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1 MASTER PLAN FOR PROGRAM EVALUATION Standard I: PROGRAM QUALITY: MISSION AND GOVERNANCE Mission, goals, and expected outcomes of the program 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. Key Elements I-A: The mission, goals, and expected program outcomes are: Congruent with those of the parent institution; and Consistent with relevant professional nursing practice standards and guidelines for the preparation of nursing professionals. University Mission Statement University website University Catalogues Program Evaluation Committee Annual review - August Review documents Information between all documents is accurate and congruent SON Mission Statement SON Faculty Handbook SON Student Handbook SON website Program Evaluation Committee Annual review - August Review documents Information between all documents is accurate and congruent SON Philosophy SON Faculty Handbook SON Student Handbook SON website Program Evaluation Committee Annual review - August Review documents Information between all documents is accurate and congruent SON Vision CHHS Strategic Goals SON Faculty Handbook SON Student Handbook SON website CHHS website Program Evaluation Committee Program Evaluation Committee SON Strategic Plan SON SharePoint Program Evaluation Committee SON Expected Program Student Outcomes SON Faculty outcomes SON Website UNCW Catalogues SON Faculty Handbook Annual review - August Review documents Information between all documents is accurate and congruent Annual review - August Review documents Information between all documents is accurate and congruent Annual review - August Review documents Information between all documents is accurate and congruent Annual review - August Review documents Information between all documents is accurate and congruent Program Evaluation Committee Annual review - August Review documents Information between all documents is accurate and congruent page 1 of 30

2 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. Key Element 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. Mission, goals, and expected outcomes meet professional standards Mission, goals and outcomes reflect the needs and expectations of the community of interest Professional accreditation Program Evaluation Every 5-10 years or as needed reports Committee SACS Reports Faculty Handbook Student Handbook University website University Catalogues SON Faculty Handbook SON Student Handbook SON website Program Evaluation Committee Every 5-10 years or as needed Review documents: AACN CCNE Standards NTF Criteria NLN Nurse Educator Competencies Review website, catalogues, and handbooks Alumni survey Nurse Advocate Board minutes Graduate needs assessment survey International and community feedback and reports Information between all documents is accurate and congruent Needs of COI are reflected in mission, goals and program outcomes Establish and maintain international and local community partnerships Office of Research and Community Partnerships Office of International Programs Associate Dean for Research and Community Partnerships Course Faculty Associate Dean for Academic Affairs (Academic Programs) Annual review Review SON Annual Reports SON Fact Sheet International and community feedback page 2 of 30

3 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. Key Element I-C Expected faculty outcomes are clearly identified by the nursing unit, are written, and communicated to the faculty, and are congruent with those of the parent institution. Expected faculty outcomes are defined and shared with faculty SON Faculty Handbook Program Evaluation Annually - January Review of s Faculty know the expected Committee faculty outcomes Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission & goals, of CHHS and UJNCW SON Faculty Handbook Program Evaluation Committee Annually - January Review of s Expected faculty outcomes are congruent with the mission & goals of CHHS and UNCW page 3 of 30

4 Standard I: PROGRAM QUALITY: MISSION AND GOVERNANCE Mission, goals, and expected outcomes of the program 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- all in the pursuit of the continuing advancement and improvement of the program. 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. Key Element I-D:. Faculty and students participate in program governance. Goal Faculty participation SON Faculty Handbook Faculty Affairs Annual Review - May Review minutes of faculty in the governance of Faculty Bylaws committees and council the program Council s meetings (strategic plan, admissions, program progression, and graduation) Evidence of faculty participation Student participation in the governance of the program SON Student Handbook Faculty Bylaws Council s Program Councils Class Officers Annual Review - May Review committee minutes with student participation Student Forums Evidence of student participation Standard I: PROGRAM QUALITY: MISSION AND GOVERNANCE page 4 of 30

5 Mission, goals, and expected outcomes of the program 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- all in the pursuit of the continuing advancement and improvement of the program. 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. Key Element I-E:. s and publications are accurate. A process is used to notify constituents about changes in documents and publications.. Goal University and SON documents and publications are congruent and accurate University website University Catalogues SON Faculty Handbook SON Student Handbook SON website Program Council Chairs/Coordinator Director of Student Services Associate Director Annual review - November Review documents Information between all documents is accurate and congruent COI is notified of changes in documents and publications Advisory Council Minutes Nurse Advocate Board Minutes Program Council Minutes Program Faculty Director/Associate Director As needed on an ongoing basis Review of documents COI is informed in a timely manner of changes page 5 of 30

6 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. Key Element I-F:. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected student outcomes. These policies are fair and equitable, published and accessible, and reviewed and revised as necessary to foster program improvement. Academic policies of the SON and UNCW are congruent. These policies support achievement of the mission, goals, and expected student outcomes. SON policies are reviewed and revised as necessary to foster program improvement. University website Program Councils Annual Review - November University Catalogues Associate Director SON Faculty Handbook SON Student Handbook SON website University website University Catalogues SON Faculty Handbook SON Student Handbook SON website Program Councils Associate Director Annual Review - November Review documents Grievance reports Admission reports Recruitment reports Review documents Grievance reports Admission reports Recruitment reports Information between all documents is accurate, congruent, and reflects ongoing improvement Policies are fair and equitable and reflect ongoing improvement page 6 of 30

7 Standard II: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals outcomes. The faculty, as a resource of the program, enable the achievement of the mission, goals and expected programs outcomes. Key Element 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 needed. Faculty resources Technology Professional Development Research support Program Evaluation Annual review - May Faculty Survey Resources are adequate and Committee Minutes support teaching, scholarship, Implementation research, and practice Faculty needs are met Faculty compensation is adequate to recruit and retain qualified faculty Faculty Search Committee Reports Open Faculty positions Director As needed Review of s All faculty positions are filled. Staff compensation is adequate to recruit and retain qualified staff Staff Search Committee reports Director As needed Review of s Staff satisfaction - qualitative All staff positions are filled. Physical space Program Evaluation reports Implementation Annually Faculty Survey Student Exit Surveys Adequate space to meet program outcomes page 7 of 30

8 Budget Adequacy of SON resources is reviewed and modified periodically Director s office Director Annually - as needed Review of documents Faculty Survey SON needs have been met Funds for new initiatives have been granted page 8 of 30

9 Standard II: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals and expected program outcomes. Key Element II-B: Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Student Satisfaction Library Student Satisfaction Technology Student Satisfaction Career Services Student Satisfaction Registrar Office Student Satisfaction Academic Advising Student Satisfaction Learning Center Student Satisfaction Overall Satisfaction Implementation Semester prior to graduation EBI Exit Survey Graduate Exit Survey Implementation Semester prior to graduation EBI Exit Survey Graduate Exit Survey Implementation Semester prior to graduation Graduate Exit Survey EBI Exit Implementation Semester prior to graduation EBI Exit Survey Graduate Exit Survey Implementation Semester prior to graduation Graduate Exit Survey EBI Exit Implementation Semester prior to graduation EBI Exit Survey Graduate Exit Survey Implementation Semester prior to graduation Graduate Exit Survey EBI Exit EBI > 5.5 Completely Satisfied EBI > 5.5 Completely Satisfied EBI > 5.5 Completely Satisfied EBI > 5.5 Completely Satisfied EBI > 5.5 Completely Satisfied EBI > 5.5 Completely Satisfied EBI > 5.5 Completely Satisfied Security of student academic information Electronic Databases Image & Web Now Clinical Credential Tracking System SON Director OSS Director Program Clinical Coordinators As needed Review of systems Student data remains secure page 9 of 30

10 Standard II: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals and expected program outcomes. Key Element II-C: The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in nursing; holds a doctoral degree if the nursing unit offers a graduate program in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected program outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected program outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes. Goal Director of SON is academically and experientially qualified and is vested with the authority required to accomplish the mission, goals, and expected outcomes SON Faculty Handbook Implementation CHHS Dean SON Faculty Annually by Faculty Every 5 years Dean of CHHS Online survey Faculty Council Faculty Perceptions of Administrative Performance Survey Reappointment Administrative leadership facilitates achievement of the mission, goals and expected outcomes of the SON Strategic Plan Annual Report CHHS Dean SON Faculty Annual review Review documents Faculty Perceptions of Administrative Performance Survey Progress toward meeting stated goals in strategic plan Reappointment page 10 of 30

11 Standard II: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals and expected program outcomes Key Element II-D: Faculty are: sufficient in number to accomplish the mission, goals, and expected program outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. Faculty Experience SON Faculty Credentialing SON Director Ongoing Course Assignment Faculty CV Annual Faculty Profile Summary Validation of academic and experiential qualifications Faculty maintain clinical expertise in areas of teaching responsibility Faculty maintain national certification in area of specialty NC State Board of Nursing competency statement for nursing education Faculty Academic Preparation SON Faculty Credentialing Faculty CV Faculty Transcripts SON Director Ongoing Course Assignment Annual Faculty Profile Summary Validation of academic and experiential qualifications Faculty Recruitment and Retention Strategic Plan Administrative Council Minutes Faculty Affairs Minutes Faculty Affairs SON Administration Ongoing Annual assessment of appointments and reward structure Sufficient qualified faculty to meet program needs Faculty Workload Guidelines SON Faculty Handbook Director Fall, Spring, Summer Review of documents Faculty workload guidelines followed. page 11 of 30

12 Standard II: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals and expected program outcomes Key Element II-D: Preceptors, when used by the program as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes.. Preceptor Selection and Qualifications Preceptor Files Clinical Coordinator Graduate Each semester Program Clinical Coordinator NSG 403 Review of s and NCBON, and NTF Preceptor requirements Preceptors meet NCBON and NTF Standards Roles of Preceptors Course s Clinical Coordinator Graduate Program Clinical Coordinator NSG 403 Each Semester Review of s and NCBON, and NTF Preceptor requirements Preceptors meet NCBON and NTF, and Essentials Standards Evaluation of Preceptors Course s Clinical Coordinator Graduate Program Clinical Coordinator NSG 403 Each Semester Student Evaluation of Preceptors All preceptors meet program expectations Teaching Associates Selection and Qualifications RN BS Program Only Program Files RN BS Program Coordinator RN BS Faculty Each Term Review of Transcripts and CV All TAs meet program requirements Minimum of masters in nursing, online teaching experience. RN BS teaching preferred, knowledge/experience in content area page 12 of 30

13 Standard II: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support. The institution makes available resources to enable the program to achieve its mission, goals and expected outcomes. The faculty, as a resource of the program enables the achievement of the mission, goals and expected outcomes of the program. Key Element II-F: The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. Opportunities for Faculty Development Teaching Service Scholarship University Faculty Handbook Director Annual review SON Faculty Handbook Review documents: 1. Annual faculty profile summary (self-evaluation with documentation) 2. Annual report of faculty professional practice experiences and professional development 3. Annual faculty Survey Measurements/Benchmark Faculty retention, promotion, and tenure Reappointment Aggregate faculty outcomes are met page 13 of 30

14 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-A: The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that are congruent with the program s mission and goals, and with the roles for which the program is preparing its graduates. Elaboration: Curricular objectives (e.g., course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected learning that relate to student outcomes. Expected outcomes relate to the roles for which students are being prepared. Goal PreLicensure SON Faculty Handbook curriculum reflects SON Student Handbook the mission, SON Website philosophy, and goals/outcomes of the program. RN-BS curriculum reflects the mission, philosophy, and goals/outcomes of the program. Graduate curriculum reflects the mission, philosophy, and goals/outcomes of the program. Undergraduate Program Outcomes Graduate Program Outcomes SON Faculty Handbook SON Student Handbook SON Website SON Faculty Handbook SON Student Handbook SON Website SON Website UNCW Undergraduate Catalog SON Website UNCW Graduate Catalog PreLicensure Council Ongoing Review s Review Conceptual Matrix RN-BS Council Ongoing Review s Review Concept Maps Review Content Maps Graduate Council Ongoing Review s Review Conceptual Matrix RN BS Council PreLicensure Council Graduate Council Ongoing At least annual Ongoing At least annual Review s Review s Mission, philosophy, and goals/objectives demonstrate congruency with curriculum as depicted on a congruency table. Mission, philosophy, and goals/objectives demonstrate congruency with curriculum as depicted on a congruency table. Mission, philosophy, and goals/objectives demonstrate congruency with curriculum as depicted on a congruency table. Undergraduate Program Outcomes clearly identify student outcomes for beginning professional registered nurses Graduate Program Outcomes clearly identify competencies for nurse practitioner graduates page 14 of 30

15 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-B: Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum, and within expected student outcomes (individual and aggregate). Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). Master s program curricula incorporate professional standards and guidelines as appropriate. a. All master s degree programs incorporate The Essentials of Master s Education in Nursing (AACN, 2011) and additional relevant professional standards and guidelines as identified by the program. b. All master s degree programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012). Post-graduate APRN certificate programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012). Goal PreLicensure and Accreditation reports PreLicensure and RN-BS Curriculum/program changes RN-BS curriculum Curriculum documents Councils reflects professional standards and guidelines. Graduate curriculum reflects professional standards and guidelines. Graduate Curriculum Accreditation reports Curriculum documents Graduate Program of Study Curriculum Review s Review Conceptual Matrix Review concept maps Review content ma[s Graduate Council Curriculum/program changes Review s Review Conceptual Matrix PreLicensure and RN-BS curriculum reflects congruency with professional standards and guidelines as depicted on a congruency table Program accreditation Graduate curriculum reflects congruency with professional standards and guidelines as depicted on a congruency table Program accreditation Graduate Council Curriculum program changes Review s Graduate curriculum have separate courses in advanced physiology/pathophysiology, advanced health assessment, and advanced pharmacology page 15 of 30

16 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-C The curriculum is logically structured to achieve expected student outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. Master s curricula build on a foundation comparable to baccalaureate level nursing knowledge. Post-graduate APRN certificate programs build on graduate level nursing competencies and knowledge base. Elaboration: Baccalaureate program faculty and students articulate how knowledge from courses in the arts, sciences, and humanities is incorporated into nursing practice. Graduate curricula are clearly based on a foundation comparable to a baccalaureate degree in nursing. Graduate programs delineate how students who do not have a baccalaureate degree in nursing acquire the knowledge and competencies comparable to baccalaureate education in nursing as a foundation for advanced nursing education. PreLicensure and RN-BS curriculum build upon a foundation of the arts, sciences, and humanities. Graduate curriculum builds on the baccalaureate level foundation. The curriculum plan evidences appropriate course sequencing. Program Sequence PreLicensure and RN-BS With curriculum/program SON Student Handbook Councils changes and in preparation for UNCW Undergraduate accreditation visits Catalogue SON Website SON Mission and Philosophy Program Sequence SON Student Handbook UNCW Undergraduate and Graduate Catalogue SON Website SON Mission and Philosophy Graduate Council With curriculum/program changes and in preparation for accreditation visits Review s Review Conceptual Matrix Review s Review Conceptual Matrix Pre-requisites for the major are completed Baccalaureate requirements are completed Courses in the graduate curriculum sequentially develop knowledge, application and analysis page 16 of 30

17 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-D: Teaching-learning practices and environments support the achievement of student outcomes. Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student outcomes identified in course, unit, and/or level objectives. PreLicensure and RN-BS curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Graduate curriculum and teaching-learning practices are evaluated at regularly scheduled intervals by the graduate faculty to foster ongoing improvement. Council and Course Minutes PreLicensure and RN-BS Faculty Council Minutes Councils Summative Course Evaluations Course Coordinators IDEA evaluations Clinical Site Evaluations Preceptor Evaluations Course Syllabi/s EBI Report Council Minutes Faculty Council Minutes Summative Course Evaluations IDEA Evaluations Clinical Site Evaluations Preceptor Evaluations Course Syllabi/s Graduate Council Course Coordinators Ongoing and Annual Review Review s Evidence that changes are made in teaching/learning practices as documented in minutes and subsequent course documents Ongoing and Annual Review Formal NP curriculum evaluation every 5 years (last review spring 2003) Review s Evidence that changes are made in teaching/learning practices as documented in minutes and subsequent course documents page 17 of 30

18 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-E: The curriculum includes planned clinical practice experiences that: enable students to integrate new knowledge and demonstrate attainment of program outcomes; and are evaluated by faculty. Elaboration: To prepare students for a practice profession, each track in each degree program and post-graduate APRN certificate program affords students the opportunity to develop professional competencies in practice settings aligned to the educational preparation. Clinical practice experiences are provided for students in all programs, including those with distance education offerings. Clinical practice experiences involve activities that are designed to ensure students are competent to enter nursing practice at the level indicated by the degree/certificate program. The design, implementation, and evaluation of clinical practice experiences are aligned to student and program outcomes. Clinical Practice Experiences PreLicensure Program PreLicensure Council Minutes Course Coordinators Ongoing and Annually Summative Course Evaluations Program Councils IDEA Evaluations Simulation Lab Coordinator Clinical Site Evaluations SON Administration Annual NCLEX Report Preceptor Evaluations Clinical Coordinating Council Partnership Minutes Clinical Agency Contracts EBI Report Review s Clinical Site Visits Clinical Evaluation Course Grades Review of Standardized Testing results in regard to Critical Thinking, Therapeutic Interventions and Communication EBI Capstone Student Evaluation Adequate clinical resources to achieve student learning outcomes Course grade distribution NCLEX pass rates > 90% Program attrition rate < 10% Standardized testing scores > 90% at or above national average 100% of seniors receive passing grade on Senior Reflection Paper EBI scores above the mean of selected comparison schools Clinical Practice Experiences RN BS Program Clinical Practice Experience s MSN FNP program RN BS Council Minutes Summative Course Evaluations IDEA Evaluations EBI Report Course Syllabi MSN Council Minutes Summative Course Evaluations Clinical Agency Contracts Preceptor Evaluations Clinical Site Evaluations Course Coordinators RN BS Program Coordinator Course Coordinators MSN Program Coordinator Ongoing and Annually Ongoing and Annually Analysis of Senior Reflection Papers Capstone Portfolio Clinical Practice Experience Course Assignments Course Grades EBI Final course assignments Clinical Evaluation Course Grades 100% of seniors receive passing grad on capstone project 100% of seniors receive passing grade on portfolio assignment 100% students receive passing grades on practice experience assignments 100% students pass last clinical course page 18 of 30

19 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-F: The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. Elaboration: The curriculum and teaching-learning practices (e.g., use of distance technology, Didactic activities, and simulation) are appropriate to the student population (e.g., adult learners, second language students, students in a post-graduate APRN certificate program) and consider the needs of the program-identified community of interest.. Faculty use evaluation data of teachinglearning practices to inform decisions that facilitate the achievement of individual student learning outcomes. Curriculum is regularly evaluated by faculty and other communities of interest as appropriate. Program Needs Assessments SON Administration Annually Review s Community needs and Alumni Association Minutes Program Councils expectations are met Nurse Advocacy Board Minutes Pre-licensure Community Advisory Board RN to BS Program Directors Council Graduate Minutes NC Board of Nursing NCLEX SON Alumni Association Report/Educational Policies Annual Report of Community Partnership Retreat minutes NHHN Annual Report Data are used to foster program improvement. page 19 of 30

20 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES. The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-G: Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. Elaboration: Evaluation of student performance is consistent with expected student outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. es exist by which the evaluation of individual student performance is communicated to students. In instances where preceptors facilitate students clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students in all programs. Faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms. Evaluation of student performance is consistent with expected course/program outcomes Grading criteria Summative Course Evaluations Faculty Annually Program Council Minutes Course Syllabi Test Review Committee Test Review Committee Curriculum Committee Minutes (PreLicensure) Curriculum Committee Summative Course Evaluations Program Council Minutes Course Syllabi Curriculum Committee Faculty Test Review Committee Curriculum Committee Review s EBI Reports Appropriate changes are made in courses based on valid suggestions for improvement Curriculum incorporates current professional standards and guidelines Student clinical performance evaluation Data from the evaluation of the curriculum and teaching-learning practices are used to foster program improvement. Summative Course Evaluations Program Council Minutes Course Syllabi Test Review Committee Minutes (PreLicensure) Curriculum Committee Faculty Test Review Committee Curriculum Committee page 20 of 30

21 Standard III: PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-H: Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Elaboration: Faculty use data from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of student outcomes. Such evaluation activities may be formal or informal, formative or summative. Curriculum is regularly evaluated by faculty and other communities of interest as appropriate. Data from the evaluation of curriculum and teaching-learning practices are used to foster program improvement. Course and teaching learning practices Course Review (file room) Program Council Meeting Minutes Course Faculty Each semester Faculty Evaluation of Course Findings shared at Program Council meetings All course evaluations (faculty and student) are completed each semester/term Curriculum Changes Advisory Council Meeting Minutes Program Council Meeting Minutes SON Director Annually Student Evaluation of Course Course and curriculum evaluation Findings are discussed at appropriate council meetings and changes made as needed COI informed of curricular changes page 21 of 30

22 Standard IV: PROGRAM EFFECTIVENESS: ASSESSMENT AND ACHIEVEMENT OF PROGRAM OUTCOMES The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. Key element IV:-A: A systematic process is used to determine program effectiveness. Elaboration: The program uses a systematic process to obtain relevant data to determine program effectiveness. The process: is written, ongoing, and exists to determine achievement of program outcomes; is comprehensive (i.e., includes completion, licensure, certification, and employment rates, as required by the U.S. Department of Education; and other program outcomes); identifies which quantitative and/or qualitative data are collected to assess achievement of the program outcomes; includes timelines for collection, review of expected and actual outcomes, and analysis; and is periodically reviewed and revised as appropriate. Master Plan for Evaluation Program Evaluation in SharePoint SON Website Reviewed annually in September Review of documents CCNE Standards Congruent with CCNE Standards Master Plan for Evaluation Implementation (contains assessment results, analysis of findings, benchmark met/not met Program Evaluation In SharePoint SON Website Annually in October Findings reported to appropriate program council on an ongoing basis Review of documents CCNE Standards Annual Program Reports Congruent with CCNE Standards, page 22 of 30

23 Standard IV: PROGRAM EFFECTIVENESS: : ASSESSMENT AND ACHIEVEMENT OF PROGRAM OUTCOMES The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. Key element IV:-B: Program completion rates demonstrate program effectiveness. Elaboration: The program demonstrates achievement of required program outcomes regarding completion. For each degree program (baccalaureate, master s, and DNP) and post-graduate APRN certificate program: The completion rate for each of the three most recent calendar years is provided. The program specifies the entry point and defines the time period to completion. The program describes the formula it uses to calculate the completion rate. The completion rate for the most recent calendar year is 70% or higher. However, if the completion rate for the most recent calendar year is less than 70%, (1) the completion rate is 70% or higher when the annual completion rates for the three most recent calendar years are averaged or (2) the completion rate is 70% or higher when excluding students who have identified factors such as family obligations, relocation, financial barriers, and decisions to change major or to transfer to another institution of higher education. A program with a completion rate less than 70% for the most recent calendar year provides a written explanation/analysis with documentation for the variance. PreLicensure Program Option Master Plan for Evaluation Implementation Program Annual Report Program Coordinator PEC Dec and May Admission/Graduation Data Program Length Admitted to Program 5 semesters 90% RN BS Program Option Master Plan for Evaluation Implementation Program Annual Report Program Coordinator PEC Dec and May Admission/Graduation Data Enrolled in NSG calendar years 90% MSN FNP Master Plan for Evaluation Implementation Program Annual Report Program Coordinator PEC Dec Admission/Graduation Data Admitted to Program 5 semesters (full time) >90% page 23 of 30

24 Standard IV: PROGRAM EFFECTIVENESS: : ASSESSMENT AND ACHIEVEMENT OF PROGRAM OUTCOMES The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. Key element IV:-C: Licensure and certification pass rates demonstrate program effectiveness. Elaboration: The pre-licensure program demonstrates achievement of required program outcomes regarding licensure. The NCLEX-RN pass rate for each campus/site and track is provided for each of the three most recent calendar years. The NCLEX-RN pass rate for each campus/site and track is 80% or higher for first-time takers for the most recent calendar year. See CCNE Standards if NCLEX pass rate falls below 80% The graduate program demonstrates achievement of required program outcomes regarding certification. Certification results are obtained and reported in the aggregate for those graduates taking each examination, even when national certification is not required to practice in a particular state. Data are provided regarding the number of graduates and the number of graduates taking each certification examination. The certification pass rate for each examination for which the program prepares graduates is provided for each of the three most recent calendar years. The certification pass rate for each examination is 80% or higher for first-time takers for the most recent calendar year. See CCNE Standards if pass rate for any certification examination is less than 80% first time takers, NCLEX pass rate 90% NCLEX reports NC Board of Nursing website PreLicensure Program Coordinator Dec graduates May graduates Monitor annual NCLEX pass rates 90% NCLEX pass rate FNP Certification exam pass rate > 90% Graduate Program Coordinator Annually in May Monitor FNP certification pass rates 90% FNP certification exam pass rate page 24 of 30

25 Standard IV: PROGRAM EFFECTIVENESS: ASSESSMENT AND ACHIEVEMENT OF PROGRAM OUTCOMES The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. Key element IV:-D: Employment rates demonstrate program effectiveness. Elaboration: The program demonstrates achievement of required outcomes regarding employment rates. The employment rate is collected separately for each degree program (baccalaureate, master s, and DNP) and post-graduate APRN certificate program. Data are collected within 12 months of program completion. For example, employment data may be collected at the time of program completion or at any time within 12 months of program completion. The employment rate is 70% or higher. However, if the employment rate is less than 70%, the employment rate is 70% or higher when excluding graduates who have elected not to be employed. Any program with an employment rate less than 70% provides a written explanation/analysis with documentation for the variance. This key element is not applicable to a new degree or certificate program that does not yet have individuals who have completed the program. PreLicensure Employment Rate RN BS Employment Rate Graduate FNP Employment Rate Program Annual Report Program Annual Report Program Annual Report Program Coordinator PEC Program Coordinator PEC Program Coordinator PEC Immediately prior to graduation in Dec and May 1 year post graduation Month of graduation Dec or May 1 year post graduation 6 months post-graduation 1 year post graduation Alumni Survey contact Alumni Survey contact Alumni Survey NCBON website > 90% > 90% > 90% page 25 of 30

26 Standard IV: PROGRAM EFFECTIVENESS: STUDENT PERFORMANCE AND FACULTY ACCOMPLISHMENTS The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. Key element IV:-E: Program outcomes demonstrate program effectiveness. Elaboration: The program demonstrates achievement of outcomes other than those related to completion rates (Key Element IV-B), licensure and certification pass rates (Key Element IV-C), and employment rates (Key Element IV-D); and those related to faculty (Key Element IV-F). Program outcomes are defined by the program and incorporate expected levels of achievement. Program outcomes are appropriate and relevant to the degree and certificate programs offered and may include (but are not limited to) student learning outcomes; student and alumni achievement; and student, alumni, and employer satisfaction data. Analysis of the data demonstrates that, in the aggregate, the program is achieving its outcomes. Any program with outcomes lower than expected provides a written explanation/analysis for the variance. PreLicensure Program Student Learning Outcomes RN BS Program Student Learning Outcomes MSN Program Student Learning Outcomes Dec May Dec May Dec ATI Comprehensive Exam NSG 403 Clinical Capstone Final Simulation Competency Activity Reflective Journal Capstone NSG 405 Community Assessment Project RN BS Capstone Experience Academic Portfolio NSG 415 Evidence Based Project NSG 405 Community Assessment Project NSG 404 Health Policy Discussions APEA FNP Exam NSG 597 Synthesis Presentation NSGL 594 Final Clinical Competency Evaluation Program Mean > 90% predicted probability of passing NCLEX >90% of class Pass >90% of class Pass >90% of class Pass >90% of class Pass >90% of class Pass >90% of class Pass >90% of class Pass >90% of class Pass >90% of class will score at or above the predicted score needed for success on certification exam >90% of class Pass >90% of class Pass page 26 of 30

27 Undergraduate Overall Program Effectiveness Undergraduate Overall Student Learning Undergraduate Overall Student Satisfaction Dec May Dec May Dec May Educational Benchmarking Inc Exit Survey Educational Benchmarking Inc Exit Survey Educational Benchmarking Inc Exit Survey >5.5 >5.5 >5.5 Graduate Student Satisfaction Alumni pursuit of post graduate education Alumni satisfaction with Program Dec Graduate Student Exit Survey >90% reported satisfied or greatly satisfied with program May Alumni Survey 20% pursue post graduate education May Alumni Survey Alumni satisfaction with Program page 27 of 30

28 Standard IV: PROGRAM EFFECTIVENESS: STUDENT PERFORMANCE AND FACULTY ACCOMPLISHMENTS The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. Key element IV:-F: Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness. Elaboration: The program demonstrates achievement of expected faculty outcomes. Expected faculty outcomes: are identified for the faculty as a group; incorporate expected levels of achievement; reflect expectations of faculty in their roles and evaluation of faculty performance; are consistent with and contribute to achievement of the program s mission and goals; and are congruent with institution and program expectations. Actual faculty outcomes are presented in the aggregate for the faculty as a group, analyzed, and compared to expected outcomes. Publications Presentations Teaching Faculty School Director Faculty School Director Faculty School Director Annually - May Annually - May Annually - May Professional Development Plan Digital Measure Report Professional Development Plan Digital Measure Report Professional Development Plan Digital Measure Report Faculty (aggregate) will publish 20 articles in peer referred journals per year. Faculty (aggregate) will conduct 20 peer reviewed presentations per academic year 11. School of Nursing mean summary score will be 4 or higher (scale of 1-5) on IDEA (student evaluation of teaching effectiveness- Progress on Selected Objectives, Excellent Teacher, and Excellent Course) effective Fall Faculty will participate in 80 professional development activities related to teaching 3. All faculty will receive at least one satisfactory peer review per academic year prior to tenure page 28 of 30

29 Service Faculty School Director Annually - May Professional Development Plan Digital Measure Report 11. Faculty will participate in 60 activities related to professional service in the SON 2. Faculty will participate in 15 activities related to professional service in CHHS. 3. Faculty will participate in 20 activities related to professional service in UNCW 4. Faculty will participate in 20 activities related to area of expertise in the community 5. Faculty will participate in 20 activities related to area of expertise in regional/national/international settings page 29 of 30

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