College of Nursing Rutgers, The State University of New Jersey 180 University Avenue Newark, New Jersey 07102 Self Study October 11, 12, & 13, 2010 Prepared for: Commission on Collegiate Nursing Education Standards for Accreditation of Baccalaureate and Graduate Degree Programs, Amended April 2009 used for this self-study. 1
Table of Contents CCNE On-Site Evaluation Planning: General Information 4-7 2 Pages Introduction and Overview 8-10 Standards/Key Elements Standard I Program Quality: Mission & Governance 11-21 I-A The mission, goals and expected student outcomes are congruent with those of the parent 11 institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. I-B The mission, goals, and expected student outcomes are reviewed periodically and revised, 16 as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. I-C Expected faculty outcomes in teaching, scholarship, service, and practice are congruent 17 with the mission, goals, and expected student outcomes. I-D Faculty and students participate in program governance. 18 I-E Documents and publications are accurate. References to the programs offerings, 19 outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree completion requirements, tuition, and fees are accurate. I-F Academic policies of the parent institution and the nursing program are congruent. These 20 policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. I-G There are established policies by which the nursing unit defines and reviews formal 20 complaints. Standard II Program Quality: Institutional Commitment & Resources 22-37 II-A Fiscal and physical resources are sufficient to enable the program to fulfill its mission, 22 goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needs. II-B Academic support services are sufficient to ensure quality and are evaluated on a regular 26 basis to meet program and student needs. II-C The chief nurse administrator. 30 II-D Faculty members are: sufficient in number to accomplish the mission, goals, and expected 32 student and faculty outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which h they teach. II-E When used by the program, preceptors, as an extension of faculty, are academically and 35 experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. II-F The parent institution and program provide and support an environment that encourages 36 faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. Standard III Program Quality: Curriculum & Teaching-Learning Practices 38-62 III-A The curriculum is developed, implemented and revised to reflect clear statements of expected individual student learning outcomes that are congruent with the program s mission, goals, and expected aggregate outcomes. III-B. Expected individual student learning outcomes are consistent with the role for which the program is preparing its graduates. Curricula are developed, implemented and revised to reflect professional nursing standards and guidelines, which are clearly evident with the curriculum, expected student learning outcomes and expected aggregate student outcomes. 38 40
III-C The curriculum is logically structured to achieve expected individual and aggregate 42 students outcomes. III-D. Teaching Learning practices and environments support the achievement of 48 expected individual student learning outcomes and aggregate student outcomes. III-E. The curriculum and teaching learning practices consider the needs and expectations of 52 the identified community of interest. III-F Individual student performance is evaluated by the faculty and reflects achievement 56 of expected individual student learning outcomes. Evaluation policies and procedures for individual student learning performance are defined and consistently applied. III-G Curriculum and teaching learning practices are evaluated at regularly scheduled intervals 59 to foster ongoing improvement. Standard IV Program Effectiveness: Aggregate Student & Faculty Outcomes 63-76 IV-A Surveys and other data sources are used to collect information about student, alumni, 63 and employer satisfaction and demonstrated achievements of graduates. Collected data include, but are not limited to, graduate rates, NCLEX-RN, pass rates, certification examination pass rates, and employment rates, as appropriate. IV-B Aggregate student outcome data provide evidence of the program s effectiveness in 64 achieving the mission, goals, and expected outcomes. IV-C Aggregate student outcome data provide evidence of the program s effectiveness in 67 achieving its mission, goals, and expected outcomes. IV-D Aggregate student outcome data are used, as appropriate, to foster ongoing program 70 improvement. IV-E Aggregate faculty outcomes are consistent with and contribute to achievement of the 71 program s mission, goals, and expected student outcomes. IV-F Information from formal complaints is used, as appropriate, to foster ongoing program 74 improvement. Summary 75-76 Appendix A. Documents for Standards I IV in the Resource Library and Web Linked 1. Supporting Documents for Standard I: Mission & Governance 2. Supporting Documents for Standard II: Institutional Commitment & Resources 3. Supporting Documents for Standard III: Curriculum & Teaching/Learning Practices 4. Supporting Documents for Standard IV: Program Effectiveness Appendix B. Materials Included with Self-Study Report B-I. Standard I B-I.1 College of Nursing brochures, A New Era and Facts B-I.2 Evaluation Plan B-I.3 Organization Chart B-II. Standard II B-II.1 Faculty B-II.2 Part-time Lecturers B-II.3 Position Descriptions for BS Course Coordinator and MS Specialty Director B-III. Standard III B-III.1 BS Student Learning Outcome Exemplars B-III.2 MS Student Learning Outcome Exemplars B-III.3 BS Essentials cross-walk with BS Curriculum B-III.4 MS Essentials cross-walk with MS Curriculum B-IV. Standard IV (see Evaluation Plan under Standard I) 3
CCNE On-Site Evaluation Planning: General Information Official Name of Institution: College of Nursing Rutgers, The State University of New Jersey Type of Institution: Public Carnegie Classification: One (1) Does your nursing unit currently offer curricula via distance education? If yes, is 50% or more of the required academic credit hours in nursing accrued through distance education activities. Nursing Program YES (<50%) X YES (>50%) Baccalaureate Master s X DNP X *To be visited for CCNE accreditation at a later time NURSING PROGRAM INFORMATION No N/A Degree Programs Offered Student Data: Identify all baccalaureate and master s degree tracks offered by the nursing unit. For each track, list the 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 Program Number of student enrolled Number of graduates Baccalaureate 2009-2010 2010 Generic 548 124 RN Completion 76 17 Accelerated 16 6 Master s Totals 640 147 Acute Care Nurse Practitioner 37 7 Adult and Aging 42 10 Family 57 12 Pediatrics 40 6 Women s Health 16 3 Psych/Mental Health 16 4 Community Health 5 3 Doctor of Nursing Practice Total 213 45 DNP 12 3 4
ACCREDITATION AND APPROVAL Institutional Accreditation: Institutional Accreditor Last Review Next Scheduled Review Middle States Association of Colleges and Secondary Schools 2008 Unknown Specialized Accreditation: Specialized Accreditor Last Review Next Scheduled Review Commission on Collegiate Nursing Education Baccalaureate in Nursing April 21, 2001 Master s in Nursing April 21, 2001 DNP Fall, 2011 State Board of Nursing Approval: Nursing Program Approved Last Review Next Scheduled Review Baccalaureate 2009 State Board informed of None scheduled. change in leadership in College of Nursing Master s 2009 State Board informed of change in leadership in College of Nursing Doctor of Nursing Practice Identify any post-master s certificate programs offered by the nursing unit. Acute Care Nurse Practitioner Adult and Aging Family Pediatrics Women s Health Psych/Mental Health Community Health Identify any doctoral degree programs (other than the Doctor of Nursing Practice program) offered by the nursing unit: PhD in Nursing Identify any joint degree programs in nursing offered with any other unit at the institution. None. 5
NCLEX-RN Pass Rates for the Last Three Years (Academic Calendar) Year # students taking NCLEX-RN for first time Pass Rate for first time takers NCLEX-RN Pass Rate for ALL test takers 2007-08 147 77.85% 78% 2008-09 110 88.18% 92% 2009-10 127 85.83% 89% Certification Pass Rates for the Last Three Years (Academic or Calendar) Year Certification/ Organization Certification Exam by Specialty Area # students taking exam Certification Pass Rate 07/10 ANCC Adult NP 4 75% 07/10 ANCC Family NP 6 100% 07/10 ANCC Acute Care NP 3 100% 07/10 ANCC Pediatric NP 1 100% Psych APN 0 n/a Nursing Program Faculty CCNE recognizes that faculty members may teach across program levels. Nonetheless, the institute must estimate the faculty full-time-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 (Includes Dean Holzemer) # full-time # part-time Total # Faculty 37 49 86 Identify the faculty full-time equivalent (FTE) currently devoted to the baccalaureate degree program Full-Time FTE Part-time FTE Total Faculty FTE 19 10.45 29.45 Identify the faculty fill-time-equivalent (FTE) currently devoted to the master s degree program. Full-time FTE Part-time FTE Total Faculty FTE 12.0 3.4 15.4 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 4.0 4.0 6
Distance Education Does your nursing unit currently offer curricula (or any part thereof) via distance education? Baccalaureate (X) Yes If yes, please provide a brief description of the distance learning offerings at the baccalaureate level: Registered nurses who are enrolled in the baccalaureate program can complete the program online. No clinical courses are on-line. If yes, is 50% or more of the required academic credit hours in nursing accrued through distance education? (X) Yes for RN students only. Master s (X) Yes If yes, please provide a brief description of the distance learning offerings at the master s level: All of the core courses outlined in Table 7 except Advanced Health Assessment are offered online. None of the clinical courses are offered on-line. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? (Yes) As described above, approximately 50% of the Masters course work is offered on-line. Doctor of Nursing Practice (X) If yes, please provide a brief description of the distance learning offerings at the Doctor of Nursing Practice Program. The entire post-masters DNP program is offered on-line. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? (X) Yes 7
INTRODUCTION and OVERVIEW Rutgers, The State University of New Jersey, is a leading national public research university and the state s preeminent, comprehensive public institution of higher education. Rutgers is dedicated to teaching that meets the highest standards of excellence; to conducting research that breaks new ground; and to turning knowledge into solutions for local, national, and global communities. As it was at our founding in 1766, the heart of our mission is preparing students to become productive members of society and good citizens of the world. Rutgers teaches across the full educational spectrum: preschool to precollege; undergraduate to graduate and postdoctoral; and continuing education for professional and personal advancement. Rutgers is New Jersey s land-grant institution and one of the nation s foremost research universities, and as such, we educate, make discoveries, serve as an engine of economic growth, and generate ideas for improving people s lives Rutgers is the sole university in the United States that is a colonial college, a land-grant institution, and a public university. The university draws on a storied legacy of innovation and strong ties to a complex and diverse state to serve the public through education, research, and community engagement. Rutgers was reaccredited by the Middle States Commission on Higher Education in 2008. Rutgers is deeply rooted in New Jersey, a densely populated, diverse, and complex state that is a microcosm of 21st-century America and has a diverse student body of over 52,000 students and 13,000 faculty. Rutgers University has three main campuses, and the College of Nursing is located on both the Newark and New Brunswick campus. There is a department of nursing in the College of Arts & Sciences on the Camden campus but it is a totally separate entity from the College of Nursing-Newark & New Brunswick. The New Brunswick Campus is the birthplace of Rutgers. Comprising five smaller campuses Busch, College Avenue, George H. Cook, Douglass, and Livingston it is home to more than 36,000 students and more than 8,200 faculty and staff. An inviting, tree-lined, 40-acre campus in the heart of a major metropolitan area in southern New Jersey, Rutgers Camden is home to 5,400 students and more than 850 faculty and staff. Newark is a cosmopolitan campus in the University Heights section of New Jersey s largest city. Rutgers Newark has more than 11,000 students from the U.S. and 70 other countries and 1,400 faculty and staff. Rutgers-Newark awards approximately 60 PhDs, 1000 graduate degrees, and 1200 baccalaureate degrees each year, and is ranked 12th in the nation for quality among small research universities by the National Faculty Productivity Index. We are committed to expanding and strengthening our graduate programs, faculty research, and external research support, and to providing extensive research opportunities to undergraduates under the guidance of our outstanding faculty. 8
Located in the heart of New Jersey s largest and most important city, we are deeply committed to engagement with Newark and surrounding communities through teaching, research, public service, and experiential learning. We are an integral part of Newark s exciting revitalization, which is recreating a dynamic downtown at its core. Our 37-acre campus places us in the center of the educational, healthcare, government, business, financial, legal and cultural district of downtown Newark, and adjacent to five other higher education institutions with a total student population of 35,000. We will continue to expand our enrollments, and we will become increasingly a residential campus. We will also continue to appoint faculty who welcome the opportunities to enhance teaching and research through engagement with our metropolitan community. Rutgers College of Nursing celebrated its 50 th anniversary in 2007. Discussions to initiate a School of Nursing began around 1918 by Mabel Smith Douglass, founding dean, New Jersey College for Women. Not until 1928, did the Rutgers Board of Trustees approve a diploma nursing program affiliated with Rutgers. Then, in 1952, the Rutgers Trustees approved a Division of Nursing, which allowed for the first university-based generic BS major in nursing in the State of New Jersey. In 1955, Rutgers nursing program achieved full accreditation from the National League for Nursing. In 1956, the Rutgers Board of Trustees changed the designation of the Division of Nursing to the College of Nursing. At that time, Dr. Hildegard E. Peplau developed and offered the first clinical nurse specialty graduate program in the nation which established the field of psychiatric/mental health nursing. In 1966, Sigma Theta Tau, Alpha Tau Chapter, was approved. Then, in 1990, the first PhD program in Nursing in New Jersey was launched. The DNP program was approved by the faculty in 2007. Major changes since 2000 CCNE Accreditation Report: Curricular 1. Initiated a 14 month Accelerated second degree RN program for individuals with degrees in another field in 2004. 2. Initiated a Post-MS Doctor of Nursing Practice Program (DNP) in 2007 that will be reviewed for accreditation in fall, 2011 by CCNE. Faculty have voted to initiate a post-baccalaureate DNP program beginning in fall, 2012, with an option for 2011. 3. In 2009, faculty voted to initiate a Nursing Administration MS program, which became the postbaccalaureate DNP Nursing Leadership program to open in fall, 2011. 4. PhD program changed from traditional on-site delivery model to an on-line delivery model in 2006. 5. The School Nurse program will be changed from an undergraduate certificate program to a graduate certificate program in 2011. 6. During 2009-2010 academic year, the College of Nursing with the support of the Graduate School made the decision to move the MS and DNP degree programs out of the Graduate School and 9
under the total control of the College of Nursing beginning September 2010; only the PhD program remains within the Graduate School. Administrative Dorothy DeMaio was dean during the 2000 CCNE accreditation. Since that time, two permanent deans have occupied the position (Hurdis Griffith 2000-2003 and Felicia Lashley, 2003-2008); from 2008-2009 (September) there was an acting dean (Lucille Joel) and on 9/1/09, William Holzemer became Dean. Facilities 1. March 2009, a new building was dedicated on the New Brunswick campus. 2. August, 2010, all faculty on the Newark campus were moved into Ackerson Hall, after a summer remodeling. The CCNE Standards for Accreditation of Baccalaureate and Graduate Degree Programs, Amended April 2009, were used for this self-study. Resource Materials A traditional resource reference library has been prepared for the site visitors where copies of all relevant documents are available for review as print copies. In addition, there are web links built into this document that are active when reading this document at Rutgers on a computer that is linked to our web site. So, the reader can be reading a section and click on this web link and immediately see the relevant document. The supporting documents that are hyperlinked to the text of the Self-Study Report are also listed as Appendix A organized by Standards I, II, III, and IV and is attached. 10
STANDARD I: PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Mission: As the sole comprehensive public research university in the state s system of higher education, Rutgers, The State University of New Jersey, has the threefold mission of: providing for the instructional needs of New Jersey s citizens through its undergraduate, graduate, and continuing education programs; conducting the cutting-edge research that contributes to the medical, environmental, social and cultural well-being of the state, as well as aiding the economy and the state s businesses and industries; and performing public service in support of the needs of the citizens of the state and its local, county, and state governments. Each component of the university s mission reinforces and supports the other two. For example, research creates the new knowledge so necessary to support quality instruction and innovative public service. Mission-Vision Statement for Rutgers University, Newark. Rutgers University in Newark has a long and proud tradition of providing a first-rate education to students of modest means, to first-generation college attendees, and to students of diverse racial, ethnic, and religious backgrounds. Our diverse student bodies, relatively small classes, the educational opportunities of Newark and nearby New York City, and the university s tradition of academic excellence have attracted a growing student body, which has increased by 1500 students in less than a decade. Once a strictly commuter institution, over twelve hundred students now live on campus, and building additional student residences is one of our highest priorities. Our faculty holds undergraduate students to rigorous standards, and offers them numerous opportunities to undertake original research. As the Rutgers-Newark enrollments grow, we will continue to insure that we remain accessible to large numbers of first-generation college students. The College of Nursing s main campus is situated in the City of Newark New Jersey. The College of Nursing s second campus is located in the city of New Brunswick which is 27 miles from the Newark campus. A total of 67% of the 21 counties in New Jersey have been designated a health professional shortage area. Therefore, due to our campus locations our students are provided a wide range of clinical sites and a wealth of experiences that reflect the diversity of patient populations, varied socio-economic groups and health care settings. The clinical sites include but are not limited to teaching and community 11
hospitals, elementary schools, community based clinics, and home care agencies. (Graduate clinical site contracts, Undergraduate clinical site contracts). Rutgers University has a third campus in Camden, NJ, which has a nursing program that is housed in a Department in the School of Arts & Sciences. There are plans to expand the Camden nursing program into a separate School of Nursing. At this time, Rutgers College of Nursing-Newark & New Brunswick has no authority or relationship with the Camden program. The College of Nursing offers several entry programs to the Baccalaureate degree, including generic program, upper division transfer program, RN to BS program (on-line), and Accelerated 14 month program for students with a baccalaureate degree in another field. The goal for the College of Nursing is to graduate 100 new BS graduates each year, 50 from the Newark campus and 50 from the New Brunswick campus. At the Master s degree program level, the College offers specialization in the following nine areas: Acute Care Nurse Practitioner; Adult/Aged Nurse Practitioner; Geriatric Nurse Practitioner; Family Nurse Practitioner; Pediatric Nurse Practitioner; Women s Health Nurse Practitioner; Psychiatric/Mental Health Advanced Practice Nurse; Community Health Advanced Practice Nurse; and a new area beginning Fall, 2011, Nurse Leadership Advanced Practice Nurse. The College also houses a Center for Continuous Education, accredited by the American Nurses Credentialing Center, to offer continuing education credits. The College houses the New Jersey Collaborating Center for Nursing, a research think-tank supported by a public/private partnership between the State of New Jersey and the Robert Wood Johnson Foundation to conduct studies on workforce supply and demand. After a one-day retreat in the fall, 2009, with the arrival of a new Dean, the College of Nursing faculty reviewed the vision and mission statement of the College of Nursing. Faculty approved this vision and mission statement after discussion and debate. College of Nursing Vision: The Rutgers College of Nursing will continue to be known for the quality of its faculty, students, and alumni and its research, service and educational programs that contribute to improving the health and well-being of diverse populations and enhancing patient safety and quality across all health care settings. College of Nursing Mission: To educate students, advance the discipline of nursing through research and scholarship, provide service responsive to the health care needs of multicultural populations, and demonstrate local, national and international leadership in informing health care outcomes. In addition, the faculty approved several strategic goals for each area of the mission: 12
Education: Enhance Rutgers College of Nursing s reputation as a leader in best educational practices. Create a learning environment responsive to the changing educational and socio-political trends. Integrate innovative teaching and learning strategies that promote learning responsive to the needs of diverse populations and health care settings. Integrate ethical principles that ensure the rights and privileges of all humans to health care that is sensitive to preserving the human dignity of all persons. Research: Provide excellence in research and scholarship that contributes to the health and well being of diverse populations. Foster research initiatives that generate, test, and refine disciplinary knowledge and inform health policy at the local, national, and global level. Design interventions that reduce disparities, enhance patient safety and quality outcomes, promote health and comfort and reduce suffering. Articulate areas of research concentration that reflect faculty expertise and scholarship and contribute to advancing the national health agenda. Service: Develop collaborative partnerships with New Jersey communities and beyond to enhance and enrich educational opportunities for students with a variety of practice settings Foster collaborative research opportunities for students and faculty to contribute to improving cost effective, high quality, patient centric health care outcomes for all. Partner with health care settings to design educational and research experiences that enrich the environment of care and foster curriculum innovation. Provide leadership at the local, national, and global levels that ensures the public has access to quality nursing care. This revised vision and mission will be available on our revised web site shortly. Currently, at the time of this writing, a previous version of the College of Nursing s vision and mission is on the web site (www.nursing.rutgers.edu). We are in the final stages of launching a new web site and therefore we have not invested in the upkeep of the current web-site except for important student related information. The College of Nursing s mission and goals are congruent with the University s mission and goals. Expected outcomes for the baccalaureate and master s degree programs are noted in Table 1, a crosswalk among Mission Statements, Baccalaureate & Master s Program expected student outcomes. These 13
expected outcomes are consistent with the mission of Rutgers University. Table 1. Congruence of University and College of Nursing Mission University Mission Provide a first-rate education to students of modest means, to firstgeneration college attendees, and to students of diverse racial, ethnic, and religious backgrounds Engagement with Newark and surrounding communities through teaching, research, public service, and experiential learning College of Nursing Mission Create a learning environment responsive to the changing educational and socio-political trends. Integrate innovative teaching and learning strategies that promote learning responsive to the needs of diverse populations and health care settings. Develop collaborative partnerships with New Jersey communities and beyond to enhance and enrich educational opportunities for students with a variety of practice settings Foster collaborative research opportunities for students and faculty to contribute to improving cost effective, high quality, patient centric health care outcomes for all. Partner with health care settings to design educational and research experiences that enrich the environment of care and foster curriculum innovation. Professional education and training for future business, legal, healthcare and civic leaders. Critical research in the sciences, the arts, humanities and social sciences, and in the professions of business, criminal justice, law, nursing, and public administration. Provide leadership at the local, national, and global levels that ensures the public has access to quality nursing care. Enhance Rutgers College of Nursing s reputation as a leader in best educational practices. Integrate ethical principles that ensure the rights and privileges of all humans to health care that is sensitive to preserving the human dignity of all persons. Provide excellence in research and scholarship that contributes to the health and well being of diverse populations. Foster research initiatives that generate, test, and refine disciplinary knowledge and inform health policy at the local, national, and global level. Design interventions that reduce disparities, enhance patient safety and quality outcomes, promote health and comfort and reduce suffering. Articulate areas of research concentration that reflect faculty expertise and scholarship and contribute to advancing the national health agenda. Table 2 illustrates how baccalaureate and master s program student outcomes are congruent with the university mission. 14
Table 2. Cross-walk Rutgers University mission statements with the expected program student level outcomes. Missions Teaching/ Learning Research/ Evidence- Based Practice Service Baccalaureate Program Expected Student Outcomes 1) Synthesize theories and concepts from the liberal arts and sciences as the basis for professional nursing practice. 2) Communicate effectively in a variety of written, verbal, and emerging technologies with clients, peers, and health care professionals. 6) Integrate knowledge of health care policy, finance and regulatory environments in the care of diverse populations. 7) Use clinical reasoning and decision making skills to provide safe quality care. 8) Values the ideal of life long learning. 3) Analyze and utilize health data, research findings and information technology for evidenced based nursing practice. 4) Engage in ethical reasoning and actions to promote advocacy, collaboration and social justice. 5) Provide culturally sensitive nursing care in health promotion, risk reduction and disease prevention. Master s Program Expected Student Outcomes 1) Integrate knowledge from nursing and related disciplines as the basis for advanced nursing practice with diverse populations. 2) Manage independently and collaboratively, the health care problems of clients in a variety of settings. 3) Apply ethical analyses and clinical reasoning in advanced nursing care to diverse populations. 11) Use theories from organizational sciences to optimize health system functioning. 12) Pursue doctoral study. 4) Use research findings to provide high quality health care, initiate change, and improve advanced nursing practice. 5) Design and provide quality, safe, costeffective care for clinical or community based populations and the health care system. 8) Synthesize knowledge from information sciences, health communication and literacy to provide advance practice care to culturally diverse populations. 9) Evaluate the standards of practice and consensus or evidence-based practice guidelines applicable to a particular population or area of practice. 6) Provide culturally competent care. 7) Participate in regulatory, legislative, and professional policy to promote healthy communities. 10) Employ educational strategies (using instructional theories/research) with clients, families, staff members, and others. Rutgers College of Nursing utilizes all of the relevant professional nursing standards and guidelines in the development, implementation, and evaluation of the BS and MS programs. Copies of these documents are available for faculty and students on the web and on the CCNE designate computer drive (P) under Standard I-2 (Graduate_&_Undergraduate_Nursing_Standards). Appropriate professional nursing standards and guidelines, including the AACN Essentials for Baccalaureate and for Master s education, are referenced in all course syllabi. Standard III delineates how these documents were utilized in guiding both the baccalaureate and master s curriculum. 15
I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. The College of Nursing s Plan for Program Evaluation outlines how we as a community periodically review all components of the College. As identified in the current College of Nursing evaluation plan, the mission, goals and program outcomes are reviewed periodically and revised as deemed appropriate. A regular review process is articulated in the Faculty Committee Bylaws where faculty committees are outlined and responsibilities articulated. Copies of the By-Laws (old and new) are on the web site (Faculty Bylaws 2010; Faculty Bylaws 2005). The College instituted a new faculty role titled Specialty Director for MS specialties and an expanded the role for the Undergraduate Course Coordinators is being explored. These individuals along with the faculty have direct responsibility to review on a regular basis mission, goals, expected student outcomes, as well as professional nursing standards and guidelines relevant to their respective area. We are optimistic that this new mechanism will ensure regular review and input of new guidelines into our curriculum. Student evaluations of faculty teaching and student progression are reviewed by both the Academic Affairs Committee and the MS Committee regularly. During 2009-2010 year, the Dean held meetings with students in each program to obtain feedback relative to expected student outcomes. As part of the selfstudy process during the 2009-2010 academic year, faculty used the AACN Essentials of Baccalaureate Education for Professional Nursing Practice and the Essentials of Master s Education for Advanced Practice Nursing to ensure alignment with expected student outcomes for both programs. Rutgers College of Nursing defines our communities as including faculty (full-time, part-time, clinical, tenure-track, part-time lecturers (PTLs), and preceptors), learners (undergraduate, graduate, continuing education, and students in certificate programs, such as school nurse), alumni, and staff at all levels. Next we think about our many clinical agencies with which we rely on to be able to conduct our clinical training and often our research across the state, nation, and internationally. We also have a strong commitment to the communities where we live and work in Newark and New Brunswick. Within this broad context of communities of interest, we have regular processes in place to work with faculty to review mission, goals, program goals, course objectives, and learner outcomes through faculty meetings with Course Leaders and Specialty Coordinators through the faculty committee structure. Our faculty and administration are actively involved in leadership roles in the Academic Senate and administrative councils where we provide dialogue related to our programmatic agendas. We are working 16
to strengthen significantly our relationships with clinical agencies and community leadership. Several faculty and the Dean recently visited a community agency to explore the potential of collaboration through the creation of an urban health center. The College goal for the Urban Health Center is threefold: 1) opportunities for student service learning; 2) opportunities for faculty practice and advanced practice student training; and 3) open environment for research possibilities. Faculty discussed the site and encouraged the Dean to move forward with exploring the potential of a formal relationship with this community agency in Newark. We are also planning to appoint this year a Board of Overseers that will include community leaders, business leaders, professionals, and political leaders to advise and provide support for the College of Nursing. The community of interest has been provided the opportunity to submit third-party comments to CCNE via the college s website. I-C Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes. To accomplish the mission, goals, and expected student outcomes of our academic programs, faculty are appointed to either a tenure track series or a clinical track series. These two tracks have different expectations. Tenure Track Series. Faculty who teach in the tenure track series have an expectation that they will develop a focused program of research that has been extramurally funded, published, and disseminated and demonstrate excellence in teaching and a commitment to community service. If tenure-track faculty are appointed to teach in an Advanced Practice Specialty area, they are expected to maintain their national certification through achieving sufficient practice hours. Clinical Track Series. Faculty who teach in the clinical track series have an expectation that they will develop a focused program of clinical scholarship that has received funding and been disseminated and that they demonstrate excellence in teaching, innovative use of teaching technology, and a strong commitment to community practice. Faculty appointed in the clinical series are required to maintain their specialty certifications through faculty practice opportunities. Faculty outcomes for both tracks are provided to faculty upon hire by the Associate Dean for Faculty and Staff. Faculty may meet with any member of the First Level Review Committee for further consult and guidance. Our faculty outcomes are articulated in our guidelines for merit and appointments, reappointments and promotion that are available via the Rutgers University Faculty Handbook. 17
The faculty of the College of Nursing developed a faculty work load policy statement that is currently under review by the administration that differentiates teaching credit hours by type of clinical vs. tenuretrack series and rank. This document will be under review and discussion by faculty and administration during the 2010-2011 academic year for possible revision and formal approval by both faculty and administration. We have developed a more comprehensive Faculty Workload Document that is circulated to all faculty and updated on a regular basis so that all faculty have a sense of everyone s work responsibilities and obligations. Faculty prepare their curriculum vitae and it is divided into the themes of teaching, research, and service so that they present their work within the context of both the University and College mission statements. Faculty outcomes in teaching are linked to student outcomes through our extensive evaluation activities that are described in detail in Standard III and Standard IV. Student evaluations of faculty teaching excellence is one criteria used by the College for faculty appointment, reappointment, merits, and promotions. I-D Faculty and students participate in program governance. Faculty Bylaws have been revised and approved by the full faculty at the last faculty meeting in 2010. The Bylaws now outline the faculty committee structure and articulates that students are members of all of these committees except for the First Level Review (merits and promotions). Student involvement in the College of Nursing is facilitated formally and informally. The College of Nursing Senate, which includes class officers of each undergraduate class, constitutes the official liaison for student appointments to College of Nursing standing committees. Annually the standing committee slate is presented to the student senate president and the senate appoints the representatives. Appointed student representatives have full voice but do not vote. We have had consistent student representation on the Academic Affairs, Student Life Committee, and PhD Committee. There has been limited participation on other committees. It is difficult to get students from the two campuses with different schedules to become involved in committee meetings during the day on the Newark campus. This is especially difficult for master s students who work during the day. During 2009-2010, the Dean met with the leadership of the Student Senate for an open discussion about issues and concerns. Until recently, graduate faculty as a unit of the graduate school Newark operated in accordance with the policies and standards of graduate education and faculty members serve as appointed representatives on that school s committees. Beginning 2010-2011, only the PhD program will be housed in the Graduate School Newark. Faculty members are nominated for graduate faculty status in the Graduate School Newark by the Associate 18
Dean of Graduate Education. The Dean of the College chairs faculty meetings so there is no one identified among the faculty as the leader of the faculty. We have started discussions to consider electing a faculty chairperson but at this point, faculty are content to have the Dean chair faculty meetings. The Dean has the prerogative to call ad hoc faculty committee meetings and last year scheduled one meeting of the chairs of all of the faculty committees to talk about the work of the College and issues at hand. This Faculty Chairs Advisory to the Dean Committee (Administrative Committee) will be called together in the future on a regular basis. When appropriate, we will invite the student leadership representatives to attend this meeting. I-E Documents and publications are accurate. References to the programs offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree completion requirements, tuition, and fees are accurate. There are several sources of documents that provide information on program offerings, outcomes etc. In the process of being implemented University-wide is a College of Nursing catalogue that will provide most if not all of the information that students require. Information will include procedures for admission, transfer of credit policies, grading policies at the University level, degree requirements at the University and College of Nursing, as well as tuition and fees. The College of Nursing documents that include student information are being moved to the new College of Nursing catalogue. We are also working with our new web site to ensure the accuracy of all program information, procedures for applications that are unique to nursing, non-matriculated programs in nursing such as our school nurse program, and other areas. Our College of Nursing web site has a Log-In feature where information that is just for our matriculated students can be placed. We use this procedure for information such as scheduling and clinical placements. The Faculty Handbook is on this web. We are burdened with the fact that our generic undergraduate program admits approximately 40 total students per year (20 in Newark and 20 in New Brunswick) as freshman and we have over 1500 qualified applicants- all asking specific questions of our Office of Student Services (formerly named Office of Student Affairs). We are developing FAQ sections for our new web site and we have some on the current web site, but many times applicants and parents want to talk with a person. We are now in the process of reviewing the activities of the Office of Student Services (formerly Student Affairs) to assess its effectiveness and are in preparation of hiring a Director. 19
The Office of Student Services is responsible to ensure that all students immunizations, drug screens, and background checks have been completed and accurate documentation is on file before students are cleared for placement in a clinical setting. The Associate Dean for Faculty and Staff Affairs is responsible to keep copies of all current licenses and certifications for employed faculty. I-F Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Student related policies are available on-line through the College of Nursing catalogue. To access this information requires that a student be registered and have a NetID and Password. Under the section Undergraduates-Faculty, the student finds a listing of policies that includes: academic advising, academic standing, clinical requirements, declaring minors and second majors, independent study, nursing learning resource centers, prerequisites for upper division nursing courses, transferring courses, graduate grievance policy, and academic forms. The Faculty Handbook for the College of Nursing and the on-line catalogue are all in alignment with University policies and procedures. We ensure this alignment through participation on University committees related to admission, financial aid, and all student services, as well as regular email coomunications to the College from the University on policy updates. I-G There are established policies by which the nursing unit defines and reviews formal complaints. There are three main types of complaints that occur in our work setting and these can be classified as Student, Faculty, and Staff. Student Complaints: The College of Nursing follows exactly the University guidelines for student complaints about a faculty member or reports of cheating among other students. These procedures are published and available for all to read. The Associate Dean for Undergraduate Education is the College of Nursing s representative on the campus-level body that developed, approved, and enforces these guidelines. We have guidelines regarding academic failure, cheating, and plagiarism. We have guidelines on when a student may be withheld from progressing in the curriculum or dismissed from the program, and/or dismissed from the University. 20
Faculty Complaints: The College of Nursing faculty are unionized and have a contract that outlines the procedures available for filing complaints and grievances. Staff Complaints: The College of Nursing staffs are unionized and have a contract that clearly outlines the procedures available for filing complaints and grievances. We work closely with the Newark campus Human Resources department to manage all issues related to staff complaints and performance issues. We also follow Union guidelines related to potential furlough and termination of staff. Other types of complaints: We sometimes receive other types of complaints possibly from a collaborating clinical agency regarding a student or faculty member. Those complaints would follow the procedures outlined above. We also have clear guidelines for managing complaints from research subjects through Protection of Human Subjects and patients where we follow HIPAA guidelines. These cases are usually classified as a student, faculty, or staff complaint and the procedures outlined above are followed. In summary, the mission, goals and expected aggregate student and faculty outcomes are aligned with the parent institution and synchronous with professional nursing standards and guidelines. Strengths The faculty are actively involved in the governance of the College of Nursing. The faculty are actively involved in the ongoing evaluation of the academic programs, setting the research agenda, and selecting community sites for students and faculty projects. Faculty are aware of the expectations for appointment and promotion in both the tenure and clinical tracks. Areas/plans for improvement Greater attention to encouraging students to participate in College activities. Documents on the web need to be updated on a more regular basis. Increased mentorship is planned for tenure-track faculty to increase the probability of their success in developing a focused, program of research that is extramurally funded and widely disseminated. Develop mechanisms for increase input of external community members. Strengthen the participation of students on College Committees. Develop strategies to better meet the information needs of prospective students. Review the services of the Office of Student Services (formerly Student Affairs). 21
Standard II: Program Quality: Institutional Commitment and Resources. Program Quality: Institutional Commitment and Resources: The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. II-A Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needs. A statement of income and expenses for the Rutgers College of Nursing for the past three years, including 2007-8, 2008-09, and 2009-10 is presented in Table 3. The projected budget for AY 2010 2011 has been developed and is available for review. Our operating budget has been relatively stable during these three years, even given the annual State of New Jersey budget cuts to the University. We have been able to make up the loss in State funding by modestly increasing enrollment and extramural grant support. Table 3. Income and expenses for FY 2007-08, FY2008-09, and FY 2009-10. FY 2007-2008 FY 2008-2009 FY 2009-2010 INCOME State of New Jersey 1,754,559 (16.94%) 1,746,598 (15.86%) 1,619,453 (15.02%) Tuition 2,869,289 (27.71%) 2,825,140 (25.65%) 2,821,575 (22.43%) Grants and Contracts 4,256,784 (41.11%) 5,033,529 (45.71%) 5,033,529 (49.36%) Other State Contracts 825,645 (7.97%) 778,490 (7.07%) 714,398 (7.01%) Center for Professional Development 648,900 (6.27%) 629,092 (5.64%) 630,000 (6.18%) Totals 10,355,177 (100%) 11,012,849 (100%) 10,818,955 (100%) EXPENDITURES Salaries 4,765,049 (46.02%) 4,757,045 (43.20%) 4,425,389 (40.90%) General Operating Expenses 1,547,450 (14.94%) 1,904,744 (17.30%) 1,825,271 (16.87%) Grants & Contracts (project work) 1,689,570 (16.32%) 2,147,850 (19.50%) 2,413,664 (22.31%) Student Support 295,875 (2.86%) 222,854 (2.02%) 182,458 (1.69%) (not including endowed scholarships) NJ Collaborating Center for Nursing 200,000 (1.93%) 210,000 (1.91%) 210,000 (1.94%) Center for Professional Development 635.298 (6.14%) 629,092 (5.71%) 630,000 (5.82%) Educational Opportunity Fund 596,452 (5.76%) 568,498 (5.16%) 504,398 (4.66%) Totals 10,355,177 (100%) 11,012,840 (100%) 10,818,955 (100%) 22