ACADEMIC AFFAIRS PROGRAM PLANNING AND ASSESSMENT EXECUTIVE SUMMARY SPRING 2017 I. Nursing and Allied Health II. Date of Review 5/25/2017 III. Mission The mission of Nursing and Allied Health is to facilitate an interprofessional learning environment in which students become safe, accountable, and culturally-responsive healthcare professionals. Faculty and students embrace excellence and model ethical leadership while advancing the art and science of healthcare professions. The faculty and students adopt an attitude of inquiry; ideas are generated and the art of investigation is prized. Vision Nursing and Allied Health will be an influential resource in health education for the Salinas Valley. Values Nursing and Allied Health facilitates the development of healthcare professionals who embody and demonstrate core values of comportment, competence, caring, collaboration, and curiosity: 1. Comportment- involves the internalization of the core values of professional practice (NLN, 2010). Comportment is actualized by the integration of values and actions, and may be measured in the form of professional conduct, appearance, behavior, and collaborative practice (Clickner & Shirey, 2013, p. 108). 2. Competence- is an integration of knowledge, skills, abilities, and judgments demonstrating an expected level of performance within a scope of practice. The competent healthcare professional facilitates competent practice and seeks to remove barriers that constrain competent practice. Competence is definable, measurable, and can be evaluated; the professional is responsible and accountable for maintaining competence; competence is situational and dynamic (Professional Role Competence Position Statement, ANA, 2014). 3. Caring- is defined as "a nurturing way of relating to a valued other toward whom one feels a personal sense of commitment and responsibility" (Swanson, 1991, p. 162). There are five caring processes seen as common features of caring relationships: a. Knowing represents understanding the client experience and striving to understand an event as it has meaning in the life of the other. b. Being with includes being available and emotionally present to the other. c. Doing for entails competently doing for the other what he or she would do for self if it Academic Affairs Program Planning and Assessment Executive Summary Page 1
were at all possible. Caregivers develop a healing environment, preserve dignity and help the client navigate the healthcare system. d. Enabling/Informing is facilitating the other s passage through life transitions and unfamiliar events. Caregivers share knowledge to benefit the other. e. Maintaining belief revolves around believing in the client s ability to make the best decisions. Caregivers demonstrate a sustaining faith in the other s capacity to get through an event or transition and face a future with meaning (Swanson, 1991). 4. Collaboration- is the concerted effort to attain a shared goal, so the health needs of the client and the public may be addressed. Collaboration requires mutual trust, recognition, and respect among the interprofessional healthcare team, shared decision-making about client care, and open dialogue among all parties who have an interest in and a concern for healthcare outcomes (American Nurses Association (ANA), 2015). 5. Curiosity- is necessary to pursue life-long learning. Essential to professional practice, the skills of inquiry, clinical reasoning, and research must be taught and directed. (Benner, 2010). Evidence-based practice is best practice, and curiosity is the tool of discovery. Interprofessional Core Competencies Interprofessional core competencies include four domains, essential values for nursing and allied health professionals: 1. Values/ethics for interprofessional practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values 2. Roles/responsibilities: Use the knowledge of one s own role and those of other professions to appropriately assess and address the healthcare needs of the clients and populations served. 3. Interprofessional communication: Communicate with clients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease. 4. Teams and teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver client/population-centered care that is safe, timely, efficient, effective, and equitable (IEC Expert Panel, 2011). IV. Service Area s key duties, responsibilities, functions, activities, and tasks Hartnell College Nursing and Allied Health is a learning environment in which students participate in optimal didactic and clinical learning experiences. Students complete educational programs that meet or exceed standards established by Board of Registered Nursing, Board of Vocational Nursing and Psychiatric Technicians, Commission on Accreditation for Respiratory Care, Accreditation Commission for Education in Nursing, and the Monterey County Emergency Medical Services Agency. Four clinically-based healthcare programs are offered: Associate Degree in Registered Nursing The Hartnell College Registered Nursing (RN) Program is a four-semester course of study consisting of classroom, high-fidelity simulation, and clinical experiences. The ADN students are prepared for entry level nursing positions within acute and community health care settings. Graduates are eligible to take the National Council Licensure Examination (NCLEX-RN). After passing, graduates may practice as registered nurses in a variety of Academic Affairs Program Planning and Assessment Executive Summary Page 2
acute and community-based settings. The ADN program is accredited by the California Board of Registered Nursing and by the Accreditation Commission for Education in Nursing. Vocational Nursing Certificate The Hartnell College Vocational Nursing (VN) Program is a 12-month, year-round course of study consisting of classroom and clinical experiences. Vocational Nurses perform essential nursing services under the supervision of a registered nurse or physician. Graduates receive a Certificate of Completion and are eligible to take the National Council Licensure Examination for Practical Nurses (NCLEX-PN). After passing the NCLEX-PN, graduates may practice as licensed vocational nurses (LVN). In 2018, the VN program will convert to a three-semester program. In an effort to decrease time to completion, the 2018 revised curriculum will include few prerequisite courses. The VN program is accredited by the California Board of Vocational Nursing and Psychiatric Technician and by the Accreditation Commission for Education in Nursing. Associate Degree in Respiratory Care Practitioner The Hartnell College Respiratory Care Practitioner (RCP) Program is a four-semester course of study consisting of classroom, high-fidelity simulation, and clinical experiences. Graduates are prepared to demonstrate competence in the cognitive, psychomotor, and affective learning domains of respiratory care practice as performed by registered respiratory therapists. Graduates are eligible to take the National Board for Respiratory Care (NBRC) credentialing examination. After passing, graduates may practice as Registered Respiratory Therapists (RRTs) in a variety of acute and community-based settings. The RCP program is accredited provisionally by the Commission on Accreditation for Respiratory Care. In 2019, the RCP program will undergo a site visit for initial accreditation. Emergency Medical Technician The educational requirements for emergency medical technicians (EMT) include 7.5 units of classroom, skills laboratory, acute care, and ambulance ride-along educational experiences. Students who pass the course and complete the required clinical hours are eligible to take the EMT certification examination. Certified EMTs may work as first responders or work within healthcare systems. The EMT program is accredited by the Monterey County Emergency Medical Services Agency. Public Health The public health degree, a non-clinical health career option, is interdisciplinary in nature. Graduates are prepared for a variety of careers in schools, non-profit organizations, government agencies, hospitals, and wellness programs. The Associate in Science Degree in Public Health for Transfer is a clearly articulated curricular track for students who wish to transfer to baccalaureate degree programs at a California State University campus in areas such as public health, health science, kinesiology with a health education or a health and wellness promotion concentration, collaborative health and human services with community health option, and related fields. Academic Affairs Program Planning and Assessment Executive Summary Page 3
Coordinated community outreach activities for healthcare educational paths are scheduled with educational and industry partners on a regular basis. Advisory board members suggest modifications based on industry and community need. In exchange, faculty and students influence professional practice through their leadership and participation. Nursing and Allied Health programs have separate admission processes. The programs receive more than 500 applications per year that must be processed and evaluated prior to the selection process. Student transcripts, health records, immunization histories, background checks, drug screening reports, and American Heart Association Healthcare Provider BLS certifications are validated and tracked for currency throughout the student s educational experience. Clinical classes are scheduled seven days per week. Placements for each student are determined by educational and facility need. Each program lead instructor assumes responsibility for the coordination of clinical sites, hours, faculty placements, and learning environments. In 2016, the Salinas Valley Health Professions Pathway Partnership (SVHPPP) was added to Nursing and Allied Health. Established in 2010, the SVHPPP represents an intentional and strategic collaboration among members of K-12 schools, higher education, alternative education, healthcare employers, workforce investment boards, philanthropic agents, and community service organizations. A goal is to increase and sustain the number of locally grown and locally prepared health care professionals who meet regional health workforce needs and who contribute to the Salinas Valley s economic engine. Also, the SVHPPP seeks to strengthen its offerings and capacity to serve youth who have already been pipelined through suspension, expulsion and into the juvenile justice system. Social emotional supports supported by the SVHPPP will redirect youth to aspire to equitable educational and career opportunities. In essence, SVHPPP leadership believes that every youth is an asset to the Salinas Valley and therefore, no youth should remain in a school to prison pipeline. IV. Greatest strengths and most significant accomplishments during the past three years The most significant accomplishments for Nursing and Allied Health during the past three years are the following: Continued accreditation approval without deficiencies for the vocational nursing program by the California Board of Vocational Nursing and Psychiatric Technicians and Accreditation Commission for Education of Nurses emergency medical technician program by the Monterey County Emergency Medical Services Agency registered nursing program by the California Board of Registered Nursing and Accreditation Commission for Education of Nurses Continued candidacy for accreditation by Commission for the Accreditation of Academic Affairs Program Planning and Assessment Executive Summary Page 4
Respiratory Care Adoption of an interprofessional model of instruction for respiratory care practitioner, emergency medical technicians, and registered and vocational nursing students Integration of interprofessional high fidelity simulation experiences in every academic program Creation of a nursing education consortium with Monterey Peninsula College, Gavilan College, Cabrillo College, and California State University Monterey Bay Membership in the Greater Bay Area Region RCP consortium Interprofessional Nursing and Allied Health student program to verify clinical skills of Clinica de Salud medical assistants Creation of peer-led mentoring and tutoring programs Nurse and respiratory care practitioner residency programs Consistent NCLEX-RN and NCLEX-PN and Registered Respiratory Therapy pass rates above California and national averages Creation of Salinas Valley Health Professions Pathway V. Major challenges during the past three years that is, the aspects that are most in need of improvement Continually, the ADN, VN, and RCP PPAs list lack of qualified faculty as an area most in need for improvement. Recruiting staff and faculty remains a chronic challenge. Hartnell draws from a small population of qualified healthcare professionals. Faculty vacancies are left unfilled for extended periods despite aggressive recruitment efforts. Academic salaries, which are significantly below industry salaries, complicate the search. For example, a respiratory therapist earns more working part-time at an acute care setting than the respiratory therapist educator who works full-time. A relatively new registered nurse s starting salary is higher than that of an experienced faculty member with advanced degrees. As of May 4, 2017, one full-time and parttime nursing positions and one part-time respiratory care practitioner position remains unfilled, resulting in four unstaffed classes scheduled for Fall 2017. Classroom, storage, faculty offices, and meeting spaces are listed as a critical need on every program s PPA. On a regular basis, class schedules and class section sizes are modified multiple times during the semester to accommodate learning needs of students. For example, the skills lab cannot accommodate classes with more than 32 students and the simulation lab is too small for clinical classes greater than six. Class space is limited, causing classes to be held off campus, on weekends, and late into the evening. One hundred sixty full-time students and more than 70 parttime students use the 6,000 square foot classroom and lab spaces. Room conflicts are common occurrences, which stresses faculty, students, and staff members who are expected to rectify a difficult situation. Class sizes have been capped because of lack of resources. Conducting interprofessional classes has been stalled. Six tenured and tenure track instructors share a converted classroom that offers no privacy or space for student conferences. Three instructors have desk spaces in storage areas. Lack of facility space is suboptimal for student learning, faculty Academic Affairs Program Planning and Assessment Executive Summary Page 5
performance, and program advancement. In fall 2017, RCP and EMT faculty will move into new spaces in the N-building, which will improve the teaching and learning environments. Also, in July 2017, new storage units will be installed in classrooms. Equipment will be moved from office areas that have been used as storage rooms. Continually high attrition in the RCP program has led to an assessment and evaluation of teaching methodology, learning materials, structure of curriculum, and resources. Annual plans for improvement have been submitted to the Commission on Accreditation for Respiratory Care (CoARC). Faculty continues to work with advisory committee members and general education faculty, especially those who teach prerequisite courses. VI. Brief summary of continuous quality improvement actions to be taken that will help to build upon strengths and address challenges Nursing and Allied Health faculty participates in accreditation approval processes required by regulatory bodies. Annual reviews result in modifications. Faculty attends professional conferences and participates in professional practice opportunities to maintain clinical competence. Participation in governance councils and facility planning experiences address current challenges. Nursing and Allied Health faculty has two-hour staff meetings every Monday. The standing committees include Faculty, Curriculum, Evaluation, Admissions/Selection, and Policy and Procedure. Student representatives from each academic program are active members on all committees with the exception of Admissions/Selection. Proactive huddle meetings with assistant directors, lead faculty, and administrative staff occur every Tuesday. Communication is as direct and timely as possible. Additional committees are the Admissions/Selection Committee, Skills Lab, and Simulation Lab Committees. Each committee is strengthened by the inclusion of administrative staff. Cross-training on contracts, data bases, and facilities scheduling has helped the administrative staff balance the complicated and ever-changing workload. Increased participation at collegesponsored education and training workshops and the use of shared Google folders for documents and correspondences has improved office efficiency. Retrieval of accreditation and clinical facility documents has improved. Application processes for the clinical programs is on-line. Only one of the more than 500 applications received was in error. Applicants (89%) scored the process as user-friendly. Less than five percent (4.3%) preferred a paper application process. The paperless process decreased application processing time and simplified the application review process for faculty. The ADN and RCP students are required to take the standardized ATI TEAS nursing readiness test after admission. Correlations and relationships between ATI TEAS scores, along with GPAs, scores on examinations and course assignments, are calculated and tracked. Based on a review of data, there is a positive correlation between science GPA, ATI TEAS, and first semester success. Academic Affairs Program Planning and Assessment Executive Summary Page 6
Benchmark results on admission criteria are used for student success educational plans. All faculty members are involved in faculty recruitment efforts. Advisory committee members are kept appraised of staffing changes and vacancies. The deans and directors of health science programs are in communication and share faculty, when possible. Academic Affairs Program Planning and Assessment Executive Summary Page 7