Program Review

Transcription

1 Program Review Associate Degree Nursing Program Nursing RN, General Track, A.S Nursing RN, Bridge Track, A.S Submitted by: Diane Litten, MSN, ARNP, CNE, Department Chair Maggie Wacker Ph.D., RN, Director of Nursing Mary Jo Rager, Ed.D., Dean of Career and Technical Programs Date: May 17, 2012 Nur

2 Executive Summary Program Overview Mission Vision Program Description Program History Advisory Board II. Review of Curriculum Curriculum Structure History of Changes to the Curriculum Grade Distributions for Required Courses Transfer/Non-Transfer Programs Formal Articulation Agreements Job Prospects III. Program Faculty Data Organization Structure Faculty Credentials, Teaching Summary and Additional Responsibilities Faculty Professional Development Faculty Evaluation Process IV. Student Data Enrollment Graduates Nursing Program Review Page 2 of

3 4.3 Retention V. Program Support Budget Support Services Facilities and Equipment VI. Measures of Program Effectiveness Program Objectives Student Learning Outcomes Graduation Data Employment Graduate Satisfaction VII. Use of Assessment Findings to Improve Instruction Analysis of Strengths Areas Needing Development/Future Plans VIII. Recommendations and Action Plan IX. Follow-up X. Appendices Nursing Program Review Page 3 of

4 Lake-Sumter Community College 9501 US Highway 441 Leesburg, Florida Purpose: LSCC Program Review Date: May 17, 2012 General Information Nursing Program Review Executive Summary Lake-Sumter Community College s Nursing Program offers an Associate Degree in Nursing. There are two separate tracks students can choose from. The General Track is composed of students seeking licensure for RN with no prior experience in the medical field. The Bridge Track is composed of students seeking RN licensure who have prior medical experience either as Licensed Practical Nurses (LPN) or Paramedic Certification. The Nursing Program is granted approval by the Florida Board of Nursing (FBON) and received national accreditation through the National League of Nursing Accrediting Commission (NLNAC) in Approval is granted through The Nursing Program was established in 1983 on the Leesburg campus as an LPN-to-RN Bridge Program only. In 1987 a General Track two year-program was added. In 1999, in order to meet Lake County s community needs, the Nursing Program added General Track students to the South Lake campus. In 2009, in order to meet the unique needs of LPN and Paramedic students, the Bridge Track became a separate track from the General Track. Introduction General and Bridge Track students complete 28-prerequisite credit hours before making application to the limited admission nursing programs. The nursing program admits up to 96 students each year into the General Track and 24 LPN and Paramedic students into the Bridge Track. Both General and Bridge Track programs require a full-time commitment by students. To accommodate the needs of the Nursing Program, LSCC employs 14 full-time faculty and clinical adjunct faculty, one nursing coordinator, two administrative staff assistants, and one part-time technology support person. Three full-time faculty members are granted release time to perform the following responsibilities: Chair Person Success and Clinical Coordinator BSN Coordinator Nursing faculty and staff are committed to the vision, mission and values of the College that coincide with the mission, philosophy, and values of the nursing program. The Nursing Program has strong and expanding community partnerships. Three community hospitals provide substantial financial support for the program as well as clinical practice sites and scholarships for students. The Booth Foundation supports LPN Bridge Track students with scholarships and Nursing Program Review Page 4 of

5 living stipends. Valencia and Seminole Community Colleges collaborate with LSCC in writing grants to support faculty and student needs. A private donor provided the funds to build the Health Science Center that houses the Leesburg nursing program. The South Lake Community Foundation provided $43,000 to expand the Nursing Program to the South Lake campus. Community partners serve on the Nursing Advisory Committee and meet twice a year to discuss the Nursing Program, share common concerns, and participate in decision making that addresses student needs and performance. Program effectiveness for the Nursing Program is demonstrated through NCLEX pass rates, Employment, Graduate Satisfaction Surveys, and 6-Month Follow-up Surveys after graduation. The majority of all benchmarks have been reached over the last five years. Student Learning Outcomes are identified and evaluated in all theory courses. The End-of- Program Student Learning Outcomes is evaluated in each semester through sequential leveling during clinical courses. The capstone Practicum course evaluates student achievement of these outcomes as demonstration of a competent and safe practitioner. Nursing Program Review Page 5 of

6 1. Program Overview 1.1 Mission The purpose of the Associate Degree Nursing Program at Lake-Sumter Community College is to provide excellent student centered academic and career oriented education in nursing that is proactive, accessible, and responsive to our community needs. The college provides the selfmotivated student with education opportunities to become a lifelong learner. (Associate Degree Nursing Student Policy Handbook, 2011, p. 2). 1.2 Vision Lake-Sumter Community College Nursing Program shall provide a positive, supportive learning environment that promotes student success through evidence-based and innovative instruction. The program will prepare a safe nurse generalist with affective, cognitive and psychomotor skills that meet the diverse health care needs of our community. (Associate Degree Nursing Student Policy Handbook, 2011, p. 2). Table 1.1 shows the congruency of the Nursing program s mission with the college s mission statement: Table 1.1 LSCC Mission LSCC is a public, multi-campus college offering associate degrees and certificates that prepare students for employment, career advancement, and four-year college or university transfer, and specialized training for business and industry that improves the workforce. Through its commitment to student success, LSCC provides students with an accessible, supportive, learning-centered environment while challenging them to think critically, increase their information fluency, communicate effectively, become independent, build leadership skills, improve their ability to work as part of a team, develop social responsibility, and enhance their creativity. Nursing Unit Mission The mission of the Associate degree Nursing Program at Lake-Sumter Community College is to provide excellent student centered academic and career oriented education in nursing that is proactive, accessible, and responsive to community needs. Nursing student graduates have access to multiple employment opportunities that provide the selfmotivated student with educational opportunities to become lifelong learners. Philosophy of the Nursing Program The following is the philosophy of the LSCC nursing program: The Associate of Science Degree nursing curriculum draws from the Client Needs Framework which provides a universal structure for defining nursing actions and competencies to clients throughout the life span. Nursing Program Review Page 6 of

7 Health is a dynamic state which man pursues throughout life in response to physiological and psychosocial/cultural needs attainment. Man is seen as an open system growing and developing through the life span, and is influenced by the changing state of the environment. Nursing is an applied process, utilizing arts and sciences while collaborating with the client and members of the health team to meet client needs and promote health. Throughout man s life span, certain needs become dominant concerns. Nursing endeavors to assist clients to recognize and meet these needs as they strive for a healthy lifestyle. The role of nursing encompasses specific competencies necessary for the delivery of safe and effective care. These competencies are dependent upon critical thinking and analytical decision making supported by scientific knowledge and evidence based practice. These competencies further include adept application of psychomotor skills, demonstration of psychosocial integrity, and management of client care through communication and collaboration. The nurse is accountable to the clients and includes the client in decision making. The Associate Degree Nursing Program prepares a beginning nurse-generalist to render safe and effective nursing care to individuals, families, and communities. This care is directed toward clients throughout the life span in a variety of health care settings. (Associate Degree Nursing Student Policy Handbook, 2011, p.2) Organizing Framework The following is the organizing framework of the LSCC nursing program: The organizing framework is a conceptual set of ideas that guides the overall structure of the curriculum. The framework is based on the faculty s philosophy statement incorporating the Client Needs Framework. (National State Boards of Nursing, 2008, p.2). The four client needs categories, congruent with the NCLEX-RN Test Plan 2008, are defined as follows: 1. Safe Effective Care Environment: The nurse promotes achievement of client outcomes by providing and directing nursing care that enhances the care delivery setting in order to protect clients, family/significant others, and other health care personnel. 2. Health Promotion and Maintenance: The nurse provides and directs nursing care of the client and family/significant others that incorporates the knowledge of expected growth and development principles, prevention and/or early detection of health problems, and strategies to achieve optimal health. 3. Psychosocial Integrity: The nurse provides and directs nursing care that promotes and supports the emotional, mental and social well-being of the client and family/significant others experiencing stressful events, as well as clients with acute or chronic mental illness. 4. Physiological Integrity: The nurse promotes physical health and wellness by providing care and comfort, reducing client risk potential and managing health alterations. Nursing Program Review Page 7 of

8 In addition, the framework draws from the National League for Nursing Educational Competencies for Graduates of Associate Degree Nursing Programs and incorporates the core components and competencies identified as essential to the practice of nursing. LSCC course and program learning outcomes reflect these components and competencies identified as Professional Behaviors, Communication, Assessment, Clinical Decision Making, Caring Interventions, Teaching & Learning, Collaboration, and Managing Care.(The National League for Nursing s Council of Associate Degree Nursing, 2000). The College s and Nursing Program s values support and reinforce each other. Together these shared values support academic, professional, and personal integrity. Table 1.2 demonstrates the congruence of the nursing education program values with values of the college. Table 1.2: Congruence of the Nursing Education Unit Values with Values of the College LSCC Values Nursing Program Values Respect We hold that all people deserve courtesy and an We strive to promote a respectful and environment affirming that we are genuinely trustworthy relationship among faculty, concerned for their welfare. staff, students, and the community Honesty and Integrity We pledge to be constantly truthful, trustworthy, thoughtful, and caring in all our dealings. As LSCC employees, we take responsibility in managing the human, physical and financial resources entrusted to us. Everyone we encounter can count on us. Teamwork We all use cooperation, collaboration and teamwork in working toward shared goals for the greater benefit of our college and its communities. Service We strive to serve all of our clients professionally, while focusing on the needs of each individual. The Service Standards of the college are the following: Respectful Competent Responsive Collaborative We seek to maintain integrity and honesty in all of our dealings with the diverse populations we serve. We support a learning environment built on cooperation and collaboration that is dedicated to working together toward our common goal of improving lives within our community. We support a respectful and competent learning environment that is built on cooperation and collaboration. We are responsive and dedicated to working together toward our common goal of improving lives within our community. Nursing Program Review Page 8 of

9 LSCC Values High Performance and Scholarship We applaud not only the acquisition of knowledge, but also the ability to apply insight and reasoning to deduce superb solutions. Nursing Program Values We strive to achieve and maintain the highest standards ensuring student achievements and success. 1.3 Program Description The Nursing Program was granted initial accreditation through the National League for Nursing Accrediting Commission (NLNAC) July 23, 2010 through (Appendix I) The nursing program consists of two separate educational tracks; the General Track and the Bridge Track for Licensed Practical Nurses (LPN) and paramedics. General and Bridge Track students complete 28 prerequisite credit hours before applying to the limited admission nursing programs. The Bridge Track is a three semester program with students completing 55 credit hours. In addition, Bridge Track students are given 17 hours of articulation credit totaling 72 hours at the completion of their program. The General Track admits a total of 72 students each fall. Students are divided between the South Lake and the Leesburg campuses. 36 students are enrolled on the South Lake campus and 36 on the Leesburg campus. The Bridge Track program is located exclusively on the Leesburg campus. This program admits up to 24 LPN and/or paramedic students each year. The Bridge Track Program begins during the summer semester and continues through fall and spring semesters, for a total of three semesters. Students graduating from the Bridge Track formally graduate with the General Track students during the spring commencement services. The Nursing Program is granted approval by the Florida Board of Nursing 120 seats each year. Those 120 seats can be allocated across the Nursing Program as deemed appropriate by the Nursing Director. The Nursing Program is currently not using 24 seats due to lack of available space, clinical facility availability, and faculty. Both General and Bridge Track programs require a student to make a full-time commitment. To accommodate the staffing and teaching needs of the nursing program, LSCC employs 14 fulltime and clinical adjunct faculty, one senior staff assistant, two administrative staff assistants and one part-time technology support person. One full-time faculty member has release time to perform department chairperson responsibilities. Two of the 14 full-time faculties are dedicated to the bridge program and one clinical adjunct faculty member works as a lab coordinator for the bridge program each semester. Both the College and the nursing program have strong collaborative relationships with community partners. Three large community hospitals provide not only substantial financial support for the nursing program and student scholarships, but also provide clinical practice sites for our students. The program also collaborates with Valencia and Seminole Community Nursing Program Review Page 9 of

10 Colleges in writing grants to support faculty, student, and program needs. A private donor provided the funds to build the Health Science Center which houses the Leesburg nursing education unit. The South Lake Community Foundation provided $43,000 to expand the nursing program to the South Lake campus. Collaborative community partners serve on the Nursing Advisory Committee which meets twice a year to discuss the overall success of the nursing program, share common concerns and participate in decision making that addresses our student needs and performance. In addition, community partners meet on an as needed basis with the nursing department director and LSCC administrative personnel. Both the General Track and Bridge Track have 100% face to face classes. Currently there are no hybrids or on-line courses taught within the nursing program. There is anecdotal evidence to support the need for adding on-line/hybrid courses. However, further research is needed to assess the needs of the student population, as well as the needs within the community for on-line courses, before beginning the process of training faculty to teach using alternative delivery methods. 1.4 Program History The school of nursing was first established in 1983 with 13 students housed in a refurbished music building on the Leesburg campus. In 1983 Susan McLean became the first administrator and instructor of the nursing program. Ms. McLean held Bachelor of Science and Master of Science degrees in nursing from the University of Florida. In 1984 she assumed the position of instructor and program coordinator. In 1984 Susan Pennacchia-Ricci assumed the position of director of Nursing. Ms. Ricci held a master s degree in nursing from Catholic University and a Master of Science degree from the University of Florida. As an advanced practitioner of nursing, she had clinical experience in woman s health and teaching experience in community college nursing programs. Ms. Ricci was the director of Nursing for 20 years and a member of various advisory committees throughout that time. In 2003 she returned to a faculty position until September In 1985 the program moved to the Leesburg Student Services Building. Continued growth created the need to establish a satellite campus in Clermont, Florida in the fall of In 2001 a new 33,800 square foot Health Science Center on the Leesburg campus became the new home of the Nursing Department. In 2004 Margaret S. Wacker, Ph.D., R.N., assumed the director position. She holds a Bachelor of Science degree in nursing from New York University, a master s degree in psychiatric-mental health nursing from Adelphi University, a master s degree in anthropology from the State University of New York at Stony Brook and a Ph.D. in nursing from New York University. Dr. Wacker has extensive experience in psychiatric-mental health nursing and is considered a national expert in pain management. She also has expertise and experience teaching at the community colleges, state and ivy-league university level. Nursing Program Review Page 10 of

11 In the spirit of continuous improvement, in 2004 Dr. Wacker spearheaded a collaborative and total revision of the nursing curriculum. The new curriculum plan was implemented with first year students in This revision was driven by prior year data provided by the National Council Licensure Examination (NCLEX) Board results demonstrating LSCC student scores falling below the national average and Florida Board of Nursing (FBON) review. The FBON Corrective Action Plan was accepted by the board. This plan included the revised curriculum along with the following program improvements: Implementation of the new curriculum Preparation for NLNAC candidacy Utilization of Par Score to evaluate testing Introduction of comprehensive national exams Health Education Systems, Inc. (HESI) throughout the program. Intensive faculty development o MSN preparation of faculty o Five day nationally accredited curriculum boot camp for all full-time faculty o Mandatory attendance at nursing education and specialty conferences o Adjunct faculty boot camp and formalized ongoing mentoring of adjuncts by fulltime faculty o Mentoring program for all new faculty Extensive remediation program in place for all students Appointment of a clinical liaison/success specialist to ensure congruency in classroom, skills lab and clinical experiences and to implement a success plan and coordinate student service needs with the LSCC Learning center Collaboration with the science and math departments to provide ongoing review of prerequisite requirements for admitting nursing students Utilization of Class Climate software for rapid turnaround of faculty, facility and course evaluations Ongoing information gathering sessions with nursing students to address student concerns As part of the practicum, students are required to take a HESI NCLEX-RN readiness practice exam plus remediation in preparation for the NCLEX-RN exam. Following implementation of the FBON Corrective Action Plan graduates from the new curriculum starting in 2008 have achieved a cumulative NCLEX-RN score of 95%. Scores in the following years since have remained above 94%. Since implementation the program has undergone other continuous improvement adjustments. In 2006 following the total revision of the general curriculum, the faculty reviewed the bridge curriculum for currency and fit with the second year general curriculum. After extensive research and examination of best practices of successful bridge programs and review from LSCC student evaluations the faculty suspended the program for one year in order to develop a new bridge curriculum. Those 19 students who applied for the year of suspension were transferred to an online Miami Dade Community College bridge program designed to meet their needs. This Nursing Program Review Page 11 of

12 one-year collaboration between LSCC and Miami Dade Community College was approved by the FBON. In 2009 the Bridge track began as a parallel track to the General Track. The nursing program expanded the role of the clinical liaison/success coordinator to provide oversight of students in the field assisting in connecting the theory and lab content to their clinical experiences. Through weekly visits to student clinical sites and conferencing with clinical and lab instructors the clinical liaison/success coordinator is able to identify any potential student knowledge or skill gaps, making sure the student s focus is on target, troubleshoot any potential problems he or she is having and report those student weaknesses to the department chair. To ensure student success the faculty determined to implement policy to include grammar and vocabulary skills as well as reading comprehension to the English admission HESI requirements. This decision was based on consultation with the HESI exam constructors and their research team concerned with the efficacy of these additional scores to predict success in nursing programs. New policies were also developed to ensure nursing students succeed. These included the following: Changes to the pre-admission, and re-admission policies. Random drug testing throughout the program A revised and more rigorous math proficiency requirement Background checks (FDLE/FBI) reviewed with clinical partners pre-admission. Comprehensive national exams throughout the program A two day new student orientation rally during which newly admitted students complete the following: o An extensive orientation to the college and nursing program expectations and processes o Resources available to assist them in their goal to graduate. These efforts discussed above in continuous improvement continues today where the program faculty and staff consistently engage in reviewing data, developing actions for improvement, and evaluating the improvements for overall effectiveness and quality. Continuous improvement processes are carried out annually and are integrated within the College s Strategic Planning and Effectiveness, and nursing accreditation processes. 1.5 Advisory Board The nursing program advisory board members are composed of representatives from our community partners. The committee membership is formally recommended to the president of LSCC in September of each year and approved by the District Board of Trustees typically at the October meeting. Nursing Program Advisory Board committee members serve through the duration of their current appointment. The Nursing Advisory Board meets a minimum of two times per year, once in the fall and once in the spring. Minutes of each meeting are sent to advisory board members and Dr. Mary Jo Nursing Program Review Page 12 of

13 Rager, Dean of Career and Technical Programs. Dr. Rager and representatives from senior administration at LSCC attend Nursing Advisory Board meetings. Table 1.3 is a list of the LSCC s Nursing Program Advisory Board members and their title and organization for Table 1.3: LSCC Nursing Program Advisory Board Name Term Title and Organization Expires Giacomi, Linda, RN; Chair * Director of Nursing Services/Inpt Services Life Stream Behavioral Center Brown, Adrian, RN * Director of Nursing Colonial Lakes Health Center Bryant, Sonya, RN * Nursing Supervisor Thomas E. Langley Medical Center Mason, Stella, RN * Director Ohme Rehab Cason, Leah, RN * Nursing Director Sumter County Health Dept. Egan, Cathy, RN * Director of Nursing Ruleme Center Emerson, Karen, RN * Director of Nursing Lake Harris Health Center Harsh, Laurie, RN * Director of Perioperative Services Leesburg Regional Medical Day Surgery Center Holliman, Rebecca, RN * Clinical Educator Health Central Hospital Robinson, Nancy, RN * Director of Education Health Central Hospital Hynds, Suzanne, ARNP * Community Medical Care Center Meyer, Jane, RN * Director of Nsg South Lake Hospital Meeker, Pat, RN * Education Director South Lake Hospital Nursing Program Review Page 13 of

14 Name Term Title and Organization Expires Mena, Theresa, RN * Director of Nsg The Edgewater Waterman Village Mendez, Tabitha, RN * Administrative Nurse Manager Florida Hospital Apopka Thaler, Cheryl, RN * DON-MedSurg Florida Hospital Waterman Trocino, Linda, RN * Education & Staff Development Manager Florida Hospital Waterman Moore, Susan, RN * Director FHW Homecare Castner, Holly, RN * Interim Director, Team MemberServices CFHA-LRMC Reiner, Rosie, RN * Chief Nsg Officer CFHA-TVRH Schlachter, Kathleen, RN * Director SLH Home Health Sneed, Julie, RN * Clinical Educator Cornerstone Hospice Veremakis, Elise * Chairperson, Health Occupations Lake Technical Center *Term Expires: Serves until departure from appointment *Contact Information available upon request Nursing Program Review Page 14 of

15 II. Review of Curriculum 2.1 Curriculum Structure The Associate in Science Nursing Degree, General Track is a Limited Access program. It is a two year program beginning after completion of general education prerequisite courses. Graduates from this program are eligible to write the National Council Licensing Examination (NCLEX-RN) for licensure as a Registered Nurse. Table 2.1 is taken from the LSCC Handbook detailing the prerequisite courses as well as required courses in year one and year two of the nursing program. Table 2.1: Prerequisite Courses Course Prefix and Number Course Name Credits ENC 1101 College Composition PSY 2012 Introduction to Psychology 3 DEP 2004 Psychology of Human Development 3 HUN 1201 Nutrition and Diet Therapy 3 BSC 2093C Human Anatomy & Physiology I with Lab 2 4 BSC 2094 C Human Anatomy & Physiology II with 4 Lab 2 MCB 2010C Microbiology with Lab 2 4 MTB 1370 Math for Health Related Professions 1 Humanities 3 3 Computer Proficiency Total Hours 28 Courses Year One NUR 1022 Nursing Foundations I 3 F NUR 1234 Alterations in Health I 3 F NUR 1234L Clinical Nursing I 4 F NUR 1820 Management of Care I 1 F NUR 1023 Nursing Foundations II 3 S NUR 1242C Alterations in Health II 4 S NUR 1242L Clinical Nursing II 4 S NUR 1823 Management of Care II 1 S Courses Year Two NUR 2220C Alterations in Health III 4 F NUR 2220L Clinical Nursing III 5 F NUR 2463 Maternal Child Health 2 F NUR 2224 Alterations in Health IV 3 S NUR 2224L Clinical Nursing IV 4 S NUR 2801L Clinical Practicum 3 S Program Total Hours 72 Nursing Program Review Page 15 of

16 The Associate in Science Nursing Degree, Bridge Track is a Limited Access program. The three semester bridge track begins after completion of general education prerequisite courses and is available to students who currently hold a Florida state LPN license or Paramedic Certification. Graduates of the bridge track are eligible to write the National Council Licensing Examination (NCLEX-RN) for licensure as a Registered Nurse. Table 2.2 is taken from the LSCC Handbook detailing the prerequisite courses as well as required courses in year one and year two of the nursing program. Table 2.2: Prerequisite Courses Course Prefix and Number Course Name Credits ENC 1101 College Composition PSY 2012 Introduction to Psychology 3 DEP 2004 Psychology of Human Development 3 HUN 1201 Nutrition and Diet Therapy 3 BSC 2093C Human Anatomy & Physiology I with Lab 2 4 BSC 2094 C Human Anatomy & Physiology II with 4 Lab 2 MCB 2010C Microbiology with Lab 2 4 MTB 1370 Math for Health Related Professions 1 Humanities 3 3 Computer Proficiency Total Hours 28 Program Courses-Semester 1 NUR 2033 Nursing Transition 5 SM NUR 2003L Nursing Transition Clinical 3 SM Program Courses-Semester 2 NUR 2721 Alterations in Health I Transition 4 F NUR 2721L Clinical Nursing I Transition 4 F Program Courses-Semester 3 NUR 2601 Alterations in Health II Transition 4 S NUR 2601L Clinical Nursing II Transition 4 S NUR 2801L Clinical Practicum 3 S Total Prerequisite and Nursing 55 Program Courses Articulated Credit 17 Program Total 72 1 Students may be required to take college developmental math, writing, and/or reading courses based on placement tests 2 Designated science courses must be no more than 7 years old at time of application 3 Any humanities course from the approved list of Associate in Arts General Education course Nursing Program Review Page 16 of

17 All prerequisite courses must be completed with a letter grade of C or better. Computer Proficiency must be demonstrated as required by LSCC in order to grant the Associate in Science degree. Students must demonstrate successful completion of the institutional computer proficiency exam in order to successfully meet this requirement. Students may opt to substitute coursework as specified in the College Catalog and Student Handbook. The curriculum prepares students to achieve the outcomes of the nursing program, including safe practice in contemporary health care environments. The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes. The curriculum was developed by the LSCC nursing faculty and reviewed by the Nursing Program Advisory Board, and the FBON and is aligned to the nursing program s philosophy/mission foundationally based on the Client Needs Framework in logical progression in the scope and sequence of cognitive skills and related course student learning outcomes. The four categories of Client Needs are taken from the NCLEX-RN test plan (2007) as they identify expected standards of practice and nursing competencies of the professional RN. They include: Safe Effective Care Environment Health Promotion and Maintenance Psychosocial Integrity Physiological Integrity This framework provides the theoretical underpinnings for all course content and student learning outcomes organized in the course syllabi. The student learning outcomes for each course are aligned to the National League for Nursing (NLN) Core Components and Educational Competencies for graduates of Associate Degree programs. These educational competencies are identified as: Professional behaviors Communication Assessment Clinical decision making Caring interventions Teaching and learning Collaboration Managing care. Each of these competencies is addressed throughout the program of instruction. These competencies are integrated in the student learning program outcomes, and are included in the clinical evaluation instruments used to assess performance of students in clinical settings. Nursing Program Review Page 17 of

18 See Table 2.3: NLN Core Components and Competencies/Student Learning Program & Course Outcomes. Table 2.3: NLN Core Components and Competencies/Student Learning Program & Course Outcomes NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM COURSE OUTCOMES CLINICAL OUTCOMES A. Professional Behaviors OUTCOMES 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. NUR Demonstrate knowledge of evidence based safety standards. NUR Identify best practices in the care of clients with alterations in sensory, integumentary, musculoskeletal, and behavioral health functioning. NUR Identify the roles and functions of a registered nurse. 2. Demonstrate professional behaviors during interactive classroom activities. 4. Identify ethical and legal aspects related to nursing and health care practice. NUR Identify the roles of the Registered Nurse in a variety of community NUR 1234L 3. Apply the nursing process in the care of clients with alterations in sensory, integumentary, musculoskeletal and behavioral health functioning as well as in older adults with common health problems. 4. Identify the psychosocial and cultural influences on a client's health. NUR 1242L 1. Perform nursing assessments and deliver appropriate care for assigned clients in the acute care and community setting. 6. Demonstrate professional behaviors when caring for adult clients in acute and community settings. 7. Demonstrates knowledge of the nursing role in a mass disaster simulation exercise. Nursing Program Review Page 18 of

19 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES settings. COURSE OUTCOMES 5. Explain the role of the nurse and the interdisciplinary team in disaster planning and response to mass casualty. NUR Identify various methods of leadership and supervision used by the Registered Nurse in the coordination and delivery of client care. 5. Identify methods to efficiently manage resources to provide safe, effective client-centered care. NUR 1242C 1. Identify best practices in caring for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span. NUR 2463 CLINICAL OUTCOMES 8. Demonstrates safety and competence in performing clinical nursing skills. NUR 2220L 4. Demonstrate professional behaviors when caring for clients across the lifespan. NUR 2224L 2. Demonstrate clinical judgment based on best practices to make appropriate decisions for 1-4 adult clients with complex and/or multi system health problems in acute and critical care settings. 5. Exhibit behaviors exemplifying the standards of professional nursing practice. 6. Exhibit competency in the delivery of safe and effective client centered care. NUR 2801L 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. Nursing Program Review Page 19 of

20 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES 1. Identify best practices in the management of safe and effective nursing care for childbearing and pediatric clients and their families. 6. Identify roles and functions of the interdisciplinary team members in maternal child settings. NUR Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. NUR Apply knowledge of the professional role of the registered nurse and its collaborative role with other health care disciplines. NUR Evaluate the role of the registered nurse in the care of the client with common acute and common chronic health problems across the lifespan. CLINICAL OUTCOMES NUR 2002L 6. Identify roles & functions of the interdisciplinary health care team in the acute care setting. NUR 2201L 4. Demonstrate practical application and transfer of concepts learning in nursing theory courses. 5. Demonstrate professional behaviors when caring for clients across the lifespan. NUR 2202L 4. Demonstrate practical application & transfer of concepts learned in the Alterations in Health II Transition nursing theory course. 6. Role model behaviors characteristic of the professional nurse when caring for clients across the lifespan. Nursing Program Review Page 20 of

21 NLN CORE COMPONENTS & COMPETENCIES B. Communication LSCC STUDENT LEARNING PROGRAM OUTCOMES 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. COURSE OUTCOMES NUR Evaluate the role of the registered nurse in the care of the client in the acute care and critical care settings. 7. Analyze and evaluate the role of the registered nurse in disaster preparedness. NUR Select appropriate therapeutic communication techniques for interacting with clients across the lifespan. NUR Describe communication strategies to facilitate problem solving and conflict management. NUR Determine the appropriate communication techniques in caring for childbearing women, children, and their families. NUR Identify effective teachinglearning strategies in clients and their families in order to reduce risks for potential complications CLINICAL OUTCOMES NUR 1234L 3. Demonstrate communication skills and professional behaviors in the lab and clinical settings. NUR 1242L 4. Communicates with clients, families, and interdisciplinary team members to provide safe, effective client centered care. NUR 2220L 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. NUR 2224L 4. Apply therapeutic communication skills when interacting with and educating clients and their families. NUR 2801L Nursing Program Review Page 21 of

22 NLN CORE COMPONENTS & COMPETENCIES C. Assessment LSCC STUDENT LEARNING PROGRAM OUTCOMES 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that COURSE OUTCOMES and to promote physiological and psychosocial health. NUR Demonstrate therapeutic communication skills and professional caring behaviors. NUR Incorporate and communicate/ document the nursing process in the nursing management of clients with common acute and common chronic health problems across the life span. NUR Incorporate and communicate/document the nursing process in the nursing management of clients with complex acute/chronic and multisystem health problems across the lifespan. NUR Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness. CLINICAL OUTCOMES 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. NUR 2003L 2. Determine the appropriate communication techniques in caring for medical surgical clients, childbearing women, children, and their families. NUR 2202L 5. Apply therapeutic communication skills when interacting with and educating culturally diverse clients and their families. NUR 1234L 1. Perform basic health assessment on clients in long term care and behavioral health settings. 4. Demonstrate safety and competence in fundamental clinical nursing skills. Nursing Program Review Page 22 of

23 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. COURSE OUTCOMES 4. Identify the client's basic physiologic, psychosocial, sociocultural, developmental, and spiritual needs. NUR Apply the nursing process in the care of clients with alterations in sensory, integumentary, musculoskeletal and behavioral health functioning as well as in older adults with common health problems. 4. Identify the psychosocial and cultural influences on a client's health. NUR Utilize the nursing to identify the physiological and psychosocial needs of clients and their families at end of life. 4. Identify the standards for safe medication administration. NUR 1242C CLINICAL OUTCOMES 5. Demonstrate culturally sensitive, compassionate, and ethical care to clients in behavioral health and long term care settings. NUR 1242L 1. Perform nursing assessments and deliver appropriate care for assigned clients in the acute care and community setting. 8. Demonstrates safety and competence in performing clinical nursing skills. NUR 2220L 1. Demonstrate techniques of physical, psychosocial, spiritual, and developmental assessment for the childbearing woman, children, and clients with alterations in health across the lifespan. 6. Demonstrates early detection of risks for health problems and potential complications and appropriate strategies to promote optimal health. NUR 2224L 1. Analyze comprehensive health assessment data to direct optimal, safe, and effective client centered care. NUR 2801L 2. Coordinate and collaborate with the Nursing Program Review Page 23 of

24 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES 2. Utilize the nursing process to assess and select appropriate nursing care for clients with cancer and the surgical client. 4. Utilize the nursing process to identify appropriate nursing care for the client with pain. NUR 2220C 4. Utilize the nursing process to make evidence based clinical decisions related to physiological and psychosocial alterations in health. NUR Assess the psychosocial wellbeing of the childbearing woman, children and their families NUR Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. NUR Apply all steps of the nursing process in planning culturally CLINICAL OUTCOMES interdisciplinary healthcare team to provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. NUR 2003L 5. Discuss the psychosocial well-being of hospitalized adults, childbearing women, children and their families in adapting to change. 8. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. NUR 2201L 1. Interpret common health assessment data to provide optimal, safe, and effective client centered care for the medical surgical and psychiatric client. 3. Collaborate with client, family and Nursing Program Review Page 24 of

25 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES sensitive care for a variety of client needs across the lifespan. NUR Incorporate and communicate / document the nursing process in the nursing management of clients with common acute and common chronic health problems across the life span. NUR Incorporate and communicate/document the nursing process in the nursing management of clients with complex acute/chronic and multisystem health problems across the lifespan. 4. Demonstrate competence in identification and comprehension of complex acute and complex common chronic health problems of the client across the lifespan. 6. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. CLINICAL OUTCOMES interdisciplinary teams to educate and provide safe, effective client centered care related to physiologic and psychosocial Alterations I the medical surgical and psychiatric setting. 8. Formulate preventative and wellness strategies for clients across the lifespan that reflect current trends in health promotion and illness prevention. NUR 2202L 1. Analyze comprehensive health assessment data to direct optimal, safe and effective client centered care. 8. Formulate preventative and wellness strategies for clients across the lifespan that reflect current trends in health promotion and illness prevention. Nursing Program Review Page 25 of

26 NLN CORE COMPONENTS & COMPETENCIES D. Clinical Decision Making LSCC STUDENT LEARNING PROGRAM OUTCOMES 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. COURSE OUTCOMES NUR Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness. NUR Identify best practices in the care of clients with alterations in sensory, integumentary, musculoskeletal, and behavioral health functioning across the lifespan. 3. Apply the nursing process in the care of clients with alterations in sensory, integumentary, musculoskeletal and behavioral health functioning as well as in older adults with common health problems. NUR Summarize research articles from professional nursing journals and their application to nursing practice. NUR 1242C 1. Identify best practices in caring CLINICAL OUTCOMES NUR 1234L 2. Provide evidence based client centered care using the nursing process. NUR 1242L 1. Perform nursing assessments and deliver appropriate care for assigned clients in the acute care and community setting. 2. Demonstrate clinical judgment, based on best practices, for making appropriate clinical decisions for 1 to 2 adult clients in the acute care setting. NUR 2220L 2. Use evidence based scientific knowledge in making safe and appropriate clinical decisions for 2 to 4 adult or pediatric clients in a variety of settings. 5. Adapt the client plan of care in the management of culturally diverse clients. NUR 2224L 1. Analyze comprehensive health assessment data to direct optimal, safe, and effective client centered care. 2. Demonstrate clinical judgment based on best practices to make appropriate decisions for 1-4 adult clients with complex and/or multi system health Nursing Program Review Page 26 of

27 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span. 2. Utilize the nursing process to assess and select appropriate nursing care for clients with cancer and the surgical client. 3. Apply safe and effective clinical decision making skills in simulated laboratory activities related to specific course concepts. 4. Utilize the nursing process to identify appropriate nursing care for the client with pain. NUR Delineate the role of the Registered Nurse in the Quality Improvement process. NUR 2220C 1. Identify best practices in caring for and educating clients with acute and chronic alterations in renal, fluid and electrolyte, endocrine, genitourinary, and CLINICAL OUTCOMES problems in acute and critical care settings. NUR 2801L 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. NUR 2003L 1. Identify best practices for the management of safe and effective nursing care of medical-surgical clients, childbearing women and pediatric clients and their families. 7. Utilize research and other references for quality improvement and evidence based practice in the care of medicalsurgical clients, childbearing women, children and their families. NUR 2201L 1. Interpret common health assessment data to provide optimal, safe, and Nursing Program Review Page 27 of

28 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES gynecological function across the lifespan. 2. Demonstrate evidence based clinical decision making skills and culturally sensitive caring in simulated laboratory activities. 4. Utilize the nursing process to make evidence based clinical decisions related to physiological and psychosocial alterations in health. NUR Identify best practices in the management of safe and effective nursing care for childbearing and pediatric clients and their families. NUR Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. 2. Utilize research and other references for Quality Improvement to direct care of clients. CLINICAL OUTCOMES effective client centered care for the medical surgical and psychiatric client. 2. Use clinical judgment to make timely and appropriate decisions for 1-4 adult clients with common acute and common chronic health problems in the acute and psychiatric setting. 7. Evaluate effectiveness of nursing care given and determine the need to alter the care plan. NUR 2202L 1. Analyze comprehensive health assessment data to direct optimal, safe and effective client centered care. 2. Use clinical judgment to make timely and appropriate decisions for 1-4 adult clients with complex and/or multisystem health problems in acute and critical care settings. 7. Apply the quality improvement process to ensure safe and effective client centered care. Nursing Program Review Page 28 of

29 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES 5. Coordinate the health care team to provide safe, effective culturally sensitive client centered care. NUR Apply all steps of the nursing process in planning culturally sensitive care for a variety of client needs across the lifespan. 2. Demonstrate critical thinking and the utilization of evidence based research to make clinical decisions related to childbearing women, children and adults. NUR Incorporate and communicate / document the nursing process in the nursing management of clients with common acute and common chronic health problems across the life span. 2. Apply critical thinking to make evidence based decisions related to physiologic and psychosocial alterations in the medical surgical and psychiatric setting. 3. Utilize research and other references for quality CLINICAL OUTCOMES Nursing Program Review Page 29 of

30 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES improvement in the care of clients with common acute and common chronic health problems to ensure safe and effective care. NUR Incorporate and communicate/document the nursing process in the nursing management of clients with complex acute/chronic and multisystem health problems across the lifespan. 2. Apply critical thinking to make evidence based decisions related to physiologic and psychosocial alterations in the acute care and critical care settings. 3. Utilize research and other references for quality improvement in the care of clients with complex acute/chronic multisystem health problems to ensure safe and effective care. 4. Demonstrate competence in identification and comprehension of complex acute and complex common chronic health problems CLINICAL OUTCOMES Nursing Program Review Page 30 of

31 NLN CORE COMPONENTS & COMPETENCIES E. Caring LSCC STUDENT LEARNING PROGRAM OUTCOMES 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 6. Implement client/family centered teaching plans that promote self-care and optimal health. COURSE OUTCOMES of the client across the lifespan. NUR Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness. 2. Demonstrate knowledge of evidence based safety standards. 3. Identify how cultural diversity impacts client centered care. NUR Identify ethical and legal aspects related to nursing and health care practice. NUR Utilize the nursing to identify the physiological and psychosocial needs of clients and their families at end of life. 4. Identify the standards for safe medication administration. NUR 1242C 2. Utilize the nursing process to assess and select appropriate CLINICAL OUTCOMES NUR 1234L 4. Demonstrate safety and competence in fundamental clinical nursing skills. 5. Demonstrate culturally sensitive, compassionate, and ethical care to clients in behavioral health and long term care settings NUR 1242L 1. Perform nursing assessments and deliver appropriate care for assigned clients in the acute care and community setting. 5. Provide compassionate culturally sensitive care for clients in acute and community settings. 8. Demonstrates safety and competence in performing clinical nursing skills. NUR 2220L 2. Use evidence based scientific knowledge in making safe and appropriate clinical decisions for 2 to 4 adult or pediatric clients in a variety of settings. 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. Nursing Program Review Page 31 of

32 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES nursing care for clients with cancer and the surgical client. 4. Utilize the nursing process to identify appropriate nursing care for the client with pain. 5. Incorporate caring and cultural concepts in the care of clients. NUR 2220C 2. Demonstrate evidence based clinical decision making skills and culturally sensitive caring in simulated laboratory activities. 3. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for potential complications NUR Incorporate cultural concepts in the care of diverse maternal and pediatric populations. NUR Identify effective teachinglearning strategies in clients and their families in order to reduce risks for potential complications and to promote physiological and psychosocial health. CLINICAL OUTCOMES 5. Adapt the client plan of care in the management of culturally diverse clients. 6. Demonstrates early detection of risks for health problems and potential complications and appropriate strategies to promote optimal health. NUR 2224L 1. Analyze comprehensive health assessment data to direct optimal, safe, and effective client centered care. 6. Exhibit competency in the delivery of safe and effective client centered care. 7. Demonstrate caring and cultural sensitivity in the delivery of individualized nursing care. NUR 2801L 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Nursing Program Review Page 32 of

33 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES 5. Coordinate the health care team to provide safe, effective culturally sensitive client centered care. NUR Apply all steps of the nursing process in planning culturally sensitive care for a variety of client needs across the lifespan. 4. Demonstrate therapeutic communication skills and professional caring behaviors. NUR Incorporate and communicate / document the nursing process in the nursing management of clients with common acute and common chronic health problems across the life span. 5. Formulate preventative and wellness strategies for clients across the lifespan. NUR Incorporate and communicate/document the nursing process in the nursing management of clients with complex acute/chronic and CLINICAL OUTCOMES NUR 2003L 3. Incorporate cultural concepts in the care of diverse clients. 5. Discuss the psychosocial well-being of hospitalized adults, childbearing women, children and their families in adapting to change. 8. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. NUR 2201L 1. Interpret common health assessment data to provide optimal, safe, and effective client centered care for the medical surgical and psychiatric client. 6. Adapt the client's plan of care in the nursing management of culturally diverse clients. 8. Formulate preventative and wellness strategies for clients across the lifespan that reflect current trends in health promotion and illness prevention. NUR 2202L 8. Formulate preventative and wellness strategies for clients across the lifespan that reflect current trends in health Nursing Program Review Page 33 of

34 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES multisystem health problems across the lifespan. 6. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. CLINICAL OUTCOMES promotion and illness prevention. F. Teaching and Learning 6. Implement client/family centered teaching plans that promote self-care and optimal health. NUR Develop a client-centered teaching plan to promote self-care management and an optimal level of wellness. NUR 1242C 1. Identify best practices in caring for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span. NUR 2220C 1. Identify best practices in caring for and educating clients with acute and chronic alterations in renal, fluid and electrolyte, NUR 1242L 3. Implement a basic health needs teaching plan for client/family. NUR 2220L 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. NUR 2224L 4. Apply therapeutic communication skills when interacting with and educating clients and their families. NUR 2801L 6. Implement client/family centered teaching plans that promote self-care and optimal health. NUR 2003L 4. Utilize the nursing process when adapting client teaching based on the Nursing Program Review Page 34 of

35 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES endocrine, genitourinary, and gynecological function across the lifespan. 3. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for potential complications. NUR Adapt client teaching techniques to the educational and developmental level of the childbearing female and pediatric clients. NUR Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. 3. Identify effective teachinglearning strategies in clients and their families in order to reduce risks for potential complications and to promote physiological and psychosocial health. NUR 2003 CLINICAL OUTCOMES educational and developmental level of clients. NUR 2201L 3. Collaborate with client, family and interdisciplinary teams to educate and provide safe, effective client centered care related to physiologic and psychosocial Alterations I the medical surgical and psychiatric setting. NUR 2202L 5. Apply therapeutic communication skills when interacting with and educating culturally diverse clients and their families. Nursing Program Review Page 35 of

36 NLN CORE COMPONENTS & COMPETENCIES G. Collaboration LSCC STUDENT LEARNING PROGRAM OUTCOMES 1. Interact appropriately through verbal, nonverbal & written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients COURSE OUTCOMES 3. Develop a client centered teaching plan to promote self-care management and health. NUR Formulate preventative and wellness strategies for clients across the lifespan. NUR Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. NUR Identify various methods of leadership & supervision used by the Registered Nurse in the coordination & delivery of client care. NUR Identify roles & functions of the interdisciplinary team members in maternal child settings. NUR Coordinate the health care team to provide safe, effective culturally CLINICAL OUTCOMES NUR 1242L 4. Communicates with clients, families, and interdisciplinary team members to provide safe, effective client centered care. NUR 2220L 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. NUR 2224L 1. Analyze comprehensive health assessment data to direct optimal, safe, Nursing Program Review Page 36 of

37 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES throughout the lifespan. COURSE OUTCOMES sensitive client centered care. NUR Apply knowledge of the professional role of the registered nurse and its collaborative role with other health care disciplines. CLINICAL OUTCOMES and effective client centered care. 3. Coordinates an interdisciplinary plan of care to ensure continuity within the health delivery system. NUR 2801L 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. NUR 2003L 6. Identify roles and functions of the interdisciplinary health care team in the acute care setting. NUR 2201L 3. Collaborate with client, family and interdisciplinary teams to educate and provide safe, effective client centered care related to physiologic and psychosocial Alterations I the medical surgical and psychiatric setting. NUR 2202L 3. Coordinate an interdisciplinary plan of Nursing Program Review Page 37 of

38 NLN CORE COMPONENTS & COMPETENCIES LSCC STUDENT LEARNING PROGRAM OUTCOMES COURSE OUTCOMES CLINICAL OUTCOMES care to ensure continuity within the health care delivery system related to physiologic and psychosocial alterations in the acute and critical care settings. Nursing Program Review Page 38 of

39 Student Learning Outcomes Course specific and unit student learning outcomes are clearly stated and are included on each course syllabus. This inclusion allows students to clearly understand knowledge and skill acquisition expectations of the course and those outcomes guide faculty to develop learning activities and evaluation methods to assist and ensure students meet the outcomes. Bloom s taxonomy is used as a foundation guideline in learning outcome development to ensure cognitive leveling in the learning so as students progress in the program of study the complexity of thinking and performance increases from knowledge, to application and high order thinking to synthesis of knowledge, skills, and abilities. Program Outcomes are clearly identified and are used to evaluate if students that graduate meet the knowledge, skills, and abilities and to ultimately determine if the program is achieving its mission and goals in graduating a student that is successful. Program and course student learning outcomes direct the organization of content delivered throughout the curriculum. Courses in each semester are leveled from simple to complex and progress with the achievement of the end of program student learning outcomes. Students accepted into the nursing program enroll in NUR 1022 Nursing Foundations I, NUR 1234 Alterations in Health I, NUR 1820 Management of Care I, and NUR 1234L Clinical Nursing I. NUR 1022 introduces the beginning nursing student to the nursing process, pharmacotherapeutics, basic human needs, basic health assessment, cultural and psychosocial concerns, and concepts of patient protection. NUR 1234 requires the student to apply the nursing process and therapeutic communication to patients across the lifespan with behavioral health needs and alterations in musculoskeletal, sensory and integumentary system functioning. NUR 1234 also addresses the unique health needs of the older adult and common chronic alterations in health for that population. Pharmacological management of health alterations are integrated into all courses. NUR 1820 introduces the student to the professional role of the Registered Nurse and explores the legal and ethical issues inherent in patient care. NUR 1820 also introduces the student to the critical need for evidence based practice in nursing. NUR 1234L is the clinical course that weaves all theoretical coursework into an application of newly developing basic nursing skills. Students apply this knowledge in community facilities for the geriatric client and for clients with behavioral health needs. Students in the second semester of the program enroll in NUR 1023 Nursing Foundations II,NUR 1242C Alterations in Health II, NUR 1823 Management of Care II, and NUR 1242L Clinical Nursing II. NUR 1023 introduces the student to models of health and wellness, concepts of teaching and learning, community nursing, disaster preparedness, and end of life care. Course, NUR 1242C focuses on nursing care of patients with alterations in hematological, immune, gastrointestinal, and hepatic functioning. This course also includes care of the oncologic and surgical patient. The lab component of this class allows students to practice cognitive and psychomotor skills need to care for clients with these health alterations. NUR 1823 includes content that helps the future RN learns to function as part of the health care team. Concepts of delegation and supervision of patient care, theories of team nursing, leadership, workplace communication, prioritization of care, and quality improvement are learned. NUR 1242L is the clinical course that requires students to apply what they have learned in their theory Nursing Program Review Page 39 of 239

40 courses to the medical/surgical patient in acute and community care settings, the operating room, and hospice. Students entering the third semester enroll in NUR 2220C Alterations in Health III, NUR 2463 Maternal Child Health, and NUR 2220L Clinical Nursing III. Course, NUR 2220C focuses on clients with alterations in endocrine, renal, genitourinary, and gynecological functioning. Students learn initiation and management of intravenous therapy and also how to care for patients with acid-base and/or fluid and electrolyte imbalances. The associated lab allows for experiential application of cognitive and psychomotor skills needed to care for clients with these alterations in health. NUR 2463 focuses on care of the childbearing women through all stages of pregnancy, children from birth through adolescence, and families. NUR 2220L is the clinical course that integrates learning from theory courses and allows students to provide care for patients in acute and community care settings that deliver care for the medical/surgical, childbearing, and pediatric client. Students entering the fourth and final semester enroll in NUR 2224 Alterations in Health IV, NUR 2224L Clinical Nursing IV, and ultimately NUR 2801L Clinical Practicum. NUR 2224 is a theory course that focuses on alterations in neurological, respiratory, and cardiovascular functioning. The student is now exposed to the more complex concepts of critical care and multi-system dysfunction. NUR 2224L is a clinical course that requires students to provide care for medical/surgical patients in acute and critical care settings. Student who successfully compete NUR 2224 and NUR 2224L ultimately enroll in NUR 2801L as their final clinical course. This course is designed to assist students to transition from the role of student nurse to an ADN graduate. In this course students complete 135 hours of nursing care of clients under the guidance of a clinical preceptor and faculty member. The student learning outcomes for this course are the nursing program student learning outcomes for the course making it a true capstone course. The Bridge Track allows the LPN and Paramedic to enter the RN program designed specifically to meet their unique learning needs based on prior training and experience. This curriculum was redesigned and newly implemented in May of These students complete three semesters of nursing theory and clinical courses. Semester one, they take NUR 2003 Nursing Transition and NUR 2003: Nursing Transition Clinical. NUR 2003 prepares bridge students to utilize the nursing process, utilize evidence based research, and plan care for childbearing women, children, and adults as they develop the communication skills and behaviors of the RN. NUR 2003L provides for the clinical practice of learned skills in acute care setting. In the second semester Bridge Track students enroll in NUR 2201 Alterations in Health I Transition and NUR 2201L Clinical Nursing 1 Transition. NUR 2201 focuses on care of clients with common acute and common chronic medical, surgical, and behavioral health problems across the lifespan. NUR 2201L provides for clinical performance in the acute care medical/surgical acute care setting. The third and final semester bridge students enroll in NUR 2202 Alterations in Health II-Transition, NUR 2202L Clinical Nursing II- Transition, and ultimately NUR 2801L Nursing Practicum. NUR 2202 focuses on nursing management of clients with complex acute Nursing Program Review Page 40 of 239

41 and chronic multisystem health problems. NUR 2202L provides the opportunity for demonstration of clinical skills in the acute and critical care settings. Upon successful completion of NUR 2202 and NUR 2202L students enroll in NUR 2801L for 135 hours of intensive clinical practice under the guidance of a clinical preceptor and a faculty member. Student progress is evaluated in theory and clinical courses. Theory course evaluation is accomplished through critical thinking exams, as well as group projects relating to course content. Clinical progress is evaluated by assessing specific activities tied into clinical course outcomes and demonstrated by safe clinical practice. A compilation of all program and course student learning outcomes by semester is shown to demonstrate appropriateness, organization, and leveling of complexity. See Table 2.4 Table 2.4: Student Learning Program and Course Outcomes by Semester END OF PROGRAM STUDENT LEARNING OUTCOMES Upon completion of the program, the graduate will be able to: 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary health care team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Nursing Program Review Page 41 of 239

42 Table 2.4 Nursing Foundations I NUR Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness. 2. Demonstrate knowledge of evidence based safety standards. 3. Identify how cultural diversity impacts client centered care. 4. Identify the client's basic physiologic, psychosocial, sociocultural, developmental, and spiritual needs. Nursing Program Review SEMESTER 1 Student Learning Course Outcomes Alterations in Health I NUR Identify best practices in the care of clients with alterations in sensory, integumentary, musculoskeletal, and behavioral health functioning across the lifespan. 2. Select appropriate therapeutic communication techniques for interacting with clients across the lifespan. 3. Apply the nursing process in the care of clients with alterations in sensory, integumentary, musculoskeletal and behavioral health functioning as well as in older adults with common health problems. 4. Identify the psychosocial and cultural influences on a client's health. Management of Care I NUR Identify the roles and functions of a registered nurse. 2. Demonstrate professional behaviors during interactive classroom activities. 3. Summarize research articles from professional nursing journals and their application to nursing practice. 4. Identify ethical and legal aspects related to nursing and health care practice. Clinical Nursing I NUR1234L 1. Perform basic health assessment on clients in long term care and behavioral health settings. 2. Provide evidence based client centered care using the nursing process. 3. Demonstrate communication skills and professional behaviors in the lab and clinical settings. 4. Demonstrate safety and competence in fundamental clinical nursing skills. 5. Demonstrate culturally sensitive, compassionate and ethical care to clients in behavioral health and long term care settings. Nursing Program Review Page 42 of

43 Table 2.4, continued Nursing Foundations II NUR Identify the roles of the Registered Nurse in a variety of community settings. 2. Develop a client centered teaching plan to promote self-care management and an optimal level of wellness. 3. Utilize the nursing to identify the physiological and psychosocial needs of clients and their families at end of life. 4. Identify the standards for safe medication administration. 5. Explain the role of the nurse and the interdisciplinary team in disaster planning and response to mass casualty. Alterations in Health II NUR 1242C 1. Identify best practices in caring for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span. 2. Utilize the nursing process to assess and select appropriate nursing care for clients with cancer and the surgical client. 3. Apply safe and effective clinical decision making skills in simulated laboratory activities related to specific course concepts. 4. Utilize the nursing process to identify appropriate nursing care for the client with pain. 5. Incorporate caring and cultural concepts in the care of clients. Nursing Program Review SEMESTER 2 Student Learning Course Outcomes Management of Care II NUR Identify various methods of leadership and supervision used by the Registered Nurse in the coordination and delivery of client care. 2. Describe communication strategies to facilitate problem solving and conflict management. 3. Describe components of safe, effective delegation and prioritization of care. 4. Delineate the role of the Registered Nurse in the Quality Improvement process. 5. Identify methods to efficiently manage resources to provide safe, effective client-centered care. Clinical Nursing II NUR 1242L 1. Perform nursing assessments and deliver appropriate care for assigned clients in the acute care and community setting. 2. Demonstrate clinical judgment, based on best practices, for making appropriate clinical decisions for 1 to 2 adult clients in the acute care setting. 3. Implement a basic health needs teaching plan for client/family. 4. Communicates with clients, families, and interdisciplinary team members to provide safe, effective client centered care. 5. Provide compassionate culturally sensitive care for clients in acute and community settings. 6. Demonstrate professional behaviors when caring for adult clients in acute and community settings. 7. Demonstrates knowledge of the nursing role in a mass disaster simulation exercise. 8. Demonstrates safety and competence in performing clinical nursing skills. Nursing Program Review Page 43 of

44 SEMESTER 3 Student Learning Course Outcomes Table 2.4, continued Alterations in Health III NUR 2220C 1. Identify best practices in caring for and educating clients with acute and chronic alterations in renal, fluid and electrolyte, endocrine, genitourinary, and gynecological function across the lifespan. 2. Demonstrate evidence based clinical decision making skills and culturally sensitive caring in simulated laboratory activities. 3. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for potential complications. 4. Utilize the nursing process to make evidence based clinical decisions related to physiological and psychosocial alterations in health. Maternal Child Health NUR Identify best practices in the management of safe and effective nursing care for childbearing and pediatric clients and their families. 2. Determine the appropriate communication techniques in caring for childbearing women, children, and their families. 3. Incorporate cultural concepts in the care of diverse maternal and pediatric populations. 4. Adapt client teaching techniques to the educational and developmental level of the childbearing female and pediatric clients. 5. Assess the psychosocial well-being of the childbearing woman, children and their families. 6. Identify roles and functions of the interdisciplinary team members in maternal child settings. 7. Identify benchmark standards of quality in the care of childbearing women, children, and their families. Clinical Nursing III NUR 2220L 1. Demonstrate techniques of physical, psychosocial, spiritual, and developmental assessment for the childbearing woman, children, and clients with alterations in health across the lifespan. 2. Use evidence based scientific knowledge in making safe and appropriate clinical decisions for 2 to 4 adult or pediatric clients in a variety of settings. 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. 4. Demonstrate professional behaviors when caring for clients across the lifespan. 5. Adapt the client plan of care in the management of culturally diverse clients. 6. Demonstrates early detection of risks for health problems and potential complications and appropriate strategies to promote optimal health. Nursing Program Review Page 44 of

45 Table 2.4, continued Alterations in Health IV NUR Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. 2. Utilize research and other references for Quality Improvement to direct care of clients. 3. Identify effective teachinglearning strategies in clients and their families in order to reduce risks for potential complications and to promote physiological and psychosocial health. 4. Prioritize nursing interventions to assure safe, effective care of the client with multi system health problems. 5. Coordinate the health care team to provide safe, effective culturally sensitive client centered care. SEMESTER 4 Student Learning Course Outcomes Clinical Nursing IV NUR 2224L 1. Analyze comprehensive health assessment data to direct optimal, safe, and effective client centered care. 2. Demonstrate clinical judgment based on best practices to make appropriate decisions for 1-4 adult clients with complex and/or multi system health problems in acute and critical care settings. 3. Coordinates an interdisciplinary plan of care to ensure continuity within the health delivery system. 4. Apply therapeutic communication skills when interacting with and educating clients and their families. 5. Exhibit behaviors exemplifying the standards of professional nursing practice. 6. Exhibit competency in the delivery of safe and effective client centered care. 7. Demonstrate caring and cultural sensitivity in the delivery of individualized nursing care. Practicum NUR 2801L 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Nursing Program Review Page 45 of

46 Table 2.4, continued Nursing Transition NUR 2003 Bridge Track Student Learning Course Outcomes SEMESTER 1 Nursing Transition Clinical NUR 2003L 1. Apply all steps of the nursing process in planning culturally sensitive care for a variety of client needs across the lifespan. 2. Demonstrate critical thinking and the utilization of evidence based research to make clinical decisions related to childbearing women, children and adults. 3. Develop a client-centered teaching plan to promote self-care management and health. 4. Demonstrate therapeutic communication skills and professional caring behaviors. 5. Apply knowledge of the professional role of the registered nurse and its collaborative role with other health care disciplines. 1. Identify best practices for the management of safe and effective nursing care of medical-surgical clients, childbearing women, children and their families. 2. Demonstrate the appropriate communication techniques in caring for medical-surgical clients, childbearing women, children and their families. 3. Incorporate cultural concepts in the care of diverse clients. 4. Utilize the nursing process when adapting client teaching based on educational and developmental level of clients. 5. Discuss the psychosocial well-being of hospitalized adults, childbearing women, children and their families in adapting to change. 6. Identify roles and functions of the interdisciplinary health care team in the acute care setting. 7. Utilize research and other references for quality improvement and evidence based practice in the care of medical-surgical clients, childbearing women, children and their families. 8. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. Nursing Program Review Page 46 of

47 Table 2.4, continued Alterations in Health I Transition NUR 2201 Bridge Track Student Learning Course Outcomes SEMESTER Clinical Nursing I Transition NUR 2201L 1. Incorporate and communicate/document the nursing process in the nursing management of clients with common acute and common chronic health problems across the life span. 2. Apply critical thinking to make evidence based decisions related to physiologic and psychosocial alterations in the medical surgical and psychiatric setting. 3. Utilize research and other references for quality improvement in the care of clients with common acute and common chronic health problems to ensure safe and effective care. 4. Evaluate the role of the registered nurse in the care of the client with common acute and common chronic health problems across the lifespan. 5. Formulate preventative and wellness strategies for clients across the life span. 1. Interpret common health assessment data to provide optimal, safe, and effective client centered care for the medical-surgical and psychiatric client. 2. Use clinical judgment to make timely and appropriate decisions for 1-4 adult clients with common acute and common chronic health problems in the acute and psychiatric setting. 3. Collaborate with client, family and interdisciplinary teams to educate and provide safe, effective client centered care related to physiologic and psychosocial alterations in the medical-surgical and psychiatric setting. 4. Demonstrate practical application and transfer of concepts learned in nursing theory courses. 5. Demonstrate professional behaviors when caring for clients across the life span. 6. Adapt the client s plan of care in the nursing management of culturally diverse clients. 7. Evaluate effectiveness of nursing care given and determine the need to alter the care plan. 8. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. Nursing Program Review Page 47 of

48 Table 2.4, continued Alterations in Health II Transition NUR Incorporate and communicate/document the nursing process in the nursing management of clients with complex acute/chronic and multisystem health problems across the lifespan. 2. Apply critical thinking to make evidence based decisions related to physiologic and psychosocial alterations in the acute care and critical care settings. 3. Utilize research and other references for quality improvement in the care of clients with complex acute/chronic multisystem health problems to ensure safe and effective care. 4. Demonstrate competence in identification and comprehension of complex acute and complex common chronic health problems of the client across the lifespan. 5. Evaluate the role of the registered nurse in the care of the client in the acute care and critical care settings. 6. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. 7. Analyze and evaluate the role of the registered nurse in disaster preparedness. Nursing Program Review Bridge Track Student Learning Course Outcomes SEMESTER 3 Clinical Nursing II Transition NUR2202L 1. Analyze comprehensive health assessment data to direct optimal, safe and effective client centered care. 2. Use clinical judgment to make timely and appropriate decisions for 1-4 adult clients with complex and/or multisystem health problems in acute and critical care settings. 3. Coordinate an interdisciplinary plan of care to ensure continuity within the health care delivery system related to physiologic and psychosocial alterations in the acute and critical care settings. 4. Demonstrate practical application and transfer of concepts learned in the Alterations in Health II Transition nursing theory course. 5. Apply therapeutic communication skills when interacting with and educating culturally diverse clients and their families. 6. Role model behaviors characteristic of the professional nurse when caring for clients across the lifespan. 7. Apply the Quality Improvement process to ensure safe and effective client centered care. 8. Formulate preventative and wellness strategies for clients across the lifespan that reflect current trends in health promotion and illness prevention. Nursing Program Review Page 48 of

49 Bridge Track SEMESTER 3 (Continued) Note that NUR 2801L Nursing Clinical Practicum is the same course that general students complete at the end of their training. Student learning outcomes are the same for both groups of students and are the same as the end of program student learning outcomes. Table 2.4, continued Nursing Clinical Practicum NUR 2801L Course Outcomes 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary health care team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Nursing Program Review Page 49 of

50 Interdisciplinary Collaboration: The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. Interdisciplinary collaboration is evident in the curriculum. The Health Science Dean, nursing program director, and nursing faculty collaborate formally and informally with other academic departments in the college to review and evaluate the general education component in the ADN Program. The college wide Curriculum Committee membership includes instructional faculty from all departments including nursing. This committee must review and approve all curriculum changes prior to implementation. The nursing program interdisciplinary collaboration is evident in the minutes of interdepartmental meetings with other academic divisions. Examples of this collaboration include: Discussion with the Science Department regarding changes in the microbiology course and updating of the anatomy and physiology lab manuals. Discussion with the Mathematics Department as to the need for a math for health related professions course and the plan for math tutoring for dosage calculations. All nursing faculty utilize various technological tools to create a learner-centered environment. Each nursing classroom is equipped with smart classroom technology which includes the ability to project materials through PowerPoint and other computer software tools, including Internet connectivity, DVD and video presentations and document cameras. In addition to these resources, LSCC uses Blackboard as its online course management system. Although the nursing department has used an earlier version of Blackboard for clinical course support we are currently not using Blackboard in any nursing courses. Student evaluations indicated the use of the previous version of Blackboard to be cumbersome, thus, a decision was made to discontinue its use LSCC will be launching Blackboard 9, January, The department is in the early research phase investigating the integration of on-line course delivery in the future. See Table 2.5 for a description of technology utilized by the nursing department. Nursing Program Review Page 50 of

51 Table 2.5: Nursing Department Technologies Nursing Program Review Smart Classroom technology: o Projection of materials through PowerPoint, Internet, etc. o DVD o Video o Document camera Class Response System (I-Clickers) Computer Labs o Microsoft Office o NCLEX 3500 testing software o Internet connectivity Learning Centers o Math Assistance o HESI testing Simulation Lab o SimMan o SimBaby o Noelle o VitalSim Manikins o VitalSim Sound Trainer o VitalSim Blood Pressure Trainer o VitalSim Arrhythmia Trainer o SimCaths Faculty Software Tools o Scantron ParTest o Scantron ParScore o Scantron Class Climate LSCC s Nursing Program is built upon sound educational theory. We embrace Boyer s model of educational scholarship: Discovery, Integration, Application and Teaching. Discovery LSCC provides an intellectual climate where students and faculty explore concepts in the literature and research best practices in evidence based data bases such as Cochran. Faculty has created a research structure for future studies. Integration LSCC faculty expands their knowledge base through scholarly discourse with members of other disciplines. They participate in interdisciplinary panels. They collaborate with colleagues to design and deliver core courses. Nursing Program Review Page 51 of

52 Application LSCC Faculty and students participate in community service activities that address specific needs of the surrounding population. Faculty serves on professional organization committees and encourages students to enhance their professional growth through leadership roles. Teaching LSCC emphasizes teaching as the primary role for faculty. Faculty regularly attends national education conferences and brings new methodology to the classroom. In addition they develop and test instructional materials that are most appropriate for their students. Educational evaluation is underpinned by Bloom s taxonomy. The learning outcomes of the LSCC nursing program are leveled according to Bloom. The first two semesters focus on remembering, understanding and applying. The last two semesters focus on the aforementioned and progressing to analyzing, evaluating and creating. Students Clinical Experience Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes. The nursing program has current written agreements with each collaborative partnership facility that is used for clinical experiences. These agreements specify expectations for all stakeholders and ensure the protection of students. Currently, the nursing program maintains contracts with 20 health care facilities within the Central Florida area to meet the educational needs of students. Nursing faculty in conjunction with the Nursing Program Director selects clinical facilities. The director of the nursing program, department chair, and at least one other faculty member evaluate agencies under consideration. Clinical facility selection gives consideration to the following: number and variety of patients adequacy of nursing personnel ability to support achievement of student learning outcomes currency of nursing practice / reflect best practices dedication to student learning experiences availability for student experiences Contractual agreements with clinical agencies are written and developed utilizing LSCC and agency input. Each contract is reviewed by the college attorney and approved by the college president as well as the facility/agencies administrator and specify expectations for all participants. Contractual agreements are reviewed each year by faculty for currency and appropriateness. If a concern is raised by faculty and/or found in student evaluations the department chair, director of Nursing Program Review Page 52 of

53 the nursing program and the dean then review the situation to determine if the facility continues to support student needs. At the end of each semester students are asked to complete a survey regarding their experience and overall satisfaction with the assigned facility. Surveys are anonymous and students are requested to complete these surveys honestly. These surveys are in paper and pencil format and are collected by the clinical instructors, returned to the nursing department, scanned into the Class Climate Survey Software System and reports are generated. The director of the nursing program, in collaboration with the faculty, reviews the reports and addresses any significant concerns with the clinical facilities management. In collaboration with the dean decisions are made regarding continued use of any of the facilities that do not continue to maintain the level required to meet the program standards. Clinical Facilities Local hospitals in Lake, Orange, and Sumter counties are used for acute care clinical assignments. These hospitals expose students to state of the art facilities that are up to date with practices and utilization of technology. The four major healthcare systems utilized for acute care clinical experiences are: The Florida Hospital System The South Lake Hospital System, The Central Florida Health Alliance, which includes o Leesburg Regional Hospital o The Villages Regional Hospital. A smaller hospital, Health Central Hospital located in Orange County is regularly used for obstetrics and acute care clinical experience. Florida Hospital Waterman is part of the Adventist Health System. This hospital is located in Tavares, Florida. It is a 204 inpatient facility and uses the latest technology to treat patients from the local population. Students enjoy clinical opportunities in maternal/child, critical care, oncology and medical/surgical units, the operating room, emergency room, Intensive Care Units and Progressive Care Unit, and cardiac catheterization lab areas. Central Florida Health Alliance now incorporates Leesburg Regional Hospital and The Villages Regional Hospital which are located in Leesburg and the Villages. Both facilities serve the local population with 309 beds. Areas for student clinical opportunities include: adult/child medical and surgical service, pediatrics, obstetrics, special care units, recovery, operating room, cardiac catheterization lab, Intensive Care Units and Progressive Care Units. South Lake Hospital is located in Lake County and is a 102 bed acute care facility that serves the local population. Students are afforded clinical opportunities in medical, surgical, acute care, and maternal/child health. The hospital also has Progressive Care Units. These units provide students with additional advanced clinical opportunities. In addition, students have observational clinical experiences in the operating, cardiac catheterization lab, intensive care and emergency areas. Nursing Program Review Page 53 of

54 Health Central Hospital is located in Ocoee, Florida. This hospital has 171 acute care beds and serves the local population as well as providing student clinical opportunities in: medical, surgical, maternal/child health areas. In addition, the hospital has a Progressive Care Unit. This unit provides students with additional advanced clinical opportunities. Students have observational clinical experiences in the cardiac catheterization lab, emergency, Intensive Care, and respiratory areas. Additional Clinical Experiences Along with rotations in acute care settings students in their second semester of the nursing program gain experience while observing in the following areas: Home Health, Hospice. Community Clinics, mental health, pediatric, and long term care areas. These facilities include: Colonial Lakes Health Center: Long term care center Community Medical Care Center Cornerstone Hospice Florida Hospital Waterman Homecare Florida Hospital Apopka Lake Harris Health Center: Long term care center Life Stream Behavioral Center Leesburg Regional Medical Day Surgery Center South Lake Hospital Home Health Sumter County Health Department The Edgewater Healthcare and Rehabilitation Center Thomas E. Langley Medical Center Student clinical experiences reflect current best practices and the 2009 National Patient Safety Goals. At the start of the 2 nd, 3 rd, and 4 th semester all students participate in a Clinical Skills Fair. The following outcomes are expected of every student: 1. Demonstrate proficiency with clinical nursing skills. 2. Demonstrate accurate patient identification. * 3. Use appropriate abbreviations, acronyms, symbols and dose designations as prescribed by the Joint Commission. * 4. Demonstrate the ability to give medications safely. * 5. Demonstrate infection control methods. * 6. Demonstrate hand hygiene as prescribed by the Centers for Disease Control. (These outcomes are adapted from the *2009 National Patient Safety Goals Hospital Program (2009). The Joint Commission on Accreditation of Healthcare Organizations. Retrieved November 26, 2008 from: NationalPatientSafetyGoals/09_hap_npsgs.htm). Nursing Program Review Page 54 of

55 The skills are sequentially leveled into second and third semester groupings. The fourth semester students are responsible for all skills. The second semester students are held accountable for only those skills taught in the first semester. These skills include medical hand washing, patient identification, conducting a general survey, application of sterile gloves, vital signs assessment, oxygen sat assessment, Foley catheter insertion, sterile dressing application, basic physical assessment, and med math calculation. In addition, fourth semester students will perform a head to toe assessment, care for a patient with continuous bladder irrigation, medication administration, IV insertion, care of the patient following Foley discontinuation, newborn assessment, post-partum assessment, anticoagulation therapy, blood transfusion, advanced med math, basic interpretation of lab values, basic interpretation of acid/base values, and peripheral IV lock flush. Clinical instructors evaluate students for the appropriate sequentially leveled skills. Students are required to demonstrate proficiency. In the event the instructor is not satisfied with the student s performance, the student is referred to the skills lab for remediation. Successful mastery of the leveled skills is required before the student can proceed to the actual clinical practice site. Nursing Program Review Page 55 of

56 Table 2.6: Curriculum and National Patient Care Safety Goals National Patient Care Safety Goals Hospital Program Integration Into LSCC Nursing Program Through Course & Unit Outcomes Course outcomes denoted by number; unit outcomes denoted by lower case letter Table 2.6: Semester I Goal # 1 Improve the accuracy of patient identification. 2 Improve the effectiveness of communication among caregivers 3 Improve the safety of using medications. Clinical Nursing I Skills Fair- Demonstrate accurate patient identification. 4. Demonstrate safety and competence in fundamental clinical nursing skills. Skills Fair- Use appropriate abbreviations, acronyms, symbols and dose designations as prescribed the Joint Commission. 3. Demonstrate communication skills and professional behaviors in the lab and clinical settings. 4. Demonstrate safety and competence in fundamental clinical nursing skills. Nursing Foundations I 2. Demonstrate knowledge of evidence based safety standards. 2. Demonstrate knowledge of evidence based safety standards. 2. Demonstrate knowledge of evidence based safety standards. Alterations in Health I 2. Select appropriate therapeutic communication techniques for interacting with clients across the lifespan. a. Demonstrate knowledge of commonly prescribed medications. b. Apply knowledge of age related pharmacokinetic changes when assessing client for adverse effects, contraindications, and side effects of pharmacological therapy. Nursing Program Review Page 56 of

57 Goal # 7 Reduce the risk of health-care associated infections 8 Accurately and completely reconcile medications across the continuum of care. 9 Reduce the risk of patient harm resulting from falls. Clinical Nursing I Skills Fair- Demonstrate infection control methods. 4. Demonstrate safety and competence in fundamental clinical nursing skills. a. Control the spread of infectious agents by breaking the chain of infection. b. Demonstrate precautions to prevent transmission of infection. 4. Demonstrate safety and competence in fundamental clinical nursing skills. a. Perform appropriate assessments for admitting the client. a. Protect the client from injury. b. Identify interventions to prevent falls. Nursing Foundations I a. Identify and employ methods to control or eliminate infectious agents. a. Identify factors that influence accident prevention. b. Apply knowledge of client's pathophysiology to home safety interventions. Alterations in Health I a. Assess client for mobility, gait, strength, motor skills and use of assistive devices. Nursing Program Review Page 57 of

58 Goal # 13 Encourage patients' active involvement in their own care as a patient safety strategy. 15 The organization identifies safety risks inherent in its patient population. Clinical Nursing I 2. Provide evidence based client centered care using the nursing process. 5. Demonstrate culturally sensitive, compassionate, and ethical care to clients in behavioral health and long term care settings. A. Evaluate what factors related to mental status may contribute to the client's potential for accident or injury. b. Perform a skin risk assessment and implement appropriate plan of care for client. c. Use clinical decision making when addressing the aging process and client care. d. Perform health history / health & risk assessments. e. Recognize the unique safety needs of the pediatric client in the delivery of safe effective nursing care. Nursing Foundations I 2. Demonstrate knowledge of evidence based safety standards. a. Apply evidence based safety standards in performing fundamental nursing skills. b. Inform client of safety needs and interventions that are anticipated to be related to diagnosis and prescribed treatment. Alterations in Health I a. Perform health history, risk assessments and age specific screening exams. b. Apply knowledge of client's pathophysiology to home safety interventions. Nursing Program Review Page 58 of

59 Goal # 16 Improve recognition and response to changes in a patient's condition. Clinical Nursing I a. Accurately and correctly obtain, interpret, and record vital signs. b. Use beginning clinical decision making / critical thinking when evaluating the client's laboratory and diagnostic values. c. Selects appropriate assessment to perform based upon the client's problem. d. Identify signs and symptoms of the client's fluid and/or electrolyte imbalance. e. Identify signs of potential prenatal complications. Rescue Scenarios Nursing Foundations I Alterations in Health I a. Compare and differentiate common geriatric disorders. Table 2.6, continued: Semester 2 Goal # Clinical Nursing II 1 Skills Fair Demonstrate Improve the accurate patient identification. accuracy of patient identification. Nursing Foundations II Alterations in Health II Nursing Program Review Page 59 of

60 Goal # 2 Improve the effectiveness of communication among caregivers. 3 Improve the safety of using medications. 7 Reduce the risk of health-care associated infections Clinical Nursing II Skills Fair Use appropriate abbreviations, acronyms, symbols and dose designations as prescribed by the Joint Commission. Skills Fair Demonstrate the ability to give medications safely. Demonstrate proficiency with clinical nursing skills. Skills Fair Demonstrate hand hygiene as prescribed by the Centers for Disease Control. Demonstrate infection control methods. Nursing Foundations II a. Identify collaborative care in the community setting. a. Describe the standards for safe medication administration. b. Identify the responsibilities of the nurse for each type of medication order. c. Discuss the principles of safe medication administration including the five rights of medication administration. d. Calculate the appropriate dosage for medications as prescribed. Alterations in Health II a. Apply and communicate / document the nursing process and critical thinking when caring for the surgical client. a. Describe the role of the RN in caring for the client receiving conscious sedation. b. Calculate correct pain medication dosages for safe administration. c. Identify nursing interventions to promote safety for the client receiving chemotherapy. a. Describe the practice of surgical asepsis. b. Describe signs and symptoms of infection in post-operative wounds. c. Utilize effective barriers when caring for immunocompromised patients. d. Teach staff and client/family /significant other of appropriate infection control procedures. Nursing Program Review Page 60 of

61 Goal # 8 Accurately and completely reconcile medications across the continuum of care. 9 Reduce the risk of patient harm resulting from falls. 13 Encourage patients' active involvement in their own care as a patient safety strategy Clinical Nursing II Skills Fair Demonstrate the ability to give medications safely. Nursing Foundations II a. Describe the RN's legal responsibilities and liabilities in preparation and administration of medication. a. Evaluate client care environment for safety hazards to recommend modifications. a. Develop a client-centered teaching plan to promote self-care management and health. b. Develop teaching guidelines for clients regarding selfadministration of medications in the home. c. Identify the characteristics of the nurse as a client advocate. d. Explore resources to assist the client with achieving or maintaining independence. e. Explore community resources available in local area. f. Collaborate with the client to implement actions to maintain health and prevent disease. Alterations in Health II a. Identify client advocacy opportunities and issues. b. Assist client to identify available support systems. Nursing Program Review Page 61 of

62 Goal # 15 The organization identifies safety risks inherent in its patient population. 16 Improve recognition and response to changes in a patient's condition. Clinical Nursing II Rescue Scenarios Nursing Foundations II Alterations in Health II a. Identify procedures to promote safe effective care for the perioperative client. b. Recognize risk factors related to ethnicity. a. Assess client's response to surgery. b. Identify clinical manifestations of post-operative hemorrhage. c. Identify signs and symptoms of client's fluid and / or electrolyte imbalances. d. Identify clients at risk for oncologic emergencies. Table 2.6, continued: Semester 3 Goal # 1 Improve the accuracy of patient identification. 2 Improve the effectiveness of communication among caregivers. Clinical Nursing III Skills Fair - Demonstrate accurate patient identification. Skills Fair Use appropriate abbreviations, acronyms, symbols and dose designations as prescribed by the Joint Commission. Alterations in Health III Maternal Child Health a. Utilize facility / agency client identification procedures. a. Identify roles and functions of the interdisciplinary team members in maternal child settings. Nursing Program Review Page 62 of

63 Goal # 3 Improve the safety of using medications. 7 Reduce the risk of healthcare associated infections 8 Accurately and completely reconcile medications across the continuum of care. 9 Reduce the risk of patient harm resulting from falls. 13 Encourage patients' active involvement in their own care as a patient safety strategy. Clinical Nursing III Skills Fair Demonstrate the ability to give medications safely. a. Administer medications safely using the 5 "rights". b. Use clinical decision making/critical thinking when addressing actions of prescribed pharmacological agents on clients. Skills Fair Demonstrate infection control methods. Demonstrate hand hygiene as prescribed by the Centers for Disease Control. Skills Fair Demonstrate the ability to give medications safely. Alterations in Health III a. Demonstrate knowledge of commonly prescribed medications. a. Inform staff and client of appropriate infection control procedures. Maternal Child Health a. Demonstrate knowledge of commonly prescribed medications for obstetrical management. b. Use clinical decision making / critical thinking to prevent medication errors. a. Identify and employ methods to control or eliminate infectious agents. b. Identify communicable diseases and modes of organism transmission. b. Use clinical decision making / critical thinking to prevent medication errors. a. Instruct parents on home environment adaptation to meet safety needs of child's developmental stage. a. Identify community resources for the client / family / significant other. Nursing Program Review Page 63 of

64 Goal # 15 The organization identifies safety risks inherent in its patient population. 16 Improve recognition and response to changes in a patient's condition. Clinical Nursing III a. Monitor the client's response to red blood cell/blood product administration. Rescue Scenarios Alterations in Health III a. Identify risk factors for disease / illness. a. Assess client's response to illness. Maternal Child Health a. Formulate a nursing care plan for the high risk OB client. b. Recognize potential problems related to preterm, post term, SGA, LGA, and IDDM infants. a. Identify signs of potential prenatal complications. b. Identify and intervene in life threatening situations. Table 2.6, continued: Semester 4 Goal # 1 Improve the accuracy of patient identification. 2 Improve the effectiveness of communication among caregivers. Clinical Nursing IV Skills Fair Demonstrate accurate patient identification. Skills Fair Use appropriate abbreviations, acronyms, symbols and dose designations as prescribed by the Joint Commission. Alterations in Health IV a. Develop a plan to coordinate the health care team to provide safe, effective, culturally sensitive client centered care. b. Participate in developing multidisciplinary plans of care. Practicum a. Demonstrate proficient and safe implementation of clinical nursing skills. a. Collaborate with the health care team to maximize health care delivery and promote optimal wellness of client. Nursing Program Review Page 64 of

65 Goal # 3 Improve the safety of using medications. 7 Reduce the risk of healthcare associated infections 8 Accurately and completely reconcile medications across the continuum of care. 9 Reduce the risk of patient harm resulting from falls. Clinical Nursing IV Skills Fair- Demonstrate the ability to give medications safely. Demonstrate proficiency with clinical nursing skills. Explain interventions for the professional nurse to reduce the likelihood of patient harm with the use of anticoagulants. Skills Fair Demonstrate hand hygiene as prescribed by the Centers for Disease Control. Demonstrate infection control methods. Skills Fair demonstrate the ability to give medications safely. Skills Fair Demonstrate proficiency with clinical nursing skills. Alterations in Health IV Practicum a. Demonstrate proficient and safe implementation of clinical nursing skills. a. Demonstrate proficient and safe implementation of clinical nursing skills. b. Formulate and implement effective client-centered decisions utilizing scientific knowledge from nursing, physical sciences, and social sciences. a. Demonstrate proficient and safe implementation of clinical nursing skills. a. Demonstrate proficient and safe implementation of clinical nursing skills. Nursing Program Review Page 65 of

66 Goal # 13 Encourage patients' active involvement in their own care as a patient safety strategy. 15 The organization identifies safety risks inherent in its patient population. Clinical Nursing IV Alterations in Health IV a. Plan with client/family to meet self-care needs. a. Identify risk factors for disease / illness. b. Perform health history / health and risk assessments. Practicum a. Utilize the nursing process to assist the client to meet basic human needs and maintain optimal level of wellness. b. Apply therapeutic communication skills and professional behaviors when interacting with clients and their families. a. Demonstrate proficient and safe implementation of clinical nursing skills. b. Formulate and implement effective client centered decisions utilizing scientific knowledge from nursing, physical sciences, and social sciences. Nursing Program Review Page 66 of

67 Goal # 16 Improve recognition and response to changes in a patient's condition. Clinical Nursing IV Rescue Scenarios Alterations in Health IV a. Assess client for abnormal neurological status. b. Manage care of the client who has experienced a seizure. c. Provide care for client experiencing increased intracranial pressure. d. Assess the client for an abnormal response following the diagnostic procedure. e. Intervene to improve client's cardiovascular status. f. Identify and intervene on life-threatening situations. Practicum a. Formulate and implement effective client centered decisions utilizing scientific knowledge from nursing, physical sciences, and social sciences. Nursing Program Review Page 67 of

68 2.2 History of Changes to the Curriculum 2004: Nursing Program Review LSCC program director and nursing faculty determined a need to extensively examine and evaluate the curriculum in use at that time. This was based on changing trends in nursing standards of performance, expectations of community RN employers, and a decrease in scores on NCLEX-RN performance. The review process was started with the development of surveys in order to gain insight from students, faculty, healthcare employers, and Registered Nurses, many who were LSCC graduates currently practicing in the community. A review of the literature on current nursing practice standards and curriculum design was performed by nursing faculty. A compilation of all of this information was used to identify strengths and weaknesses of the program, faculty, and curriculum. As a result of that evaluation an extensive curriculum revision was initiated. A national curriculum consultant was hired and assisted the faculty during the curriculum revision process. The revision process began with examining our Mission/Vision statement and revising it based on the philosophical views of the faculty. This framework was then used as the guideline for program and course development. Faculty then worked together to formulate program student learning outcomes and subsequently the outcomes for each course that would ultimately lead to student success at graduation and achievement of program learning outcomes. As the program of study was redeveloped faculty used the Client Needs categories as an organizing framework. It was critical within course development to provide scope and sequence so students would advance learning important basic knowledge and skills of comprehension about concepts to application and synthesis of higher level analytical thinking as students progressed through the program graduating having fully demonstrated achievement of student course and program learning outcomes. The revised curriculum was first implemented in the fall semester of The graduates of 2008 were the first students to complete the redesigned curriculum. Throughout the implementation of the revised curriculum faculty and students formally and informally evaluated the success of all aspects of the program. Faculty review courses at the end of each semester as well as on an as needed basis. Courses are reviewed for academic rigor, currency, cohesiveness, and students ability to acquire and demonstrate successfully all course student learning outcomes. Curriculum Committee and faculty meetings are held regularly and are used as the forum for discussions and decision making about faculty course reviews. Faculty use student course evaluations, faculty discussion of course material, review of exam grades, national test scores (HESI), NCLEX performance and current practice research to evaluate each course and make any necessary revisions as appropriate. As a part of the end of semester course reviews, are also evaluations of the revision made prior to evaluate the success of the change and the success of the actions taken for improvement. Nursing Program Review Page 68 of 239

69 As several faculty members may be involved in teaching in each nursing course and LSCC offers the nursing program on two separate campuses, it is imperative that faculty maintain close communication and meet regularly to insure cohesive delivery of content. Each faculty member has the ability to post course content materials such as power point slides and learning activities or class preparation materials to their own LSCC faculty website. This allows both faculty and student easy access to all faculty instructional methodologies and information. Faculty responsible for course content collaborates to develop course examinations. These faculty members utilize the unit and course student learning outcomes and unit content as a guideline for exam development. Examination analysis is completed in collaboration and decisions are jointly made on item difficulty, validity, and reliability : Research was completed on the effectiveness of having separate tracks for Bridge Programs. Based on the research findings it was determined that separating the Bridge Track from the General Track would better serve the LPN and Paramedic cohorts. The Bridge Track was suspended for one year to give ample time for the development of the curriculum and program. An agreement was made with The Central Florida Health Alliance, the nursing department of Miami-Dade Community College, and the nursing department of LSCC. The agreement stated that in the one year interim period in which LSCC would revise the Bridge Track as a separate entity from the General Track, Miami-Dade would provide their on-line Bridge Track program. The Alliance would provide clinical sites and support to the students, and LSCC would offer the bridge students who had applied to our program for 2008, the opportunity to participate in this program. LSCC also would recommend trained LSCC clinical instructors to oversee the clinical courses. Florida Hospital Waterman and South Lake Hospital supported the short-term agreement. Florida Board of Nursing was supportive of this unique sharing of resources and encouraged other schools to consider options that would allow this type of collaborative agreement as well. Summer 2009 the Bridge Track enrolled 19 students under the new curriculum. Of those 19 students enrolled, 16 graduated. The NCLEX pass rate for those students graduating after the completion of the program under the new curriculum and separate track was 95%. The Bridge Track continues to grow and in summer 2011 had 39 applicants and enrolled 24 students : Summer 2009 ENC 1102; Composition: Literature was eliminated as an option for a humanities elective per SACS-September August, 2010 received NLNAC accreditation. Nursing Program Review Page 69 of 239

70 : College re-adoption of Biology as prerequisite for Microbiology and Human Anatomy and Physiology I. OST 1743; Word Processing for College Writing replaced with college degree computer proficiency requirement for General Track. Applicants granted extension to complete balance of proficiency in summer credit nutrition course replaced with 3-credit course. This was a result of anecdotal information given by students applying to university for their Bachelor s degree and finding that the 2 hour Nutrition course offered at LSCC did not satisfy the prerequisites required at universities for a Bachelor s in Nursing. 2.3 Grade Distributions for Required Courses The following tables show the number of students who Passed (A, B), Failed (C, D, F), and Withdrew from courses in the first year, fall semester of their nursing program for the past 5 years. Table 2.7: NUR 1022 Nursing Foundations I- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80% Enrollment Passed Failed Withdrew above 2006/ % 1.6% 1.6% 2007/ % 1.0% 5.3% 2008/ % 2.0% 0.0% 2009/ % 0.0% 14.0% 2010/ % 5.5% 0.0% Total % 2.1% 4.3% Table 2.8 Academic Year NUR 1234 Nursing Alterations I- Enrollment and Grade Distributions Passed Failed Withdrew 80% or <80% above Total % % % Enrollment Passed Failed Withdrew 2006/ % 3.2% 1.6% 2007/ % 7.3% 5.2% 2008/ % 5.5% 0.0% 2009/ % 4.2% 14.0% 2010/ % 8.3% 0.0% Total % 5.9% 4.3% Nursing Program Review Page 70 of 239

71 Table 2.9 Academic Year Nursing Program Review NUR 1234L Clinical I- Enrollment and Grade Distributions Passed Failed Withdrew 80% or <80% Above Total % % % Enrollment Passed Failed Withdrew 2006/ % 4.8 % 1.6% 2007/ % 6.3% 5.2% 2008/ % 5.5% 0.0% 2009/ % 4.2% 14.0% 2010/ % 9.7% 0.0% Total % 6.1% 4.3% Table 2.10: NUR 1820 Management of Care I- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or < 80% Enrollment Passed Failed Withdrew Above 2006/ % 0.0% 0.0% 2007/ % 1.7% 4.4% 2008/ % 1.4% 0.0% 2009/ % 0.0% 14.0% 2010/ % 0.0% 0.0% Total % 0.7% 3.8% The following tables show the number of students who Passed (A, B), Failed (C, D, F), and Withdrew from courses in the first year, spring semester of their nursing program for the past 5 years. Table 2.11: NUR 1023 Foundations II- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80 Enrollment Passed Failed Withdrew Above 2006/ % 1.8% 1.8% 2007/ % 1.2% 2.4% 2008/ % 0.0% 1.3% 2009/ % 0.0% 0.0% 2010/ % 1.5% 0.0% Total % 0.9% 1.2% Nursing Program Review Page 71 of 239

72 Table 2.12: NUR 1242C Alterations in Health II- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80% Enrollment Passed Failed Withdrew Higher 2006/ % 7.4% 1.8% 2007/ % 4.7% 2.3% 2008/ % 0.0% 1.3% 2009/ % 0.0% 0.0% 2010/ % 0.0% 0.0% Total % 2.4% 1.2% Table 2.13: NUR 1242L Clinical II- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or < 80% Enrollment Passed Failed Withdrew higher 2006/ % 7.4% 1.8% 2007/ % 4.7% 2.3% 2008/ % 0.0% 1.3% 2009/ % 0.0% 0.0% 2010/ % 1.5% 0.0% Total % 2.4% 1.2% Table 2.14: NUR 1823 Management of Care II- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80 % Enrollment Passed Failed Withdrew higher 2006/ % 3.7% 1.8% 2007/ % 0.0% 0.0% 2008/ % 0.0% 1.4% 2009/ % 0.0% 0.0% 2010/ % 0.0% 0.0% Total % 0.5% 0.5% The following tables show the number of students who Passed (A, B), Failed (C, D, F), and Withdrew from courses in the second year, fall semester of their nursing program for the past 5 years. Nursing Program Review Page 72 of 239

73 Table 2.15: NUR 2220C Alterations in Health III- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80% Enrollment Passed Failed Withdrew higher 2006/ / % 9.8% 5.6% 2008/ % 3.6% 3.6% 2009/ % 5.4% 1.3% 2010/ % 1.7% 5.1% Total % 5.2% 3.8% Table 2.16: NUR 2463 Maternal Child Health- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80% Enrollment Passed Failed Withdrew Higher 2006/ / % 0.0% 5.6% 2008/ % 0.0% 1.2% 2009/ % 1.3% 2.7% 2010/ % 0.0% 1.8% Total % 0.3% 2.8% Table 2.17: NUR 2220L -Clinical III- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80% Enrollment Passed Failed Withdrew Higher 2006/ / % 9.8% 5.6% 2008/ % 3.6% 3.6% 2009/ % 4.0% 2.7% 2010/ % 1.7% 6.8% Total % 4.8% 4.5% The following tables show the number of students who Passed (A, B), Failed (C, D, F), and Withdrew from courses in the second year, spring semester of their nursing program for the past 5 years. Nursing Program Review Page 73 of 239

74 Table 2.18: NUR Alterations in Health IV- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80% Enrollment Passed Failed Withdrew higher 2006/ / % 1.6% 3.3% 2008/ % 3.7% 0.0% 2009/ % 1.4% 0.0% 2010/ % 0.0% 1.8% Total % 1.9% 1.1% Table 2.19: NUR 2224L Clinical IV- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80 % Enrollment Passed Failed Withdrew Higher 2006/ / % 1.6% 3.3% 2008/ % 3.7% 0.0% 2009/ % 2.8% 0.0% 2010/ % 0.0% 1.8% Total % 2.2% 1.1% Table 2.20: NUR 2801L Practicum- Enrollment and Grade Distributions Academic Passed Failed Withdrew Total % % % Year 80% or <80% Enrollment Passed Failed Withdrew Higher 2006/ % 1.5% 0.0% 2007/ % 0.0% 3.4% 2008/ % 0.0% 3.7% 2009/ % 0.0% 1.1% 2010/ % 0.0% 1.4% Total % 0.2% 1.1% See Tables 2.21, 2.22, 2.23, and 2.24 for failure and withdrawal rates per courses over the last 5 years. Nursing Program Review Page 74 of 239

75 FAILURE and WITHDRAWAL RATES PER COURSES Table 2.21: Year One: Fall Semester to Course Fail Withdrew Total Failures and Withdraws Total Enrolled Alt.I NUR 1234 NF I NUR 1022 Clinical I NUR 1234L % Failed % Withdraws % 4.3% 10% % 4.3% 6% % 4.3% 10% MOC I % 3.8% 4% Table 2.22: Year One: Spring Semester to Course Fail Withdrew Total Failure And Withdraws Total Enrolled Alt.II NUR 1242C NF II NUR 1023 Clinical II NUR 1242L MOC II NUR 1823 % Failures % Withdraws % 1.2% 3.6% % 1.2% 2% % 1.2% 4% % 0.5% 1% Table 2.23: Year Two: Fall Semester to Course Fail Withdrew Total Failures & Withdraws Total Enrolled Alt.III NUR 2220C Clinical III NUR 2220L MCH NUR 2463 % Failures % Withdraws % 3.8% 9% % 4.5% 9% % 2.8% 3% % Failures and Withdraws % Failures & Withdraws % Failures & Withdraws Nursing Program Review Page 75 of 239

76 Table 2.24: Year Two: Spring Semester to Course Fail Withdrew Total Failures & Withdra wals Total Enrolled Alt.IV NUR 2224 Clinical IV NUR 2224L Practicum NUR 2801L % Fail % Withdraw als % 1.1% 4% % 1.1% 3% % 1.9% 2% Discussion of Failure/Withdrawal Rates: Students are monitored very closely as they move through the nursing program. Students with grades less than 82% on exams are asked to meet with the Success Coordinator. A failing grade in the nursing program is anything less than 80%. Tables 2.21 and 2.23 indicate the highest failure/withdraw rates in theoretical courses as well as clinical courses over the two year nursing program. All courses in each of the four semesters of the nursing program are co-requisites of one another, with the exception of Practicum NUR 2801L offered in the 4 th semester of the nursing program. Subsequently, when a student fails a theoretical course they must also withdraw from the co-requisite clinical course. The data indicate it is the theoretical courses that students have difficulty with and withdraw from or fail. When withdrawing from a theoretical course they must also withdraw from the co-requisite clinical course. If a student remains in the theoretical course for the entire semester and does not pass the course, the student will be assigned a U in the co-requisite clinical course. Table 2.21 represents students entering their first semester of the nursing program over the last five years. The failure/withdrawal rate from NUR 1234, Alterations I/NUR 1234L Clinical I is 10% compared to a 3.6% and 4% rate in NUR 1242C-Alterations II and 1242L-Clinical II offered in the second semester of the nursing program. The cause of the high failure/withdrawal rate in this semester is possibly due to a number of factors: a rigorous program, student unawareness of the required hours necessary to complete course and clinical work, and course succession. The curriculum committee is currently reviewing the data and will be gathering more information in order to propose some possible solutions to improve the pass rates in students first semester in the nursing program. Table 2.23 represents students entering the third semester of the nursing program over the last 5 years. The failure or withdrawal rates from NUR 2220C-Alterations III and NUR 2220L-Clinical III offered in the first 6 weeks of the semester is 9% compared to a 4% rate in NUR Alterations IV and NUR 2224L-Clinical IV offered in their fourth semester of the nursing program. Students entering the third semester of the nursing program have had a hiatus from their rigorous nursing courses. Currently, the LSCC nursing program does not offer any nursing % Failures and Withdrawa ls Nursing Program Review Page 76 of 239

77 courses during the summer. The course content does increase in difficulty as the program is sequentially leveled; however, it is unclear at this time if the cause of the higher failure/withdrawal rates is due to course difficulty or possibly due to the summer hiatus. Table 2.25 and Table 2.26 details the number of students in their first semester and third semester that either failed or withdrew for academic or non-academic reasons. Academic reasons would be a grade less than 80% and non-academic reasons could be for any of the following: personal, finances, health. Though there are some students withdrawing for non-academic reasons, the majority are lost due to academics. Table 2.25 Causes for Failure/Withdraw Rates: Fall First Semester: First Year Students Courses Year Semester Total Enrollment Failed/withdrew due to academics Withdrew due to nonacademics NF1,Alt1,Clinical1, Fall MOC1 NF1,Alt1,Clinical1, Fall MOC1 NF1,Alt1,Clinical1, Fall MOC1 NF1,Alt1,Clinical1, Fall MOC1 NF1,Alt1,Clinical1, MOC Fall Table 2.26 Causes for Failure/Withdraw Rates: Fall Third Semester: Second Year Students Course Year Semester Total Enrollment Failed/withdrew due to academics ALT III Fall ALT III Fall ALT III Fall ALT III Fall ALT III Fall Withdrew due to nonacademics Students failing or withdrawing from the nursing program have one opportunity for readmission the following year. If students reapply and are readmitted into the program, they must repeat all courses in semester one, with the exception of NUR 1820-Management of Care. Students failing semester three must repeat all courses in that semester. This program review highlights a note of concern about the difficulty students have in semester one and semester three of the nursing program. The curriculum committee will be reviewing this Nursing Program Review Page 77 of 239

78 data and will try to determine a cause for the higher failure and withdrawal rates in the particular courses occurring during semesters one and three. The Bridge Track grade distributions can be found in Appendix A. As stated previously the Bridge Track went through a curriculum change in Prior to the curriculum change bridge students began their program in the summer and then joined the general students in the fall. The new curriculum allows the Bridge Track students to remain with their own track cohorts. The first of three courses taken within the Bridge Track is NUR There is a noted withdrawal rate of 10.5% in during the transition to the new curriculum. In the summer of 2009 the first cohort of students entered under the new curriculum. The withdrawal rate was 5.2% and an NCLEX pass rate of 94.4%. The statistics show continued improvement each subsequent year most likely due to the following factors: a leveled and focused curriculum, two fully dedicated full-time faculty members, and the separation of the Bridge Track from the General Track. 2.4 Transfer/Non-Transfer Programs Students graduating from the nursing program are awarded an Associate in Science Degree. This two year degree is intended to prepare students for immediate entry into the workforce. Students wishing to transfer to university for a Bachelor s of Science degree in nursing will need to apply for the limited access program within the university they wish to transfer. According to the Florida Education and Training Placement information Program report of there was a 99% job placement rate for nursing students entering the work force. The data for is currently unavailable. Surveys are ed to our graduates six months after graduation to determine graduates place of employment. Despite several different methods used to increase the return rate they still remain low as can be noted in Table Some of the methods used to increase returns: meeting with students one week prior to graduation to discuss the importance of obtaining the survey results, asking for personal addresses and inquiring whether the school or personal works better, and sending out reminders every two weeks to their preferred requesting a response of the survey. Table 2.27 represents results from the end of program surveys. Graduates responding are from the years Information provided includes: the number of students responding to the survey, total number of graduates per year, and the location of their employment given as a percentage: Copies of 6-Month Program Surveys are included in Appendix F. Nursing Program Review Page 78 of 239

79 Table 2.27: Graduates 6-Month Program Survey Grad Year Number of Grads Number of Respondents % Employed: Hospital % Employed: Mental Health % Employed: Long term Care % Employed: Other % Total Employed % 4.3% 13% 0.0% % 0.0% 3.2% 3.2% % 0.0% 0.0% 2.2% % 0.0% 7.7% 19.2% % 0.0% 3.8% 11.5% 88.4 The data from the end of program survey shows a high rate of employment in the health care field, however, with the low return rate from graduates these results have a margin of error. One could surmise that those who do respond are more likely to be graduates who have obtained employment. 2.5 Formal Articulation Agreements Lake Technical Center (LTC) and Lake-Sumter Community College have had an articulation agreement for Practical Nursing or Paramedics at LTC and the Nursing Associate Degree program at LSCC since In 2007 LSCC and LTC developed the following agreement: 2007 Articulated Components of this Agreement: Lake Technical Center Program Paramedic Practical Nursing Program Lake-Sumter Community College Program Nursing RN AS Degree Articulated Credits for Paramedic and Practical Nursing Elective Bridge Credits 18 Credits Total 18 Credits With the change in the Bridge Program s curriculum in 2009 the articulation credit was reduced to 17 total credit hours. LTC and LSCC are currently working on the following draft proposal to have the 18 credits reduced to 17 credits. Nursing Program Review Page 79 of 239

80 2009 Draft Proposal Agreement: Nursing Program Review Lake Technical Center Program Paramedic (1100 Hours) Practical Nursing (1350 Hours) Programs Nursing RN AS Degree The agreement is designed for students who desire a career in nursing. The Paramedic and Practical Nursing courses will be taken at Lake Technical Center. Articulated Credits for Paramedic and Practical Nursing Elective Bridge Credits Total 17 Credits 17 Credits In October 2010, the Institute of Medicine released its landmark report entitled, The Future of Nursing, initiated by the Robert Wood Johnson Foundation, which called for increasing the number of baccalaureate-prepared nurses in the workforce to 80% and doubling the population of nurses with doctoral degrees. The current nursing workforce falls far short of these recommendations with only 50% of registered nurses prepared at the baccalaureate or graduate degree level. Lake-Sumter Community College is answering the call for increasing the number of baccalaureate-prepared nurses for the workforce by joining forces with the University of Central Florida (UCF). LSCC will begin to offer a concurrent Bachelor of Science program for students prepared to enter into the LSCC nursing program in fall of The Articulation Agreement from the University of Central Florida has been received by Lake- Sumter Community College. Under this agreement students would be concurrently enrolled in Lake-Sumter Community College s Associate Degree in Nursing General Track (ADN) and the University of Central Florida s (UCF) Bachelor of Science Degree in Nursing (BSN). The program is intended to streamline a qualified student s completion of both the ADN and BSN in an accelerated manner. All UCF nursing courses would be taught on Lake Sumter Community College campus or offered on the web. Elements of the University of Central Florida and LSCC Articulation Agreement: Students must have either completed Florida public institution s General Education, or Florida s public institution s Associate of Arts degree or UCF s General Education program. Students must complete all nursing pre-requisite courses for both UCF and Lake Sumter Community College Students must have a cumulative GPA of 3.0 as defined by the University of Central Florida s Admission Office. Nursing Program Review Page 80 of 239

81 Students must earn a TEAS Test score of 74.0% Adjusted Individual Total Score or higher. Students must be admitted into s nursing program. Students must be admitted into UCF and be eligible for admission into UCF s College of Nursing. The terms of the articulation agreement are projected to take effect fall term 2012 with LSCC identifying an initial cohort of students who are accepted into the 2012 LSCC nursing program. These students will be required to meet the UCF admission criteria and have the desire to begin the concurrent bachelors program. Subsequent cohorts are expected to increase to the students in each cohort in order to build and sustain a viable program. 2.6 Job Prospects The Agency for Workforce Innovation, (AWI) is Florida s lead state workforce agency and directly administers the state s Labor Market Statistics program. Accordingly, it publishes a variety of statistics for the state of Florida as a whole and also for individual Workforce Regions. Lake and Sumter counties fall into Workforce Region 12 along with Orange, Osceola and Seminole counties. See Table 2.27 below, entitled Selected Occupations from Regional Targeted Occupations Lists. AWI publishes a Regional Targeted Occupations list which highlights job prospects in the region, classifying them by Standard Occupation Code, whether or not they are High-Skilled, High-Wage jobs, by the percent annual growth in job openings, the current number of job openings and the projected needs up until the year The Targeted Occupations are also those that carry FLDOE codes of 3 or 4. Jobs with a code of 4 are occupations that generally require the completion of a college credential. Associate Degrees generally require at least two years of full-time academic work. Thus, occupations with a code of four are those that Associate in Science nursing degree would provide appropriate training. Training and Educational Codes with a five are generally occupations that require a Bachelor s Degree. One job with code of five has been included in this report as the AS degree offered by LSCC is but the first step to achieving success in higher educational need fields such as the one reported here. It is of interest to note that the job of a Health Educator with a Training Code of five, requiring a higher educational degree has a lower hourly wage-mean than the job with a Training Code of four requiring an Associate of Science degree. The need for Registered Nurses working in hospital settings far exceeds the need for specialists in the field. In addition, the potential for higher earnings exists when individuals achieve master s degrees or higher, but the number of jobs available decreases significantly. Nationwide Job Prospects for Registered Nurses: On April 1, 2011, the U.S. Bureau of Labor Statistics (BLS) reported that the healthcare sector of the economy is continuing to grow, despite significant job losses in recent months in nearly all major industries. Hospitals, long-term care facilities, and other ambulatory care settings added Nursing Program Review Page 81 of 239

82 37,000 new jobs in March 2011, the biggest monthly increase recorded by any employment sector. As the largest segment of the healthcare workforce, RNs likely will be recruited to fill many of these new positions. The BLS confirmed that 283,000 jobs have been added in the healthcare sector within the last year. According to a special issue of the Monthly Labor Review released in April 2011, the Bureau of Labor Statistics reported that the health care industry added 428,000 jobs throughout the 18- month recession from December 2007 until June 2009, and has continued to grow at a steady rate since the end of the recession. As the largest segment of the healthcare workforce, RNs were recruited to fill many of these new positions. In June 2011, Wanted Analytics reported that employers and staffing agencies posted more than 121,000 new job ads nationwide for Registered Nurses in May, up 46% from May About 10% of that growth, or 12,700, were ads placed for positions at general and surgical hospitals, where annual turnover rates for RNs average 14% according to a recent KPMG survey. In conclusion, it can be surmised that based on the statistics of the US Labor Department and Agency for Workforce Innovation (AWI) in Florida the job prospects for registered nurses remains vibrant at the current time. (See Table 2.28) Table 2.28 Workforce Region 12 Selected Occupations from Regional Targeted Occupations List SOC Title Annual Percent Growth Employment 2011 Employment Projections 2019 Average Annual Openings 2011 Hourly Wage- Mean FLDOE Training Code Registered ,381 23,964 1,005 $ Nurse Medical , and Health Services Manager Health Educators $ Nursing Program Review Page 82 of 239

83 III. Program Faculty Data 3.1 Organization Structure As shown in the abbreviated organization chart below, the Nursing Program reports to Dr. Mary Jo Rager, Dean of Career and Technical Education Programs. Dr. Barbara Howard VP Academic and Student Services Dr. Gary Sligh Dean, Continuing Education Programs Dr. Mary Jo Rager Dean, Career andtechnical Education programs Dr. Margaret Wacker Director, Nursing Deborah Dunlap Coordinator - Nursing Program Administrative Staff Assistant, Leesburg Administrative Staff Assistant, SL Success Coordinator / Clinical Liaison Diane Litten Department Chair, Nursing Full Time and Adjunct Instructors 3.2 Faculty Credentials, Teaching Summary and Additional Responsibilities Full-Time Faculty The nursing program has a full-time director and an acting chair. There are currently 14 full-time faculty member positions. One of the full-time faculty members has release time to fulfill the position of clinical liaison/success coordinator, and the individual fulfilling the chair responsibilities also has release time. The nursing program has one full-time nursing program coordinator and two administrative staff personnel. The nursing coordinator and one of the administrative staff personnel are on the Leesburg campus. The other administrative staff personnel are on the South Lake campus. Nursing Program Review Page 83 of 239

84 Faculty members are assigned to offices on the South Lake or Leesburg campus. The majority of faculty teach on the campus where they faculty maintain their office. Program needs require faculty to teach according to the program needs regardless of the assigned office location. One of the 14 faculty members maintains an office on the Leesburg and South Lake campuses. In addition, this faculty member teaches almost exclusively on the South Lake campus and fulfills office hours on both campuses. Leesburg campus has more faculty than the South Lake campus. As a result of this difference Leesburg faculty travel to the South Lake campus to fulfill the teaching needs on this campus. Tables demonstrate the number of faculty and hours taught on the South Lake campus by Leesburg faculty over the last five years. There have been no South Lake faculty members required to teach on the Leesburg campus over the last five years. Because of the difference in numbers of faculty on each campus, students on the South Lake campus do not have the same advantages as the Leesburg students with consistent teaching and availability of teachers. The Leesburg faculty members who come to the South Lake campus to teach units of study do not maintain office hours, with the exception of one Leesburg faculty member. Adjunct instructors have taught on both the South Lake and Leesburg campuses over the last five years; however, due to the needs on the South Lake campus, adjuncts have taught more units of study there. Tables illustrate the number of adjunct hours taught on both campuses. In the fall semester, 2011, the nursing department began an effort to reduce the number of adjunct instructors utilized for teaching theoretical courses on both campuses. Full-time faculty members have been assigned these units of instruction previously taught by adjuncts, and thus increasing their teaching loads. As of spring, 2012, only one adjunct instructor is scheduled to teach one unit of study (six contact hours) on the Leesburg campus. In spring semester, 2011, an adjunct was hired as a temporary full-time instructor due to a faculty member s illness. Table 3.12 demonstrates the number of hours this temporary full-time instructor taught. In the academic year of fall, 2011, the full time faculty member returned to full time teaching load, and the temporary full-time instructor position was not filled. Of the 14 full-time faculty members, two are devoted exclusively to the Bridge Track on the Leesburg campus. In addition, the Bridge Track utilizes an average of two adjuncts for teaching theoretical units within courses, skills lab, and in the clinical setting. Tables 3.1 and 3.2 illustrate the faculty assigned to the Leesburg and South Lake campuses as well as their responsibilities and track assignments on that campus. Table 3.1 illustrates full-time faculty who have taught on the South Lake campus over the last five years: Nursing Program Review Page 84 of 239

85 Table 3.1 Leesburg Faculty Assignments Faculty Responsibilities Track Assignment Bob Acuff Lab Coordinator General Mary Dunlap * Teaching/Clinical General Trisha Economidis * Office Hours/Clinical General Gerri Tulley * Teaching/Clinical General Cindy Griffin * Teaching/Clinical General Marilee Elias * Teaching/Clinical General Nicole Tinny * Teaching/Clinical General Carolyn Matthews * Teaching/Clinical General Liaison/Success Coordinator Irene Owens Teaching/Clinical Bridge Deb Pate Teaching/Clinical Bridge *Taught on the South Lake campus over the last five years Table 3.2 South Lake Faculty Assignments Faculty Responsibilities Track Assignment Diane Litten Teaching/Chair General Janna Wickham Lab Coordinator General Robyn Winship Teaching/Clinical General Roxanne Riedy Teaching/Clinical General Trisha Economidis Teaching/Clinical General Faculty Teaching Loads During the academic years beginning in fall, 2007, until spring, 2010, two full-time faculty were given six hours release time to re-write and implement the nursing curriculum. In addition, these two faculty members assisted with the preparation of documents for National League Nursing Accrediting Commission (NLNAC) candidacy. In the academic year of 2010, one of those two faculty members returned to a full teaching load. The other faculty continues on release time in order to prepare for the Bachelor of Science in nursing degree program. Currently, one full-time faculty member is working on a PhD in nursing education. This faculty member was allowed six hours of release time for the semesters of spring and fall, 2011 to expedite the advancement of the degree. Spring semester, 2012, this faculty member has returned to a full teaching load. One faculty member is given 14 hours release time to fulfill the duties of the Student Success Coordinator. This position was created in 2007 to provide a liaison/success specialist for students. This ensures congruency in the classroom, skills lab, and clinical experiences. In addition, the Student Success Coordinator implements a success plan and coordinates student needs with the LSCC Learning Center. In addition, this faculty member meets weekly with faculty and students at clinical sites to ensure that class and lab content are blended into the Nursing Program Review Page 85 of 239

86 clinical setting. This individual maintains an office on the Leesburg campus but spends one day on the South Lake campus per week to meet with students for tutoring and academic support. Two of the 14 faculty members fulfill the positions of nursing lab coordinators of the South Lake and Leesburg campus respectively. Their duties do not require teaching theoretical courses, although they can and sometimes do teach a unit within a nursing course. They use their clinical expertise to teach clinical skills in the lab for first and second year students. Additionally, when students move from the lab into the clinical facilities, these faculty members also are assigned a clinical group. Nursing teaching and clinical assignments for faculty are determined based on the faculty s area of expertise. For example, if a faculty member has a clinical background in psychiatric care they will be assigned to teach the unit on this subject and accompany students into the psychiatric care facilities for the clinical experience. All full-time faculty members, in addition, to their theoretical course load teach within a clinical course each semester. Clinical course hours are predetermined by the syllabus and the course being offered that particular semester. For instance, Clinical II, NUR 1242L must meet the 180 hours. Clinical responsibilities for faculty are one day a week, and average 10-hours per day. The type of facility required is also determined by the clinical course and syllabus. Examples of the type of facility would be acute care, long-term care, or psychiatric care. Faculty is also at times assigned to assist in the skills lab which is considered clinical hours and on average requiring 8-hours per day. Faculty teaching load by course and semester is illustrated in Tables for the last five years. Included in the tables are adjuncts and full-time Leesburg faculty who have taught on the South Lake campus over the last five years. In addition, a total number of contact hours per semester for each faculty are also included: Nursing Program Review Page 86 of 239

87 Faculty Teaching by Course & Semester: General Track Table 3.3: Fall Semester 2006 Course Faculty Name Leesburg Campus Teaching Hours Faculty Name South Lake Nursing Foundations I NUR 1022 Data Not Available Data Not Available Campus Litten Sanderlin Schnitz Kry Teaching Hours Total Hours Fulltime Faculty Honeycutt 15 Litten 15 Sanderlin 15 Schnitz 3 Kry 12 Alterations in Health I NUR 1234 Alterations in Health III NUR 2700 Management of Care NUR 2801 Data Not Available Data Not Available Data Not Available Data Not Available Data Not Available Data Not Available Data Not Available Data Not Available Honeycutt 15 Data Not Available Data Not Available Table 3.4 Spring Semester 2007 Course Faculty Name Leesburg Campus Teaching Hours Nursing Foundations II NUR 1023 Alterations in Health II NUR 1242C Matthews Owens Tulley Griffin Griffin Owens Tulley Faculty Name South Lake Campus Honeycutt Litten Kry Litten Honeycutt Riedy Teaching Hours Total Hours Fulltime Faculty Litten 73 Honeycutt 46 Owens 44 Tulley 37 Griffin 33 Riedy 20 Matthews 15 Schnitz 8 Kry 6 Alterations in Health IV NUR 2224 Management of Care II NUR 1823 Tulley Owens Schnitz-Lab Coord Data Not Available Data Not Available Litten Honeycutt Adney-Adjunct Data Not Available Data Not Available Adjunct SL Adney 8 Nursing Program Review Page 87 of 239

88 Faculty Teaching Load by Course & Semester: General Track Table 3.5 Fall Semester 2007 Course Faculty Name Leesburg Campus Teaching Hours Faculty Name South Lake Nursing Foundations I NUR 1022 Alterations in Health I NUR 1234 Alterations in Health III NUR 2220C Maternal Child Nursing NUR 2463 Management of Care I Dunlap Honeycutt Matthews Owens Paradise Tulley Honeycutt Matthews Paradise Tulley Dunlap Owens Tulley Dunlap Owens Lab Coord-lab coordinator Griffin 15 Campus Aagaard- Lab coord Economidis Griffin Litten Griffin Economidis Litten Litten Riedy Economidis Owens Riedy Teaching Hours Total Hours Fulltime Faculty Riedy 59 Owens 58 Griffin 51 Litten 50 Honeycutt 48 Dunlap 46 Tulley 45 Paradise 42 Matthews 36 Economidis 33 Aagaard 3 Table 3.6 Spring Semester 2008 Course Faculty Name Leesburg Campus Teaching Hours Nursing Foundations II NUR 1023 Alterations in Health II NUR 1242C Alterations in Health IV NUR 2224 Management of Care II NUR 1823 Honeycutt Matthews Paradise Dunlap Owens Paradise Tulley Wacker- Guest Owens Tulley Data Not Available Data Not Available Guest-guest speaker; Lab Coord-lab coordinator Faculty Name South Lake Campus Aagaard Economidis Litten Matthews Riedy Griffin Litten Riedy Wacker- Guest Adney-Adjunct Griffin Litten Teaching Hours Griffin 15 Total Hours Fulltime Faculty Griffin 62 Litten 44.5 Tulley 44 Owens 32 Paradise 32 Riedy 32 Matthews 30 Economidis 12 Wacker 9 Dunlap 6 Honeycutt 6 Aagaard 1.5 Adjunct SL Adney 8 Nursing Program Review Page 88 of 239

89 Faculty Teaching Load by Course & Semester: General Track Table 3.7 Fall Semester 2008 Course Faculty Name Leesburg Campus Teaching Hours Faculty Name South Lake Nursing Foundations I NUR 1022 Alterations in Health I NUR 1234 Alterations in Health III NUR 2220C Management of Care NUR 2463 Griffin Paradise Tulley Griffin Paradise Tulley Wacker Dunlap Owens Tinny Tulley Dunlap Tinny Campus Economidis Litten Pate Dunning- Adjunct Economidis Litten Dunning- Adjunct Economidis Litten Riedy Dunlap Riedy Teaching Hours Total Hours Fulltime Faculty Griffin 63 Paradise 63 Litten 50 Tulley 50 Economidis 47 Dunlap 44.5 Riedy 43.5 Owens 30.5 Tinny 23 Pate 18 Adjunct SL Dunning Nursing Program Review Page 89 of 239

90 Table 3.8 Spring Semester 2009 Course Faculty Name Leesburg Campus Teaching Hours Nursing Foundations II NUR 1023 Alterations in Health II NUR 1242C Alterations in Health IV NUR 2224 Management of Care II NUR 1823 Elias Griffin Dunlap Tulley Griffin Tulley Owens Wacker -Guest Tulley Owens Schnitz- LabCoord Faculty Name South Lake Campus Pate Economidis Riedy Matthews- LB Dunlap- LB Litten O'Neal - Adjunct Riedy Wacker -Guest Litten Winship Pate Griffin 15 *Tittsworth- Adjunct Teaching Hours LB-Full-time Leesburg faculty; Guest-guest speaker; Lab Coord-lab coordinator Total Hours Fulltime Faculty Griffin 45 Owens 42 Tulley 37 Litten 34 Riedy 32 Dunlap 27 Pate 23 Elias 21 Economidis 12 Matthews 3 Adjunct SL O Neal 15 Tittsworth 15 Nursing Program Review Page 90 of 239

91 Faculty Teaching Load by Course & Semester: General Track Table 3.9 Fall Semester 2009 Course Faculty Name Leesburg Campus Teaching Hours Faculty Name South Lake Nursing Foundations I NUR 1022 Alterations in Health I NUR 1234 Alterations in Health III NUR 2220C Maternal Child Nursing NUR 2463 Management of Care I NUR 1820 Griffin Tulley Tinny Elias Elias Griffin Tinny Tulley Wacker Tulley Elias Dunlap Tinny Dunlap Tinny Campus Winship Litten Aagaard-lab coord Carter-Adjunct Economidis Economidis Matthews-LB Litten Dunning- Adjunct Litten Winship Dunning- Adjunct Riedy Riedy Winship Teaching Hours Adney-Adjunct 15 Winship 15 LB-Full-time Leesburg faculty; Lab Coord-lab coordinator Total Hours Fulltime Faculty Dunlap 56.5 Winship 55 Riedy 51 Litten 47 Tulley 43.5 Tinny 40.5 Elias 35.5 Griffin 33 Economidis 24 Matthews 6 Adjunct LB Adney 15 Adjunct SL Carter 9 Dunning 26 Nursing Program Review Page 91 of 239

92 Table 3.10 Spring Semester 2010 Course Faculty Name Leesburg Campus Teaching Hours Nursing Foundations II NUR 1023 Alterations in Health II NUR 1242C Alterations in Health IV NUR 2224 Management of Care II NUR 1823 Elias Griffin Tinny Tulley Griffin Tinney Tulley Wacker - Guest Dunlap Schnitz Lab Coord Tulley Faculty Name South Lake Campus Economidis Matthews - LB Riedy Winship Dunlap - LB Litten O Neal - Adjunct Riedy Tinny Wacker - Guest Adney Adjunct Litten Winship Teaching Hours Adney - Adjunct 15 Winship 15 LB-Full-time Leesburg faculty; Guest-guest speaker; Lab Coord-lab coordinator Total Hours Fulltime Faculty Tulley 55 Litten 52 Winship 51 Griffin 40 Tinny 36 Dunlap 33 Riedy 32 Elias 30 Economidis 12 Matthew 3 Adjunct LB Adney 15 Adjunct SL O Neal 15 Nursing Program Review Page 92 of 239

93 Faculty Teaching Load by Course & Semester: General Track Table 3.11 Fall Semester 2010 Course Faculty Name Leesburg Campus Teaching Hours Faculty Name South Lake Nursing Foundations I NUR 1022 Alterations in Health I NUR 1234 Alterations in Health III NUR 2220C Maternal Child Nursing NUR 2463 Management of Care I NUR 1820 Elias Griffin Tulley Tinny Elias Economidis Griffin Tinny Tulley Elias Dunlap Tinny Tulley Dunlap Tinny LB-Full-time Leesburg faculty Campus Economidis Elias - LB Litten Winship Economidis Dunning- Adjunct Litten Matthews - LB Dunning- Adjunct Litten Winship Riedy Riedy Winship Teaching Hours Adney-Adjunct 15 Winship 15 Total Hours FT Faculty Winship 58 Dunlap 56.5 Riedy 51 Economidis 45 Tulley 43.5 Litten 41 Tinny 40.5 Griffin 36 Elias 32.5 Matthew 6 Nursing Program Review Page 93 of 239

94 Table 3.12 Spring Semester 2011 Course Faculty Name Leesburg Campus Teaching Hours Nursing Foundations II NUR 1023 Alterations in Health II NUR 1242C Alterations in Health IV NUR 2224 Management of Care II NUR 1823 Elias Matthews Dunning - TFT Tinny Tulley Dunlap Dunning - TFT Tinny Tulley Wacker - Guest Adney Adjunct Dunlap Griffin Tulley Faculty Name South Lake Campus Elias - LB Economidis Litten Riedy Dunning TFT Economidis O Neal Adjunct Riedy Tinny LB Wacker - Guest Litten Wickham Winship Teaching Hours Winship 15 LB-Full-time Leesburg faculty; Guest-guest speaker; TFT-Temporary Full-time instructor Faculty Teaching Load by Course & Semester; Bridge Track Table 3.13 Summer Semester 2009 Course Faculty Name Teaching Hours Nursing Transition NUR 2003 Owens Pate Griffin Elias Dunlap Tulley Wacker-Guest Riedy Total Hours FT Faculty Pate 15 Riedy Dunlap 12 Owens 9 Elias 6 Griffin 3 Tulley 3 Wacker 2.25 Total Hours FT/PT Faculty Litten 45 Tinny 36 Tulley 34 Winship 33 Riedy 32 Dunlap 30 Elias 30 Economidis 27 Griffin 21 Wickham 11 Matthew 6 Wacker 6 Adjunct LB Adney 11 Adjunct SL O Neal 15 Nursing Program Review Page 94 of 239

95 Faculty Teaching Load by Course & Semester; Bridge Track Table 3.14 Fall Semester 2009 Course Faculty Name Teaching Hours Total Hours FT Faculty Alterations in Health I Owens 30 Owens 30 Transition NUR 2721 Pate 30 Pate 30 Faculty Teaching Load by Course & Semester; Bridge Track Table 3.15 Spring Semester 2010 Course Faculty Name Teaching Hours Total Hours FT/PT Alterations in Health II Transition NUR 2601 Owens Pate Carter -Adjunct Faculty Owens 27 Pate 27 Adjunct Carter 6 Faculty Teaching Load by Course & Semester; Bridge Track Table 3.16 Summer Semester 2010 Course Faculty Name Teaching Hours Total Hours FT/PT Nursing Transition NUR 2003 Owens Pate Carter-Adjunct Wacker-Guest Newmons-Adjunct Reidy Faculty Pate 24 Owens 18 Reidy 9 Wacker 3 Adjunct Carter 9 Newmons 3 Nursing Program Review Page 95 of 239

96 Faculty Teaching Load by Course & Semester; Bridge Track Table 3.17 Fall Semester 2010 Course Faculty Name Teaching Hours Total Hours FT Faculty Alterations in Health I Owens 26 Owens 26 Transition Pate 26 Pate 26 NUR 2721 Elias 8 Elias 8 Faculty Teaching Load by Course & Semester; Bridge Track Table 3.18 Spring Semester 2011 Course Faculty Name Teaching Hours Total Hours FT Faculty Alterations in Health II Owens 27 Owens 27 Transition Pate 27 Pate 27 NUR 2601 Elias 6 Elias 6 Adjunct Instructors: Adjunct instructors are a very important part of the nursing program as the 90 to 95% of those utilized are teaching the nursing students in the clinical areas. Nursing students gain valuable clinical experiences from these adjunct instructors as most are currently working in acute care, or areas such as hospice or long-term-care. An average of 12 adjunct instructors share their expertise each semester to teach clinical an occasional theory course; see Tables for theory courses taught and Appendix B for clinical courses taught by part-time faculty over the last five years. During fall 2007, spring 2008, and fall 2008 semester the nursing program required more adjunct faculty for clinical instruction of students than usually required. During this period of time three full-time faculty were granted release time for writing and implementing the new general and bridge curriculum, phasing out the teaching of the old curriculum, and preparing documents for NLNAC candidacy. In addition, full-time faculty covered teaching assignments for those baccalaureate prepared faculty actively engaged in the completion of Master of Science degrees in nursing. The adjunct faculty work load is determined at the beginning of the semester based on the needs of the program. Adjunct instructors work 18 hour per week in the clinical areas, including 10 hours for clinical work, which include some skills lab time, 8 hours for preparation, course work, and attending faculty meetings. The department has difficulty finding qualified adjunct instructors. The nursing department was certified by the National League for Nursing Accrediting Commission (NLNAC) in This Commission requires that the majority of part-time faculty be credentialed with a minimum of a Nursing Program Review Page 96 of 239

97 master s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing. A letter from the NLNAC Program Evaluators and the Evaluation Review Panel on July 10, 2010, informed the Nursing Program of actions taken. It stated in Areas Needing Development by Accreditation Standard 2 that the nursing program facilitate the timely completion of graduate study for those faculty currently enrolled. The Nursing Program since that time has seen three of five adjuncts complete their master s degrees in nursing. However, of the three who have completed the master s degree, two have since left the college for full-time positions in education within a hospital, and most recently, a position as an ARNP in private practice. Masters prepared nurses are in high demand as educators and nurse practitioners. Outside of academia these nurses can make significantly higher wages, thus making it difficult for the Nursing Program to retain these individuals once they graduated. Because of the limited number of master's prepared nurses in Lake and Sumter counties, the College has made concessions for clinical adjunct instructors. These clinical adjuncts must have a Bachelor of Science Nursing degree and a minimum of three years of experience, must be actively enrolled in a graduate nursing program, and attend the LSCC Adjunct Nursing Faculty Boot Camp. In addition these clinical adjunct instructors must meet the FBON rules and regulations. The Florida BON Nurse Practice Act (chapter 4.64 Florida Statutes) states that faculty who do not have a master s degree in nursing may be qualified to be faculty if they meet one of the following requirements: The equivalent of at least three years of full-time experience in clinical practice as a registered nurse Actively engaged in studies leading to the next highest degree for which eligible. The degree must be in nursing or a related field. Current certification as an ARNP in Florida At least two years of full-time experience as a nurse educator. These statutes can be found In summary, the Nursing Program is still finding it difficult to find and maintain master s prepared adjunct instructors. With the 2015 re-accreditation timeline the Nursing Program, it continues to be a major problem that it faces. Technological Support Staff In addition to the nursing program coordinator and two administrative staff personnel the nursing department also employs Bethany Skipper. Bethany works full time in the Computer Information Technology program at LSCC. She also works additionally with the nursing department 10 hours per week during the fall and spring semesters. Her title in the nursing department is Senior Staff Specialist. Bethany's background is as a technology specialist. She has a baccalaureate degree in data processing and a Master s Degree in Business Administration Nursing Program Review Page 97 of 239

98 with computer science concentration. She has many years of experience teaching computer science courses. Her responsibilities to the nursing department include the following: In-service technological education and support to faculty including the use of simulators, Class Climate, Par Test and Par Score training, Turning Point and any new technological programs that improve student teaching and learning. Class Climate evaluations of faculty, facilities, and students each semester. Full-time Faculty Credentials LSCC requires a minimum of a baccalaureate degree and at least 18 graduate credits for full-time and adjunct instructors as per the accrediting body of Southern Association of Colleges and Schools (SACS). The Florida Board of Nursing (FBON), Nurse Practice Act (Chapter 4.64 Florida Statutes) states that faculty who do not have a master s degree in nursing may be qualified to be faculty if they meet one of the requirements listed above in standard All full-time nursing faculty credentials meet the requirements of LSCC, FBON, and SACS. All full-time faculty members have graduate degrees in nursing; five are advanced registered nurse practitioners, (ARNP). Five of the full-time faculty members have obtained their NLN nurse educator certification as of December, One full-time faculty member, currently working on their PhD in nursing education and as of December, 2011, has completed 15 credit hours. Three full-time faculty members who have Masters of Science, Nurse Education degrees are currently enrolled in advanced registered nurse practitioner programs. One of these three faculty members will graduate in the spring, The full-time faculty members collectively have 85 years of experience in nursing education. All areas of nursing are represented by graduate specialization. Laboratory full-time practice personnel (applied nursing simulation faculty) are master s prepared in nursing. They maintain their educational and clinical competence 100% of the time. Table 3.20 illustrates full-time faculty credentials over the last five years. This table also includes the faculties additional responsibilities beyond their teaching loads. Adjunct faculty credentials: The majority of adjunct faculty is credentialed with a minimum of a master degree with major in nursing; the remaining two adjunct faculty members holds a minimum of a baccalaureate degree with a major in nursing and are actively taking classes toward their master s degree in nursing. The utilization of adjunct instructors maintains a maximum clinical faculty/student ratio of an average of 1:10 meeting the Florida Board of Nursing requirements of no more than 12 students assigned to a faculty member for any one clinical instruction period. Table 3.20 includes all active adjunct faculty and their credentials. Appendix C includes inactive faculty credentials over the last five years. Nursing Program Review Page 98 of 239

99 Table 3.19: Faculty Profile - Full-Time Faculty Credentials Faculty Name FT Rank Acuff, Robert Dunlap, Mary Date of Initi al Appt FT 8/10 Instructo r FT 8/07 Instructo r Bachelor Degree (credenti al) B.S.N. B.S.N. Institution Granting Degree University of Virginia University of Central Florida Graduate Degrees (credentia l) M.S.N. R.N. M.S.N. R.N. Instituti on Grantin g DeGree Universi ty of Missouri Florida Souther n College Areas of Clinical Expertise Med/Surg, Emergency O.B., Women s Health Peri-Op Services Academic Teaching Areas of Responsibili ty Clinical & Lab Classroom, lab and clinical Other Areas of Responsibility Nsg Curriculum Committee Nsg Scheduling Committee Curriculum Committee, Nursing Policy Nsg Scheduling Committee Clinical Coordinator-2 nd Yr.-LB Economidi s, Patricia FT 12/0 1 Instructo r B.S.N. University of Central Florida M.S.N. ARNP NLN CNE Universi ty of South Florida Mental Health, Peds Mental Health, Peds, Fundamenta ls Nursing Dept. Chair, Curriculum Committee Nursing Program Review Page 99 of

100 Faculty Name Elias, Marilee FT Date of Initi al Appt FT 8/06 Rank Instructo r Bachelor Degree (credenti al) B.S.N. Institution Granting Degree University of Rhode Island Graduate Degrees (credentia l) M.S.N. R.N. NLN CNE Instituti on Grantin g DeGree Universi ty of Central Florida PhD candidat e. 15 hrs complet ed Areas of Clinical Expertise Med-Surg. Mental Health Communit y Academic Teaching Areas of Responsibili ty Hospice Med-Surg Psych- Mental Health Other Areas of Responsibility LSCC Curriculum Committee NLN Ambassador Griffin, Cynthia FT 11/9 6 Associat e Professo r B.S.N. Saint Leo College M.S.N. ARNP NLN CNE Universi ty of Florida Fundament al, Geriatrics Fundamenta ls, Managemen t, Geriatrics Curriculum committee, Chair Nursing Program Review Page 100 of

101 Faculty Name Litten, Diane FT Date of Initi al Appt Rank FT 8/05 Instructo r Bachelor Degree (credenti al) B.S.N. Institution Granting Degree Southern Adventist University Graduate Degrees (credential ) M.S.N. ARNP NLN CNE Instituti on Granting DeGree Universi ty of Marylan d Areas of Clinical Expertise Academic Teaching Areas of Responsibili ty Med/Surg, Cardiac, Fundamenta ls Other Areas of Responsibility Nursing Dept Chair 2010 to present Nursing Policy Committee Nursing Curriculum Committee Student Readmission Committeechair LSCC Rank & Promotion NLN Ambassador Nursing Program Review Page 101 of

102 Matthews, Carolyn FT 1/02 Instructo r B.S.N. University of Florida M.S.N. R.N. NLN CNE Universi ty of Central Florida Fundament al, Med/Surg, Geriatrics Fundamenta ls, Clinical liaison and student success coordinator LSCC SACS QEP Committee Tech and Simulation Committee Nsg Scheduling Committee- Chair A&P Faculty Search Dept Champion for SLO Committee Serve to Learn Committee Pate, Deborah FT 8/07 Instructo r B.S.N. University of Central Florida M.S.N. R.N. Florida Souther n College Med/Surg, Critical Care, Cardiology Bridge curriculum and clinical SNA Tech & Simulation Faculty Name FT Date of Initi al Appt Rank Bachelor Degree (credenti al) Institution Granting Degree Graduate Degrees (credential ) Instituti on Granting DeGree Areas of Clinical Expertise Academic Teaching Areas of Responsibili ty Other Areas of Responsibility Nursing Program Review Page 102 of

103 Riedy, Roxanne Tinny, Nicole FT 8/05 Instructo r FT 8/08 Instructo r B.S.N. B.S.N. University of Phoenix Florida State University M.S.N. R.N. M.S.N. R.N. Universi ty of Phoenix Florida State Universi ty O.B., Oncology Peds, Oncology, End of Life Adult Med- Surg Clinical & Lecture OB & Med/Surg. Lecture, Clinical & Lab Nursing Policy Committee SNA SL campus Nsg Curriculum Committee Nsg Scheduling Committee Clinical Coordinator-2 nd yr. SL Text & Media Committee Nsg Scheduling Committee Clinical Coord 1 st yr.- LB SNA Coordinator-LB Tulley Gerri Wickham, Janna FT 1/08 Assoc. Professo r FT 8/10 Instructo r B.S.N. B.S.N. Florida State University California State University M.S.N. ARNP M.S.N. R.N. Universi ty South Florida Walden Universi ty Med-Surg cardiac Med-Surg ICU Classroom and Clinical Clinical & Lab Nursing Curriculum- Chair Nsg Curriculum Committee Nsg Scheduling Committee Nursing Program Review Page 103 of

104 Winship Robyn FT 1/09 Instructo r B.S.N. Salisbury State College M.S.N. R.N. Drexel Universi ty Manageme nt Geriatrics Fundament als Lecture and Clinical Nsg.Curriculum Committee Nsg Scheduling Committee 1 st Year Clinical Coordinator-SL 3.20 Faculty Profile - Adjunct Faculty Credentials Faculty Rank Name Adney, Jeanette Date of Initi al Appt 8/06 Adjunct instructo r Bachelor Degree (credenti al) B.S.N. Institution Granting Degree University of Central Florida Graduate Degrees (credentia l) M.S.N. R.N. Instituti on Grantin g Degree Universi ty of Central Florida Areas of Clinical Expertise Critical Care Manageme nt of Care Academic Teaching Areas of Responsibili ty Clinical & Lab Other Areas of Responsibility Avans, Maria 8/07 Adjunct instructo r B.S.N. University of Central Florida M.S.N. RN candidate 6 credits Complete d Universi ty of Central Florida Med/Surg, Critical care, Oncology Mental Health Clinical & Lab Cole, Marilyn 8/07 Adjunct instructo r B.S.N. Roberts Wesleyan M.S.N. RN Universi ty Central Florida Med/Surg, Mental Health Clinical & Lab Nursing Program Review Page 104 of

105 Faculty Name Dunning, Rebecca Hartley, Wendi Date Rank of Initi al Appt 8/07 Adjunct instructo r 8/09 Adjunct Instructo r Bachelor Degree (credenti al) B.S.N. AS Institution Granting Degree University of MN Valencia CC Graduate Degrees (credentia l) M.P.H.- Nursing M.S.N.RN candidate 3 credits completed M.S.N. RN Instituti on Grantin g Degree Universi ty of MN Universi ty of Central Florida Walden Universi ty Areas of Clinical Expertise Med/Surg, Fundament al Maternal Child Academic Teaching Areas of Responsibili ty Classroom and lab Maternal/ch ild Foundations Other Areas of Responsibility Houck, Marsha LaRoe Dawn 9/11 Adjunct Instructo r 9/10 Adjunct Instructo r B.S.N BSN University of Central Florida U of Central Florida MSN Candidate RN MSN Candidate RN Universi ty of Central Florida U of Central Florida Hospice ICU Hospice MedSurg Clinical & Lab Clinical & Lab Moise, Arethea 9/11 Adjunct Instructo r BSN University of Phoenix MSN RN Universi ty of Phoenix Medical Surgical Clinical and Med/Surg. Nursing Program Review Page 105 of

106 Faculty Name Newmons, Jo Ann Date Rank of Initi al Appt 8/05 Adjunct Instructo r Bachelor Degree (credenti al) B.S.N. Institution Granting Degree University of Central Florida Graduate Degrees (credentia l) RN Candidate Expected date of graduation Spring, 2012 Instituti on Grantin g Degree Florida Souther n College Areas of Clinical Expertise OB, Med/Surg. Academic Teaching Areas of Responsibili ty Clinical, Med/Surg., OB Other Areas of Responsibility O'Neal, Barbara Rhoden, Joan Sladen, Sara 1/06 Adjunct Instructo r 9/11 Adjunct Instructo r B.S.N. B.S.N M.S.N Med Surg Clinical & Lab Barry University University of Phoenix University of Phoenix Adjunct B.S.N. Bellarmine University M.S.N. RN MSN M.S.N. RN M.S.N. RN Universi ty of Central Florida Universi ty of Phoenix Bellarmi ne Universi ty Geriatrics Med/Surg OB/Wome n s Health Med/Surg. Clinical, Psych, Geriatrics, Fundamenta ls Med/Surg Clinical & Lab Lab & Clinical Nursing Program Review Page 106 of

107 Faculty Name Smith, Pilar Viverios, Michelle Williams, Sheila Date Rank of Initi al Appt 8/07 Adjunct Instructo r 1/12 Adjunct Instructo r 1/11 Adjunct Instructo r Bachelor Degree (credenti al) B.S.N. B.S.N. B.S.N. Institution Granting Degree Lehman College Webster University Florida Internation al University Graduate Degrees (credentia l) M.S.N. RN RN Enrolled UCF M.S.N. RN Instituti on Grantin g Degree Florida Souther n College Grand Canyon Universi ty Areas of Clinical Expertise Med/Surg, Critical Care, Cardiology ICU, Hospice Clinical & Lab OR & Peri- Op Med Surg Academic Teaching Areas of Responsibili ty Clinical and Lab Clinical & Lab Clinical & Lab Other Areas of Responsibility Nursing Program Review Page 107 of

108 3.3 Faculty Professional Development Table 3.21 illustrates faculty members professional development, including, clinical work, publications, attending conferences, presenting posters and papers at national conferences, editing texts and providing educational programs to staff in our local community hospitals. Table 3.21: Faculty Professional Development-fall 2006 to spring 2011 Event Full Name Location Year FNSA Annual Carolyn Matthews Daytona, FL 2005 FNSA Annual Cindy Griffin Daytona, FL 2005 FNSA Annual Diane Litten Daytona, FL 2005 FNSA Annual Gerri Tulley Daytona, FL 2005 FNSA Annual Janice Gregory Daytona, FL 2005 FNSA Annual Terry Aagaard Daytona, FL 2005 FNSA Annual Trisha Economidis Daytona, FL 2005 Showcase UCF Faculty Scholarship Trisha Economidis Orlando, Fl 2005 Showcase UCF Faculty Scholarship Margaret Walker Orlando, Fl 2005 Lake Buena Vista, FL 2006 Florida Summit on Nursing Education Beth Hendrick International Conference of Asynchonous Learning Networks Beth Hendrick Orlando, Fl 2006 Laerdal Simulation Training -SimBaby & SimMan Beth Hendrick Texas 2006 Boot Camp for New Nurse Education Carolyn Matthews Albuquerque, NM 2006 Lake Buena Vista, FL 2006 Florida Summit on Nursing Education Carolyn Matthews Laerdal Simulation Training -SimBaby & SimMan Carolyn Matthews Texas 2006 All About Student Success/Nurse Educator Institute Cindy Griffin Branson, MO 2006 Faculty Development Institute Setting the Course for Faculty & Student Success Cindy Griffin Miami, FL 2006 NLNAC 2006 Self-Study Forum Cindy Griffin Orlando, Fl 2006 Boot Camp & Beyond: Evidence-Based Teaching for Student Success Della Honeycutt Albuquerque, NM 2006 Lake Buena Vista, FL 2006 Florida Summit on Nursing Education Della Honeycutt 17th Annual International Nurse Educators Conference Diane Litten Colorado 2006 Boot Camp for New Nurse Education Diane Litten Albuquerque, NM 2006 Nursing Forum Diane Litten Orlando, Fl 2006 All About Student Success/Nurse Educator Institute Gerri Tulley Branson, MO 2006 Nursing Program Review Page 108 of

109 Event Full Name Location Year NLNAC 2006 Self-Study Forum Gerri Tulley Orlando, Fl 2006 Basic Management of Diabetes Irene Owens Orlando, Fl 2006 Boot Camp for New Nurse Education Irene Owens Albuquerque, NM 2006 Florida Pain Initiative Irene Owens Orlando, Fl 2006 Florida Summit on Nursing Education Irene Owens Lake Buena Vista, FL 2006 Nursing Forum Irene Owens Orlando, Fl 2006 Florida Pain Initiative Margaret Walker Orlando, Fl 2006 Florida Summit on Nursing Education Margaret Walker Lake Buena Vista, FL 2006 Imaging the Possibilities: Pain Management for All Margaret Walker Orlando, Fl 2006 NLNAC 2006 Self-Study Forum Margaret Walker Orlando, Fl 2006 Florida Summit on Nursing Education Mary Dunlap Lake Buena Vista, FL 2006 Boot Camp & Beyond: Evidence-Based Teaching for Student Success Monica Schnitz Albuquerque, NM 2006 FNSA Annual Monica Schnitz Daytona, FL 2006 Florida Summit on Nursing Education Roxanne Riedy Lake Buena Vista, FL 2006 Laerdal Simulation Training -SimBaby & SimMan Terry Aagaard Wappinger Fall, NY 2006 All About Student Success/Nurse Educator Institute Trisha Economidis Branson, MO 2006 Boot Camp & Beyond: Evidence-Based Teaching for Student Success Trisha Economidis Albuquerque, NM 2006 Faculty Development Institute Setting the Course for Faculty & Student Success Trisha Economidis Miami, FL 2006 Florida Summit on Nursing Education Trisha Economidis Lake Buena Vista, FL 2006 NLNAC 2006 Self-Study Forum Trisha Economidis Orlando, Fl 2006 Tricks and Treats of Simulation Monica Schnitz Orlando, Fl th Annual Training Institute Behavioral Health & Addictive Disorders Trisha Economidis Clearwater, FL th Annual Simulation International Meeting Carolyn Matthews Lake Buena Vista, FL th Annual Simulation International Meeting Mary Dunlap Lake Buena Vista, FL th Annual Simulation International Meeting Monica Schnitz Lake Buena Vista, FL th Annual Simulation International Terry Aagaard Lake Buena Vista, 2007 Nursing Program Review Page 109 of

110 Event Full Name Location Year Meeting FL A1 Convention 2007 Mary Dunlap Orlando, Fl 2007 A1 Convention 2007 Roxanne Riedy Orlando, FL 2007 AWHONN Annual Mary Dunlap Orlando, FL 2007 AWHONN Annual Roxanne Riedy Orlando, FL 2007 Boot Camp for Nurse Educators Roxanne Riedy Albuquerque, NM 2007 Boot Camp for Nurse Educators Terry Aagaard Albuquerque, NM 2007 Current Perspective in Oncology Nursing Colleen Carter Orlando, Fl 2007 Current Perspective in Oncology Nursing Irene Owens Tampa, FL 2007 Current Perspective in Oncology Nursing Irene Owens Orlando, Fl 2007 Disaster Planning - Department of Health Gerri Tulley Leesburg, FL 2007 Disaster Planning - Department of Health Margaret Walker Leesburg, FL 2007 Faculty Development Institute Meeting the Challenges of Being a Nurse Educator Today Gerri Tulley San Diego, CA 2007 FCNEA Deans and Director's Meeting Trisha Economidis Jacksonville, FL 2007 FCNEA Deans and Director's Meeting Margaret Wacker Jacksonville, FL 2007 Florida Pain Initiative Irene Owens Orlando, Fl 2007 Florida Pain Initiative Margaret Walker Orlando, Fl 2007 FNSA Annual Denise Chandler Orlando, FL 2007 FNSA Annual Barbara O'Neal Orlando, FL 2007 FNSA Annual Carolyn Matthews Orlando, FL 2007 FNSA Annual Cindy Griffin Orlando, FL 2007 FNSA Annual Colleen Carter Orlando, FL 2007 FNSA Annual Deborah Pate Orlando, FL 2007 FNSA Annual Delia Honeycutt Orlando, FL 2007 FNSA Annual Diane Litten Orlando, FL 2007 FNSA Annual Gerri Tulley Orlando, FL 2007 FNSA Annual Jeanette Adney Orlando, FL 2007 FNSA Annual Linda Paradise Orlando, FL 2007 FNSA Annual Margaret Wacker Orlando, FL 2007 FNSA Annual Marilee Elias Orlando, FL 2007 FNSA Annual Marilyn Cole Orlando, FL 2007 FNSA Annual Meredith Tittsworth Orlando, FL 2007 FNSA Annual Pilar Smith Orlando, FL 2007 FNSA Annual Robert Acuff Orlando, FL 2007 FNSA Annual Terry Aagaard Orlando, FL 2007 FNSA Annual Trisha Economidis Orlando, FL 2007 Nursing Program Review Page 110 of

111 Event Full Name Location Year itunesu Readiness Seminar Beth Hendrick Orlando, FL 2007 Laerdal Key West Simulation Conference Monica Schnitz Key West, FL 2007 Laerdal Simulation Training -SimBaby & SimMan Monica Schnitz Wappinger Fall, NY 2007 LSCC Adjunct Faculty Boot Camp Carolyn Matthews Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Cindy Griffin Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Deborah Pate Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Denise Chandler Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Irene Owens Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Jeanette Adney Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Jo Ann Newmons Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Maria Avans Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Marilee Elias Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Marilyn Cole Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Meredith Tittsworth Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Monica Schnitz Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Nicole Tinny Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Pilar Smith Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Robert Acuff Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Terry Aagaard Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Theresa Konieczny Leesburg, FL 2007 LSCC Adjunct Faculty Boot Camp Trisha Economidis Leesburg, FL 2007 Nursing 2007 Symposium Mary Dunlap Orlando, FL 2007 Pain Summit Annual Linda Paradise Orlando, FL 2007 Pain Summit Annual Margaret Wacker Orlando, FL 2007 Pain Summit Annual Marilee Elias Orlando, FL 2007 PCNA 13th Annual Symposium, Cardiovascular Risk Reduction Gerri Tulley Minneapolis, MN 2007 Seminole Community College Simulation Boot Camp Carolyn Matthews Sanford, FL 2007 Simulation as a Teaching Tool: Instructor Training Monica Schnitz Pensacola, FL 2007 Simulation Workshop Mary Dunlap Orlando, FL 2007 Summer Technology Training Cindy Griffin Leesburg, FL 2007 Summer Technology Training Delia Honeycutt Leesburg, FL 2007 Summer Technology Training Gerri Tulley Leesburg, FL 2007 Summer Technology Training Irene Owens Leesburg, FL 2007 Summer Technology Training Monica Schnitz Leesburg, FL 2007 Summer Technology Training Roxanne Riedy Leesburg, FL 2007 Nursing Program Review Page 111 of

112 Event Full Name Location Year Summer Technology Training Terry Aagaard Leesburg, FL 2007 Summer Technology Training Trisha Economidis Leesburg, FL 2007 Thompson/Delmar Nursing Forum Gerri Tulley Orlando, FL 2007 Tricks and Treats of Simulation Monica Schnitz Orlando, FL 2007 AALNC Annual Linda Paradise Tampa, FL 2008 AALNC Annual Margaret Wacker Tampa, FL 2008 American Association Legal Nurse Consultants Margaret Wacker Tampa, FL 2008 Boot Camp for New Nurse Educators Colleen Carter Albuquerque, NM 2008 Boot Camp for New Nurse Educators Deborah Pate Albuquerque, NM 2008 Boot Camp for New Nurse Educators Linda Paradise Albuquerque, NM 2008 Cardiovascular Disease Prevention - Annual Delia Honeycutt Coral Gables, FL 2008 Cardiovascular Disease Prevention - Annual Diane Litten Coral Gables, FL 2008 Cardiovascular Disease Prevention - Annual Gerri Tulley Coral Gables, FL 2008 Cardiovascular Disease Prevention - Annual Irene Owens Coral Gables, FL 2008 Cardiovascular Disease Prevention - Annual Margaret Wacker Coral Gables, FL 2008 Critical Thinking & Test Item Writing Colleen Carter Altamonte Springs, FL 2008 Critical Thinking & Test Item Writing Deborah Pate Altamonte Springs, FL 2008 Critical Thinking & Test Item Writing Irene Owens Altamonte Springs, FL 2008 Critical Thinking & Test Item Writing Linda Paradise Altamonte Springs, FL 2008 Critical Thinking & Test Item Writing Trisha Economidis Altamonte Springs, FL 2008 Curriculum Development Cindy Griffin Leesburg, FL 2008 Curriculum Development Gerri Tulley Leesburg, FL 2008 Curriculum Development Trisha Economidis Leesburg, FL 2008 Disaster Preparedness Gerri Tulley Leesburg, FL 2008 Disaster Preparedness Margaret Wacker Leesburg, FL 2008 FCNEA Deans and Director's Meeting Trisha Economidis Port St. Lucie, FL 2008 FCNEA Deans and Director's Meeting Margaret Wacker Port St. Lucie, FL 2008 FL Summit on Health Sciences Education Beth Hendrick Orlando, FL 2008 FL Summit on Health Sciences Colleen Carter Orlando, FL 2008 Nursing Program Review Page 112 of

113 Event Full Name Location Year Education FL Summit on Health Sciences Education Deborah Pate Orlando, FL 2008 FL Summit on Health Sciences Education Linda Paradise Orlando, FL 2008 FL Summit on Health Sciences Education Mary Dunlap Orlando, FL 2008 FL Summit on Health Sciences Education Meredith Tittsworth Orlando, FL 2008 FL Summit on Health Sciences Education Monica Schnitz Orlando, FL 2008 Florida Pain Initiative Margaret Wacker Orlando, FL 2008 FNSA Annual Mary Dunlap Daytona Beach, FL 2008 FNSA Annual Terry Aagaard Daytona Beach, FL 2008 FNSA Annual Trisha Economidis Daytona Beach, FL 2008 Nurse Educators Conference in the Rockies Cindy Griffin Breckenridge, CO 2008 Nurse Educators Conference in the Rockies Trisha Economidis Breckenridge, CO 2008 Nursing Forum Mary Dunlap Orlando, FL 2008 Advanced Practice Nursing Council - Annual Trisha Economidis Flagler - Volusia County, FL 2009 Advanced Practice Nursing Council - Annual Irene Owens Flagler - Volusia County, FL 2009 Boot Camp for Nurse Educators Mary Dunlap Washington, DC 2009 Boot Camp for Nurse Educators Marilee Elias Washington, DC 2009 Boot Camp for Nurse Educators Robyn Winship Washington, DC 2009 Boot Camp for Nurse Educators Barbara Oneal Washington, DC 2009 FNA Deans and Director's Conference Margaret Wacker St. Petersburg Beach, FL 2009 FNA Deans and Director's Conference Trisha Economidis St. Petersburg Beach, FL 2009 FNSA - Annual Terry Aagaard Daytona, FL 2009 FNSA - Annual Irene Owens Daytona, FL 2009 FNSA - Annual Deborah Pate Daytona, FL 2009 FNSA - Annual Roxanne Riedy Daytona, FL 2009 FNSA - Annual Monica Schnitz Daytona, FL 2009 FNSA - Annual Robyn Winship Daytona, FL 2009 FNSA - Annual Diane Litten Daytona, FL 2009 FNSA - Annual Marilee Elias Daytona, FL 2009 FNSA Pre-Convention Workshop Terry Aagaard Lakeland, FL 2009 Nursing Program Review Page 113 of

114 Event Full Name Location Year FNSA Pre-Convention Workshop Irene Owens Lakeland, FL 2009 Frontiers in Psychoneuroimmunology Trisha Economidis Tampa, FL 2009 Lupus Awareness - Annual Barbara Oneal Orlando, FL 2009 NCLEX Invitational Gerry Tulley Chicago, IL 2009 NLN Education Summit Diane Litten Philadelphia, PA 2009 Pain Summit - Annual Margaret Wacker Orlando, FL 2009 Pain Summit - Annual Irene Owens Orlando, FL 2009 Pri-Med Symposium Trisha Economidis Orlando, FL 2009 Pri-Med Symposium Gerry Tulley Orlando, FL 2009 The Center for Medical Simulation/Debriefing Terry Aagaard Leesburg, FL 2009 Cardiovascular Disease Prevention Diane Litten Coral Gables, FL 2010 Cardiovascular Disease Prevention Gerry Tulley Coral Gables, FL 2010 Chronic Pain Seminar Margaret Wacker Ocala, FL 2010 Chronic Pain Seminar Colleen Carter Ocala, FL 2010 Current Perspective in Oncology Nursing - Annual Nicole Tinny Tampa, FL 2010 Delmar Cengage Learning Nursing Forum Mary Dunlap Orlando, FL 2010 Delmar Cengage Learning Nursing Forum Colleen Carter Orlando, FL 2010 Developing your Emotional Intelligence Deborah Dunlap Gainesville, FL 2010 Drexel University Simulation in Healthcare Colleen Carter Fort Lauderdale, FL 2010 HPSN Annual Terry Aagaard Tampa, FL 2010 HPSN Annual Carolyn Matthews Tampa, FL 2010 HPSN Annual Monica Schnitz Tampa, FL 2010 Lupus Awareness - Annual Marilee Elias Orlando, FL 2010 Neuromuscular & Neurodegenerative Disorders Margaret Wacker Orlando, FL 2010 Neuromuscular & Neurodegenerative Disorders Mary Dunlap Orlando, FL 2010 Neuromuscular & Neurodegenerative Disorders Terry Aagaard Tampa, FL 2010 Neuromuscular & Neurodegenerative Disorders Trisha Economidis Orlando, FL 2010 Neuromuscular & Neurodegenerative Disorders Irene Owens Orlando, FL 2010 Neuromuscular & Neurodegenerative Disorders Deborah Pate Orlando, FL 2010 Neuromuscular & Neurodegenerative Gerry Tulley Orlando, FL 2010 Nursing Program Review Page 114 of

115 Event Full Name Location Year Disorders Neuromuscular & Neurodegenerative Disorders Robyn Winship Tampa, FL 2010 Neuromuscular & Neurodegenerative Disorders Jeanette Adney Tampa, FL 2010 Neuromuscular & Neurodegenerative Disorders Colleen Carter Orlando, FL 2010 Neuromuscular & Neurodegenerative Disorders Barbara Oneal Orlando, FL 2010 NLNAC Panel Margaret Wacker Atlanta, GA th Annual Pain Summit Margaret Wacker Orlando, FL th Annual Sunshine Conference Trisha Economidis Daytona Beach, FL th Annual Sunshine Conference Marilee Elias Daytona Beach, FL th Annual Sunshine Conference Cindy Griffin Daytona Beach, FL th Annual Sunshine Conference Carolyn Matthews Daytona Beach, FL th Annual Sunshine Conference Irene Owens Daytona Beach, FL th Annual Sunshine Conference Deborah Pate Daytona Beach, FL 2010 Advances in Pediatric Hematology/Oncology Nicole Tinny Orlando, FL 2010 Boot Camp for Educators Robert Acuff Albuquerque, NM 2010 Boot Camp for Educators Janna Wickham Albuquerque, NM 2010 Boot Camp for Educators Maria Avans Albuquerque, NM 2010 FCNEA Meeting Margaret Wacker Orlando, FL 2010 FCNEA Meeting Marilee Elias Orlando, FL 2010 FNSA Deborah Pate Daytona Beach, FL 2010 FNSA Janna Wickham Daytona Beach, FL 2010 FNSA Robyn Winship Orlando, FL 2010 Institute of Medicine Simulation Training Margaret Wacker Orlando, FL 2010 Institute of Medicine Simulation Training Robert Acuff Orlando, FL 2010 Institute of Medicine Simulation Training Mary Dunlap Orlando, FL 2010 Institute of Medicine Simulation Training Rebecca Dunning Orlando, FL 2010 Institute of Medicine Simulation Training Trisha Economidis Orlando, FL 2010 Institute of Medicine Simulation Training Marilee Elias Orlando, FL 2010 Institute of Medicine Simulation Training Diane Litten Orlando, FL 2010 Institute of Medicine Simulation Training Carolyn Matthews Orlando, FL 2010 Institute of Medicine Simulation Training Irene Owens Orlando, FL 2010 Institute of Medicine Simulation Training Deborah Pate Orlando, FL 2010 Institute of Medicine Simulation Training Roxanne Riedy Orlando, FL 2010 Institute of Medicine Simulation Training Nicole Tinny Orlando, FL 2010 Nursing Program Review Page 115 of

116 Event Full Name Location Year Institute of Medicine Simulation Training Janna Wickham Orlando, FL 2010 Institute of Medicine Simulation Training Robyn Winship Orlando, FL 2010 Institute of Medicine Simulation Training Marilyn Cole Orlando, FL 2010 Institute of Medicine Simulation Training Jo Ann Newmons Orlando, FL 2010 Institute of Medicine Simulation Training Barbara O'Neal Orlando, FL 2010 Institute of Medicine Simulation Training Pattie Roe Orlando, FL 2010 Institute of Medicine Simulation Training Sara Sladen Orlando, FL 2010 Institute of Medicine Simulation Training Pilar Smith Orlando, FL 2010 Institute of Medicine Simulation Training Meredith Tittsworth Orlando, FL 2010 National Organization for Associate Degree Nursing Trisha Economidis Atlanta, GA 2010 Nursing Perspective Maternal Child Health Robyn Winship Buford, GA 2010 Palliative/Hospice Care Nicole Tinny Orlando, FL 2010 Pediatric Emergencies Mary Dunlap Orlando, FL 2010 Pediatric Emergencies Nicole Tinny Orlando, FL 2010 Psychiatric Nursing Marilee Elias San Francisco, CA 2010 Specialty Conference for Primary Care - Cardiology Track Diane Litten Orlando, FL 2010 Specialty Conference for Primary Care - Cardiology Track Gerri Tulley Orlando, FL 2010 Strategies for Excellence in Stroke Care Mary Dunlap Orlando, FL 2010 Strategies for Excellence in Stroke Care Roxanne Riedy Orlando, FL 2010 Tobacco Summit Margaret Wacker Orlando, FL 2010 FNSA Irene Owens Daytona Beach, FL 2011 Geriatric Behaviors Rebecca Dunning Tampa, FL 2011 Institute of Medicine Simulation Training Jeanette Adney Orlando, FL 2011 MET/HPSN -- Annual Janna Wickham Tampa, FL 2011 NLN Faculty Leadership Conference Robyn Winship Chapel Hill, NC 2011 Nurse Educator Institute -- Annual Janna Wickham Branson, MO 2011 Psychiatric Nursing Trisha Economidis San Francisco, CA 2011 Safe Patient Handling & Movement -- Annual Robyn Winship Lake Buena Vista, FL 2011 Simulation Conference for Health Professionals Robert Acuff Orlando, FL 2011 Simulation, Nursing and Health Florida Communities Margaret Wacker Orlando, FL 2011 Simulation, Nursing and Health Florida Communities Robert Acuff Orlando, FL 2011 Nursing Program Review Page 116 of

117 3.4 Faculty Evaluation Process Nursing faculty complete an LSCC self-evaluation form on the following categories: teaching excellence, service to the college and community, and professional growth annually. In addition, nursing faculty is given a copy of the NLN Eight Competencies for the Nurse Educator and is asked to self-evaluate according to these eight competencies. A copy of the NLN Eight Competencies for the Nurse Educator is included in Appendix D. Nursing faculty is evaluated by students in the classroom and the clinical setting. Student classroom evaluations are done at least one semester in an academic year, however, may also be done both semesters. Evaluations of faculty by students for clinical courses are done each semester. Annual contract faculty participates in an instructional observation every year conducted by the department chair and continuing contract faculty at least every three years. The nursing department utilizes the LSCC faculty evaluation tool. The department chair reviews the faculty self-evaluation, student evaluations, instructional observation (if applicable), and rates performance of the faculty. The department chair then meets with the faculty member for a formal performance review and the completed evaluation is signed by the faculty and department chair. All evaluations are then reviewed by the director of the nursing department. The signed evaluations are submitted to Human Resources to be filed in the faculty s permanent record. The nursing department assigns a full-time faculty member to mentor faculty adjuncts hired to teach in clinical areas. Mentors are encouraged to observe clinical teaching and meet with the adjunct to review informal clinical observation notes, request the adjunct observe instruction of full-time faculty, and utilize additional resources to enhance their teaching in the clinical areas. Adjunct faculty hired to teach in the classroom setting and clinical areas will be observed by the department chair or other assigned administrator while conducting classes or clinical. Adjuncts teaching courses for the first time will be observed and continuing adjuncts with proven success will be observed periodically but no less than once every year. Adjuncts may also be observed for evaluation at any time at the discretion of the director of nursing or department chair, and may be observed by the full-time faculty member for the purpose of improving effectiveness of the instructional process or other assistance. Faculty adjuncts performing in the clinical areas are evaluated by students each semester. These evaluations are done on-line via, the Class Climate Survey Software Program. These are reviewed by the director and department chair. They are reviewed with the adjuncts at their performance evaluation. Criteria measured during adjunct faculty classroom and clinical observations include: professional knowledge, instructional planning, communication skills and instructional management. The nursing department utilizes the College wide assessment tool. Student Nursing Program Review Page 117 of

118 feedback forms for each course are provided to the adjunct in summary form and will be discussed with the supervisor at which time any concerns will be addressed. Nursing Program Review Page 118 of

119 IV. Student Data 4.1 Enrollment Figure 4.1 illustrates the number of students enrolled in the nursing program over the last five years. The General and Bridge Track are indicated separately. The numbers reflect all students enrolled in the nursing program in the fall of each year. The FBON granted approval of 120 seats to the Nursing Program in The Nursing Program Director can allocate those seats for both programs. The Nursing Program is currently not using 24 available seats. Full seating was implemented in fall, 2007, due to the encouragement of hospital and College administration for program expansion. Ninety-six students were enrolled into the General Track, and 24 students were enrolled into the Bridge Track. The Nursing Program experienced difficulty placing the large number of students into available clinical facilities. The following year, 2008, the Nursing Program reduced enrollment to 72 General Track students. The Bridge Track was temporarily suspended 2008 to 2009 to redesign the curriculum and develop a separate track for Bridge students. The new Bridge Track was initiated fall, As illustrated in figure 4.1, during fall 2009 and 2010, the Bridge Track filled 18 and 17 of 24 available seats. Fall, 2011 there were more applications than the number of seats available. The numbers represented in Figure 4.1 are taken from Banner s statistics. In reviewing Banner s data and comparing it to the database kept by the nursing department, it was noted there were some discrepancies, however, through careful comparisons of both Banner and the nursing database most differences were able to be corrected allowing for the presentation of accurate data. As a result of this program review process, the nursing department will collect data differently for better correlation with Banner s statistics for future program reviews. In addition, we will be working with the Registrar to ensure that students are coded correctly and differently in Banner when they graduate or leave the nursing program. Currently students are always coded as nursing students; if they have graduated and/or return for other course work or leave the program prior to graduation they continue to be aggregated in Banner. Nursing Program Review Page 119 of

120 Figure 4.1: Fall Enrollment LSCC Nursing Program Fall Enrollment Number of Students Enrolled Fall 06 Fall 07 Fall 08 Fall 09 Fall 10 Fall 11 Term Bridge General Table 4.1 illustrates the high percentage of female students to male students enrolled in the general program at LSCC. The Department of Health and Human Services (DHHS), Office of Minority Health, (2009), provides gender and race data of working registered nurses in the United States. Enrolled student nurse data on gender and race in Florida or the United States is not currently available; therefore, the statistics used for comparison are from working registered nurses data. DHHS Office of Minority Health in 2009 found that 5.8% of the total nursing population was male nurses. LSCC enrolled a total of 13.4% male students from fall 2006 to fall 2010 (Table 4.3). This is above the nationwide average of working male nurses. Due to the geographic location of LSCC we enroll a higher percentage of white students. DHHS, Office of Minority Health, also reported that registered nurses in the United States are the following: 4.2% African American, 3.1% Asian, Native Hawaiian, or Pacific Islander, and 1.7% Hispanic. LSCC s nursing department enrolled above the national average for all of these ethnic groups during fall 2006 to fall Table 4.1 also illustrates the average ages of students enrolled into the general nursing program from fall 2006 to fall Note that during the years of the highest number of students enrolled was within the age range of years of age. In 2009 the highest group was years of age, and in 2010 the age range was years of age. It is difficult to determine if there is significance to this change in younger students enrolling into the nursing program. Further analysis could be done to determine if variables may affect retention overall. Nursing Program Review Page 120 of

121 Table 4.1 General Program Gender, Ethnicity, Age Distribution General Program Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Gender Distribution of Enrolled Students Female 113 (91.1%) 128 (88.9%) 143 (87.2%) 125 (82.2%) 110 (84.0%) Male 11 (8.9%) 16 (11.1%) 21 (12.8%) 27 (17.8%) 21 (16.0%) Ethnicity Distribution of Enrolled Students White 104 (83.9%) 120 (83.3%) 132 (80.5%) 127 (83.6%) 111 (84.7%) Black 10 (8.1%) 8 (5.5%) 8 (4.9%) 10 (6.6%) 5 (3.8%) Hispanic 8 (6.4%) 13 (9.0%) 17 (10.4%) 8 (5.3%) 4 (3.0%) Other/Unknown 2 (1.6%) 3 (2.1%) 7 (4.3%) 7 (4.6%) 11 (8.4%) Age Distribution of Enrolled Students (22.6%) 35 (24.3%) 43 (26.2%) 42 (27.6%) 42 (32.1%) (25.8%) 37 (25.7%) 41 (25.0%) 46 (30.3%) 32 (24.4%) (35.5%) 47 (32.6%) 51 (31.1%) 35 (23.0%) 31 (23.7%) (12.9%) 22 (15.3%) 27 (16.5%) 21 (13.8%) 20 (15.3%) (3.2%) 3 (2.1%) 2 (1.2%) 8 (5.3%) 6 (4.6%) Total Enrolled Table 4.2 illustrates the gender, ethnicity, and age distributions of students enrolled into the Bridge Track over the last five years. As illustrated with the General Track there are a higher percentage of females to males enrolled. The highest ethnic population enrolled is White that correlates with the General Track as well. The age distribution for 2006 shows the largest group being equally and Additionally, 2007 s largest group was years of age, and 2009 had an equal distribution among the ages of and years of age. The largest group was years of age in Table 4.2 Bridge Program Gender, Ethnicity, Age Distribution Bridge Program Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Gender Distribution of Enrolled Students Female 9 (69.2%) 20 (83.3%) 3 (100%) 15 (83.3%) 15 (88.2%) Male 4 (30.8%) 4 (16.7%) (16.7%) 2 (11.8%) Ethnicity Distribution of Enrolled Students White 8 (61.5%) 16 (66.7%) 2 (66.7%) 13 (72.2%) 16 (94.1%) Black 4 (30.8%) 4 (16.7%) 1 (33.3%) 3 (16.7%) Hispanic (12.5%) (5.6%) 1 (5.9%) Other/Unknown 1 (7.7%) 1 (4.2%) (5.6%) Age Distribution of Enrolled Students (7.7%) (5.6%) (7.7%) 9 (37.5%) 2 (66.7%) 7 (38.9%) 8 (47.1%) (30.8%) 12 (50.0%) 1 (33.3%) 7 (38.9%) 2 (11.8%) (30.8%) 3 (12.5%) (11.1%) 7 (41.2%) (23.1%) (5.6%) Total Enrolled Nursing Program Review Page 121 of

122 Table 4.3 illustrates a compilation of data from Table s 4.1 and 4.2 with all data for gender, ethnicity, and age of enrolled students in both the Bridge and General program over a five year period. Table 4.3 General and Bridge Tracks: Gender, Ethnicity, Age Distribution Enrolled* Students over five year period (fall 2006-summer 2011) Bridge General Total Gender of Enrolled Students Female 83 (82.2%) 400 (86.6%) 483 (85.8%) Male 18 (17.8%) 62 (13.4%) 80 (14.2%) Ethnicity of Enrolled Students White 76 (75.2%) 374 (81.7%) 450 (79.9%) Black 14 (13.9%) 30 (6.6%) 44 (7.8%) Hispanic 8 (7.9%) 31 (6.8%) 39 (6.9%) Other/Unknown 3 (3.0%) 27 (5.0%) 30 (5.3%) Age of Enrolled Students 22 or younger 7 (6.9%) 137 (29.6%) 144 (25.6%) (26.7%) 109 (23.6%) 136 (24.2%) (35.6%) 129 (27.9%) 165 (29.3%) (23.8%) 75 (16.2%) 99 (17.6%) (6.9%) 12 (2.6%) 19 (3.4%) Total *Unduplicated count of students over five-year period. 4.2 Graduates Figure 4.2 illustrates the total number of nursing graduates in the General and Bridge Tracks from to These data were also compiled from Banner and then compared to a database maintained by the nursing department. It was found to be fairly accurate. The small differences have been corrected to reflect an accurate picture of the nursing graduates. As stated previously, the Bridge Track was suspended which reflects the small number of graduates in In fall, 2007 the General Track enrolled 92 students compared to the usual 72 accounting for the higher number of graduates seen in Nursing Program Review Page 122 of

123 Figure 4.2 General and Bridge Graduates to LSCC Nursing Program Graduates Number of Students Enrolled Academic Year Bridge General Table 4.4 demonstrates the gender, ethnicity, and age distribution of graduates over the last five years. Table 4.4 General and Bridge Program Gender, Ethnicity, Age Distribution Student Graduates Fall 2006 summer 2011 Bridge General Total Gender of Graduates Female 53 (81.5%) 249 (88.0%) 302 (86.8%) Male 12 (18.5%) 34 (12.0%) 46 (13.2%) Ethnicity of Graduates White 49 (75.4%) 240 (84.8%) 289 (83.0%) Black 8 (12.3%) 17 (6.0%) 25 (7.2%) Hispanic 5 (7.7%) 19 (6.7%) 24 (6.9%) Other/Unknown 3 (4.6%) 7 (2.5%) 10 (2.9%) Age of Graduates 22 or younger 1 (1.5%) 46 (16.2%) 47 (13.5%) (32.3%) 90 (31.8%) 111 (31.9%) (32.3%) 89 (31.4%) 110 (31.6%) (29.2%) 48 (17.0%) 67 (19.2%) (4.6%) 10 (3.5%) 13 (3.7%) Total Nursing Program Review Page 123 of

124 4.3 Retention Table 4.5 and 4.6 illustrate retention for the General and Bridge Track from fall 2006 to fall The data reflect retention after one and two years. The data was obtained from Banner. It was compared with the nursing program database for accuracy. There were several discrepancies noted. After careful analysis of both the nursing program database and Banner the data presented here is accurate to the best of our ability. Due to the differences in data, future program reviews should consider the use of an Excel file to track these numbers. Table 4.7 is from the Office of Program Policy Analysis & Government Accountability, (OPPAGA), published May 2011; Report No includes data on Florida nursing education programs retention rate from 2008 to Comparing LSCC s general program retention rates after one year with Florida s nursing school retention rates in 2008 to 2009, LSCC s retention rate was 12% higher and 4% higher in There was a drop below the state s retention rate by 3% in 2009 to The LSCC Bridge Track for and is 8% above the State retention rates. Table 4.5 Term Began Number Starting Program (1 st Attempt) # and % Retained Following Fall General Track (Two-Year Program) Total # and % # and % Completed(after 3 Completed on years) as of Spring Time 2012 Fall % 36 60% 41 68% Fall % 69 76% 77 85% Fall % 58 85% 60 88% Fall % 51 72% 59 83% Fall % 56 80% Readmitted students should graduate Spring 2013 Five-Year Total % % 237* 82% * Represents a four-year total. Nursing Program Review Page 124 of

125 Table 4.6: Bridge Track (Three-Semester Program Summer, Fall, and Spring) Term Began Number Starting Program (1 st Attempt) # and % Retained 2 nd Semester (fall) # and % Completed on Time Total # and % Completed(after 2 years) as of Spring 2012 Summer % 9 75% 10 83% Summer % 19 90% % Summer 2008 Track did not run Summer % 16 84% 16 84% Summer % 17 89% 17 89% Summer % 20 87% Readmitted students should graduate Spring 2013 Five-Year Total % 81 86% 64* 90% * Represents a four-year total. Table 4.7 Florida Nursing Education Programs Office of Program Policy Analysis and Government Accountability Nursing Program Review Page 125 of