated in 2007, a Post-Master s Certificate in Nursing Education in 2008 (which is currently undergoing the state and regional approval process), and a Doctor of Nursing Practice Track initiated in 2008 (a substantive change report was filed with CCNE fall 2008). In the baccalaureate program expansion in the number of students and cohorts in the Second Degree Accelerated Track began in early The DON has offered increased opportunities for distance learning as well as courses which serve the needs of the community of interest such as Health Disparities and Geriatric Psychiatric Care for advanced practice students. Recently a post-master s certificate program was developed in Nursing Education in response to the faculty shortage. I-C. Expected faculty outcomes in teaching scholarship service and practice are congruent with the mission, goals, and expected student outcomes. Expected faculty outcomes are in accord with the mission, philosophy, and objectives of the DON which, in turn, are in accord with the mission and core values of the University. The DON faculty is involved in a wide array of development and scholarship activities that impact expected student outcomes. Examples of these activities include the Global Experiential Learning program, the Global Citizenship Project, the local Community Wellness Festival, free clinic work, research in ethics and health disparities, elective course development, and advising requirements. Expected outcomes are relayed via the SU Faculty Handbook (Exhibit I-C-1) and the DON Faculty Handbook (Exhibit I-C-2) available electronically to all faculty. The DON handbook contains various policies and information that are unique to the nursing program and that assist faculty to competently and efficiently carry out their teaching responsibilities. The DON Faculty Handbook is currently under revision. Within the DON, The Faculty Research and Development committee conducts an extensive faculty orientation at the beginning of each academic year for new faculty and other nursing faculty wishing to update their knowledge of the policies, procedures, and expectations for the DON and the University. At the orientation the DON Faculty Handbook and the SU Faculty Handbook are reviewed. 9

23 New hires are assigned mentors from the experienced faculty who guide and assist them throughout the year. The Faculty Research and Development Committee acts on the recommendations of faculty to offer programs each semester that contribute to the continuing education of nursing faculty. Development activities are ongoing throughout the academic year and include sessions on technology, advising, test writing, etc Faculty responsible for courses that include adjunct faculty for clinical and laboratory experiences hold meetings periodically with the adjunct faculty in order to provide continuity and to keep abreast of any issues, problems and questions that the adjunct faculty may present. Using the SU Faculty Handbook and DON Faculty Handbook as guides for evaluation, the director of the DON meets on an annual basis with all faculty individually to review and evaluate his or her performance during the past year and to collaboratively formulate goals, objectives and a plan of action for the coming academic year. Faculty evaluation forms may be viewed as Exhibit IV-E-1. The basis of this evaluation is the SU Faculty Handbook. I-D. Faculty and students participate in program governance. The faculty of the DON is involved with program governance (university and DON) in a variety of ways. The Director serves on the Health Professions Council, and is a member of the SU Academic Cabinet, and the SU Writing Advisory Board. The Director represents the DON on the Winchester Medical Center/Shenandoah University Liaison Committee which is composed of academic and service leaders from all disciplines. Nursing faculty members serve on a number of University committees, such as the Faculty Senate, Academic Affairs Committee, the SACS Quality Enhancement Project (QEP) Committee, and University Curriculum Committee. A member of the DON faculty was appointed co-chair of the faculty component of the University Capital Campaign in After an analysis of faculty participation in DON and University governance, it is clear that faculty members participate across a spectrum of committee efforts. Representation of DON faculty on university and DON committees is shown in the list of Faculty Committees (refer to Appendix I D-1 and Appendix I-D-2.) The participatory governance structure of the DON is depicted in Appendix I-D-3. The governance structure of SU can be found in Appendix I-D-4. Policy making is primarily accomplished through the Division of Nursing (DON) standing committees and culminating in final decision making in the full DON monthly meeting. DON administrative and faculty roles are defined in the faculty handbook (both SU and DON). Faculty serves on various committees that participate in the governance of the DON. The DON has seven standing committees that carry out specific functions (Appendix I-D-1). These include curriculum, including the undergraduate and graduate sub-committees; student affairs; faculty evaluation; faculty development and research, and progression. In spring 2007 the faculty created an Ad Hoc 10

24 Committee to review and revise the DON Bylaws and in 2008 a Technology Committee was developed based on the increased use and need for technology in the curricula. Each full-time faculty member and benefited part-time faculty member is eligible to serve as voting members of these standing committees. The adjunct faculty is encouraged to attend standing committee meetings. All responsibilities of these committees are outlined in the DON Faculty Handbook (Exhibit I-C- 3). Committee decisions are brought to the full DON faculty committee for final approval. Student roles and responsibilities are defined throughout the DON Student Handbook (Exhibit II-A-2) and are reviewed on an on-going basis by the DON Student Affairs Committee. To assure meaningful student participation, student representatives participate in curriculum committee meetings, student affairs meetings, and search committee meetings. Every semester DON Faculty and Administrators make every effort to have group meetings with students on both campuses. General announcements for the students and community regarding DON events are sent electronically, and are published in print via the SU newspaper, the magazine SU Today, the Winchester Star, the Loudoun Times-Mirror, Advance, and others. They are also broadcast on the new SU television station, NBC affiliate channel 3, which was started in I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, grading policies, degree completion requirements, tuition, and fees are accurate. Shenandoah University endeavors to portray a current, accurate, consistent message in all written materials. The Shenandoah University Catalog, SU Student Handbook, DON Faculty Handbook, DON Student Handbook, recruitment brochures, and website reflect the mission, philosophy, and objectives of the program. Review of all materials (catalog, website, brochures, syllabi, and student and faculty handbooks) is conducted in collaboration with other departments (e.g. admissions or registrar) at least annually for accuracy and consistency. Changes made during the academic year are routed through the office of the Registrar, Vice President for Academic Affairs, Vice President for Student Affairs, Webmaster, or other appropriate department. All publications and promotional materials for the DON, after approval by the DON, are then forwarded to the SU Public Relations Department prior to release. This is consistent for all offices, departments, divisions and schools within the University. I-F. Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. 11

25 All policies, including student recruitment, admission, retention and progression policies, both at the Shenandoah University and Division of Nursing levels, are reviewed at least annually. Review and adoption of policies occur according to the approved organizational structure within Shenandoah University and the Division of Nursing. The DON Student Affairs Committee (SAC) chaired by the Associate Director of Student Affairs, reviews and updates the Division of Nursing Student Handbook at least annually to assure that all appropriate evaluation policies are listed prior to the beginning of the academic year. One of the functions of the SAC is to support student s achievement of program objectives through annual review and revision of student policies for recruitment, admission, progression, retention, dismissal, and graduation as demonstrated in the DON Student Handbook. The SAC meets monthly during the fall and spring semesters. The DON learning evaluation standards and policies are described in the DON Student Handbook, which is continually available in Backboard. The review and revision of policies is an ongoing process. When a policy is revised or developed, the chair of the SAC sends an to all students to advise them of the revision or new policy. New or revised policies are usually implemented at the beginning of the semester following approval. I-G. There are established policies by which the nursing unit defines and reviews formal complaints. Shenandoah University supports the right of students to bring forth complaints and is committed to resolving these matters in a fair, equitable and timely manner, so as to protect the rights of both the individual and the community. If for any reason a student expresses a concern he or she is directed to the DON Student Handbook for the appropriate pathway for resolution of the problem. After reviewing the University complaint and grievance policy it was determined that there are four policies at the University: University s student Complaint Policy (SU Student Handbook, pp ), Academic Appeals Procedure (SU Student Handbook pp , Grievance Policy (SU Student Handbook, 29-30), and Honor Code (SU Student Handbook, pp.31-44). Careful interpretation of the multiple policies by both faculty and students is necessary to avoid confusion. During the current academic year the university has begun to offer sessions to clarify the honor code. Presently if any of the policies need to be utilized by students or faculty it is up to the student s advisor to help the student navigate the process. This is done in collaboration with the Director of the DON and the Vice Presidents for Academic Affairs and Student Affairs. The DON is in congruence with the present policies. The complaint policy applies to student complaints that are not addressed by the Academic Appeals Procedure, American with Disabilities Act, Honor Code, Students Conduct Code, Sexual Harassment Policy, student records policies, or any other existing formal procedure under which complaints may fall. These policies outline students rights to bring forth a complaint or grievance and details steps that should be taken to resolve the issue. The student complaint 12

26 and grievance procedure is found in both the baccalaureate and graduate catalogs (pages and respectively) and in the SU Student Handbook (pages 18-21, 27-29, 29-30, 31-44). Program Strengths, Areas of Growth, and Action Plans for Standard I. Strengths: 1. University commitment to transitioning into multi-track Baccalaureate and Graduate Programs. 2. Active participation of faculty and students on University and DON committees. 3. Participatory governance structure. 4. Active mechanisms in place to ensure that SU and DON mission, philosophy, and objectives (expected outcomes) are continually in alignment. 5. Nursing faculty are integral to the University, with representation in leadership roles and are involved in decision making through University elected and non-elected committees. 6. Program and curriculum development is guided by a strong foundation from communities of interest. 7. Active mechanisms in place to ensure that DON mission, philosophy, and objectives (expected outcomes) are continually reviewed and in alignment with the DON evaluation plan Essentials Task Force in place to review and revise DON mission, objectives (expected outcomes). Areas for Growth: 1. Revise DON strategic plan to align with new university strategic plan 2. Review and revise DON mission, objectives (expected student outcomes) as well as curriculum according to new AACN (2008) Essentials. 3. Clarify University complaint and grievance procedures for students and faculty Action Plan: 1. Distribute new university strategic plan to DON faculty and conduct dialogues among faculty members to construct a new DON strategic plan. 2. Continue the work of the Essentials Task Force, which will work with faculty to revise DON mission, philosophy, and objectives (expected outcomes) once the analysis is completed. 4. Continue to expand global and community of interest partnerships 5. Collaborate with University Student Affairs office to enhance clarity regarding grievance and complaint procedures. 13

27 STANDARD II. PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. Shenandoah University s mission is to educate and inspire individuals to be critical, reflective thinkers; lifelong learners; and ethical, compassionate citizens who are committed to making responsible contributions within a community, a nation and the world (SU Faculty Handbook, Section 1.2). To accomplish this mission, SU provides resources for students and faculty which take on many forms to enable expected aggregate student outcomes and are reviewed, revised, and improved as needed. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Shenandoah University s purpose is to participate in the preservation and development of humanity s scholarly and cultural heritage and to prepare students for satisfying careers and lives. The University seeks to create a learning environment that is artistically, intellectually, socially and spiritually challenging and stimulating (SU Faculty Handbook, Section 1.2). The University administration has made a conscientious effort to provide for the needs of students and faculty with resource support to enable the fulfillment of its mission. These efforts are most evident in human resources and technological support as identified in the following discussion about these resources: fiscal resources, media resources, computing services, library services, professional resources, and physical resources. Institutional resources, facilities, and services support the development, management, and evaluation of DON programs including the NP tracks. (NTF IV-A) Fiscal Resources Fiscal Resources are defined as monies available to support all areas of operations. The fiscal year runs from July 1st to June 30 th of each year. As the official budget officer for the DON budget, the director monitors the personnel, grant, and general operating funds. The director uses discretion and trending in maintaining adequate monies throughout the fiscal year. The faculty may request equipment and supplies for the next fiscal year with subsequent funding based on need and available resources. Faculty and the 14