SITE VISIT REPORT Indiana State University Terre Haute, IN

Transcription

1 Program Type: Clinical Doctorate Purpose of Visit: Continuing Accreditation Date of Visit: October 10 12, 2017 I. GENERAL INFORMATION SITE VISIT REPORT Indiana State University Terre Haute, IN Nursing Education Unit Department of Advanced Practice Nursing 749 Chestnut Street Terre Haute, IN Governing Organization Indiana State Universtiy 749 Chestnut Street Terre Haute, IN Nurse Administrator Lea Hall, PhD, MSN, RN, FNP Executive Director of Nursing Telephone: (812) Fax: (859) Chief Executive Officer (entire governing organization) Daniel Bradley, PhD President Telephone: (812) Fax: (812) State Regulatory Agency Approval Status Agency: Indiana State Board of Nursing Last Review: N/A Outcome: N/A Next Review: N/A Accreditation Status (Program) Agency: Accreditation Commission for Education in Nursing Last Review: Fall 2012 Outcome: Initial Accreditation Next Review: Fall 2017 Accreditation Status (Governing Organization) Agency: Higher Learning Commission Last Review: Outcome: Reaffirmation of Accreditation Next Review:

2 Clinical Doctorate 2 II. SITE VISIT INFORMATION Site Visit Team: Chairperson Trish McQuillin Voss, ND/DNP, RN, CNM, CNE Associate Professor & Regional Clinical Faculty Frontier Nursing University SE Windswept Waters Dr. Damascus, OR Telephone: (406) trish.voss@frontier.edu Member Sherry Seibenhener, DNP, FNP-BC, WHNP-BC Assistant Professor, ASN Program Troy University 340 Montgomery Street Montgomery, AL Telephone: (334) Fax: (334) sseibenhener@troy.edu Member Shiphrah Williams-Evans, PhD, FNP, BC, PMHNP, BC President & CEO AIME, Inc East 48 th Place Tulsa, OK Telephone: (918) (918) sawmsevans@gmail.com ACEN Standards and Criteria Used: 2017 Program Demographics: Year Nursing Program Established: 1963 Year of Initial ACEN Accreditation: 2012 Yes No The ACEN serves as the Title IV gatekeeper for the governing organization. Faculty: Number of Faculty Nursing Faculty Academic Credentials (Highest Degree Only) Clinical Doctorate Full-time Nursing FT Exclusive 1 FT Shared 3 Doctoral Master s Baccalaureate Associate Nursing Nursing Nursing Number of Faculty Nursing Faculty Academic Credentials (Highest Degree Only) Part-Time Nursing PT Exclusive PT Shared 2 Doctoral Master s Baccalaureate Associate Nursing Nursing Nursing Nonnursing Nonnursing Nonnursing Nonnursing Nonnursing Nonnursing Nonnursing Nonnursing

3 Clinical Doctorate 3 Students: Total nursing student enrollment: 30 Program Options/Length: Name of Program Option: Doctor of Nursing Practice Method of Program Delivery: Distance Education Percentage of Nursing Credits Delivered by Distance Education: 0% 1 24% 25 49% % Official Published Program of Study: Full-time Academic Term Type: Semesters Length of Academic Term (weeks): Spring/Fall: 16 Summer: 11 Length of Time/Required Number of 5 Academic Terms (including any prerequisite terms prior to entry into the program): Total Number of Credits for Entire 39 Program Option: Total Number of Nursing Credits: 39 Total number of Non- 0 Nursing/General Education/Elective/Prerequisite Credits (do not count credits twice) Transfer Credits (included in the credits above) based on the governing organization or state No non-nursing/general education/elective/prerequisite credits can be transferred into the program option. No nursing credits can be transferred into the program option. policies: Additional Locations: The nursing program is not offered at any additional locations. Interviews: Individual Conferences Lea R. Hall, PhD, MSN, RN, FNP, Executive Director of Nursing Group Conferences Nursing Faculty Erik Southard, DNP, RN, FNP-BC, Associate Professor, Chair of Advanced Practice Nursing Susan Eley, PhD, RN, FNP-BC, Associate Professor Jill Moore, PhD, RN, CNE, Assistant Professor and DNP Program Director Jean Potts, DNP, RN, WHNP-BC, FNP-C, Assistant Professor Blayne Miley, JD, Part-time Temporary Faculty Support Services Personnel Robin Crumrin, MLS, Dean of Library Services Shelley Arvin, MIS, Associate Librarian Ellie Pounds, BS, Coordinator of the Writing Center Donna Simmonds, MS, Interim Director of Student Financial Aid Samantha Penney, MAEd, Director of Distance Education Mary Herrington-Perry, PhD, Assessment and Accreditation Coordinator Leah Reynolds, PhD, AVP of Title IX Office Sarah Froderman, MS, Interim Assistant Director of Client Services Sara Monday, MS, Associate Director of Processing

4 Clinical Doctorate 4 Char Shivers, BS, Associate Director of Systems University Administrators Daniel Bradley, PhD, University President Michael Licari, PhD, Vice President of Academic Affairs and Provost Mark Green, PhD, Assistant Vice President of Academic Affairs Caroline Mallory, PhD, RN, Dean of the College of Health and Human Services Kenneth Brauchle, PhD, Dean of Extended Learning Lynn Maurer, PhD, Dean of the College of Graduate and Professional Studies Dian McKee, MPA, Senior Vice President of Business Affairs Peggy Weber, PhD, Associate Dean of the College of Health and Human Services Student Mentors Rhonda Anders, MS, RN, CNOR, Director of Perioperative Services, Franciscan St. Francis Health Kristi Esker, MS, FNP, Mattoon Carle Clinic Brandy Bittner, MS, FNP, New Horizons Rehabilitation, Inc. Advisory Board, Graduates, and Employers Tina Elliot, BS, Community Relations Director, Indiana Rural Health Association (Advisory Board) Ajit Singh, MD, Chief Medical Officer, Regional Health (Advisory Board) Jack Jaeger, BSN, Simulation Center Director, Rural Health Innovative Collaboration (Partner) Jim Schrader, MS, FACHE, Director of Physician Services, Union Health System (Advisory Board) Tish Boles, LPN, Clinic Manager, Wabash Valley Health Center (Advisory Board) Sally Zuell, SPHR, SHRM-SCP, Vice President of Human Resources, Union Hospital (Advisory Board) Megan Finch, DNP, RN-BC, Director of Clinical and Medical Education, Union Hospital, Graduate Diane Horner, DNP, FNP, Eskenazi Health, Graduate Angela Thompson, NP, Hendricks Regional Health, Graduate Karen Collins, CNM, WHFNP, Teverbaugh, Croland and Mueller Obstetrics/Gynecology and Associates, Graduate Felicia Stewart, DNP, FNP, Indiana State University Wellness for Life, Graduate Nursing Students Fourth-semester DNP students, n=3 First-semester DNP students, n=2 Documents Reviewed: Catalog/Handbooks/Manuals College Constitution, 2017 Student Handbook, 2017 Graduate Catalog, 2017 Indiana State University School of Nursing Faculty Orientation Manual, 2017 Nursing Faculty Handbook, current University Faculty Handbook, current External Constituencies Indiana State Board of Nursing Administrative Code, 2017 Higher Learning Commission Report, 2011 Nursing/Governing Organization Documents Department Bylaws, Nurse Administration Curricula Vitae, Student Mentor Packet, Faculty-to-Student Ratio, Fall 2014 Summer 2017

5 Clinical Doctorate 5 Faculty and Staff Job Descriptions, 2017 School of Nursing Workload Policy, 2017 Faculty Evaluation Process, 2017 Complaint Reports, Recruitment and Retention Plan/Student Success Plan, Clinical Agency Listing/Contracts, Clinical Documents Hourly Clinical Logs, 2016; 2017 Clinical Guidelines, current Evaluation and Feedback Forms, Plan of Study, 2017 Proposed Budget University, DNP Budget, FY Online Student Resources, current New Student Orientation Technology Requirements Student and Academic Support Services Employer Survey and Raw Data, Alumni Survey Raw Data, Sample Faculty Scholarly Work, Faculty Workload Documentation, DNP Scholarly Project Guidebook, 2016; 2017 Systematic Plan of Evaluation, ; ; Program Reviews from Grad School, 2015; 2016 Student Presentations and Publications, ; Meeting Minutes Community Advisory Councils meeting minutes, Nursing Executive Council meeting minutes, 2014 current Nursing Department, Assessment, Curriculum meetings minutes, ; ; ; 2017 current Course Materials Course Syllabi, Summer/Fall 2017 Instruction Design, Clinical Evaluation, 2017 Test Samples, 2017 Sample Student Products, 2017 Third-Party Comments: The nursing education unit had a reasonable process for soliciting third-party comments. Methods used to announce the accreditation visit to the program s communities of interest included an announcement on the governing organization s webpage, by blast to the Advisory Board, and a published announcement in the local newspaper, The Tribune Star. There were two (2) attendees at the public meeting: the Director of Grants and Research at the Lugar Center for Rural Health, and the Director of the West Central Indiana Area Health Education Center (AHEC). The attendees expressed interest in the DNP program as both have worked with graduates of the DNP program in developing rural health initiatives. The attendees voiced their support for the DNP program and both stated how valuable they believe the program to be for the rural communities of southern Indiana. Written third-party comments were not received by the ACEN.

6 Clinical Doctorate 6 III. CLASSROOM AND CLINICAL OBSERVATIONS Classroom/Laboratory Observation #1 Course Prefix, Number, and Title: APN 894 Scholarly Project IV Method of Course Delivery: Distance Education Faculty Name and Credentials: Erik Southard, DNP, RN, FNP-BC Number of Students in Attendance: 11 This is a three-credit hour course that provides opportunities to evaluate a healthcare program for underserved and rural populations. Students examine core principles of and challenges to program evaluation. The course is offered in an asynchronous format. Students are required to engage with faculty at least twice during the semester in a face-to-face online forum. The initial forum is to review the outline of the fourth chapter of the scholarly project. The second student/faculty forum is at midterm to review and engage in evidenced-based literature that supports various scholarly projects. Teaching strategies include online lecture with PowerPoint presentation, guided discussions of content with analysis, and evaluation of documents presented by students. Students are required to engage in three (3) student-to-student forums to discuss national safety standards and evidence-based practices. There are 11 students in this course, and they are required to individually guide the forum with a brief presentation of their respective projects. They incorporate their practicum experiences into their presentations. Students are expected to make evidence-based posts to the forums with comments on other student posts. Within the forum, students can see each other and have active discussions of concepts and ideas. Students are required to submit their major paper in this course to the Math and Writing Center for review prior to submitting it for grading. Students can see and interact with the person who reviews their papers in real time. Students report that these reviewers are professionals who are proficient in grammar and scholarly writing. The professional reads this paper line-by-line with the student to assist with correct grammar, spelling, and evaluate clarity of ideas presented. Students report this is very helpful. The students are expected to perform 100 practicum hours with a mentor who is an expert in the student s area of interest. For example, one (1) student s project reviews community awareness of the opioid epidemic. Her mentor is a community professional certified in addiction. Faculty who have similar interest guide the student s project from start to finish. Students stated they are heavily supported by faculty and are able to contact them by telephone, text, or at any time. Students also stated that they are mentored by faculty to make all written documents publication ready. They are expected to present at a peer-reviewed conference with a podium presentation and must publish their work in a refereed journal prior to graduation. Classroom/Laboratory Observation #2 Course Prefix, Number, and Title: APN 810 Community Health Planning Method of Course Delivery: Distance Education Faculty Name and Credentials: Jill Moore, PhD, RN, CNE Number of Students in Attendance: 13 This is a three-credit hour course that provides information on how to conduct a community health assessment by identifying appropriate community needs. Students select a community and use evidencebased practice literature to assess specific health planning needs for that community to assist in meeting the end-of-program student learning outcomes (SLOs). Students in this course work in groups to create a community assessment based on an identified need in the community. In addition, program planning to address those needs is discussed using evidence-based practice.

7 Clinical Doctorate 7 Students are required to meet in online forums that allow them to select a community of interest for the assessment. This course, like all others in the curriculum, uses the Essentials of Doctoral Education for Advanced Nursing Practice to review health trends and ensure ethnic, cultural, and socially diverse concepts. This is evidenced by the rubrics used to grade assignments in this course. This course s major focus is community health, but rubrics indicate that the students also incorporate regional, national, and global perspectives through the integration of evidence-based practice. There are three (3) papers due in this course. These papers include Why Perform a Community Planning Assessment?; Core Elements of A Community Planning Assessment, and Completed Community Assessment. All assignments are heavily grounded in evidenced-based practice. There is also a forum to share these assessments with peers. The course is guided by an experienced faculty member who holds formal and informal forums with students and is available by text, , and telephone. This course is also supported by the Math and Writing Center. Clinical Observation #1 Course Prefix, Number, and Title: APN 894 Scholarly Project IV Clinical Agency: New Horizons Rehabilitation, Inc. Unit(s) Visited (Optional): One Faculty Name and Credentials: Erik Southard, DNP, RN, FNP-BC Names, Titles, and Credentials of Brandy Bittner, MS, FNP Agency Representatives Interviewed: Number of Students Interviewed: 1 This clinical course is the fourth in a series of five (5). The student interviewed was working toward the completion of her DNP project entitled Promoting the Health of Individuals with Intellectual and/or Developmental Disabilities Through Community/Gardening. This project uses a population of developmentally challenged adults who use gardening as a mechanism to enhance health. This project focuses on role-specific competencies that allows the students to use evidence-based practice and support national patient safety standards to meet end-of-program SLOs. In this course, students work with a mentor to translate evidence into practice through the implementation of their evidence-based practice (EBP) project. Students EBP projects flow from their foundational work in the community health planning course completed by all DNP students. Projects are fully developed throughout the APN 890 series beginning with APN 891. This demonstrates how the courses build upon each other to expand knowledge. Students use an evidenced-based perspective and collaboratively produce scholarship as demonstrated by grading rubrics in the courses, written assignments, and practicums experiences. The mentor with this particular student has expertise in working with developmentally challenged individuals and is the best person to assist the students to carry out her project. Mentors are selected by the students and approved by the faculty to ensure they are experienced in the area of study and are able to assist the student in meeting their end-of-program SLOs.

8 Clinical Doctorate 8 IV. EVALUATION OF THE STANDARDS AND CRITERIA STANDARD 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes. 1.1 The mission and philosophy of the nursing education unit are congruent with the core values, mission, and goals of the governing organization. A review of the documents onsite and interviews with students, faculty, and university administrators confirmed that the nursing education unit s mission reflects, and is congruent with, the governing organization s core values and its mission. Students and faculty explained how the mission is woven throughout the nursing program s curriculum and program outcomes. Peer evaluators verified that Table (SSR, pp ) is current and is used regularly to ensure that the nursing program s mission remains congruent. 1.2 The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in governance activities; opportunities exist for student representation in governance activities. The nurse administrator is a member of multiple university committees, as illustrated by Table (SSR, p. 29). Membership and participation on these committees was confirmed in a review of meeting minutes and in interviews with the President, Provost, Vice President for Academic Affairs, and the Dean of the College of Health and Human Services. The Provost emphasized that the nurse administrator is a valued member of these committees and is well-respected within the university. Nursing faculty from the DNP program are well-represented on various university and College of Health and Human Services (CHHS) committees as outlined in Tables and (SSR, pp ). Interviews with faculty and a review of meeting minutes from these committees confirmed that nursing faculty fully participate in these committees. Additionally, nursing faculty members have served and currently serve as chairs for College of Health and Human Services committees. Students have opportunities for participation on university, CHHS, and nursing program committees. As stated in the SSR (p. 30) and confirmed in student interviews, actual student participation on these committees is minimal. Students stated that the demands of their education programs, along with outside work and family responsibilities, leave limited time available for extra participation. Students expressed no dissatisfaction with their inability to participate in university or nursing program governance; they

9 Clinical Doctorate 9 stated that their opinions and suggestions are regularly sought by the nursing faculty and university administrators. Students also stated they believe their voices are heard and respected. 1.3 The assessment of end-of-program student learning outcomes and program outcomes is shared with communities of interest, and the communities of interest have input into program processes and decision-making. The Advisory Board serves as the medium for soliciting input and disseminating assessment of student learning outcomes and program outcomes for the DNP program. According to the SSR (p. 31) and confirmed in interviews with Advisory Board members and a review of the meeting minutes, the board meets at least annually, and more frequently if the need arises. Membership reflects the stakeholders, employers, and communities of interest for DNP graduates. Advisory Board members confirmed in interviews that they are regularly given the opportunity to provide input for the DNP program, and their feedback is used to support changes in the DNP program. A board members stated, the program is very different now [2017] than it was in 2010 because they made changes based on our feedback. Stakeholders verbalized that they communicate with the nurse administrator and with the DNP Chair to help identify potential clinical problems for students pursuing their DNP projects. 1.4 Partnerships that exist promote excellence in nursing education, enhance the profession, and benefit the community. As stated in the SSR (pp ) and confirmed in interviews and observations, the nursing education program has developed and sustained several partnerships that promote excellence, enhance the profession, and benefit the community. Chief among these partnerships is the partnership between the governing organization, the Indiana School of Medicine Terre Haute, and Union Hospital, which have combined resources with the building of the Landsbaum Center for Health Education (LCHE). The Department of Advanced Practice Nursing, of which the DNP is a part, is housed within this building. The LCHS also houses the Lugar Center for Rural Health and the West Central Indiana Area Health Education Center (WH-AHEC), both entities that also have partnerships with the DNP program. Interviews with the directors of these centers confirmed that current DNP students and graduates of the DNP program have initiated and sustained projects in rural health under both the Lugar Center and WH- AHEC partnerships.

10 Clinical Doctorate The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing and is doctorally prepared. Peer evaluators confirmed in a review of documents that the Executive Director for Nursing, who serves as the nurse administrator, holds a PhD with a major in Curriculum and Instruction and a master s of science in nursing as a Family Nurse Practitioner. 1.6 The nurse administrator is experientially qualified, meets governing organization and state requirements, and is oriented and mentored to the role. The nurse administrator has served in the role since Prior to this appointment, she was the Chair of the Department of Advanced Practice Nursing. A review of the position description for the nurse administrator shows that it is in alignment with similar positions within the university and commensurate with similar leadership positions in other graduate nursing education programs. According to the SSR (p. 34) and confirmed in interviews, the nurse administrator was mentored into her position by the previous nurse administrator and the former dean of CHHS. Documents reviewed onsite verified that she continues to be mentored through a relationship with an experienced nursing program director assigned to her through the American Association of Colleges of Nursing by her participation in the New Dean Program. Interviews with the nurse administrator, faculty, and university leadership confirmed that the nurse administrator is a valued and highly respected colleague who excels in her role. 1.7 When present, nursing program coordinators and/or faculty who coordinate or lead program options/tracks are academically and experientially qualified. The Chair of the Department of Advanced Practice Nursing holds a doctorate of nursing practice with a major in Family Nursing Practice and has more than 18 years of clinical experience as confirmed by peer evaluators. Additionally, the DNP Program Director holds a PhD in higher education leadership and is a master s-prepared nurse with more than eight (8) years of clinical experience. Onsite review of records confirmed that both the Chair of the Department of Advanced Practice Nursing and the DNP Program Director are experientially and academically qualified for their positions.

11 Clinical Doctorate The nurse administrator has authority and responsibility for the development and administration of the program and has sufficient time and resources to fulfill the role responsibilities. According to interviews with the nurse administrator and university leadership, the nurse administrator has the authority and responsibility to administer the program. Interviews and a review of documents verified that the nurse administrator has a full-time 1.0 FTE appointment. She is assisted in administering the program by the Chair of the Department of Advanced Practice Nursing, who has a 0.5 FTE release for administration, and by the DNP Program Director, who has a 0.25 FTE release for administration. The nurse administrator is also assisted by a team of administrative support personnel. The nursing program has ample resources to meet its mission and to support student achievement of program learning outcomes. 1.9 The nurse administrator has the authority to prepare and administer the program budget with faculty input. Peer evaluators verified in interviews and a review of records that the nurse administrator prepares and administers the nursing program budget. She has assistance in preparation and administration from the Chair of the Department of Advanced Practice Nursing and the DNP Program Director. Further, interviews with nursing faculty confirmed that they have input into the nursing program budget, and that the nurse administrator advocates for additional funding when needed Policies for nursing faculty and staff are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the purpose and outcomes of the nursing program. A review of the Nursing Faculty Handbook and the University Faculty Handbook verified that the policies for nursing faculty are commensurate with those of other faculty at the university. The policies are both comprehensive and supportive of faculty and staff. Interviews with faculty confirmed that nursing faculty believe that they are treated equally and justly within the university.

12 Clinical Doctorate Distance education, when utilized, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. The Doctor of Nursing Practice program is entirely online. Review of documents onsite and online verified that the program is consistent with the university s mission as well as the school of nursing s mission and philosophy. Table in the SSR (p. 40) illustrates this congruency. Interviews with students and faculty confirmed that distance education is a viable and valid modality in which to achieve program learning outcomes. Summary of Compliance: The clinical doctorate program is in compliance with Standard 1. The peer evaluators did not identify areas needing development for Standard 1.

13 Clinical Doctorate 13 STANDARD 2 Faculty and Staff Qualified and credentialed faculty are sufficient in number to ensure the achievement of the end-ofprogram student learning outcomes and program outcomes. Sufficient and qualified staff are available to support the nursing program. Full- and part-time faculty include those individuals teaching and/or evaluating students in didactic, clinical, and/or laboratory settings. 2.1 Full-time nursing faculty hold educational qualifications and experience as required by the governing organization, the state, and the governing organization s accrediting agency, and are qualified to teach the assigned nursing courses. Peer evaluators verified through online and onsite documentation that full-time faculty in the nursing education program meet the required qualifications for the university, which adheres to the faculty standards for its accrediting body, the Higher Learning Commission. The Indiana Board of Nursing does not regulate post-licensure nursing programs in Indiana. There are four (4) full-time, tenured/tenure-track nursing faculty teaching in the DNP program. A review of faculty files verified that all full-time faculty teaching in the DNP program hold terminal degrees, either PhD or DNP. Faculty files verified that all full-time faculty teaching in the DNP maintain currency in their respective clinical and education specialties via clinical practice and continuing education and training. Interviews with faculty and review of syllabi and online courses confirmed that faculty teaching in the DNP program are qualified to teach their respective courses. 2.2 Part-time nursing faculty hold educational qualifications and experience as required by the governing organization, the state, and the governing organization s accrediting agency, and are qualified to teach the assigned nursing courses. Peer evaluators verified through a review of documents that part-time faculty meet the required qualifications for the university, which adheres to the faculty standards for its accrediting body, the Higher Learning Commission. The Indiana Board of Nursing does not regulate post-licensure nursing programs in Indiana. There are two (2) part-time, non-tenure track nursing faculty teaching in the DNP program. A review of faculty files verified that all part-time faculty teaching in the DNP program hold DNP degrees. Faculty files verified that all part-time faculty teaching in the DNP maintain currency in their respective clinical and education specialties via clinical practice and continuing education and training. Interviews with faculty and a review of course syllabi and online courses confirmed that part-time faculty teaching in the DNP program are qualified to teach their respective courses.

14 Clinical Doctorate Non-nurse faculty teaching nursing courses hold educational qualifications and experience as required by the governing organization, the state, and the governing organization s accrediting agency, and are qualified to teach the assigned nursing courses. Peer evaluators verified through a review of documents that a non-nursing faculty member is teaching in the nursing education program and meets the required qualifications for the university, which adheres to the faculty standards for its accrediting body. The non-nurse faculty member teaches, in partnership with the Chair of the Department of Advanced Practice Nursing, the health policy course in the DNP program, APN 842 Health Policy Leadership. A review of faculty files verified that the non-nurse faculty member teaching in the DNP program holds a Juris Doctor, which is the terminal degree in his field. Evidence reviewed onsite supports that the nonnurse faculty member maintains expertise in his field via work experience as the Director of Policy and Advocacy for the Indiana State Nurses Association [ISNA], and as a registered state legislative lobbyist for ISNA, as well as by completing continuing education related to healthcare policy. Interviews with faculty and a review of the course syllabus and the online course taught by this faculty member, verified that the non-nurse faculty member qualified to teach his respective course. 2.4 Preceptors, when utilized, are academically and experientially qualified, oriented, mentored, and monitored, and have clearly documented roles and responsibilities. The nursing education program utilizes preceptors, which the program calls mentors to differentiate them from preceptors used in the governing organization s MSN-NP program, who work 1:1 with DNP students during the five (5) clinical practicum courses in the DNP curriculum. A review of documents onsite along with interviews of students and preceptors verified that preceptors are selected based on their expertise and, whenever possible, are doctorally-prepared. Preceptors without a doctoral degree must demonstrate expertise specific to the student s area of interest, and the DNP program director must approve their selection. Interviews with preceptors verified that they are provided with clearly outlined roles and responsibilities as preceptors. All preceptors interviewed stated that they were oriented to their role by the DNP faculty and DNP Program Director, and they received additional training in the use of the online technology required by the university. Students and preceptors confirmed that there was regular and ongoing faculty oversight of the students work with the preceptors. Preceptors stated that they provided input to faculty on their assigned students progress in meeting end-of-program SLOs so that faculty could adequately evaluate students attainment of these outcomes.

15 Clinical Doctorate The number of full-time faculty is sufficient to ensure that the end-of-program student learning outcomes and program outcomes are achieved. There are four (4) full-time nursing faculty, two (2) who are currently tenured and two (2) on the tenure track, and three (3) part-time non-tenure track faculty, two (2) nursing faculty and one (1) non-nursing faculty, teaching in the DNP program. According to interviews with faculty and congruent with onsite documents, a full-time teaching load at Indiana State University consists of 12 semester credit hours. Each DNP course is three (3) semester credit hours. Interviews with faculty confirmed that only one (1) full-time faculty member, the DNP Program Director, teaches solely in the DNP program. Her teaching load is 0.75 FTE, three (3) DNP courses, with 0.25 FTE allotted for administrative duties. The other three (3) full-time faculty members are shared with the MSN program and teach 0.5 FTE, two (2) DNP courses, 0.5 FTE; two (2) DNP courses, 0.25 FTE; and one (1) DNP course, respectively. The part-time faculty each teach one (1) DNP course, 0.25 FTE. Total FTE for the DNP program is 2.5 FTE ( ). According to interviews with faculty and supported by the assigned teaching responsibilities for the DNP program, none of the DNP faculty are teaching outside of their contracted FTE. A review of the published schedule for the Fall 2017 semester, shows there are two (2) didactic DNP courses, APN 810 Community Health Planning and APN Health Policy Leadership, and two (2) DNP clinical courses, APN 891 Scholarly Project I and APN 894 Scholarly Project IV, offered. There are 30 DNP students currently enrolled in the DNP program taking coursework this semester. The overall faculty-to-student ratio is 2.5 faculty-to-30 students or 1:12. The faculty-to-student ratio for the Fall 2017 semester is 3:30 or 1:10. Both the overall and the semester faculty-to-student ratio is sufficient for students to meet student learning and program outcomes. Interviews with faculty verified that there is sufficient time in assigned faculty workloads to conduct teaching and non-teaching responsibilities. Non-teaching responsibilities include student advising and mentoring; service on departmental, college, and university-wide committees; maintenance of professional competencies via continuing education; and scholarly endeavors according to the departmental, college, and university policies on scholarly work. The peer evaluators verified that the School of Nursing workload policy is current and that faculty work assignments are consistent with this policy. 2.6 Faculty (full- and part-time) maintain expertise in their areas of responsibility, and their performance reflects scholarship and evidence-based teaching and clinical practices. Peer evaluators reviewed faculty files and found evidence that full- and part-time faculty maintain current expertise in their respective areas of teaching and practice responsibilities. All faculty files contained certificates verifying completion of continuing education for the past three (3) years. Interviews with faculty confirmed that maintaining expertise and promotion of scholarly work is supported by the

16 Clinical Doctorate 16 university and the nursing education unit in both time and funding for attendance and presentations at conferences, as well as attendance at continuing education offerings. A review of departmental policies and faculty interviews confirmed that the faculty are provided up to eight (8) hours each week to maintain their clinical practice skills. Faculty who participate in this option are not required to reimburse the university for any outside money earned while in clinical practice. At the time of this site visit, three (3) faculty members were engaged in part-time clinical practice outside the university. 2.7 The number and qualifications of staff within the nursing education unit are sufficient to support the nursing program. The nursing education program has qualified staff members in numbers sufficient to support the faculty, students, and administrator in the nursing program. There are currently five (5) staff members who assist the faculty, students, and administration. These staff members are shared between the two (2) programs (MSN and DNP) within the Department of Advanced Practice Nursing. Table (p. 46) in the SSR details their individual names, positions, educational levels, and job responsibilities, and this was verified by the peer evaluators via interviews with faculty and students. Interviews with nursing faculty, staff, and students confirmed that the existing staff members have enough time and resources to adequately support the needs of faculty, students, and the nursing program. 2.8 Faculty (full- and part-time) are oriented and mentored in their areas of responsibility. Peer evaluators verified in interviews and onsite documentation that all new faculty participate in a yearlong university orientation and are paired with a faculty mentor within the nursing education program. Peer evaluators confirmed in interviews with a first-year faculty member that she has sufficient time and resources to complete the university orientation activities. Further, she confirmed that completion of the orientation series results in additional money added to the faculty members continuing education fund, which is to be used only by that particular faculty member. A review of faculty records provided evidence of faculty participation in both the orientation and mentoring processes. 2.9 Faculty (full- and part-time) performance is regularly evaluated in accordance with governing organization s policy/procedures, and demonstrates effectiveness in assigned area(s) of responsibility. According to the SSR (pp ) and confirmed in interviews with the nurse administrator, the Chair of the Department of Advanced Practice Nursing, and nursing faculty, there is a process in place to assure

17 Clinical Doctorate 17 that each faculty member receives an annual evaluation of their teaching effectiveness, scholarly program development, and commitment to service. This process follows the university s policy for annual performance evaluation. Peer evaluators reviewed all files of faculty teaching in the DNP program and found them to be complete with respect to current licensures and certifications, documentation of faculty continuing education, and records of individual faculty evaluations Faculty (full- and part-time) engage in ongoing development and receive support for instructional and distance technologies. The DNP program is entirely online, so all nursing faculty teaching in the DNP program utilize distance instructional modalities and technologies. Peer evaluators verified in interviews with nursing faculty, students, and the university s instructional design staff that there is regular and ongoing support for faculty teaching the online courses. Further, faculty are provided workshops on distance teaching modalities by the instructional designers. Student interviews verified that the online courses are easy to navigate and that faculty are regularly present and engaged in the courses. Summary of Compliance: The clinical doctorate program is in compliance with Standard 2. The peer evaluators did not identify areas needing development for Standard 2.

18 Clinical Doctorate 18 STANDARD 3 Students Student policies and services support the achievement of the end-of-program student learning outcomes and program outcomes of the nursing program. 3.1 Policies for nursing students are congruent with those of the governing organization as well as the state, when applicable, and are publicly accessible, non-discriminatory, and consistently applied; differences are justified by the end-of-program student learning outcomes and program outcomes. The policies for DNP students are congruent with governing organization policies as demonstrated in Table in the SSR (pp ). Interviews with students confirmed that these policies are applicable to all students and are also found in the Student Handbook (pp ) and the university webpage. Table (SSR, pp ) provides specific examples of differences between the governing organization and the Department of Advanced Practice Nursing. Students were able to articulate these differences in interviews. 3.2 Public information is accurate, clear, consistent, and accessible, including the program s accreditation status and the ACEN contact information. Yes No Yes No Yes No Yes No Yes The institution has a transfer of credit policy that is publicly disclosed and includes a statement of the criteria established by the institution regarding the transfer of credit earned at another institution of higher education. The institution/nursing program makes available to students and the public current academic calendar, grading policies, and refund policies. The institution/nursing program makes available to students and the public current outcomes data licensure/certification pass rate, completion rate and job placement rate. Recruitment materials for the nursing program accurately represent the institution s/nursing program s practices and policies. The institution avoids the following recruitment practices in order to comply with U.S. Department of Education regulations: a. Assuring employment unless employment arrangements have been made and can be verified, b. Misrepresenting job placement and employment opportunities for graduates, c. Misrepresenting program costs,

19 Clinical Doctorate 19 No d. Disparaging comparisons of secondary or postsecondary institutions, e. Misrepresenting abilities required to complete intended program, and f. Offering money or inducements other than educational services of the institution in exchange for student enrollment. (Except for awards of privately endowed restricted funds, grants, or scholarships are to be offered only on the basis of specific criteria related to merit or financial need.) Information regarding accreditation is provided on the university and the Department of Advanced Practice Nursing webpages. The information is accurate, clear, and concise. Accurate and concise accreditation information was found in all recruitment brochures for the university and the DNP program. Students also confirmed the accreditation status of the program. Verification of transfer credit is included in the student handbook and graduate catalog. It verified how these credits are awarded. The faculty verified and clarified transfer of credit in interviews. Students were also able to state how transfer credits are awarded. Accurate and consistent policies are identified for refund. Refund policies are found on the student website and in brochures provided by financial aid. The academic calendar is published on the university website, and students confirmed they receive a copy each semester and that it is always available online. Grading policies and are published for students in each syllabi and student handbook as well as student orientation materials provided when they are admitted to the program. Grading policies are also found in the college of nursing brochures provided to students prior to their acceptance in the program. These policies can also be found in the college catalog and student handbook. All brochures examined were consistent with what is published on the website regarding program completion and job placement rates. The institution does not violate any Department of Education Practices in terms of recruitment. All documents examined contained no violations in recruitment. Faculty and students confirmed that no violations of recruitment exist. 3.3 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. In interviews, students summarized what the specific policies are related to how they are notified of changes made in the Department of Advanced Practice Nursing. Students stated they are notified by faculty s or announcements in the online learning management system. The university also has a universal texting system that provides notifications of emergencies or school closures. Students articulated that they are well-informed of course changes by faculty members, including rationale for the change. Students verified that once the semester starts, faculty do not make changes to the syllabi unless there is a clear error that needs to be immediately corrected. Students were not able to provide any examples of changes to syllabi or course requirements after the start of the semester, which verified that changes are an unusual occurrence.

20 Clinical Doctorate Student services are commensurate with the needs of nursing students, including those receiving instruction using alternative methods of delivery. The DNP program is entirely online and asynchronous. The orientation to the program is also online via video web sources. Students reported they enjoy this method of delivery, and that it meets their needs. The students stated they were provided an orientation module, which was thorough and contains policies and guidelines for the entire program. This module is located in the learning management system, which is linked from each course so that it is available to students at all times. Students must complete this orientation within the first two (2) weeks after admittance to the program and must sign a verification that orientation is complete. This is then verified and confirmed by the faculty member. Faculty members are available for questions and answers in an open forum available to students. Students in the DNP program are provided the same services as students in the university s other oncampus programs. The students stated that they predominantly utilize library services and the writing laboratory. Students stated that the library services are second to none and they have no difficulty with access. Students also stated that the writing laboratory services are extremely helpful when they are working on chapters for their clinical projects. 3.5 Student educational records are in compliance with the policies of the governing organization and state and federal guidelines. Yes No N/A The institution has written procedures in place specific to protecting the privacy of students enrolled in distance education courses or programs. The nursing program does not utilize distance education. Students educational records are kept in a locked file in the office of the Student Services Assistant. The room where the files are kept is double locked and in compliance with all guidelines. Peer evaluators confirmed that all of the seven (7) student files reviewed contained a plan of study digitally signed by each student. There is also a picture of each student in their files, which assists with accurately identifying the student in online sessions. The student s admission status recommendation along with their application packet was found in student files. The application packet contains student essays and goal statements for the program. The recommendation form for admission to the program contains how the applications are weighted and where they fall in the rankings of Outstanding (top 5 %); Excellent (top 10%); Very Good (top 25%); Above Average (top 50%); Below Average (lower 50%); and Unable to Comment. There is also a post-baccalaureate clinical hour verification form that is signed by the director of their graduate program, if other than Indiana State University School of Nursing, that is used to verify the number of clinical hours to be awarded prior to entering the DNP program. No more than 500 hours can be awarded to each student for pre-dnp coursework.

21 Clinical Doctorate 21 Faculty and students stated that their privacy is protected. Interviews with the Student Services Assistant and nursing program administrators within the Department of Advanced Practice Nursing and the DNP program confirmed that all FERPA guidelines are followed and strictly adhered to by the committee that reviews student files for admission to the DNP program. 3.6 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained, including default rates and the results of financial or compliance audits. Year Three-Year Default Rate Current Final Draft % Previous Final % Previous Final % The Financial Aid Department provided supporting documentation to peer evaluators to verify default rates from the United States Department of Education. The most recent report was dated September These reports are sent directly to the university President s office and disseminated to college deans to inform faculty and students of the rates, responsibilities, and ethical issues surrounding financial aid A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. Peer evaluators verified in interviews with students and financial aid advisors that a written and comprehensive loan repayment program is provided to the students. They are required to spend time with a financial aid advisor who reviews their eligibility for funding. They are counselled about different types of lenders with advice to be cautious regarding predatory lending practices that they may encounter. Student interviews confirmed that they feel that these practices have been beneficial in selecting lenders and receiving the financial compensation they need to financially assist with completing the DNP program. The university monitors student loan advising closely and records any difficulties students have in order to continually make this process smoother for student access and use.