Annual Academic Assessment Report Cover Sheet Assessment reports are due December 16, to: Program Information:

Transcription

1 Office of Academic Assessment Annual Academic Assessment Report Cover Sheet Assessment reports are due December 16, to: Program Information: Program Assessed Department College Doctor of Nursing Practice Nursing Division of Health Sciences Department Chair Assessment Coordinator Dr. Rebecca Benfield, Associate Dean, Academic Affairs Date Submitted December 16, 2015 Contact Person for This Report Name Dr. Carolyn E. Sabo, DNP Coordinator Phone A. Learning Outcomes: 1. Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. 2. Take leadership roles in the analysis, delivery, and management of nursing care and health care systems. 3. Provide evidence-based practice through the application of analytical methods, information systems technology, and clinical research. 4. Collaborate with interprofessional teams to meet the healthcare needs of culturally and ethnically diverse individuals and populations. 5. Act as change agent, leader, and advocate in the design, implementation, and evaluation of health care policy as it affects populations and the nursing profession. B. Learning Outcome Assessed: 10/2014 1

2 Office of Academic Assessment 1. Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. C. Learning Outcome Assessment Plan: Learning Outcome 1 was intended to be assessed based on the evaluation criteria identified below, and performed on students admitted to the new UNLV DNP program. The first group of students were anticipated to be admitted into the new UNLV DNP program in fall 2015 and assessment of these students would have begun at that time. However, the implementation of the new program is now scheduled for fall 2016 and assessment of these students will be delayed accordingly. Students currently enrolled in UNLV courses in the UNDNP program, assessment based on these same four criteria for Learning Outcome 1 elicited the following outcomes: a. Ninety percent of students successfully pass (grade of B or better) courses identified in the curriculum map as applicable to this student learning outcome. Assessment: Criteria MET. b. Graduates professional performance will be elicited from employers based on employment information provided by the graduates. Assessment: Criteria NOT MET. Employment data was requested from all UNLV graduates of the UNDNP program (see below). Specific information from employers was not obtained. Graduates and employer data will be obtained from graduates of the new UNLV DNP program on graduation of the first cohort of students. c. Students will complete the final course in the DNP Program culminating with the successful defense of a DNP Project and paper (NURS 788). Assessment: Criteria MET. All students (N=7) who defended (oral and written) his/her DNP Project as a part of the NURS 788 course were successful in their attempt. Committee member s evaluations indicated that five students were rated as Pass and two students were rated as Exemplary in all criteria of both the written and oral portions of the defense with the exception of four students who were rated as Exemplary in the criteria, Give meaning to the data. 10/2014 2

3 Office of Academic Assessment d. Students will successfully complete (80%) NURS 765 Residency and NURS 768 DNP Forum and Roles, demonstrating knowledge and skills of an advanced practice, DNP educated nurse. Assessment: Criteria MET. Only one student was unsuccessful in her attempt to pass NURS 788 and has since been separated from the DNP program by the Graduate College. A total of six students graduating in 2015 from the UNDNP program completed a graduate student exit survey developed by faculty from the program. For the five UNDNP Program Outcomes, all students rated each of the outcomes as either Met or Strongly Met. Separate questions sought information on the graduates satisfaction with the program by asking the graduates to rate his/her preparation for advanced clinical practice and leadership roles to serve the health care needs of the people of: 1) your home community (mean 5.0/5); Nevada (mean 4.83/5); the nation (mean 4.675), the international community (mean 4.17/5), and the professional community (mean 4.67/5). Eighty-three percent of graduates indicated that they would advise other students to attend the UNDNP program. The ratings are consistent with ratings graduates gave on exit interviews in prior years. Faculty discuss these data in the spring semester of each new year to contribute to the ongoing assessment as to whether any changes in the program or individual courses should be considered In response to Learning Outcome 1, criteria b above and to gain more understanding of graduates of the UNDNP program and the role the DNP degree has played in post-graduation employment opportunities, an online survey of all UNLV graduates of the UNDNP program (since inception) was completed in October, A response rate of 11 of 26 possible graduates was realized. Data of interest to this assessment include: 7 of 11 graduates have changed employment status since completing the DNP degree and 50% of those changes were possible because of earning the degree, with one other graduate being offered a change in employment, which was declined; one student is considering a change in employment, but is unsure if the offer is dependent on having earned the DNP degree; and two graduates are considering the DNP to PhD bridge program. As a part of the assessment process for the original UNDNP program (currently closed to new admits and being phased out), a Continuous Improvement Assessment Report (CIPR) was submitted to the program and discipline s accrediting body, Commission on Collegiate Nursing Education (CCNE), in June 2015 with additional addenda provided as recently as October The CIPR report is attached as Addendum A in an effort to provide a cumulative assessment of the UNDNP program for the previous three years. 10/2014 3

4 Office of Academic Assessment Application of Assessment Information: Assessment efforts required to prepare the CIPR, review of multiple BSN to DNP programs nationally, regular discussions about student progress and curriculum evaluation at DNP faculty meetings allow for ongoing assessment of the program and appropriate course and content modification. Further, faculty and (2015) UNDNP Advisory Board meetings have allowed for assessment of current and future advanced practice nursing needs of the Las Vegas area, the state of Nevada, and the region. These discussions lead to the development of the new UNLV BSN to DNP and post-masters DNP program curricula and the three focus tracks to be implemented in fall 2016, specifically: Advanced Practice (Family Nurse Practitioner [FNP]), Academic Leadership, and Nurse Executive. Two tracks (Advanced Practice, FNP) and Academic Leadership have been approved by the School of Nursing faculty, appropriate Graduate College Councils, and the NSHE Board of Regents in The third track (Nurse Executive) has been approved by the SON faculty and will be submitted to the necessary Graduate College Councils in spring It should be noted that all future assessments will be of the UNLV DNP program and will not include evaluative information from the UNDNP program or students currently being phased out. Addendum A: 2015 CIPR Report CIPR- U of NV Collaborative DNP Pro 10/2014 4

5 Continuous Improvement Progress Report (CIPR) Program Information Form Baccalaureate & Graduate Nursing Programs General Information Official Name of Institution: University of Nevada, Reno Type of Institution (check one): public private, secular private, religious proprietary Institution s Carnegie Classification: Research High Chief Executive Officer of Institution (Full Name and Title): Marc Johnson, President Chief Executive Officer of Institution s address: marc@unr.edu Official Name of Nursing Unit: Orvis School of Nursing Chief Nurse Administrator (Full Name, Title and Credentials): Patsy L. Ruchala, DNSc, RN, Director Address: University of Nevada, Reno Orvis School of Nursing MS N. Virginia St. City: Reno State: NV Zip Code: Phone: (775) Fax: (775) address: pruchala@unr.edu Web site address (URL) of institution: Web site address (URL) of nursing unit: Web site address (URL) of institution s catalog (if available electronically): Web site address (URL) of nursing student handbook (if available electronically): Check here to verify that the Chief Nurse Administrator, identified above, has approved this completed form and confirms its contents as of May 21, (Date) 1

6 Accreditation and Approval Institutional Accreditation Institutional Accreditor (identify agency name) Northwest Commission on Colleges and Universities (NWCCU) Last Review (year or N/A) Current Status (e.g., full accreditation, probation, warning, show cause) 2014 Full accreditation If the current accreditation status of the institution is anything other than full accreditation (e.g., probation, warning, show cause, or other equivalent status), please attach a copy of the institutional accrediting agency s most recent accreditation action letter to this form. Also provide (below) an explanation of the institution s current accreditation status and how the nursing unit is impacted and/or implicated, if at all: Specialized Accreditation Specialized Accreditor Council on Accreditation of Nurse Anesthesia Educational Programs Accreditation Commission for Midwifery Education Commission on Collegiate Nursing Education Last Review (year or N/A) Master s Degree Program N/A Doctoral Degree Program N/A Post-Graduate Nurse Anesthesia Certificate Program N/A Master s Degree Program N/A Doctoral Degree Program N/A Post-Graduate Nurse- Midwifery Certificate Program N/A Baccalaureate Degree Program 2011 Master s Degree Program 2011 Doctor of Nursing Practice 2012 Post-Graduate APRN Certificate Program Current Status (e.g., full accreditation, probation, warning, show cause, N/A) Master s Degree Program N/A Doctoral Degree Program N/A Post-Graduate Nurse Anesthesia Certificate Program N/A Master s Degree Program N/A Doctoral Degree Program N/A Post-Graduate Nurse- Midwifery Certificate Program N/A Baccalaureate Degree Program Full Accreditation Master s Degree Program Full Accreditation Doctor of Nursing Practice Full Accreditation Post-Graduate APRN Certificate Program 2

7 Accreditation Commission for Education in Nursing (ACEN, formerly NLNAC) Baccalaureate Degree Program N/A Master s Degree Program N/A Doctor of Nursing Practice N/A Post-Graduate Certificate Program N/A Baccalaureate Degree Program N/A Master s Degree Program N/A Doctor of Nursing Practice N/A Post-Graduate Certificate Program N/A If the current accreditation status of a nursing program is anything other than full accreditation (e.g., probation, warning, show cause, or other equivalent status), please attach a copy of the accrediting agency s most recent accreditation action letter to this form. Also provide (below) an explanation of the program s current accreditation status and what specific deficiencies were noted: State Board of Nursing Approval Name of applicable state board of nursing: Nevada State Board of Nursing Nursing Program Last Review (year or N/A) Baccalaureate Degree Program 2015 Full approval Master s Degree Program N/A N/A Doctor of Nursing Practice Program N/A N/A Post-Graduate APRN Certificate Program N/A N/A Current Status (e.g., full approval/ recognition/accreditation, probation, warning, show cause, N/A) If the current approval/recognition/accreditation status of the program is anything other than full approval/recognition/accreditation (e.g., probation, warning, show cause, or other equivalent status), please attach a copy of the board of nursing s most recent action to this form. Also provide (below) a brief explanation of the current status of the program with regard to the state board of nursing and what specific deficiencies were noted: 3

8 Nursing Program Information Degree Programs Offered (Student Data) Regardless of whether the program is under review, please identify all baccalaureate, master s, and Doctor of Nursing Practice tracks offered by the nursing unit. For each track, list current enrollment data, as well graduation data for the previous academic year. For the baccalaureate program, include only nursing students (not pre-nursing students). Nursing Degree Program (identify all tracks) Month*/Year Track Became Operational Number of Students Enrolled Baccalaureate Degree Generic/Traditional/Pre-licensure RN-BSN/Post-licensure Second Career/Fast Track/Accelerated Other (specify) Totals: Master s Degree (Identify all tracks offered) Family Nurse Practitioner Nurse Educator Clinical Nurse Leader Adult/Gerontology Acute Care Nurse Practitioner August N/A Number of Graduates Totals: Doctor of Nursing Practice (Identify all tracks/majors offered and indicate whether post-baccalaureate or post-master s) Post-Master s Nurse Executive Track Post-Master s Advanced Practice Track Totals:

9 *Month needs to be identified only if the track began operation in the current or past two calendar years. Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the overall baccalaureate degree program in nursing? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the overall master s degree program in nursing? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the overall Doctor of Nursing Practice program in nursing? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Identify any doctoral degree programs (other than the Doctor of Nursing Practice program) offered by the nursing unit, e.g., PhD or DNSc (note that research doctorates are not eligible for CCNE accreditation): N/A for UNR Identify any joint degree programs in nursing offered with any other unit at the institution (e.g., MSN/MPH, MSN/MSW): MSN/MPH Post-Graduate APRN Certificate Programs (Student Data) Regardless of whether the program is under review, please identify all post-graduate APRN certificate program tracks offered by the nursing unit. For each track, include role and population focus, student enrollment data, and whether the track is also offered as a track in the graduate degree program (master s and/or DNP). List each track (role and population focus) in the post-graduate APRN certificate program (e.g., postmaster's FNP certificate, postmaster's community health CNS certificate). Post-Master s Family Nurse Practitioner (FNP) Certificate Post-Master s Adult/Gerontology Acute Care Nurse Practitioner (AGACNP) Certificate Current Number of Students Enrolled in Each Track 3 Yes 0 Yes Identify whether each track in the postgraduate APRN certificate program is also offered as a track in the graduate degree program (e.g., type Yes if there is an FNP certificate track and also an FNP track in the master's degree and/or DNP program). 5

10 Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the post-graduate APRN certificate programs? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Identify any post-graduate certificate programs that are offered by the nursing unit that do not prepare APRNs, e.g., a certificate in nursing education or nursing administration (note that such certificate programs are not eligible for CCNE accreditation): Post-Master s Clinical Nurse Leader Certificate Post-Master s Nurse Educator Certificate NCLEX-RN Pass Rates Please identify the NCLEX-RN pass rate for each campus/site and track for each of the three most recent calendar years (January 1-December 31)* Track Campus/ Site Year Number of Students Taking NCLEX-RN for 1st Time NCLEX-RN Pass Rate for 1st Time Test Takers BSN UNR % 93.61% BSN UNR % 89.32% BSN UNR % 94.68% NCLEX-RN Pass Rate for All Test Takers *If data from all three years are not available due to the newness of the program, report the data that are available. Certification Pass Rates Please identify the certification pass rate for each examination for which the program prepares graduates, for each of the three most recent calendar years (January 1-December 31)* Year Certification Certification Exam Number Taking Certification Pass Rate Organization (by population focus area) Exam 2011 ANCC FNP % 2012 ANCC FNP % 2012 AANP FNP 2 100% 2013 ANCC FNP 1 100% 2013 AANP FNP 10 90% 2014 ANCC FNP % *If data from all three years are not available due to the newness of the program, report the data that are available. 6

11 Program Completion and Employment Data Baccalaureate Program (for the three most recent calendar years): Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated 2012 Spring/Fall % 98.94% 2013 Spring/Fall % 100% 2014 Spring/Fall % 97.85% + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: Graduation rate is within 1.5 of program length. BSN program is 16 months full-time only, so graduation rate is percentage of admits graduating within 2 years of initial admission to the BSN program. Master s Program (for the three most recent calendar years): Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated * 74.19% 100% * 58.62% 100% * 67.64% 100% + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: *Completion rates are calculated by dividing the cumulative number graduated within 6 years of admission to the MSN program by the number admitted during the term/year of admission. As students from the term/year of admission continue to graduate within the 6-year limit imposed by the UNR Graduate School, completion rates are recalculated. For example, students admitted in 2012 who are matriculating part-time have until 2018 to complete their program of study within the 6-year limit. Doctor of Nursing Practice Program (for the three most recent calendar years): Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated % 100% % 100% % 100% + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: Completion Rate is calculated by dividing the number of students in the cohort who graduated by the sum of the number of students in cohort who either graduated or dropped for reasons other than those stated in the list above (i.e., failed or who just quit the program without giving a reason.) Students from the original cohort who are still matriculating are not included in determining the completion rate until they have graduated or if they drop from the program. At that time, an updated completion rate for the cohort is calculated. 7

12 Post-Graduate APRN Certificate Programs (for the three most recent calendar years): Track Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated % 100% & % 100% & % 100% + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: *Completion rates are calculated by dividing the cumulative number graduated within the two to four semester timeframe after admission, depending upon the specialty area. 8

13 Nursing Program Faculty CCNE recognizes that faculty may teach across program levels. Nonetheless, please estimate the faculty fulltime-equivalent by program level for the academic year in which this form is submitted. Identify the number (headcount) of faculty currently devoted to the nursing unit: Number Full-Time Number Part-Time Total Number of Faculty Identify the faculty full-time-equivalent (FTE) currently devoted to the baccalaureate degree program: Full-Time FTE Part-Time FTE Total Faculty FTE Identify the faculty full-time-equivalent (FTE) currently devoted to the master s degree program: Full-Time FTE Part-Time FTE Total Faculty FTE Identify the faculty full-time-equivalent (FTE) currently devoted to the Doctor of Nursing Practice program: Full-Time FTE Part-Time FTE Total Faculty FTE 1 2 3** **See UNLV document for additional faculty with time (FTE) devoted to the collaborative DNP program. Identify the faculty full-time-equivalent (FTE) currently devoted to the post-graduate APRN certificate program: Full-Time FTE Part-Time FTE Total Faculty FTE

14 Additional Campuses/Sites Identify any additional campuses/sites where the nursing degree/certificate program is offered (within the United States and/or internationally), the distance from the main campus (unless outside the United States), the average number of nursing students currently enrolled at each location, and the programs offered at each location. Campus/Site (City, State/Country) Distance From Main Campus (in miles) Number of Students Enrolled Programs Offered (check all that apply) Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Please provide a brief description of any nursing degree/certificate program that is offered at a campus/site located outside of the United States: 10

15 Professional Nursing Standards and Guidelines Baccalaureate Program: Identify the professional nursing standards/guidelines that are used by the baccalaureate program (note different dates of documents): The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) yes no not applicable (no baccalaureate offerings) Other (please specify): ANA Nursing Professional Development: Scope and Standards of Practice (ANA, 2010) Essentials of Psychiatric Mental Health Nursing in the BSN Curriculum (ISPN & APNA, 2008) Essentials of Baccalaureate Nursing Education for Entry Level Community Health Nursing Practice (ACHNE, 2003) The Nevada Nurse Practice Act Master s Program: Identify the professional nursing standards/guidelines that are used by the master s program: The Essentials of Master s Education in Nursing (AACN, 2011) yes no not applicable (no master s offerings) Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012) yes no not applicable (no nurse practitioner offerings) Other (please specify): Adult/Gerontological Acute Care NP Track: Nurse Practitioner Core Competencies Content (NONPF, 2014) Clinical Nurse Leader Track: AACN White Paper on the Education and Role of the Clinical Nurse Leader (AACN, 2007) Competencies and Curricular Expectations for Clinical Nurse Leader: Education and Practice (AACN, 2013) Family Nurse Practitioner NP Track: Nurse Practitioner Core Competencies Content (NONPF, 2014) Nurse Educator Track: ANA Nursing Professional Development: Scope and Standards of Practice (ANA, 2010) Doctor of Nursing Practice Program: Identify the professional nursing standards/guidelines that are used by the Doctor of Nursing Practice program: The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) yes no not applicable (no DNP offerings) Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012) yes no not applicable (no nurse practitioner offerings) The UNDNP program has a post-master s Advanced Practice track, so APRN students have completed an APRN education program and are already certified in their areas of APRN specialty. Other (please specify): 11

16 Post-Graduate APRN Certificate Program: Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012) yes no not applicable (no nurse practitioner offerings) Other (please specify): Nurse Practitioner Core Competencies Content (NONPF, 2014) Distance Education The Commission utilizes the definition of distance education established in the Higher Education Opportunity Act of 2008, as follows: (A) Education that uses one or more of the technologies described in subparagraph (B) (i) to deliver instruction to students who are separated from the instructor; and (ii) to support regular and substantive interaction between the students and the instructor, synchronously or asynchronously. (B) INCLUSIONS. For the purposes of subparagraph (A), the technologies used may include (i) the Internet; (ii) one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; (iii) audio conferencing; or (iv) video cassettes, DVDs, and CD ROMs, if the cassettes, DVDs, or CD ROMs are used in a course in conjunction with any of the technologies listed in clauses (i) through (iii). The Higher Education Opportunity Act of 2008, Pub. L. No , 103(a)(19) Does the nursing unit currently offer curricula (or any part thereof) via distance education, as defined above? Baccalaureate Degree Program (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings at the baccalaureate level: The entry-level BSN program does not offer its curriculum online. The didactic courses for the RN to BSN program are offered totally online via Blackboard. Students conduct their projects/practica in the local area with online supervision by RN to BSN program faculty. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes for the RN to BSN program only no Master s Degree Program (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings at the master s level: Three courses in the MSN degree program are offered totally online, with the remainder of the courses offered via a hybrid format. Hybrid courses are courses in which at least 50% of the course is offered online. Students perform practica/practice teaching in sites local to their respective home areas. Part of the on-site course meetings for the hybrid courses include on-campus meetings for advanced health assessment skills. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Doctor of Nursing Practice Program (check one): yes no not applicable 12

17 If yes, please provide a brief (one paragraph) description of the distance learning offerings in the Doctor of Nursing Practice program: The University of Nevada Doctor of Nursing Practice (UNDNP) program is a collaborative program between the University of Nevada, Reno and the University of Nevada, Las Vegas Schools of Nursing. It is a postmaster s program with courses offered totally online. Two tracks, advanced practice and nurse executive, are offered. Students come to the respective campus through which they are admitted for orientations, proposal defenses and final capstone/project defenses. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Post-Graduate APRN Certificate Program (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings in the postgraduate APRN certificate program: Courses taught in the post-master s APRN certificate tracks are some of the same courses that are required for the respective track in the MSN program. Therefore, the description of distance learning offerings for the post-msn APRN certificate programs is exactly as described for the MSN distance learning offerings. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Amended January

18 Continuous Improvement Progress Report (CIPR) Program Information Form Baccalaureate & Graduate Nursing Programs General Information Official Name of Institution: University of Nevada, Las Vegas Type of Institution (check one): public private, secular private, religious proprietary Institution s Carnegie Classification: DOCTORAL RESEARCH UNIVERSITY/EXTENSIVE/HIGH RESEARCH Chief Executive Officer of Institution (Full Name and Title): Dr. Leonard Jessup, President Chief Executive Officer of Institution s address: len.jessup@unlv.edu Official Name of Nursing Unit: UNLV School of Nursing Chief Nurse Administrator (Full Name, Title and Credentials): Carolyn Yucha, RN, PhD, FAAN, CNE, Dean, School of Nursing Address: 4505 S. Maryland Pkwy, Box City: Las Vegas State: NV Zip Code: Phone: Fax: address: Carolyn.Yucha@unlv.edu Web site address (URL) of institution: Web site address (URL) of nursing unit: Web site address (URL) of institution s catalog (if available electronically): Web site address (URL) of nursing student handbook (if available electronically): Check here to verify that the Chief Nurse Administrator, identified above, has approved this completed form and confirms its contents as of 5/20/2015. (Date) 1

19 Accreditation and Approval Institutional Accreditation Institutional Accreditor (identify agency name) Northwest Commission on Colleges and Universities (NWCCU) Last Review (year or N/A) Current Status (e.g., full accreditation, probation, warning, show cause) 2011 Full accreditation If the current accreditation status of the institution is anything other than full accreditation (e.g., probation, warning, show cause, or other equivalent status), please attach a copy of the institutional accrediting agency s most recent accreditation action letter to this form. Also provide (below) an explanation of the institution s current accreditation status and how the nursing unit is impacted and/or implicated, if at all: Specialized Accreditation Specialized Accreditor Council on Accreditation of Nurse Anesthesia Educational Programs Accreditation Commission for Midwifery Education Commission on Collegiate Nursing Education Last Review (year or N/A) Master s Degree Program N/A Doctoral Degree Program N/A Post-Graduate Nurse Anesthesia Certificate Program N/A Master s Degree Program N/A Doctoral Degree Program N/A Post-Graduate Nurse- Midwifery Certificate Program N/A Baccalaureate Degree Program 2013 Master s Degree Program 2013 Doctor of Nursing Practice 2012 Post-Graduate APRN Certificate Program 2013 Current Status (e.g., full accreditation, probation, warning, show cause, N/A) Master s Degree Program Doctoral Degree Program Post-Graduate Nurse Anesthesia Certificate Program Master s Degree Program Doctoral Degree Program Post-Graduate Nurse- Midwifery Certificate Program Baccalaureate Degree Program Full Accreditation Master s Degree Program Full Accreditation Doctor of Nursing Practice Full Accreditation Post-Graduate APRN Certificate Program Full Accreditation 2

20 Accreditation Commission for Education in Nursing (ACEN, formerly NLNAC) Baccalaureate Degree Program N/A Master s Degree Program N/A Doctor of Nursing Practice N/A Post-Graduate Certificate Program N/A Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Post-Graduate Certificate Program If the current accreditation status of a nursing program is anything other than full accreditation (e.g., probation, warning, show cause, or other equivalent status), please attach a copy of the accrediting agency s most recent accreditation action letter to this form. Also provide (below) an explanation of the program s current accreditation status and what specific deficiencies were noted: State Board of Nursing Approval Name of applicable state board of nursing: NEVADA STATE BOARD OF NURSING Nursing Program Last Review (year or N/A) Baccalaureate Degree Program 2013 Full approval Master s Degree Program N/A N/A Doctor of Nursing Practice Program N/A N/A Post-Graduate APRN Certificate Program Current Status (e.g., full approval/ recognition/accreditation, probation, warning, show cause, N/A) If the current approval/recognition/accreditation status of the program is anything other than full approval/recognition/accreditation (e.g., probation, warning, show cause, or other equivalent status), please attach a copy of the board of nursing s most recent action to this form. Also provide (below) a brief explanation of the current status of the program with regard to the state board of nursing and what specific deficiencies were noted: 3

21 Nursing Program Information Degree Programs Offered (Student Data) Regardless of whether the program is under review, please identify all baccalaureate, master s, and Doctor of Nursing Practice tracks offered by the nursing unit. For each track, list current enrollment data, as well graduation data for the previous academic year. For the baccalaureate program, include only nursing students (not pre-nursing students). Nursing Degree Program (identify all tracks) Month*/Year Track Became Operational Number of Students Enrolled Baccalaureate Degree Generic/Traditional/Pre-licensure (2015) 116 (2014) RN-BSN/Post-licensure Second Career/Fast Track/Accelerated Other (specify) Totals: 185 (2015) 116 (2014) Master s Degree (Identify all tracks offered) Family Nurse Practitioner (2015) 20 (2014) Nurse Educator (2015) 5 (2014) Number of Graduates Totals: 81 (2015) 25 (2014) Doctor of Nursing Practice (Identify all tracks/majors offered and indicate whether post-baccalaureate or post-master s) Advanced Practice (Post Master s) (2015) 2 (2014) Nurse Executive (Post Master s) (2015) 1 (2014) Totals: 26 (2015) 3 (2014) *Month needs to be identified only if the track began operation in the current or past two calendar years. 4

22 Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the overall baccalaureate degree program in nursing? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the overall master s degree program in nursing? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the overall Doctor of Nursing Practice program in nursing? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Identify any doctoral degree programs (other than the Doctor of Nursing Practice program) offered by the nursing unit, e.g., PhD or DNSc (note that research doctorates are not eligible for CCNE accreditation): PhD in Nursing with focus in Nursing Education; PhD in Nursing with focus for DNP to PhD Identify any joint degree programs in nursing offered with any other unit at the institution (e.g., MSN/MPH, MSN/MSW): N/A Post-Graduate APRN Certificate Programs (Student Data) Regardless of whether the program is under review, please identify all post-graduate APRN certificate program tracks offered by the nursing unit. For each track, include role and population focus, student enrollment data, and whether the track is also offered as a track in the graduate degree program (master s and/or DNP). List each track (role and population focus) in the post-graduate APRN certificate program (e.g., postmaster's FNP certificate, postmaster's community health CNS certificate). Current Number of Students Enrolled in Each Track FNP Certificate 1 Yes Nurse Educator 0 Yes Identify whether each track in the postgraduate APRN certificate program is also offered as a track in the graduate degree program (e.g., type Yes if there is an FNP certificate track and also an FNP track in the master's degree and/or DNP program). 5

23 Has there been a 50% or greater increase in student enrollment (headcount) during the past three years for the post-graduate APRN certificate programs? yes no If Yes, please provide the enrollment numbers in each of the past three years, describe the growth and how, specifically, the program accommodated the growth (e.g., in terms of faculty and other resources): Identify any post-graduate certificate programs that are offered by the nursing unit that do not prepare APRNs, e.g., a certificate in nursing education or nursing administration (note that such certificate programs are not eligible for CCNE accreditation): Nursing Education Certificate NCLEX-RN Pass Rates Please identify the NCLEX-RN pass rate for each campus/site and track for each of the three most recent calendar years (January 1-December 31)* Track Campus/ Site Year Number of Students Taking NCLEX-RN for 1st Time NCLEX-RN Pass Rate for 1st Time Test Takers BSN UNLV % 97.48% BSN UNLV % 95.24% BSN UNLV % 93.44% NCLEX-RN Pass Rate for All Test Takers *If data from all three years are not available due to the newness of the program, report the data that are available. Certification Pass Rates Please identify the certification pass rate for each examination for which the program prepares graduates, for each of the three most recent calendar years (January 1-December 31)* Year Certification Certification Exam Number Taking Certification Pass Rate Organization (by population focus area) Exam 2011 ANCC FNP AANP FNP 18 83% 2012 ANCC FNP % 2012 AANP FNP 7 71% 2013 ANCC FNP 9 100% 2013 AANP FNP 4 75% *If data from all three years are not available due to the newness of the program, report the data that are available. 6

24 Program Completion and Employment Data Baccalaureate Program (for the three most recent calendar years): Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated % 95.45% % 92% % 100% * + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: Graduation rate is NLN equation: graduation within 1.5 program length. So for our program which is 16 months full time it would be two years. Master s Program (for the three most recent calendar years): Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated % 100% % 100% % 100% + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: Graduation rate is NLN equation: graduation within 1.5 program length. So for our program which is 2 years full time it would be three years. For the part time program which is 3 years it would be 4.5 years. Doctor of Nursing Practice Program (for the three most recent calendar years): Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated % 100% % 100% % 100% + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: Graduation rate is NLN equation: graduation within 1.5 program length. So for our program which is 2 years full time it would be three years. For the part time program which is 3 years it would be 4.5 years. 7

25 Post-Graduate APRN Certificate Programs (for the three most recent calendar years): Track Term/Year of Graduation Term/Year of Admission # Students Admitted # Students Graduated+ % Students Graduated FNPc % 0% FNPc % 0% FNPc % 100% + Based on the entry point and time period to completion as defined by the program. ++Provide employment rate within 12 months of program completion. % Graduates Employed++ Please explain how program completion rates are calculated: Graduation rate is NLN equation: graduation within 1.5 program length. So for our program which is 2 years full time it would be three years. For the part time program which is 3 years it would be 4.5 years. 8

26 Nursing Program Faculty CCNE recognizes that faculty may teach across program levels. Nonetheless, please estimate the faculty fulltime-equivalent by program level for the academic year in which this form is submitted. Identify the number (headcount) of faculty currently devoted to the nursing unit: Number Full-Time Number Part-Time Total Number of Faculty Identify the faculty full-time-equivalent (FTE) currently devoted to the baccalaureate degree program: Full-Time FTE Part-Time FTE Total Faculty FTE Identify the faculty full-time-equivalent (FTE) currently devoted to the master s degree program: Full-Time FTE Part-Time FTE Total Faculty FTE Identify the faculty full-time-equivalent (FTE) currently devoted to the Doctor of Nursing Practice program: Full-Time FTE Part-Time FTE Total Faculty FTE 1 2 3** **See UNR document for additional faculty with (FTE) devoted to the DNP. Identify the faculty full-time-equivalent (FTE) currently devoted to the post-graduate APRN certificate program: Full-Time FTE Part-Time FTE Total Faculty FTE

27 Additional Campuses/Sites Identify any additional campuses/sites where the nursing degree/certificate program is offered (within the United States and/or internationally), the distance from the main campus (unless outside the United States), the average number of nursing students currently enrolled at each location, and the programs offered at each location. Campus/Site (City, State/Country) N/A Distance From Main Campus (in miles) Number of Students Enrolled Programs Offered (check all that apply) Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Baccalaureate Degree Program Master s Degree Program Doctor of Nursing Practice Program Post-Graduate APRN Certificate Program Please provide a brief description of any nursing degree/certificate program that is offered at a campus/site located outside of the United States: 10

28 Professional Nursing Standards and Guidelines Baccalaureate Program: Identify the professional nursing standards/guidelines that are used by the baccalaureate program (note different dates of documents): The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) yes no not applicable (no baccalaureate offerings) Other (please specify): Master s Program: Identify the professional nursing standards/guidelines that are used by the master s program: The Essentials of Master s Education in Nursing (AACN, 2011) yes no not applicable (no master s offerings) Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012) yes no not applicable (no nurse practitioner offerings) Other (please specify): NONPF Guidelines Doctor of Nursing Practice Program: Identify the professional nursing standards/guidelines that are used by the Doctor of Nursing Practice program: The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) yes no not applicable (no DNP offerings) Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012) yes no not applicable (no nurse practitioner offerings) Other (please specify): Post-Graduate APRN Certificate Program: Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012) yes no not applicable (no nurse practitioner offerings) Other (please specify): 11

29 Distance Education The Commission utilizes the definition of distance education established in the Higher Education Opportunity Act of 2008, as follows: (A) Education that uses one or more of the technologies described in subparagraph (B) (i) to deliver instruction to students who are separated from the instructor; and (ii) to support regular and substantive interaction between the students and the instructor, synchronously or asynchronously. (B) INCLUSIONS. For the purposes of subparagraph (A), the technologies used may include (i) the Internet; (ii) one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; (iii) audio conferencing; or (iv) video cassettes, DVDs, and CD ROMs, if the cassettes, DVDs, or CD ROMs are used in a course in conjunction with any of the technologies listed in clauses (i) through (iii). The Higher Education Opportunity Act of 2008, Pub. L. No , 103(a)(19) Does the nursing unit currently offer curricula (or any part thereof) via distance education, as defined above? Baccalaureate Degree Program (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings at the baccalaureate level: NURS 420 is offered completely online. All other courses are offered face to face with online components such as videos and/or voice over power points. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Master s Degree Program (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings at the master s level: This program is offered 100% online. Students come to campus three times per semester if enrolled in clinical activity for skills, midterm, and final as well as to defend their Culminating Experience. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Doctor of Nursing Practice Program (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings in the Doctor of Nursing Practice program: This program is offered 100% online. Students only need to come to campus to propose and defend their DNP project. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Post-Graduate APRN Certificate Program (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings in the postgraduate APRN certificate program: This program is offered 100% online. Students come to campus three times per semester if enrolled in clinical activity for skills, midterm, and final. 12

30 If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Amended January

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86 University of Nevada, Reno Orvis School of Nursing and University of Nevada, Las Vegas School of Nursing Appendices for the Commission on Collegiate Nursing Education (CCNE) Continuous Improvement Progress Report (CIPR) University of Nevada Doctor of Nursing Practice Program May 26, 2015

87 University of Nevada Doctor of Nursing Practice Program (UNDNP) A Collaborative Program between the University of Nevada, Reno (UNR) Orvis School of Nursing (OSN) and the University of Nevada, Las Vegas (UNLV) School of Nursing (SON) CCNE Continuous Improvement Progress Report Appendices List STANDARD I: Program Quality: Mission and Governance I.1 Missions, Goals, and Objectives of UNR and UNLV I.2 Mission of the UNDNP Program I.3 AACN Essentials and UNDNP Course Sequencing and Objectives I.4 UNDNP Guidelines for Communication I.5 Memorandum of Understanding I.6 Organizational Charts of the UNR, OSN and the UNLV, SON STANDARD II: Program Quality: Institutional Commitment and Resources No Appendices are included for Standard II STANDARD III: Program Quality: Curriculum and Teaching-Learning Practices III.1 Comparison of the Missions of UNR, OSN; UNLV, SON; and UNDNP III.2 AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives III.3 UNDNP Program Outcomes and Relationship to Course Objectives III.4 Sample Full-Time and Part-Time Curriculum Plans III.5 UNDNP Evaluation Plan STANDARD IV: Program Effectiveness: Assessment and Achievement of Program Outcomes IV.1 UNR, OSN and UNLV, SON Master Evaluation Plans IV.2 UNDNP Program and Student Learning Assessment Plan IV.3 HRSA Grant Purpose and Goals with Evaluation Plan IV.4 UNDNP Program Completion Rates in Detail IV.5 NSHE Faculty Workload Policy IV.6 At A Glance: UNDNP Coordinators and Faculty Currently Teaching UNDNP Courses IV.7 UNDNP Student Projects List of Website Links in UNDNP CCNE Continuous Improvement Progress Report (CIPR)

88 Appendix I.1. Missions of the University of Nevada, Reno and the University of Nevada, Las Vegas UNR INSTITUTIONAL VISION, MISSION, VALUES AND CORE THEMES Vision: The University of Nevada, Reno s vision is to educate and graduate the best-prepared, confident leaders for the state, national, and global community; to be a nexus for research and creativity that focuses on vital issues of our time; and to serve as a catalyst for the betterment of our society. Mission: Inspired by its land-grant foundation, the University of Nevada, Reno provides outstanding learning, discovery, and engagement programs that serve the economic, social, environmental, and cultural needs of the citizens of Nevada, the nation, and the world. The University recognizes and embraces the critical importance of diversity in preparing students for global citizenship and is committed to a culture of excellence, inclusion, and accessibility. Values: In all of its activities, the University is guided by the following values: Excellence in all of our endeavors. Integrity in all of our actions. Inclusiveness of diverse cultures and identities. Collaboration between disciplines and programs and with community partners and stakeholders. Core Themes: The university s Core Themes derive from the Mission Statement approved by the Board of Regents. Individually, they articulate the University s central mandates in teaching, research, and outreach. The mission statement also articulates the University s commitment to diversity. In fact, our commitment to diversity is a Core Value of the University that infuses each of the Core Themes. Thus, each theme acknowledges the University s distinct obligations as a land-grant institution committed to respecting and reflecting the gender, ethnic, cultural, and ability/disability diversity of the citizens of Nevada. Together, these themes encompass the University s mission. Core Theme 1: Prepare graduates to compete globally through high-quality undergraduate and graduate degree programs in the liberal arts, sciences, and selected professional programs. Core Theme 2: Create new knowledge through basic and applied research, scholarship and artistry in strategically selected fields relevant to Nevada and the wider world. Core Theme 3: Improve economic and social development by engaging Nevada s citizens, communities, and governments. Missions, Goals and Objectives: UNR and UNLV

89 UNLV INSTITUTIONAL VISION, MISSION, AND GOALS Preamble: The University of Nevada, Las Vegas, located in the vibrant and dynamic city of Las Vegas and surrounded by the Mojave Desert, is emerging as a premier metropolitan university. UNLV s development embraces the traditional values of higher education adapted for the global community of the 21 st century. The university will increasingly concentrate its resources on programs that are student-centered, demonstrably excellent, and responsive to the needs of the local and regional community. Vision: The University of Nevada, Las Vegas is a research institution committed to rigorous educational programs and the highest standards of a liberal education. We produce accomplished graduates who are well prepared to enter the work force or to continue their education in graduate and professional programs. Our faculty, students, and staff enthusiastically confront the challenges of economic and cultural diversification, urban growth, social justice, and sustainability. Our commitment to our dynamic region and State centrally influences our research and educational programs, which improves our local communities. Mission: Our commitment to the national and international communities ensures that our research and educational programs engage both traditional and innovative areas of study and global concerns. UNLV s distinctive identity and values permeate a unique institution that brings the best of the world to our region and, in turn, produces knowledge to improve the region and world around us. UNLV is committed to and driven by these shared values that will guide our decision making: High expectations for student learning and success; Discovery through research, scholarship, and creative activity; Nurturing equity, diversity, and inclusiveness that promotes respect, support, and empowerment; Social, environmental, and economic sustainability; Strong, reciprocal, and interdependent relationships between UNLV and the region around us; An entrepreneurial, innovative, and unconventional spirit. Goals of the University of Nevada, Las Vegas: Goal 1: Become more student focused. All members of the university community will focus on and be committed to student learning and development; they will place students at the center of what they do and how they think, thereby creating a true learning community within which UNLV s students can meet their educational objectives. Goal 2: Hire, motivate, and reward superior faculty. UNLV will encourage and reward faculty members who best integrate teaching, scholarship, and service in support of student learning and the creation of new knowledge. Goal 3: Increase research, scholarly activity, and national recognition. UNLV will be distinguished by the quality and quantity of scholarship produced by its faculty and students; this scholarship will enhance the reputation and visibility of the university while also enhancing the quality of education experienced by UNLV s students and the quality of life of the citizens of Nevada Missions, Goals and Objectives: UNR and UNLV

90 Goal 4: Grow selectively, serve the region, and achieve distinction. The university will develop growth and enrollment strategies that attract an increasingly diverse and talented pool of applicants and encourage programs that serve regional needs and achieve national distinction. Goal 5: Create an inclusive and just campus environment. UNLV will be characterized by a civil, inclusive campus climate that demonstrates a respect for individual differences and a commitment to equity and free expression. Goal 6: Develop a service-oriented, responsive, accountable administration. UNLV will develop administrative operations and structures that further the university s goals and provide serviceoriented, responsive interactions in support of the academic programs of the institution. Goal 7: Communicate and collaborate more effectively. UNLV will develop effective communication strategies and collaborative endeavors with the surrounding community and external constituents. Missions, Goals and Objectives: UNR and UNLV

91 Appendix I. 2. Mission, Goal, and End-of-Program Objectives of the UNDNP Program Mission: The Doctor of Nursing Practice (DNP) is a terminal practice degree. The UNDNP program prepares graduates for advanced clinical practice and leadership roles to serve the health care needs of the people of Nevada, the nation, and the professional community. UNDNP graduates are equipped to assume a wide range of leadership roles in both direct and indirect health care settings. UNDNP graduates may function as specialists in their advanced practice clinical roles, nursing faculty, or as healthcare executives, program and policy analysts, and systems experts. Goal: The goal of the DNP degree is to prepare nurses to assume leadership roles in clinical practice, clinical teaching, and health care analysis. End-of-Program Objectives (student learning outcomes): 1. Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. 2. Take leadership roles in the analysis, delivery and management of nursing care and health care systems. 3. Provide evidence-based practice through the application of analytical methods, information systems technology, and clinical research. 4. Act as change agent, leader, and advocate in the design, implementation, and evaluation of health care policy as it affects populations and the nursing profession. 5. Collaborate with interprofessional teams to meet the healthcare needs of culturally and ethnically diverse individuals and populations. Mission of the UNDNP Program

92 Appendix I. 3. AACN Essentials and UNDNP Courses and Objectives The UNDNP Project Guidelines for Students and Faculty Advisors DNP Project Guidelines Purpose: The purpose of the DNP project is give the student an opportunity to synthesize the advanced knowledge and skills developed in DNP coursework. One of the ways the student demonstrates the synthesis of advanced practice and leadership skills is through production of a DNP change project. What Constitutes a DNP Project? The DNP project gives the student the opportunity to develop and ultimately, demonstrate a synthesis of senior leadership and advanced practice skills within the context of health care improvement. Thus, the setting, purpose and objectives of student projects will vary, but every project will include the synthesis of strategic, creative thinking, decision-making, evidence-based practice, business planning, project management, and communication skills that are hallmarks of a DNP-prepared graduate. Students work with a faculty member with the knowledge and expertise in the student s selected topic who is designated as the chair of the student s project committee. A second member of the nursing faculty with relevant expertise sits on the committee in an advisory role. The third member of the committee is a representative of the graduate school/college and has expertise from another discipline that applies to the student s topic. Timetable: The student is oriented to the process for developing and completing the project during the initial orientation held on each campus in the first fall term of the DNP program. At that time, an overview of the project and an introduction to DNP faculty members eligible to supervise students projects takes place. Faculty members present their research, evidence-based practice, education projects, and/or leadership expertise and interests. This provides students with information about faculty with similar interests as their own and as possible chairs and members of project committees as they progress through the DNP program. Before the end of the first semester of coursework, the student should speak with an advisor about her/his interests and opportunities for the leadership or advanced practice project. The exchange should include a discussion of potential chairs and members of the project committee and their readiness to assume such a role. Although plans may subsequently change after exposure to new ideas through coursework, student discourses, and employment transitions, a continuing dialogue about the potential project with the advisor is essential. By the end of the semester, the student selects a faculty chair for the project and works with that person to add another nursing faculty member and a representative from the Graduate School/College on the home campus. It is possible for the second nursing member of the Committee to come from the other collaborative campus depending on the nature of the Project. In summary, three graduate faculty members comprise the student s Project Advisory Committee (two nursing and one Graduate representative). During each of three subsequent semesters, the student enrolls in NURS 788, DNP Project, with her/his Committee chairperson as the faculty of record.. During the first of these three semesters, the student is engaged in project planning under the supervision of the Chair. Toward the end of the semester, the three-member Project Committee reviews the proposed plan and by the end of the semester, the student presents the project proposal to the committee on the home campus in either Reno or Las Vegas. The Project Committee must approve the project proposal prior to implementation. Submission of the approved AACN Essentials All AACN Essentials and UNDNP Course Sequencing and Objectives

93 The UNDNP Project Guidelines for Students and Faculty Advisors DNP Project Guidelines proposal to the Institutional Review Board (IRB) on the home campus should take place during the summer so that the project can be implemented in the following fall semester. With the project proposal approved, during the second semester, the student applies knowledge from previous and concurrent coursework to continue activities on the project. The student s Committee Chair supports the student by acting as a resource and reviewing the student s progress. Throughout the semester, it is the student s responsibility to stay in contact with the Committee Chair and set periodic meetings for review of the work. At the end of the semester, the student submits a progress report to the DNP Project Committee for approval of work thus far and permission to continue work toward its evaluation, final summation, and defense. In the final semester of NURS 788, DNP Project, the student works to complete and defend the final project. The student works with the Committee Chair throughout the term to finalize the work of the project and to prepare the final paper for presentation to the Committee, faculty, peers, stakeholders, and interested people in the community. A plan for dissemination of the results from the project is included. A PowerPoint presentation is developed that acts as an outline for the defense of the project. Upon satisfactory completion of the defense, the student receives a grade and credit for the course. Documentation of Project Hours: In order to meet the American Association of Colleges of Nursing Essentials of Doctoral Education for Advanced Nursing Practice, the UNDNP program requires that applicants to the program have national certification in advanced practice roles or in leadership roles. For the latter group of students proof of eligibility for certification is accepted. Examples for these roles include nurse administrator, legal nurse consultant, risk manager, infection control, quality assurance, etc. Students also have a master s degree in nursing or its equivalent. These requirements document that students entering the program have at least 500 hours of supervised advanced practice or in supervised leadership roles. The Essentials recommends a total of at least 1000 hours of supervised practice. Therefore, the UNDNP program has 500+ hours in the curriculum to complete the These hours are accounted for in the Residency course (NURS765) and the DNP Project course (6 credits of NURS788). These courses are designated as Practicum courses and receive 1 credit for every 4 hours of contact time spent in course work. To account for the hours, the UNDNP program has an electronic system in place for logging hours. Directions for logging hours (according to course objectives and learning activities) are provided in each of the Practicum courses. At the end of the program, the logs are summarized into an EPortfolio that graduates can use for employment purposes and the program uses for documentation of hours. The DNP Project Series of Courses The following describes the series of courses in the UNDNP Curriculum that relate directly to the DNP Project. DNP Introductory Course to Support Completion of Project NURS729 Translational Evidence for Healthcare Systems (First Fall Semester) Course Description: The student will critically analyze and synthesize literature and available data to determine and implement AACN Essentials All AACN Essentials and UNDNP Course Sequencing and Objectives

94 DNP Introductory Course to Support Completion of Project evidence-based science into healthcare practice Course Objectives: 1. Use appropriate technology to identify important sets of empirical literature and synthesize these findings to determine their relevance for enhancing the scientific basis of nursing practice. 2. Use science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena. 3. Describe actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery and evaluate outcomes. 4. Decide upon the most effective, efficient and least costly ways to secure data. 5. Evaluate the strengths and weaknesses of common databases and collection methods. 6. Analyze GIS, epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 7. Recognize the limitations of data in decision-making at the organizational and public policy levels and plan for the most effective use of data in program initiation and evaluation. 8. Evaluate new practice approaches based on nursing theories and theories from other disciplines. 9. Disseminate findings from evidence-based practice and research to improve healthcare outcomes. As an outcome from the course objectives, the student will develop a DNP Project Problem statement through the following activities: A. Identify a problem/issue in practice. 1. Describe the need a. Target population/community b. Stakeholders c. Organizational support d. Impact on the healthcare system/practice e. Breadth of the need f. Resources needed g. Proposed outcome h. Scope of project i. Cost-benefit analysis 2. Refine the problem 1. Relates to student s area of expertise 2. Relates to the organization s mission 3. Can be completed within prescribed timeframe AACN Essentials and UNDNP Course Sequencing and Objectives

95 DNP Introductory Course to Support Completion of Project B. Develop a problem statement 1. What evidence is there to support that there is a problem? 2. What is the context of the problem? 3. How does it relate to the mission/purpose of the healthcare system/agency in which it exits? 4. What are the constraints surrounding its resolution? C. Identify a faculty member with expertise related to the problem as Chair for the DNP Project D. Seek an agreement with the faculty member to serve as Chair 1. With the Chair, identify and secure agreements to serve for other members of the committee 2. Nurse faculty member (home campus or partner campus) 3. Graduate School/College Representative E. Review the literature 1. Evidence ascertaining the existence of the problem 2. Evidence-based studies toward resolution of the problem 3. Theoretical/conceptual framework(s) relevant to the problem 4. Strategies/methodology for resolution of the problem F. Refine the problem statement G. Obtain CITI certification for the home campus DNP Project Course NURS 788 (Three semesters) NURS788 DNP Project Course Description: The student will complete the DNP Project design and implementation. The results will be evaluated, culminating with a final written and oral defense. The course may be repeated up to six credits. AACN Essentials All Course Objectives: At the end of this course, the student will be able to: 1. Analyze and address a need in the healthcare environment, applying perspectives gained throughout the DNP curriculum. 2. Demonstrate the applicable integration of a healthcare need, literature review, evidence-based practice, and plan of action through the successful development of a written and oral DNP Project proposal. 3. Develop and demonstrate, through their successful final written and oral defense, a professional and scholarly appreciation of processes that involve navigating the healthcare environment. 4. Develop and demonstrate, through discussion in their final written and oral defense, a professional and AACN Essentials and UNDNP Course Sequencing and Objectives

96 DNP Project Course NURS 788 (Three semesters) scholarly appreciation of their role as graduating DNPs. All DNP Courses: Course Titles, Descriptions & Objectives NURS 719 Health & Public Policy for Advanced Practice Nursing 3 credits. Course Description: Prepares nursing leaders to analyze and influence health policy. Defines problems, critiques potential solutions, assesses political influences, designs interventions for policy-making, and evaluates outcomes. Course Objectives: 1. Examine the significance of the advance practice nursing roles to policy makers, health care providers and consumers. 2. Assess ethical, legal and social factors in health policy development. 3. Analyze policy research relevant to health care delivery in clinical practice, the workplace and the community. 4. Analyze clinical practice, workplace and community policy issues using Kingdon s framework. 5. Develop a set of evaluation measures for a clinical practice, workplace or community policy using Kingdon s framework. NURS 725 Scientific Underpinnings of DNP in Advanced Practice Nursing- 2 credits Course Description: Articulates and supports a role for the nursing doctorate to prepare nurse leaders within the discipline of nursing. Course Objectives: 1. Articulate the history, current trends and competencies of the DNP role. 2. Differentiate between various nursing doctorates. 3. Integrate nursing science with knowledge from ethics, biophysical, psychosocial, analytical and genomic sciences into doctoral nursing practice. 4. Ensure accountability for quality of health care and patient safety for populations with whom they work. 5. Develop and evaluate effective strategies for managing the ethical dilemmas inherent in patient care, the health care organization, and research. 6. Outline steps to ensure accountability for quality of health care and patient safety for populations. 7. Develop and/or evaluate effective strategies for managing the ethical dilemmas NURS 728 Analysis of Healthcare Organizations - 2 Credits Course Description: An introduction to the analysis of the health/human service organization as a particular type of complex organization. Course Objectives: 1. Demonstrate sensitivity to diverse organizational cultures and populations, including patients and providers. 2. Understand & differentiate the health care organization as a complex social system and a special type of organization. 3. Apply selected variables/features of organizations pertinent to organizational outcomes and effectiveness. AACN Essentials AACN Essential V AACN Essential I AACN Essential II AACN Essential I AACN Essential II AACN Essentials and UNDNP Course Sequencing and Objectives

97 All DNP Courses: Course Titles, Descriptions & Objectives 4. Explore the link between organizational variables/features and health care outcomes. 5. Analyze change in health care organizations through case study and evaluation of a specific health care organization. NURS 729 Translational Evidence for Healthcare Systems 3 Credits Course Description: Critical analysis and synthesis of the literature and available data to determine and implement evidencebased science into healthcare practice. Course Objectives: 1. Use appropriate technology to identify important sets of empirical literature and synthesize these findings to determine their relevance for enhancing the scientific basis of nursing practice. 2. Use science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena. 3. Describe actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery and evaluate outcomes. 4. Decide upon the most effective, efficient and least costly ways to secure data. 5. Evaluate the strengths and weaknesses of common databases and collection methods. 6. Analyze GIS, epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 7. Recognize the limitations of data in decision-making at the organizational and public policy levels and plan for the most effective use of data in program initiation and evaluation. 8. Evaluate new practice approaches based on nursing theories and theories from other disciplines. 9. Disseminate findings from evidence-based practice and research to improve healthcare outcomes. NURS 732 Economics of Healthcare Delivery 3 Credits Course Description: Addresses basic concepts and techniques for financial management as it relates to clinical practice, clinical teaching, and research in healthcare programs and organization Course Objectives: 1. Analyze public and private reimbursement methods. 2. Analyze global, national, and local (past and present) market efficiencies and failures. 3. Evaluate organizational fiscal needs based on service volume and intensity. 4. Use the budgeting process as an operational management tool. 5. Analyze the costs of specific service or programs. 6. Use, interpret and communicate financial information for planning and management purposes. 7. Integrate financial analysis into management decision-making. 8. Develop and /or monitor budgets for practice initiatives. 9. Analyze the cost-effectiveness of practice initiative accounting for risk and improvement of health care outcomes. NURS 745 Healthcare Information Systems & Technology 3 Credits AACN Essentials AACN Essential I Criteria 1,3 AACN Essential III AACN Essential II AACN Essential AACN Essentials and UNDNP Course Sequencing and Objectives

98 All DNP Courses: Course Titles, Descriptions & Objectives Course Description: Students design, select, use, and critique technological programs that evaluate and monitor outcomes of care, care systems, and quality improvement including health care information systems. Course Objectives: 1. Analyze and communicate critical elements necessary to the selection, use and evaluation of health care information systems and patient care technology. 2. Use information technology appropriately to: a. Collect appropriate and accurate data to generate evidence for nursing practice b. Inform and guide the design of databases that generate meaningful evidence for nursing practice c. Analyze data from practice d. Predict and analyze outcomes e. Examine patterns of behavior and outcomes 3. Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 4. Provide leadership in the evaluation and resolution of ethical and legal issues within healthcare systems relating to the use of information, information technology, communication networks, and patient care technology. 5. Evaluate consumer health information sources for accuracy, timeliness, and appropriateness. NURS 763 Management Strategies for Nursing & Healthcare Systems 3 Credits Course Description: Analysis and application of human resource management, public relations, and marketing strategies for effective and efficient use of human talent to accomplish organizational goals. Course Objectives: 1. Demonstrate the skills to manage human resources effectively in the rapidly changing healthcare environment. 2. Analyze the role that training and development have in an organization s success. 3. Analyze the interaction of human resource management and the success of the organization. 4. Analyze applicable laws of the United States when making human resource decisions. 5. Evaluate alternatives to staff the organization. 6. Relate management s responsibility to individual performance and employee retention. 7. Evaluate management s role in the numerous areas involved in employee and union relations. 8. Employ effective communication and collaborative skills in the development and implementation of practice models, peer review, practice guidelines, health policy, standards of care, and/or other scholarly products. 9. Develop approaches for managing individual and organizational behavior. 10. Demonstrate knowledge of principles and issues of public relations. 11. Demonstrate principles of cultural competence for diverse organizational cultures and populations. NURS 765 Executive/ Advanced Practice DNP Residency 4 Credits AACN Essentials IV AACN Essential II AACN Essential AACN Essentials and UNDNP Course Sequencing and Objectives

99 All DNP Courses: Course Titles, Descriptions & Objectives Course Description: Students complete residencies to apply program concepts and develop and implement strategies for practice-level and/or system-wide practice initiatives to improve the quality of care. Course Objectives: 1. Integrate conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal, and policy issues. 2. Evaluate care delivery approaches using concepts related to community, environmental and occupational health, and cultural and socioeconomic dimensions of health to meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic science. 3. Employ advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems. 4. Utilize consultative and leadership skills with individuals and teams to create change in health care and complex healthcare delivery systems. 5. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. 6. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. NURS 767 Collaboration, Communication & Negotiation for Nurse Leaders - 2 credits Course Description: The utilization of collaboration, communication and negotiation for implementation of practice models, peer review, practice guidelines, health policy, standards of care, and other scholarly products. Course Objectives: 1. Affect change through effective communication, collaboration, and negotiation strategies to improve patient outcomes in diverse populations. 2. Evaluate personal communication and leadership style to enhance collaboration and negotiation skills. 3. Evaluate successful negotiation tactics. 4. Lead inter-professional teams in the analysis of complex practice and issues. 5. Develop practice models, peer review, practice guidelines, health policy, standards of care, and other scholarly products through effective communication and collaboration skills. 6. Create change in health care and complex health care delivery systems by using consultative and leadership skills with inter-professional teams. 7. Apply collaboration, communication, and negotiation skills to the refinement of the selected DNP project. NURS 768 DNP Forum & Role Transformation 2 credits AACN Essentials VIII AACN Essential VI AACN AACN Essentials and UNDNP Course Sequencing and Objectives

100 All DNP Courses: Course Titles, Descriptions & Objectives Course Description: Students examine issues and challenges in the DNP role and skills and strategies to conceptualize, articulate, plan, and actualize a career as a nurse leader. Course Objectives: 1. Forecast healthcare and environmental trends that influence career development. 2. Analyze the process of role development and transformation as it relates to the nurse doctorate and leadership role. 3. Disseminate findings from evidence-based practice and research to improve healthcare outcomes. 4. Analyze the DNP s role as consultant in collaborative knowledge-generating research. 5. Propose strategies to guide, mentor, and support other nurses to achieve excellence in nursing practice. 6. Apply strategies for ongoing professional and career development as a nurse leader, including networking and collaboration. 7. Discuss opportunities and actions to guide individuals and groups through complex health and situational transitions in the future. NURS772 The Nurse as Leader 3 credits Course Description: Leadership models for nurse educator, advanced practice, or management roles. Mentorship, service, knowledge dissemination and impact of diversity on ethical leadership practices are included. Course Objectives: 1. Examine the definitions and qualities of leadership styles 2. Analyze leadership models and theories applicable to nursing leadership in clinical practice, clinical teaching and healthcare analysis 3. Perform ongoing self-analysis of leadership behaviors through self-reflection and assessment of interpersonal skills and emotional intelligence. 4. Use leadership skills in a variety of settings to advance a vision of nursing. 5. Evaluate how ethical issues impact nursing leadership. 6. Discuss how social, political and legal forces influence nursing leadership. 7. Analyze the integrated roles of leadership and management in education and healthcare organizations. 8. Develop innovative strategies to identify and manage conflicts in health care or educational settings 9. Discuss an environment that promotes professional and ethical conduct for the nurse leader. 10. Develop potential areas for research in nursing leadership with the application of evidence-based practice in health care or education. 11. Discuss how trends in nursing, education, and health care influence nursing leadership initiatives and priorities. 12. Examine how culturally diverse communities influence leadership styles NURS 778 GIS for Health 3 Credits Course Description: Introduces the use of epidemiologic methods and modern geographic information systems to analyze the relationships between socioeconomic, physical, geopolitical, and demographic factors and population health. AACN Essentials Essentia ls AACN Essential VI AACN Essential VII AACN Essentials and UNDNP Course Sequencing and Objectives

101 All DNP Courses: Course Titles, Descriptions & Objectives Course Objectives: 1. Apply descriptive and analytic epidemiologic techniques in population health assessment. 2. Demonstrate ability to use GIS to evaluate the health of a population. 3. Collaborate with team members to assess an urban area using epidemiologic and GIS data NURS 792 Outcomes Management & Performance Improvement in Nursing 3 Credits Course Description: Application of concepts of quality improvement and safety to the management of outcomes in healthcare and nursing systems to ensure delivery of quality inter-professional care. Course Objectives: 1. Ensure accountability for quality of healthcare and patient safety for populations. 2. Analyze reference sources related to outcomes management. 3. Apply concept related to data management and interpretation and translation of quality data to practice. 4. Formulate an outcomes management plan, which demonstrates cultural sensitivity. 5. Investigate issues that can impact outcomes management. 6. Design and implement processes to evaluate outcomes of practice, practice patterns, and systems of care. 7. Evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. AACN Essentials AACN Essential I Criterion 2 AACN Essential III AACN Essential IV AACN Essential VII AACN Essentials and UNDNP Course Sequencing and Objectives

102 UNDNP Guidelines for Communication Appendix I.4. UNDNP Guidelines for Communication The UNDNP program is a complicated program to administer because of its intense collaborative design. To facilitate program planning and responsiveness to student concerns, the following Guidelines are necessary. Programmatic Issues Each school has designated a DNP coordinator who is responsible for keeping faculty and students informed of issues and changes within the program. If the communication is related to the entire program, not to just nuances on the UNR or UNLV campuses, the coordinators need work together to prepare the message before it is sent to faculty and/or students. If the communication is related to one school, the coordinators do not need to work together to prepare the message before it is sent to faculty and students. Course Issues Academic Freedom vs Academic Responsibility. While faculty can be as creative as they want in teaching their courses (i.e., using Skype for group meetings, etc.), they must consider the bigger picture of the collaborative program and whether what they are doing, suggesting or requiring for the course conflicts with the broader collaborative program agreement. For example, the UNDNP program has been promoted as an online program. Therefore, faculty should not arrange for live meetings. This does not preclude faculty from having live chat sessions with groups of students. Each School is responsible for the content and integrity of the courses they are offering within the DNP program. Please refrain from commenting on the courses assigned to the other school. Instead, focus your efforts on making the courses assigned to your school as good as they can be. Student/Faculty Issues If students complain to anyone/other faculty about another faculty member or another course, please direct them to the faculty member with whom they have an issue or to the faculty member who is teaching the course they are complaining about. AVOID getting in the middle of issues students are having with other faculty. DNP students are expected to speak clearly and openly with their faculty when they have concerns. Prepared by Drs. Ruchala and Yucha 11/9/2010 Updated and Approved by UNR and UNLV UNDNP Program Faculty 11/17/2010 UNDNP Guidelines for Communication 1

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114 Dean School of Nursing Dean School of Allied HS Carolyn Yucha Development Officer Patrice Hester Communication Specialist Kevin Dunegan Business Manager / Dean s Assistant Sybil Strano-Perry Clinical Simulation Center Jessica Doolen Educational Director Jackie Kinsey Director of Operations Admin Asst II Christine Padilla CSCLV Technicians (3) Associate Dean, Academic Affairs Nancy Menzel Acting Associate Dean, Research Jillian Inouye Psychosocial Department Chair Michele Clark Physiological Department Chair Patricia Alpert Admin Asst III Sharon Goins WebCT Administrator Mary Albrecht Division of Health Sciences Advising Center (Shared Resource) Vaune Kadlubek Associate Director Vacant Senior Advisor Sofie Burton Advisor Melaney Jones Projects Coordinator Jill Racicot BSN Program Coordinator Dianne Cyrkiel MSN Program Coordinator Susan VanBeuge PhD Program Coordinator Michele Clark DNP Program Coordinator Carolyn Sabo SON Student Services Director Elizabeth Gardner Program Officer Marni Montgomery- Blake Admin Asst III Beatriz Garcia Admin Asst II Brandi Hernandez Clerical Trainee Danielle Wilson Admin Asst IV Lisa Escher Research Project Manager Kirsten Connelly Public Service Intern Noe Mahaulu Department Faculty Admin Asst IV Mary Murray Department Faculty Advisor Abegail Cruz Clerical Support Staff Pro Staff Support Revised 3/10/2015

115 Appendix III.1: A Comparison of the Missions of the University of Nevada, Reno and the University of Nevada, Las Vegas with the UNDNP Mission Statement UNR Orvis School of Nursing The mission of the Orvis School of Nursing at the University of Nevada, Reno is to prepare individuals for both entry level and advanced nursing roles by providing excellent academic programs integrating recognized educational standards. The curriculum emphasizes nursing care of individuals, families & populations throughout the lifespan; among diverse cultures & beliefs; and across all socioeconomic groups in the context of their environments by providing a strong foundation for evidence-based practice, critical thinking, and leadership. As an essential part of its mission as a land grant institution, Orvis School of Nursing provides service to the state of Nevada and to the professional community at large (Orvis School of Nursing Mission, 2010) UNDNP The DNP is a terminal practice degree. The UNDNP program prepares graduates for advanced clinical practice and leadership roles to serve the health care needs of the people of Nevada, the nation, and the professional community. UNDNP graduates are equipped to assume a wide range of leadership roles in both direct and indirect health care settings. UNDNP graduates function as specialists in their advanced practice clinical roles, nursing faculty, healthcare executives, program and policy analysts, and systems experts. (Nursing Practice-Doctorate, 2009) UNLV School of Nursing The mission of the School of Nursing is to educate nurses at the undergraduate and graduate levels to meet the healthcare needs in Nevada and beyond. The School of Nursing promotes, improves, and sustains human health through evidence-based education and advances in research and practice (UNLV School of Nursing Mission, 2013)

116 Appendix III. 2. AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives AACN Essential I (DNP) Scientific Underpinnings of Practice Course Corresponding Course Objectives Sequence Program Objective NURS 725 Scientific Underpinnings of DNP in Advanced Practice Nursing NURS765 Executive/Advanced Practice DNP Residency Articulate the history, current trends and competencies of the DNP role. Differentiate between various nursing doctorates. Integrate nursing science with knowledge from ethics, biophysical, psychosocial, analytical and genomic sciences into doctoral nursing practice. Integrate conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal, and policy issues. Evaluate care delivery approaches using concepts related to community, environmental and occupational health, and cultural and socioeconomic dimensions of health t meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic science. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population Fall First Year Spring Second Year Provide evidence-based practice through the application of analytical methods, information systems technology, and clinical research AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

117 NURS768 DNP Forum & Role Transformation NURS788 DNP Project health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. Analyze the DNP s role as consultant in collaborative knowledge-generating research. Complete a DNP Project that is a synthesis of the DNP coursework and reflects the student s individual knowledge and expertise in a selected topic related to advanced practice or senior level leadership in the healthcare environment. Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. Spring Second Year Spring Second Year AACN Essential II (DNP) Organizational & Systems Leadership for Quality Improvement & Systems Thinking Course Corresponding Course Objectives Sequence Program Objective NURS 725 Scientific Underpinnings of DNP in Advanced Practice Nursing Ensure accountability for quality of health care and patient safety for populations with whom they work. Develop and evaluate effective strategies for managing the ethical Fall First Year Take leadership roles in the analysis, delivery and management of nursing care and health care systems. AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

118 AACN Essential II (DNP) Course Corresponding Course Objectives Sequence Program Objective NURS 732 Economics of Health Care Delivery *NURS763 Management Strategies for Nursing & Healthcare systems dilemmas inherent in patient care, the health care organization, and research. Analyze public and private reimbursement methods. Analyze global, national, and local (past and present) market efficiencies and failures. Evaluate organizational fiscal needs based on service volume and intensity Use the budgeting process as an operational management tool Analyze the costs of specific service or programs Use, interpret and communicate financial information for planning and management purposes Integrate financial analysis into management decision-making Develop and /or monitor budgets for practice initiatives Analyze the cost-effectiveness of practice initiative accounting for risk and improvement of health care outcomes. Demonstrate the skills to manage human resources effectively in the rapidly changing healthcare environment. Employ effective communication and collaborative skills in the Spring First Year Fall Second Year AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

119 AACN Essential II (DNP) Course Corresponding Course Objectives Sequence Program Objective NURS767 Communication, Collaboration, & Negotiation for Nurse Leaders development and implementation of practice models, peer review, practice guidelines, health policy, standards of care, and/or other scholarly products. Demonstrate principles of cultural competence for diverse organizational cultures and populations. Demonstrate the skills to manage human resources effectively in the rapidly changing healthcare environment. Integrate conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal, and policy issues. Evaluate care delivery approaches that meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic sciences. Affect change through effective communication, collaboration, and negotiation strategies to improve patient outcomes in diverse populations. Create change in health care and complex health care delivery systems by using consultative and Summer First Year AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

120 AACN Essential II (DNP) Course Corresponding Course Objectives Sequence Program Objective NURS772 The Nurse as Leader NURS788 DNP Project leadership skills within interprofessional teams. Analyze leadership models and theories applicable to nursing leadership in clinical practice, clinical teaching and healthcare analysis Evaluate how ethical issues impact nursing leadership. Discuss how social, political and legal forces influence nursing leadership. Analyze the integrated roles of leadership and management in education and healthcare organizations. Discuss an environment that promotes professional and ethical conduct for the nurse leader. Develop potential areas for research in nursing leadership and the application of evidence-based practice evidence-based or education. Discuss how trends in nursing, education, and health care influence nursing leadership initiatives and priorities. Examine how culturally diverse communities influence leadership styles Apply perspectives gained throughout the DNP curriculum to Spring First Year Fall Second year AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

121 AACN Essential II (DNP) Course Corresponding Course Objectives Sequence Program Objective *NURS792 Outcomes Management & Performance Improvement in Nursing identify and analyze a need in the healthcare environment. Successful development of a written and oral DNP proposal that includes a healthcare need, literature review, evidence-based practice, and plan of action. Synthesize professional and scholarly roles related to DNP practice and document in the written and oral project defense. Investigate issues that can impact outcomes management. Design and implement processes to evaluate outcomes of practice, practice patterns, and systems of care. Evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. Fall Second Year AACN Essential III (DNP) Clinical scholarship and analytical methods for evidence-based practice. Course Corresponding Course Objectives Sequence Program Objective NURS 725 Scientific Underpinnings of DNP in Advanced Practice Nursing Integrate nursing science with knowledge from ethics, biophysical, psychosocial, analytical and genomic sciences into doctoral nursing practice. Fall First Year Provide evidence-based practice through the application of analytical methods, information systems technology, and AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

122 AACN Essential III (DNP) Course Corresponding Course Objectives Sequence Program Objective NURS729 Translational Evidence for Healthcare Systems NURS778 GIS for Health NURS768 DNP Forum & Role Transformation Use appropriate technology to identify important sets of empirical literature and synthesize these findings to determine their relevance for enhancing the scientific basis of nursing practice. Use science-based theories and concepts to determine the nature and significance of health and health care delivery phenomena. Describe actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery and evaluate outcomes. Decide upon the most effective, efficient and least costly ways to secure data. Apply descriptive and analytic epidemiologic techniques in population health assessment. Demonstrate ability to use GIS to evaluate the health of a population. Disseminate findings from evidence-based practice and research to improve healthcare outcomes. Propose strategies to guide, mentor, and support other nurses to achieve excellence in nursing practice. Fall First Year Fall Second Year Spring Second Year clinical research. AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

123 AACN Essential III (DNP) AACN Essential IV (DNP) Information systems/technology & patient care technology for the improvement & transformation of health care. Course Corresponding Course Objectives Sequence Program Objective NURS788 DNP Project Apply perspectives gained throughout the DNP curriculum to identify and analyze a need in the healthcare environment. Successful development of a written and oral DNP proposal that includes a healthcare need, literature review, evidence-based practice, and plan of action. Synthesize professional and scholarly roles related to DNP practice and document in the written and oral project defense. Spring First Year Courses Corresponding Course Objectives Sequence Program Objectives NURS 725 Scientific Underpinnings of DNP in Advanced Practice Nursing NURS745 Healthcare Information Systems and Technology Outline steps to ensure accountability for quality of health care and patient safety for populations. Analyze and communicate critical elements necessary to the selection, use and evaluation of health care information systems and patient care technology. Use information technology appropriately to: Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems Fall First Year Summer First Year Provide evidence-based practice through the application of analytical methods, information systems technology, and clinical research. AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

124 AACN Essential IV (DNP) AACN Essential V (DNP) Health Care Policy for Advocacy in Health Care Courses Corresponding Course Objectives Sequence Program Objectives NURS765 Advanced Practice/Executive DNP Residency **NURS778 GIS for Health and databases. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. Apply descriptive and analytic epidemiologic techniques in population health assessment. Demonstrate ability to use GIS to evaluate the health of a population. Spring Second Year Fall Second Year Course Corresponding Course Objectives Sequence Program Objective NURS 719 Health & Public Policy for advanced Practice Nursing Examine the significance of the advance practice nursing roles to policy makers, health care providers and consumers. Assess ethical, legal and social factors in health policy development. Analyze policy research relevant to health care delivery in clinical practice, the workplace and the community. Analyze clinical practice, workplace and community policy issues using Kingdon s framework. Summer First Year Act as change agent, leader, and advocate in the design, implementation, and evaluation of health care policy as it affects populations and the nursing profession AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

125 AACN Essential V (DNP) Course Corresponding Course Objectives Sequence Program Objective NURS 728 Analysis of Healthcare Organizations Develop a set of evaluation measures for a clinical practice, workplace or community policy using Kingdon s framework. Demonstrate sensitivity to diverse organizational cultures and populations, including patients and providers. Understand & differentiate the health care organization as a complex social system and a special type of organization. Apply selected variables/features of organizations pertinent to organizational outcomes and effectiveness. Explore the link between organizational variables/features and health care outcomes. Analyze change in health care organizations through case study and evaluation of a specific health care organization. Fall First Semester AACN Essential VI (DNP) Interprofessional Collaboration for Improving Patient & Population Health Outcomes Course Corresponding Course Objectives Sequence Program Objective NURS765 Executive/Advanced Practice DNP Residency Utilize consultative and leadership skills with individuals and teams to create change in health care and complex healthcare delivery systems Spring Second Year Collaborate with interprofessional teams to meet the healthcare needs of culturally and ethnically diverse AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

126 AACN Essential VI (DNP) Course Corresponding Course Objectives Sequence Program Objective NURS 767 Collaboration, Communication, & Negotiation for Nurse Leaders NURS768 DNP Forum & Role Transformation **NURS778 GIS for Health Affect change through effective communication, collaboration, and negotiation strategies to improve patient outcomes in diverse populations. Evaluate personal communication and leadership style to enhance collaboration and negotiation skills. Evaluate successful negotiation tactics. Lead interprofessional teams in the analysis of complex practice and organization issues. Develop practice models, peer review, practice guidelines, health policy, standards of care, and other scholarly products through effective communication and collaboration skills. Create change in health care and complex health care delivery systems by using consultative and leadership skills with interprofessional teams. Apply strategies for ongoing professional and career development as a nurse leader, including networking and collaboration. Collaborate with team members to assess an urban area using epidemiologic and GIS data. Summer First Year Spring Second Year Fall Second Year individuals and populations AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

127 AACN Essential VII (DNP) Clinical Prevention & Population Health for Improving the Nation s Health Course Corresponding Course Objectives Sequence Program Objective NURS765 Executive/Advanced Practice DNP Residency Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. Evaluate care delivery approaches using concepts related to community, environmental and occupational health, and cultural and socioeconomic dimensions of health to meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic science. Employ advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, Spring Second Year Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

128 AACN Essential VII (DNP) AACN Essential VIII (DNP) Advanced Nursing Practice Course Corresponding Course Objectives Sequence Program Objective implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. Course Corresponding Course Objectives Sequence Program Objective NURS765 Executive/Advanced Practice DNP Residency NURS768 DNP Forum & Role Transformation Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidencebased care to improve patient outcomes. Forecast healthcare and environmental trends that influence career development. Analyze the process of role development and transformation as it relates to the nurse doctorate and leadership role. Propose strategies to guide, mentor, and support other nurses to achieve excellence in nursing practice. Spring Second Semester Spring Second Year Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. AACN DNP Essentials and Sequencing with UNDNP Course Objectives and Program Objectives

129 Appendix III. 3. UNDNP Program Outcomes and Relationship to Course Objectives UNDNP Program Outcomes NURS 725 NURS 728 NURS 729 NURS 732 NURS 772 NURS 719 NURS 745 NURS 767 NURS 778 NURS 792 NURS 763 NURS 768 NURS 765 NURS Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. 2. Take leadership roles in the analysis, delivery and management of nursing care and health care systems 3. Provide evidence-based practice through the application of analytical methods, information systems technology, and clinical research. 4. Collaborate with interprofessional teams to meet the healthcare needs of culturally and ethnically diverse individuals and populations. 5. Act as change agent, leader, and advocate in the design, implementation, and evaluation of health care policy as it affects populations and the nursing profession. *Course # and Title X X X X X X X X X X X X X X X X X X X X X X X NURS 725 Scientific Underpinnings of the DNP in Advanced Practice Nursing NURS 728 Analysis of Healthcare Organizations NURS 729 Translational Evidence for Healthcare System NURS 732 The Economics of Healthcare Delivery NURS 772 The Nurse as Leader NURS 719 Health & Public Policy for Advanced Practice Nursing NURS 745 Healthcare Information Systems & Technology NURS 767 Collaboration, Communication & Negotiation for the Nurse Leader NURS 778 GIS for Health (Advanced Practice Track_) NURS 792 Outcomes Management & Performance Improvement in Nursing (Nurse Executive Track) NURS 763 Management Strategies for Nursing & Healthcare Systems NURS 768 DNP Forum & Role Transformation NURS 765 DNP Residency NURS 788 DNP Project UNDNP Program Outcomes and Relationship to Course Objectives

130 Appendix III.4: Sample Curriculum Plans for Full- and Part-Time Study DNP PROGRAM FULL-TIME COURSE SEQUENCING BY SEMESTER/YEAR YEAR 1 FALL CR SPRING CR SUMMER CR NURS 725 Scientific Underpinnings of the DNP in Advanced Practice Nursing 2 NURS 732 The Economics of Healthcare Delivery 3 NURS 719 Health & Public Policy for Advanced Practice Nursing 3 NURS 728 Analysis of Healthcare Organizations NURS 729 Translational Evidence for Healthcare Systems 2 NURS 772 The Nurse as Leader 3 NURS 745 Healthcare Information Systems & Technology 3 NURS 788 DNP Project 2 NURS 767 Collaboration, Communication & Negotiation for the Nurse Leader 3 2 Total Credits 7 Total Credits 8 Total Credits 8 YEAR 2 FALL SPRING NURSE EXECUTIVE CR ADVANCED PRACTICE DNP CR NURSE EXECUTIVE CR and ADVANCED PRACTICE DNP NURS 763: Management Strategies for Nursing & Healthcare Systems 3 NURS 778 GIS for Health 3 NURS 765 DNP Residency 4 NURS 792: Outcomes Management & Performance Improvement in Nursing 3 NURS 768 DNP Forum & Role Transformation 2 NURS 788 DNP Project 2 NURS 788 DNP Project 2 NURS 788 Project 2 Total Credits 8 Total Credits 8 TOTAL PROGRAM CREDITS 39 Sample UNDNP FT & PT Curriculum Plans

131 DNP PROGRAM PART-TIME COURSE SEQUENCING BY SEMESTER/YEAR YEAR 1 FALL CR SPRING CR SUMMER CR NURS 725 Scientific Underpinnings of the DNP in Advanced Practice Nursing 2 NURS 732 The Economics of Healthcare Delivery 3 NURS 719 Health & Public Policy for Advanced Practice Nursing 3 NURS 729 Translational Evidence for Healthcare Systems 3 NURS 772 The Nurse as Leader 3 NURS 767 Collaboration, Communication & Negotiation for the Nurse Leader 2 Total Credits YEAR 2 FALL CR SPRING CR SUMMER CR NURS 728 Analysis of Healthcare Organizations 2 NURS 765 DNP Residency 4 NURS 745 Healthcare Information Systems & Technology 3 NURS 792: Outcomes Management & Performance Improvement in Nursing 3 NURS 788 DNP Project 2 Total Credits YEAR 2 FALL CR SPRING CR SUMMER CR NURS 763: Management Strategies for Nursing & Healthcare Systems 3 NURS 768 DNP Forum & Role Transformation 2 or NURS 778 GIS for Health NURS 788 DNP Project 2 NURS 788 DNP Project 2 Total Credits 5 4 Sample UNDNP FT & PT Curriculum Plans

132 TOTAL PROGRAM CREDITS 39 Sample UNDNP FT & PT Curriculum Plans

133 Appendix III. 5. UNDNP Program Assessment Plan Spring 2010 to Spring 2015 Assessment Item Assessment Tool When/How Often By Whom Findings Follow-up Action Infrastructure Facilities Library Technology systems Instructional support Community outreach Needs assessment: offices, conference rooms for periodic student meetings Satisfaction surveys of users (students/faculty). Librarian review of courses and needs by semester. Consultation reports from instructional support and technology personnel Minutes of meetings with community stakeholders. Spring 2010 Needs assessment. Review of needs assessment Fall Review annually in the spring 2011 through Administrative staff. Technology and instructional support staff. Librarians Faculty Students Quality indicators: State-of-the-art facilities User satisfaction Current and adequate library facilities and electronic access Level of community participation in the program. Spring and Fall 2010 additions and corrections to resources if needed. Thereafter, annual updating of infrastructure depending upon findings. Budget Income: Tuition, fees, grants, endowments Costs: Personnel, technology, operating expenses, travel, staff development, capital expenditures Comparison of budget forecasts to actual income and expenditures Reviews for support staff adequacy for program Annual staff evaluations Spring 2010 review forecast for start-up Fall 2010 Compare actual income and costs to forecast Review budget annually from Spring 2011 through 2015 Review staffing needs and quality annually each spring Administrator and Associates Administrative staff Expected start-up deficit 1 st year Adjustment for breakeven 2 nd year Small surplus annually for unexpected costs, growth of program if indicated, capital expenditures as needed, and student and faculty development/research opportunities. Adjust budget according to findings each year by increasing income if necessary. UNDNP Program Evaluation Plan

134 Assessment Item Assessment Tool When/How Often By Whom Findings Follow-up Action Student Services Recruitment, Registrar: Admission, Records, Retention, Graduation Financial Aid, Counseling Academic Affairs Academic Advisement Progression Grievances Faculty Affairs Staffing/Recruitment Teaching Effectiveness Qualifications Scholarship Community service Analysis of student records with recruitment and admission comparisons, demographics, student GPAs, attrition and graduation rates, financial aid utilization, student counseling utilization Summaries of student/advisor assignments Minutes of Academic/Graduate Committee meetings Student satisfaction surveys Faculty records and FTEs Annual faculty evaluations Teaching effectiveness reports Faculty and student satisfaction surveys Spring 2010 recruitment records Fall 2010 admissions & demographics Spring 2011 and annually thereafter student GPAs, attrition graduations, and utilization of financial aid, counseling services Fall 2010 advisement assignments Spring 2011 and each semester thereafter, review of committee minutes Spring 2011 and annually each spring thereafter student satisfaction surveys Spring 2010 Faculty assignments to DNP Spring 2011 reviews of evaluations and assignments to DNP Registrar Faculty Admission and Graduate Committees Graduate School Faculty Committees UNDNP Coordinators Administrator and Associates Faculty Affairs Committee Faculty Students Comparisons of admission forecast to actual enrollments Student retention/attrition Graduation rates Student progression records Financial aid offerings Available counseling services Comparisons of student advisor/faculty ratios, student satisfaction with advisement, and numbers of grievances Adequacy of faculty number and qualifications for the program Teaching effectiveness reports Faculty and student Fall 2010 assess recruitment needs according to enrollments as forecast and adjust as necessary. Spring 2011 adjust program according to student progress. Spring 2012 and annually thereafter adjust admissions & budget according to program needs for quality and student support systems. Adjust advisor assignments equitably as necessary. Identify and resolve academic progression difficulties. Adjust faculty assignments according to needs of the program and faculty and student satisfaction. UNDNP Program Evaluation Plan

135 Assessment Item Assessment Tool When/How Often By Whom Findings Follow-up Action survey summaries Accreditation & Program Evaluation Activities University- Regional accreditation Nursing- CCNE Accreditation Records pertaining to accreditation standards Self Studies Program Review reports Spring 2010 submit DNP proposal to CCNE and University notifies Northwest Commission on Colleges & Universities on new program. Spring 2011 and annually thereafter collection of data for ongoing assessment of program Administrator and Associates Curriculum Committees Analysis of data according to master plan of evaluation, accreditation standards, and program review/assessment guidelines Correct items found to be lacking or not meeting expected outcomes. UNDNP Program Evaluation Plan

136 UNDNP Evaluation Plan for Assessment of Learning Outcomes Learning Outcome (End of Program Objective) Assessment Tool When/How Often By Whom Findings Follow-up Action Provide advanced nursing care to improve patient and population health care outcomes in various direct and indirect settings. Student achievement in courses that relate to the objective. Student survey based on objective. Teaching effectiveness reports. Graduate & employer surveys 1, 3, & 5 years. DNP projects. Starting at the end of Fall 2010 and every year thereafter. Graduate & employed surveys. Start in spring Review of DNP projects from 2012 on. UNDNP Coordinators Faculty Students. Graduates Employers UNDNP Committee/ Extent to which students, graduates, and employers report meeting the objectives. Evidence of the outcome in DNP projects. Identify any gaps or weaknesses in courses and leaning activities and remedy the curriculum or instructional design as necessary. Take leadership roles in the analysis, delivery, and management of nursing care and healthcare system. Student achievement in courses that relate to the objective. Student survey based on objective. Teaching effectiveness reports. Graduate & employer surveys 1, 3, & 5 years. DNP projects. Starting at the end of Summer 2011 and every year thereafter. Graduate & employed surveys. Start in spring Review of DNP projects from 2012 on. UNDNP Coordinators Faculty Students. Graduates Employers UNDNP Committee Extent to which students, graduates, and employers report meeting the objectives. Evidence of the outcome in DNP projects. Identify any gaps or weaknesses in courses and leaning activities and remedy the curriculum or instructional design as necessary. Provide evidence-based practice through the application of analytical methods, information systems, technology, and clinical research. Student achievement in courses that relate to the objective. Student survey based on objective. Teaching effectiveness reports. Graduate & employer surveys 1, 3, & 5 years. DNP projects. Starting at the end of Summer 2011 and every year thereafter. Graduate & employed surveys. Start in spring Review of DNP projects from 2012 on. UNDNP Coordinators Faculty Students. Graduates Employers UNDNP Committee. Extent to which students, graduates, and employers report meeting the objectives. Evidence of the outcome in DNP projects. Identify any gaps or weaknesses in courses and leaning activities and remedy the curriculum or instructional design as necessary. UNDNP Program Evaluation Plan

137 Learning Outcome (End of Program Objective) Collaborate with interprofessional teams to meet the healthcare needs of culturally and ethnically diverse individuals and populations. Act as a change agent, leaders, and advocate in the design, implementation, and evaluation of healthcare policy as it affects populations and the nursing profession. Assessment Tool When/How Often By Whom Findings Follow-up Action Student achievement in courses that relate to the objective. Student survey based on objective. Teaching effectiveness reports. Graduate & employer surveys 1, 3, & 5 years. DNP projects. Student achievement in courses that relate to the objective. Student survey based on objective. Teaching effectiveness reports. Graduate & employer surveys 1, 3, & 5 years. DNP projects. Starting at the end of Summer 2011 and every year thereafter. Graduate & employed surveys. Start in spring Review of DNP projects from 2012 on. Starting at the end of Summer 2011 and every year thereafter. Graduate & employed surveys. Start in spring Review of DNP projects from 2012 on. UNDNP Coordinators Faculty Students. Graduates Employers UNDNP Committee. UNDNP Coordinators Faculty Students. Graduates Employers UNDNP Committee. Extent to which students, graduates, and employers report meeting the objectives. Evidence of the outcome in DNP projects. Extent to which students, graduates, and employers report meeting the objectives. Evidence of the outcome in DNP projects. Identify any gaps or weaknesses in courses and leaning activities and remedy the curriculum or instructional design as necessary. Identify any gaps or weaknesses in courses and leaning activities and remedy the curriculum or instructional design as necessary. UNDNP Program Evaluation Plan

138 Appendix IV.1. UNR and UNLV Master Evaluation Plan MASTER EVALUATION PLAN GOVERNANCE Category Expected Outcomes Data/Sources Philosophy, vision and mission of the Orvis School of Nursing Organizational structure of the OSN Participation of faculty, administration and students in governance of the OSN, DHS, and Congruence between philosophy, vision and mission of the Orvis School of Nursing (OSN) and those of the Division of Health Sciences (DHS) and University The organizational structure of the OSN facilitates accomplishment of its mission and goals Students, faculty and administration in the OSN are active participants in OSN, DHS, and University Philosophies, visions, and missions of the OSN, DHS, and University University Strategic Plan DHS Strategic Plan OSN Organizational chart OSN committee structure OSN philosophy, vision & mission OSN Faculty Manual Administrative regulations of the DHS and the University Organizational structure of the OSN, DHS, and University OSN, DHS and University bylaws Process (P) Responsible Party (RP) P: Review of the OSN philosophy, vision and mission for congruence with those of the DHS, and University RP: OSN Director, Associate Directors, Program Coordinators, Faculty (Every 4 years in Fall semester or as University or DHS documents are revised/updated) P: Review of OSN organizational structure Review committee structures for purposes, effectiveness, and membership RP: OSN Director, Associate Directors, Program Coordinators, Faculty, Staff, Respective OSN committees (Ongoing) P: Review of OSN Director and Associate Director responsibilities Faculty membership on OSN, DHS, and University committees and task forces Master Evaluation Plans for UNR and UNLV