3) Goals of the program (Program Student Learning Outcomes PSLOs) Program Student Learning Outcomes (PSLOs)

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1 ACADEMIC Program Review Missouri Valley College Program: Nursing Division: Nursing & Health Sciences Chair/Dean: Dr. Karla Bruntzel Five-year interval reviewed: Date submitted: (Date due: October 1) Please organize your review by the following topics. I. Program 1) Mission of the program Missouri Valley College School of Nursing Mission and Philosophy: MISSION: Guiding students to succeed in the acquisition of the theoretical knowledge and applied skills of the Baccalaureate-prepared professional nurse generalist. PHILOSOPHY: The Philosophy of the Nursing Program is consistent with the mission and vision of Missouri Valley College. Together, it is recognized that learning is a lifelong process and necessary for continued personal and professional development. Missouri Valley College appreciates that professional nursing is a dynamic discipline composed of a vital balance between science and art dedicated to the maintenance and promotion of health in diverse populations. The mission of the nursing program is to prepare students for professional nursing roles at the baccalaureate level through a combination of didactic education, clinical practice, and research utilization. The faculty is committed to the development of academic excellence, professional integrity, personal accountability, compassion, social responsibility and critical thinking within our students, recognizing the importance of these skills in a professional nursing career. The faculty of the school believes nursing is a practice discipline that develops a structured body of knowledge. As a practice discipline, the education of professional nurses focuses on both the theoretical base and the applied base. The faculty of the MVC Nursing Program reviewed and revised the mission and philosophy of the program in November of 2012 in preparation for our CCNE accreditation visit. We believe the revisions completed more appropriately reflect a baccalaureate nursing program s primary responsibility and the mission/philosophy of our parent institution. 2) Ways in which the program supports Valley s mission MVC s Mission: Guiding students to succeed through personal instruction and intellectual inquiry. The MVC Nursing Program utilizes personal instruction to develop intellectual inquiry skills within the nursing student. The curriculum supports this development, with theory-based courses in Evidence-based practice, Research & Theory, Management & Law, and Professional

2 Collaboration and skills-based courses (Fundamentals of Nursing Practice, Adult I & II, and other clinical coursework) to learn application of this theoretical knowledge. 3) Goals of the program (Program Student Learning Outcomes PSLOs) Program Student Learning Outcomes (PSLOs) The graduate of Missouri Valley College School of Nursing baccalaureate program will demonstrate scholarship, critical thinking, and academic excellence. By time of graduation, students will demonstrate the following specific learning outcomes: 1. Complete a solid base in liberal education which provides the cornerstone for the practice and education of nurses, with emphasis on critical thinking, life-long learning and healthy living by completing the MVC Core Coursework. 2. Provide safe, competent care to diverse clients- including individuals, families, communities and populations. 3. Demonstrate knowledge and skills in leadership, quality improvement and patient safety - necessary to provide high quality healthcare. 4. Analyze current evidence for translation into quality, cost-effective professional nursing practice. 5. Demonstrate knowledge and skills in information management and patient care technology - critical in the delivery of quality patient care. 6. Utilize and develop healthcare policies, including financial and regulatory, which directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing. 7. Communicate and collaborate effectively among healthcare professionals to promote delivery of high quality and safe patient care. 8. Utilize appropriate resources for health promotion and disease prevention at the individual and population level - necessary to improve individual and population health. 9. Demonstrate professionalism and the inherent values of accountability, social responsibility, autonomy, compassion, integrity, and cultural humility which are fundamental to the discipline of nursing. *Student Learning Outcomes were developed utilizing the Baccalaureate Essentials from the Commission on Collegiate Nursing Education (CCNE, 2008). Revised November 2012 The faculty reviewed and revised the Program Student Learning Outcomes in November of 2012 in preparation for the CCNE accreditation visit. Changes made during the revision process were to develop more congruency with the mission, philosophy and goals of the parent institution, and to improve the measurability of the outcomes. 4) Ways in which the program contributes to General Education While there are no general education core courses within the NU curriculum (with the exception of our designated writing intensive course and service learning courses), many of the

3 characteristics developed within the program are also identified as integral within the General Education Core. This relationship is developmental: students are introduced to the characteristics/concepts as they complete the MVC Core Curriculum, and develop/integrate the characteristic/concept into their personal and professional practice through the completion of the nursing curriculum. The General Education Core Curriculum. Mission: To inspire lifelong learning through the study of the liberal arts and sciences, the general education program provides the opportunity for students to hone their skills of intellectual inquiry, to gain knowledge of the world and its cultures, and to apply that knowledge to their personal and social lives. Select General Education Learning Outcomes with Linkage to Nursing Program Coursework. General Education Outcome Nursing Course Linkage with identified course objective Intellectual and practical skills Demonstrate effective communication skills Exercise inquiry, critical, and creative thinking skills NU110 Introduction to Nursing as a Profession 4) Identify therapeutic methods of communication for use during nurse/patient interaction. (PSLO #7) 5) Begin to memorize common medical terminology to appropriately communicate with health professionals within nursing and interdisciplinary. (PSLO #7) NU4 Professional Collaboration 4) Evaluate current evidence related to communication between members of the healthcare team (PSLO #4). NU430 Research I & Nursing Theory (designated writing intensive course) 5) Critique a published report of nursing research (PSLO #4). Critical thinking is a curricular thread noted in most of our NU coursework. A few examples of objectives from courses related to critical thinking and/or intellectual inquiry are: NU150 Health Assessment: 6) Identify potential alterations in assessment techniques necessary for diverse patient populations. (PSLO #2&9) NU230 Fundamentals of Nursing

4 5) Discuss essential concepts related to the psychosocial and developmental needs of diverse clients across the lifespan (PSLO #2). NU230 Clinical Objective: 1) Follow basic nursing procedures, safety principles, pharmacological principles and steps of the nursing process, and begin to use critical thinking while caring for the adult client in a structured setting (PSLO #2). NU310 Mental Health Nursing 1) Critically discuss ethical and legal issues pertaining to nursing assessment and interventions involving clients with psychiatric disorders (PSLO #6). 2) Analyze the relationship of biophysical, cultural, psychosocial and spiritual issues in nursing assessment, diagnosis, planning, intervention, and evaluation involving clients with mental health disorders and problems (PSLO #9). NU322 Adult I Clinical 1) Use technical nursing skills, pharmacological principles, the nursing process, critical thinking, and current nursing references to provide safe care for one or more adult clients with medical-surgical nursing problems (PSLO #2). NU332 Pediatric Nursing Clinical 1) Transfer critical thinking skills to modify previously learned biopsychosocial information, technical skills, pharmacological principles, and nursing process to meet the needs of the pediatric client and their family (PSLO #2 & 3). NU430 Research I with Nursing Theory 10) Utilize a selected nursing theory to interpret a patient care situation and develop an individualized plan of care (PSLO #2).

5 Access and critically use various information sources Demonstrate teamwork and problem solving Nurses utilize multiple information sources from patient charts to the internet/on-line journals to expert opinions. These are incorporated into several courses. Examples of critical use of information sources are: NU420 Nursing Informatics 5) Demonstrate effective interaction in utilizing the computer for nursing applications in selected areas of nursing practice (PSLO #5). 6) Evaluate methods of ensuring data integrity, content, and accuracy (PSLO #5). 7) Assess the elements of effective electronic health records (EHR) to support and manage nursing practice (PSLO #5). 8) Analyze web-based health content for literacy level, accuracy, and reliability of information for clinical populations (PSLO #5). NU435 Evidence-based Practice 2) Discuss the evaluation of appropriate resources for use in basing clinical practice decisions (PSLO #4). NU480 Senior Practicum clinical 1) Utilize advanced technical skills, pharmacological principles, critical thinking skills and current literature/research findings in the nursing process when providing safe care for clients with complex health care problems (PSLO #2 & 3). As members of the healthcare team, nurses work within teams of other nurses and on interdisciplinary teams to improve patient care. Teamwork skills are integral to the professional nurse. The nursing program curriculum develops teamwork skills in a progression from introduction to utilization in the clinical setting. NU110 Introduction to Nursing as a

6 Profession 1) Begin to memorize common medical terminology to appropriately communicate with health professionals within nursing and interdisciplinary. (PSLO #7) NU150 Health Assessment 5) Further develop medical terminology knowledge to appropriately communicate with health professionals within nursing and interdisciplinary. (PSLO #2) 8) Develop beginning charting skills associated with physical assessment findings to appropriately communicate findings to healthcare team (PSLO #7). NU210 Culture in Healthcare 6) Develop, in a group project with peer classmates, a lesson related to a specific cultural group (PSLO #). NU230 Fundamentals of Nursing 3) Begin using basic therapeutic communication techniques with clients and basic professional communication techniques with other health care personnel by following examples from textbooks. Begin using accurate basic medical terminology, documentation and reporting used in health care environments (PSLO #7). NU410 Management & Law 5) Identify the leadership dimensions in nursing practice that impact on the delivery of patient care services (PSLO #4). 6) Explain leadership strategies pertinent to the role of the nurse as a group leader (PSLO #4). NU420 Professional Collaboration 1) Identify various members of the healthcare team, their role in client care, and the expected interactions with the professional nurse (PSLO #7). 2) Explore, through role-playing activities, various common interaction

7 Understand and effectively use quantitative information scenarios between the practicing nurse and other members of the healthcare team (PSLO #7). 3) Identify appropriate and inappropriate utilization of Unlicensed Assistive Personnel (PSLO #2). 4) Evaluate current evidence related to communication between members of the healthcare team (PSLO #4). NU480 Senior Practicum Clinical 3) Adapt therapeutic and professional communication techniques to develop and maintain effective collaborative relationships with adult clients with complex health care problems and members of the interdisciplinary health care team (PSLO #7). NU430 Research I with Nursing Theory 2) Discuss the steps of the research process (PSLO #4). 3) Explain key terms associated with the evaluation of a research study (p value, randomization, subject, variables dependent and independent, etc.) (PSLO #4). 4) Explain various methods of data collection and appropriateness for type of study (PSLO #4) Personal and social responsibility Strengthen the foundation and skills for life-long learning Develop and apply personal and social ethics Exhibit multicultural knowledge and sensitivity Comprehend the interdependence between the global and the local Understand the fundamentals of leadership and service NU410 Management & Law 1) Describe the organizational structure of various health care organizations (PSLO #4). 2) Identify organizational variables that influence the practice of professional nursing (PSLO #4).

8 Develop civic knowledge and engagement 3) Explain the process of change as it relates to current health care issues (PSLO #4). 4) Analyze the present and emerging role of the professional nurse as a change agent (PSLO #4). 5) Identify the leadership dimensions in nursing practice that impact on the delivery of patient care services (PSLO #4). 6) Explain leadership strategies pertinent to the role of the nurse as a group leader (PSLO #4). 7) Explain the nurse's responsibilities and accountability for quality client care delivery (PSLO #4 & 9). 8) Identify the leadership role of professional nurses in ethical decision-making (PSLO #6). 9) Evaluate current evidence related to the management of health care services (PSLO #4). The Service Learning component of the nursing program is slated to be completed in either the NU332 Pediatrics Clinical or the NU480 Senior Practicum experience. NU332: Students complete multiple experiences within community settings to assist families, schools and organizations with pediatric assessments and preventative screenings/programs. These include the Dental Varnishing clinics, Parents-as- Teachers pre-k screenings and health screenings within a school setting. NU480: Seniors pair with a member of the community to complete a capstone project for use within a healthcare setting. These projects can include policy development, program development, organization of preventative programs (example: health screenings) within a target population or development of educational materials for use by the organization/member. See previous description of the service learning activities.

9 Demonstrate awareness of the benefits of a healthy lifestyle Health promotion and prevention is a curricular thread noted within most nursing coursework, and is a key area noted on the NCLEX State Board exam for nurses. Examples of course objectives related to health promotion and prevention within the nursing curriculum include: Integrative and applied learning Apply learning to new settings and complex problems Comprehend the interrelatedness of various disciplines Knowledge of human cultures and the physical and natural world Understand the diverse methodologies of the sciences, humanities, and the arts Engage contemporary and enduring questions of human concern Several clinical experiences are expected of nursing students to implement their didactic learning into the clinical/practice setting. The expectation of the clinical experience is that students will demonstrate knowledge that develops from care of a single client with focus on one problem to care of multiple clients with complex problems utilizing a holistic process to care for the entire individual not simply the primary diagnosis. This progression of care is noted in the progression expectations of the clinical objectives from the first clinical experiences (NU230 & NU280) through the final senior practicum experience (NU480). NU420 Professional Collaboration in Nursing as described above. NU430 Research I with Nursing Theory 1) Discuss the steps of the research process (PSLO #4). Although not described as specific course objectives, nursing students engage in learning about multiple questions of human concern: poverty and how it impacts health/society, ageing society, healthcare reform, end-of-life subjects. These are discussed in several courses, including: NU110 Introduction to Nursing NU230 Fundamentals NU310 Mental Health Nursing NU320 Adult I NU350 Community Health Nursing NU435 Evidence Based Practice NU440 Gerontological Nursing

10 Understand how societies and cultures evolve NU210 Culture in Healthcare is devoted to describing how culture, ethnicity and religion can impact the interactions that a nurse has with his/her clients and the resulting health outcomes. 1) Complete self-assessment of cultural values and beliefs (PSLO #9). 2) Critique results of completed selfassessment of cultural values and beliefs (PSLO #9). 3) Identify key areas where many cultures differ related to health care (PSLO #2 & 9). 4) Demonstrate cultural humility related to health care issues (PSLO #9). 5) Identify healthcare issues in multiple ethnic and cultural groups (PSLO #2 & 9). 6) Develop, in a group project with peer classmates, a lesson related to a specific cultural group (PSLO #). 7) Identify methods of incorporating cultural knowledge and humility into professional nursing practice to provide safe, competent care to diverse populations (PSLO #9). In addition to NU210, Culture is an identified curricular thread in the nursing program and is described in many other courses: NU150 Health Assessment 5) Identify potential alterations in assessment techniques necessary for diverse patient populations. (PSLO #2&9) NU230 Fundamentals 5) Discuss essential concepts related to the psychosocial and developmental needs of diverse clients across the lifespan (PSLO #2). Nu310 Mental Health Nursing 5) Analyze the relationship of biophysical,

11 cultural, psychosocial and spiritual issues in nursing assessment, diagnosis, planning, intervention, and evaluation involving clients with mental health disorders and problems (PSLO #9). NU322 Adult I Clinical 2) Respond to the clients' needs related to their cultural background, developmental level and religious/spiritual practices (PSLO #9). 6) Curriculum The curriculum for the nursing program has recently changed from a 1+3 format (1 year pre-nursing, 3 years in program) to a 2+2 format (2 years pre-nursing, 2 years in program). This change was made to improve several issues noted during evaluation. Student attrition rate. Students perceived the three year program as too long. Anxious to complete their education, several students dropped from the program to complete a degree in a different area of study. Decreasing to two years will potentially assist with this attrition rate, as after the first year students will then be seniors, looking forward to completion within the year and securing employment. Facilitate transfer students. In an effort to recruit the best possible candidates for the program, it was noted that many students with an Associates Degree were interested in transferring to the program, but were not willing to complete three additional years after their Associate s degree. Additionally, other BSN programs in the area with wait lists of eligible candidates for nursing are 2+2 programs. This curricular change will offer our program as a viable option to waiting an additional year or two for these other nursing programs. Selection of students in their second year of coursework allows for more information related to college success as there is an additional year of coursework completed. Allowing the student to complete an additional year of coursework allows for the completion of the MVC Core Coursework requirement and all pre-requisites to the program. An identified issue within the first three cohorts was the effort to schedule nursing courses (primarily clinical courses) while allowing time for students to complete their MVC Core and other non-nursing required courses. Completion of the core and non-nursing required courses will facilitate clinical scheduling, potentially allowing for scheduling of more appropriate clinical experiences. The following two 4-year plans include the plan currently in use by students in the program, and the plan that will be implemented with the acceptance of the next cohort group (selected in 2014, graduating in 2016). The MVC Nursing Program has just completed a site-visit by the State Board of Nursing. A few suggestions were made at that

12 time for changes in the timing of the offerings of the 2016 cohort plan. These changes are not reflected in this evaluation plan. Missouri Valley College School of Nursing Traditional 4-year plan of coursework (cohort 2013 & 14) Students requiring a developmental Math or English upon entry to Missouri Valley should anticipate an additional year of pre-requisite coursework prior to applying to the nursing program. Pre-Nursing (Year 1) Fall Semester BI 124* ** Human Biology/Lab (Core II Science) 4 EN 130 Rhet and Comp (Core I) 3 PY 100* Intro to Psychology (Core III) 3 MA 150 or above General Education Math (Core II Math) 3 NU 110* Introduction to Nursing 3 GS 150 Freshman Seminar 1 17 hours Spring Semester BI/EX 255* ** Human Anatomy and Physiology 4 EN 160 Lit and Comp (Core I) 3 MA 200* Statistics (Core II Math) 3 NU 150* Health Assessment 3 CH 111* ** General Chemistry I (Core II Science) 5 (or chem. for healthcare 3 hrs) hours * Denotes pre-requisite for acceptance into the nursing program. These courses must be completed, or acceptable plan by student to have course completed prior to start date of program. Nursing Program (Year 2) Fall Semester BI 320** Microbiology 4 EX 385 Human Nutrition 3 SP 100 Public Speaking (Core I) 3 PY 225 Developmental Psychology 3 NU 270 Pharmacology 3 PE 221 Lifetime Wellness (Core VI) 2 18 hours

13 Spring Semester BI 350** Pathophysiology 3 HS 104 or 105 History I or History II (Core IV) 3 SC 100 Introduction to Sociology (Core III) 3 NU 230 Fundamentals of Nursing Practice 3 (1hr lab) (+ 16 hour clinical experience) NU 280 Medication Administration (with IV administration) 2 (+ 8 hour clinical experience) NU 210 Culture in Healthcare 1 PL 150 Biomedical Ethics (Core IV) 3 18 hours Nursing Program (Year 3) Fall Semester CS 119 Computer Applications (Core II) 3 (On-line option) NU 320 Adult Health Nursing I 3 NU 322 Adult Health Nursing Clinical 3 NU 410 Nursing Management & Law 3 NU 430 Nursing Research I (with Nursing Theory) 3 NU 440 Gerontological Nursing 1 16 hours Spring Semester REXXX Religion 3 General Education Electives (Core V) 3 NU 336 Gender Issues in Nursing 2 NU 310 Mental Health Nursing 3 NU 312 Mental Health Nursing Clinical 1 NU 350 Community and Public Health Nursing 3 NU 352 Community and Public Health Nursing Clinical 2 17 hours

14 Nursing Program (Year 4) Fall Semester General Education Electives (Core V) 3 NU 330 Pediatric Nursing 3 NU 332 Pediatric Nursing Clinical 2 NU 340 Obstetric and Women s Health Nursing 3 NU 342 Obstetric and Women s Health Nursing Clinical 2 NU 420 Professional Collaboration in Nursing Practice 2 NU 425 Nursing Informatics 3 18 hours Spring Semester NU 435 Nursing Research II (Evidence Based Practice) 2 NU 450 Adult Health II 3 NU 480 Senior Seminar in Nursing 6 (1 hr didactic, 1 hr Capstone, 4 hrs Practicum) 3-8 hours of Electives: General Education Electives (Core V) 3 Other Suggested Courses PY 305 Grief and Loss 3 PY 322 Physiological Psychology 3 PY 341 Human Sexuality 3 PY 345 Adult Abnormal Psychology 3 SC 450 Sociology of Health and Medical Care 3 NU 259, 359, 459 Special Topics in Nursing 3 AL 358 Therapeutic Exercise hours Traditional 4-year plan of coursework (2016+ cohort) Pre-Nursing (Year 1) Fall Semester BI 104 ** Biology/Lab (Core III.A #1) 4 EN 130 Rhet and Comp (Core I.A) 3 PY 100 Intro to Psychology (Core III.B) 3 MA 150, 165 or above General Education Math (Core I.B #1) 3 NU 110* Introduction to Nursing 3 GS 150 Freshman Seminar 1 17 hours

15 Spring Semester BI 275* ** Human Anatomy and Physiology I 4 EN 160 Lit and Comp (Core I.A) 3 SP 100 Public Speaking (Core I.A) 3 MA 200 Statistics (Core I.B #2) 3 CH 109 or 111 **General Chemistry I (Core III.A #2) 18 hours Pre-nursing (Year 2) Fall Semester BI 320* ** Microbiology 4 BI285* ** Anat & Phys II 4 EX 385* ** Human Nutrition 3 Multicultural sensitivity (core II.A #1) 3 HEXXX* Principles of Pharmacology 2 PE 221 Lifetime Wellness (Core II.B) 2 18 hours Spring Semester RE1XX or SC100 Multicultural sensitivity (core II.A #2) 3 PY 225* Developmental Psychology 3 HU or Fine Arts Creativity Core III.D 3 HS104 or 105 History I or II (Core III.C) 3 PL110 Critical Thinking (Core II.C) 3 PL 150 Biomedical Ethics (Core II.D) 3 18 hours All core coursework must be completed prior to admission into program. Required course that is also core course. * Denotes non-core pre-requisite for acceptance into the nursing program. These courses must be completed, or acceptable plan by student to have course completed prior to start date of program. No more than one course can be completed in the summer semester after acceptance into the program, and must be completed prior to start date of first semester in program. Nursing Program (Year 3) Fall Semester NU 150 Health Assessment 3 NU 210 Culture in Healthcare 1 NU 230 Fundamentals of Nursing Practice 3 (1hr lab) (+ 16 hour clinical experience) NU 270 Pharmacology for Nurses 3 NU 280 Medication Administration (with IV administration) 2 (+ 8 hour clinical experience) NU 410 Nursing Management & Law 3

16 15 hours Spring Semester BI 350** Pathophysiology 3 NU 310 Mental Health Nursing 3 NU 312 Mental Health Nursing Clinical 1 NU 350 Community and Public Health Nursing 3 NU 352 Community and Public Health Nursing Clinical 2 (Core II.E, Serv. Learn) NU 420 Professional Collaboration in Nursing Practice 2 NU 425 Nursing Informatics 2 16 hours Nursing Program (Year 4) Fall Semester NU 320 Adult Health Nursing I 3 NU 322 Adult Health Nursing Clinical 3 NU 340 Nursing of Families 4 NU 342 Obstetric and Women s Health Nursing Clinical 2 NU 430 Nursing Research I (with Nursing Theory) WI 3 NU 440 Gerontological Nursing 1 16 hours Spring Semester NU 332 Pediatric Nursing Clinical 2 (Core II.E, Serv. Learn) NU 435 Nursing Research II (Evidence Based Practice) 2 NU 450 Adult Health II 3 NU 480 Senior Seminar in Nursing 6 (1 hr didactic, 1 hr Capstone, 4 hrs Practicum) 13 hours Other Suggested Courses for students to choose if need additional hours: PY 305 Grief and Loss 3 PY 322 Physiological Psychology 3 PY 341 Human Sexuality 3 PY 345 Adult Abnormal Psychology 3 SC 450 Sociology of Health and Medical Care 3 NU 259, 359, 459 Special Topics in Nursing 3 AL 358 Therapeutic Exercise 4 ** ALL SCIENCE COURSES WILL BE EVALUATED ON AN INDIVIDUAL BASIS FOR THE TRANSFER OF CREDIT.

17 Clock to credit hour ratio: NU 322 = 60:1 (180 clinical hours = 12 hours/week) All other nursing clinical courses = 50:1 7) Degree requirements Degree requirements are comparable to requirements in other programs related to hours required for completion. Differences between the general policies of MVC and the policies of the nursing program are few, readily identified within the BSN Student Handbook, and established specifically to further the mission, goals, and program objectives of the nursing program. a. Grading Policy: The nursing program s grading policy differs from the general grading policy of MVC. The grading scale is congruent with the grading policy of the division in which it is housed (the Nursing & Health Sciences division) and can be found in all syllabi (available in the resource room during the on-site visit) and in the BSN Student Handbook (appendix A and page 24. The grading scale, denoting a C grade beginning at 77.5% instead of 70% for general MVC coursework, is representative of the NCLEX requirement for passing score. Additionally, the program has established a strict policy of not rounding grades, alleviating potential differences between faculty members. This policy is also outlined in the BSN Student Handbook on page 20. The development of this policy change is supportive of our program mission, which includes the achievement of academic excellence and personal accountability. b. Course re-take policy: It is the policy of MVC to allow students to re-take a course until a passing grade is achieved. The Nursing Program s course re-take policy states that students may only repeat one course one time and remain in the nursing program. This course repeat policy can be found in the BSN Student handbook (appendix A) on page 19 and 24. The development of this policy change is supportive of our program mission, which includes the achievement of academic excellence, personal accountability and social responsibility. c. Absence policy: The nursing program has instituted an absence policy that is different from the MVC general absence policy. Students in the nursing program must adhere to the didactic course absence policy outlined on page 30 of the BSN Student Handbook (appendix A or This change in policy is supportive of the program s mission, which includes professional integrity and social responsibility. A student granted a degree from MVC in Nursing will complete all MVC degree requirements and the nursing requirements of the 4-year plan utilizing the above policies. 8) Any unique aspects of the program not otherwise addressed None noted.

18 9) Brief description of the status of the discipline, including emerging issues and trends Nursing continues to experience a general nursing shortage in the workforce, with the shortage anticipated to continue as the population ages. Nursing education faces a shortage of nurse educators. Average age of current nurse educators is approximately 55. As these nurses retire, fewer nurse educators are available to replace them as nurses can earn significantly higher salaries in care-provider roles rather than educational roles. Emerging issues in nursing are congruent with emerging issues in healthcare: healthcare reform, use of genetics in promotion/prevention, ethics of genetic-based research, increase in the need for aging population care that must be accomplished with fewer nurses, and decreases in reimbursement that sometimes threaten nursing staff ratios as nursing is the largest section of an acute-care facility s budget. Technology and the rapidly changing requirements within healthcare settings are additional challenges faced by new graduating students. II. Student/Faculty Information 1) Profile of current full-time faculty and teaching loads (Include an updated vita for each member.) Note: Program faculty are those who taught at least one course in the program in the past year. The definition of full-time for this table coincides with our standard MVC definition. Include all full-time faculty who taught in the program regardless of their division affiliation. Add/delete rows as needed. The following information is based on the academic year. FULL-TIME Name Division Tonya Eddy Nursing & Health Sciences Teresa Taylor Nursing & Health Sciences Carla Wade Nursing & Health Sciences Fuemmeler, Lyndi Nursing & Health Sciences Jennifer Livengood Psychology Marilyn Ahrens Math & Science Jeff Kimmons Math & Science Marylin Milovich Math & Science Kathryn Adams Math & Science William Romine Math & Science Michelle Reinke Math & Science Sarah MacDonald Math & Science Pam Sebastian Religion & Philosophy 2) Profile of current adjunct faculty and teaching loads

19 Note: Program faculty are those who taught at least one course in the program in the past year. Include all adjunct faculty who taught in the program regardless of their division affiliation. Add/delete rows as needed. ADJUNCT Name Douglas MacDonald Kathryn Burks Natalie Lavelock Hope Taylor Division Nursing & Health Sciences Nursing & Health Sciences Nursing & Health Sciences Nursing & Health Sciences 4) Faculty professional development activities Tonya Eddy, Teresa Taylor and Carla Wade have participated in several workshops over the last two years, including two Concept Based Curriculum workshops, one in St. Louis in 2012 and one this past August in Minneapolis, MN. Additionally, Tonya Eddy attended a CCNE Self- Study workshop to Washington D.C. to prepare for the CCNE National Accreditation site visit, and has completed BLS Training Center Faculty course for eligibility to train BLS trainers. For additional information on faculty professional development activities, please see individual CV s accompanying this report. 5) Student information this past year Fall Spring Male Female Total Male Female Total Majors Minors Graduating seniors ) Number of graduates over last five years 12 There have been twelve graduates (11 in the spring of 2012 and 1 during the summer). The cohort was the first graduating class of the program. 6) Summarize relevant information such as job placement of graduates, student performance on licensure/certification exams, alumni and employer surveys, etc. Job placement of graduates: to date, all graduates had opportunities for employment prior to graduation. Some graduates chose not to accept employment offered, instead choosing to relocate or seek other opportunities. Of those choosing to relocate, one graduate contacted us to inform us she was having difficulty obtaining a job in her home state, and she had been advised that she would not be able to find employment until after successful completion of the NCLEX

20 licensure exam. The program has lost contact with a few of the graduates. One area on which to work is to establish a better method of maintaining contact with our graduates after graduation. Student performance on licensure/certification exams: The first-time pass rate for the 11 graduates was 62%. Benchmark pass rate for nursing programs is 80%. Strategies for achieving this benchmark are described later in Section VI-4. Alumni/employer surveys: the nursing program will begin to gather data using these surveys next May. III. Program Assessment and Planning 1) Student learning outcomes of the program (Include a course map that links outcomes with the courses in the program.) The Program Student Learning Outcomes were identified in Section I-3. Course Matrix with Program Student Learning Outcomes, MVC Nursing Program Student Learning Outcome NU110 Intro NU125 Chem for HC NU150 Health Assess NU230 Fundament als NU270 Pharm NU280 Med Admin NU310/12 MHealth NU320/22 MedSurg 1 X 2 X X X X X X X 3 X X 4 X X X 5 X X X X X 6 X X X 7 X X X 8 X 9 X X X NU330/32 Peds Student Learning Outcome NU336 Gender NU340/42 OB NU350/52 Commun NU410 Manage &Law NU420 Profess. Collab. NU430 Research Theory NU435 EBP NU440 Gero 1 2 X X X X X 3 X 4 X X X 5 X X 6 X X X X 7 X X X

21 8 X X 9 X X Student Learning Outcome NU480 Senior Seminar NU210 Culture NU425 Inforamatics NU450 Adult II Required from other disciplines: PL150 BioMed Ethics Institutio nal Core Courses 1 X 2 X X X 3 X X 4 X X 5 X X 6 X 7 X X 8 X X 9 X X X Student Learning Outcome BI255 A&P CH111 or 109 Chem. BI320 Micro HL260 Principles of Pharm EX385 Nutrition PY225 Devel. Psych PY100 Psych BI350 Patho Physiol. MA200 Statistics 1 X X X X X X 2 X X X X 3 4 X X X X X 8 X X X 9 BI124 Human Biology 2) Means of assessing student learning outcomes #1- Measured by successful completion of the MVC Core Coursework #2- Measured by successful completion of the clinical experiences within the program #3- Leadership: measured by successful completion of N410 Management & Law and NU480 Senior Practicum. Quality Improvement: measured within NU480 EBP by student development of policies and successful completion of QI study design. Patient Safety: measured by successful completion of the clinical experiences within the program. #4- Measured by successful completion of NU430 Research & Theory and NU435 Evidencebased Practice. #5- Measured by successful completion of NU425 Nursing Informatics #6- Measured by successful completion of NU435 Evidence-based Practice #7- Measured by successful completion of NU420 and the clinical experiences within the program #8- Measured by successful completion of NU350 & 352, and NU435 #9- Measured by successful completion of the nursing curriculum

22 3) Describe level of achievement of student learning outcomes The 2013 cohort started with 20 members. Of those 20 members, 11 successfully completed the PSLOs, culminating in graduation Spring cohort: #1- All members of the 2013 cohort completed the MVC Core #2-12 members of the cohort successfully completed the clinical experiences within the curriculum. #3- Leadership: 12 members of the cohort successfully completed NU410 Quality Improvement: 11 members of this cohort successfully completed NU435 Patient Safety: 12 members of the cohort successfully completed the clinical experiences within the curriculum. #4-13 members of the cohort successfully completed NU430 Research & Theory. 11 members of the cohort successfully completed NU435 Evidence-based Practice. #5-12 members successfully completed NU425 Nursing Informatics #6-11 members of the cohort successfully completed NU435 Evidence-based Practice. #7-12 members of the cohort successfully completed NU420 and the clinical experiences within the curriculum. #8-12 members of the cohort successfully complete NU350 & members successfully completed NU435 #9-11 members of the cohort successfully completed the MVC nursing curriculum cohort: #1- All current members (20) of the cohort have completed the MVC Core #2- In progress #3- Leadership: 6 members of the cohort successfully completed NU410 during the summer semester. The remainder of the cohort are currently in progress. Quality Improvement: this cohort is scheduled to complete NU435 during the Spring 2014 semester Patient Safety: In progress #4-19 students have successfully completed NU430. The remaining student of the cohort is currently in progress to complete this semester. This cohort is scheduled to complete NU435 during the Spring 2014 semester #5- Cohort will take this course Fall 2013 #6- This cohort is scheduled to complete NU435 during the Spring 2014 semester #7- In progress #8-20 members have successfully completed NU350 & 352. This cohort is scheduled to complete NU435 during the Spring 2014 semester #9- In progress 2015 cohort: #1- In progress #2- In progress #3- Leadership: Quality Improvement: Patient Safety: #4-15 students currently in progress to complete NU430. This cohort is scheduled to complete NU435 Spring 2015 semester

23 #5- Cohort scheduled to take this course Fall 2014 #6- This cohort is scheduled to complete NU435 during the Spring 2015 semester #7- In progress #8- This cohort is scheduled to complete NU350 & 352 during the Spring 2014 semester, and NU435 during the Spring 2015 semester #9- In progress 4) Evaluate effectiveness of assessment methods used The PSLOs were reviewed and revised in November of 2012 prior to the CCNE accreditation visit. The individual course SLOs (CSLOs) are due for review and revision during the year. An area of improvement is to assure that the CSLOs are congruent with the PSLOs, and to identify more specific measurements for assessing PSLO completion. Many of the PSLOs (#2, 3, 7, & 9) describe the development of skills related to patient care, and are therefore measured over the course of many components of the curriculum. 5) Summarize improvements made based on the results of the assessment Through the completion of our curriculum for the first time, many improvements were made to facilitate successful completion of our PSLOs and help assure the graduation of safe, professional generalist nurses. Development of an absence policy based on evaluation of excessive absences. Students cannot successfully develop as professional nurses if they are absent from coursework. (PSLO #2-9) Alteration in use of the HESI exams in accordance to requirement from the National Council of State Boards of Nursing. HESI Mid-curricular and Exit exams previously used to determine eligibility of students to progress in the program, now utilized to identify weaknesses in student s critical thinking and help determine placement for senior practicum experience. (PSLO #9) Adjustment of curricular sequence to move Health Assessment into the nursing program (was originally a pre-nursing requirement) at student request. Students felt the knowledge related to appropriate assessment was too far removed from their initial clinical experience. (PSLO #2-9) 6) If applicable, brief analysis of grade patterns of courses with high failure rates and/or withdrawals and action plan for student improvement in these courses Not applicable. No single course noted to have significantly high failure rate or withdrawls. IV. Facilities and Resources Address adequacy of resources and support services (for example, library, laboratories, equipment, space, personnel) for meeting program goals. Missouri Valley College offers multiple academic support services to all students. Those students within the nursing program are also eligible to utilize these support services.

24 Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected student and faculty outcomes. a. Library: MVC offers both a physical library and on-line access to multiple data bases for use during academic research. Nursing students have access to medical and nursing journals in either hardcopy or on-line version. Data bases of interest to nursing students that are included in the on-line offerings of our library include Medline with full-text, CINAHL with full-text, PsychInfo and others. The Learning Center is an advisory service offered through the Library that assists students with course work and academic composition. b. Technology: MVC offers full-service technology assistance through our IT department. Students are eligible to bring their computers to the IT department for all computer issues including assistance with virus control. IT members are available to make suggestions to students and faculty related to IT purchases. The nursing program has utilized the expertise in the IT department several times, most recently in the acquisition and set-up of our simulation area within the skills lab. The addition of a simulation area helps student achieve the SLO s required of a graduate, and improve the practice comfort of students related to patient care and emergency situations. Technology offered in the simulation lab includes SimAnne manikins that are programmed to simulate real -life patient care. Additionally, there is audio-visual recording capability to review and assess student performance. The campus on-line learning system platform is Moodle. The nursing program faculty use Moodle to its fullest extent offering information, lectures, testing, interactive discussions, current grades, and educational links to support learning to both classroom students and online or blended class students. This system is reviewed and updated as appropriate with a full system upgrade completed Spring c. Distance Education Support: Students taking on-line coursework within the MVC community are eligible to utilize the same support services as face-to-face students. MVC is relatively new to on-line education, but has developed an infrastructure conducive to supporting our on-line students. The On-line Education Committee has developed criteria to support both students and on-line faculty. On-line policies for both students and faculty are available from the Missouri Valley College webpage at Additionally, MVC is supportive of students seeking dual-credit coursework. These students are eligible for all regular student services. d. Research Support: Missouri Valley College does not require a research component for either faculty or students. Although not a requirement, MVC is supportive of those faculty and students desiring to conduct personal research. Faculty members completing doctoral studies are supported by the CAO through regular group update meetings. Faculty members completing research are encouraged to disseminate within the campus community using multiple methods (campus-wide presentation, posters, within campus newspaper the Delta).

25 e. Admissions: The admissions team works with the faculty of the nursing program to recruit and retain eligible nursing students. The Admissions office is supportive of both the nursing faculty and the nursing students, assisting students to identify potential scholarships (with the assistance of a financial aid advisor) and assisting faculty members in identifying potential nursing candidates. Our Admissions office holds several open house options for potential students throughout the year, encouraging nursing faculty participation to assist with recruitment of students interested in the nursing program. f. Advising services: MVC Faculty members complete advising of all students. To maintain congruence with this faculty requirement, all nursing faculty complete student advising. Nursing/pre-nursing students are advised by nursing faculty members or faculty members from similar divisions that have been trained to appropriately advise nursing students. Upon acceptance into the nursing program, any student previously advised by a non-nursing, trained faculty member is re-allocated to the advising list of a nursing faculty member. Only prenursing students are advised by the non-nursing, trained faculty members. This process allows nursing faculty to direct pre-nursing students to the coursework that will benefit them the most during the completion of the nursing program, and to prepare them for the application process. It is the intent of the faculty to minimize the number of students who experience delays in their progression due to mis-advisement. g. Student Learning Center; All MVC students are eligible to utilize the Student Learning Center. Located at the top of Baity hall, this center offers quiet testing areas for any make-up exams and a list of available tutors for multiple subjects many of which are available free-of-charge to all MVC students. The Student Learning Center also has some similar services available to on-line students. h. Student Health Services: MVC on-campus students are eligible to utilize the free Student Health Services clinic. MVC maintains a Nurse Practitioner Monday- Friday, available to all students, faculty and staff members. MVC recognizes that maintaining a healthy student-body and faculty/staff is conducive to achievement of all campus and program student/faculty outcomes. V. Strengths, Weaknesses, Opportunities, and Threats (SWOT) 1) Strengths, weaknesses, opportunities, and threats that support or impede achievement of program goals Strengths: The Nursing Program has several identified strengths including available resources, support from administration and dedicated faculty members. Weaknesses: A) Identified acute-care clinical sites. Currently Fitzgibbon Hospital is our primary clinical site for med/surg-type experiences. While an excellent rural clinical site, the clinical experience offered by this relatively small hospital is limited. The faculty is attempting to identify alternate experiences available for our students while seeking to increase the

26 amount of instructor-led experiences (also recommended by the State Board of Nursing site visitors). B) Applicant Pool: While I consider this more of a challenge rather than a weakness, identifying the best method of selection for the program related to our current applicant pool has represented a challenge. The program has implemented several changes in our application process based on recommendations from the State Board, from previous applicants and from faculty members. These include: inclusion of a math quiz and written essay component to the application process implemented during the application period for the 2015 cohort, changing this math/essay component to a Nationally Normed exam process (to be implemented with the 2016 cohort application period), and initiating a change from a program to a program. The intent is to draw from our existing applicant pool the students most likely to be successful in a nursing program. Other challenges (although it is recognized that all programs within the college have many of these same challenges) include working around the athletic schedule to arrange meaningful experiences and organizing a curricular schedule that facilitate the development of student learning in a logical order within the constraints of coursework that is not always offered every semester. As mentioned in the strengths section, the faculty members in other divisions have been very supportive to date, and we are working together to identify strategies to resolve this last challenge. C) HESI exam scores: Enough data has now been collected to identify trends in the students HESI exam scores. These data demonstrate that, while some of our students are excelling in many key areas, several of our students are falling significantly below the benchmark scores identified by the Evolve HESI exam company as linked to NCLEX success. An analysis of the 3 years of aggregate data is currently underway to identify specific areas for improvement within the teaching offerings within specific courses. Threats: The 2013 cohort did not meet the benchmark pass rate of 80%. Unfortunately, this delays the achievement of full State Board Approval. The latest State Board site visit was completed on September 24, 2013, with anticipated vote during the December meeting. The visitors stated that their recommendation to the Board would be to continue initial approval status while the program develops strategies to improve NCLEX success in our students. 2) Comments from external reviewer(s): The MVC Nursing Program completed the CCNE Accreditation Process last spring (2013) with highly favorable reviews. The CCNE report will be attached with this review. VI. Conclusion and Vision 1) Status of program: growing, static, or declining The nursing program is still relatively new (established Fall 2010) and should be considered a growing program. Faculty are still working to hone program characteristics to meet the needs of the students and other members of the community of interest. 2) Major strengths/accomplishments of the program over the last five years