1 Wittenberg Nursing Meeting Minutes ES 1 Wittenberg Nursing Meeting Minutes January 13, 2016 Participants Susan Moeller, RN; Wittenberg RN-BSN Student (by phone) Manager, Case Management, Springfield Regional Medical Center (SRMC) William Perry, MS, RN; Adjunct (by phone) Education Manager, Information Systems Training Center, Kettering Health Network Erin Belanger, Wittenberg Nursing Pathway Student Member of first Nursing Pathway cohort and Wittenberg Student Elizabeth Sorensen, PhD, RN; Chair Professor and Director of Nursing, Wittenberg University Tanya Williams, MSN, RN; Adjunct Manager of Regional Education, Community Mercy Health Partners, SRMC Rhonda Wright, BSN, RN Graduate Student, Indiana Wesleyan University Jessie Johnson, BSN, RN Graduate Student, Indiana Wesleyan University
2 Wittenberg Nursing Meeting Minutes ES 2 Wittenberg University Nursing a) Called to order 3:47 pm b) Minutes of June 22, 2015 meeting approved. Moved by S. Moeller, seconded by W. Perry. c) reports: None d) Administrative reports: E. Sorensen 1. Systematic Plan. E. Sorensen proposed revisions to the Systematic Plan, building upon J. Zurmehly s original SPEP to include selfassessments of progress toward CCNE accreditation/re-accreditation. 2. Self-Study: E. Sorensen reported completion and submission of the Self-Study on She announced this at the Wittenberg Meeting on The Self-Study document is available on the Nursing website > Opportunities > Nursing s. e) Unfinished business: None f) New business: Reviewed purpose as stated in Bylaws. Reviewed applicable CCNE Standard, location in CCNE Self-Study & applicable Systematic Plan (SPEP) section. Reviewed J. Zurmehly s original SPEP and E. Sorensen s proposed revisions (below). S. Moeller moved to accept the revisions, seconded by E. Belanger. The revisions were approved by unanimous vote, with E. Sorensen s invitation to offer suggestions and recommendations as these ideas occur. Bylaws. This committee consists of 3 elected nursing faculty members and 2 elected students with voice and vote. The Dean of the School of Community Education serves as ex officio. Functions include: a) Coordinating total evaluation efforts within the. b) Recommending policies and procedures regarding assessment, collection, and storage of related materials. c) Developing, recommending, and evaluating instruments used for course and overall assessment. d) Overseeing implementation of the Systematic Plan, including data collection, feedback and analysis. e) Disseminating assessment results and making recommendations as needed to appropriate groups and individuals. f) Reviewing and updating the Systematic Plan. CCNE Standard IV. Effectiveness: Assessment and of Outcomes The is effective in fulfilling its mission and as evidenced by achieving expected outcomes. outcomes include student outcomes, faculty outcomes, and other
3 Wittenberg Nursing Meeting Minutes ES 3 outcomes identified by the. Data on effectiveness are used to foster ongoing improvement. CCNE Self-Study pp The discussed this section broadly. members will review this section in deeper detail and prepare to respond to CCNE Site Visitor questions. Systematic Plan section: Reviewed the overall organizing structure of the SPEP Component Documents & the expected levels of for Standard IV: levels of : IV-A. A systematic process is used to determine effectiveness. IV-B. completion rates demonstrate effectiveness. IV-C. Licensure and certification pass rates demonstrate effectiveness. IV-D. Employment rates demonstrate effectiveness. IV-E. outcomes demonstrate effectiveness. IV-F. outcomes, individually and in the aggregate, demonstrate effectiveness. IV-G. The defines and reviews formal complaints according to established policies. IV-H. Data analysis and results are used to foster ongoing improvement. Announcements: None W. Perry moved to adjourn 3:57pm, seconded by T. Williams. The next meeting will be in June ORIGINAL RN-BSN Systematic Plan (May 20, 2013) Intended Student Learning Outcomes: The BSN graduate will: 1. Understanding the problems of contemporary health/illness. 2. Utilizing a systematic approach to assess human responses to actual and Assessment Procedures Value Added Exam Course competencies met in NURS 400, NURS 404 Assessment Results Target: Meet or exceed nationally established test norms. Course grade of C- or higher. School academic standards require a student to repeat a course if less than a C- is earned. Use of Results (examples) Sub-scales will indicate areas for curriculum revision, including communication concepts & skills, health promotion & disease prevention. professional role development, evidenced based care, leadership/management concepts & skills, and professional valuing & caring. All courses mapped to AACN Essentials and QSEN competencies.
4 Wittenberg Nursing Meeting Minutes ES 4 potential health problems in a variety of settings. 3. Directly providing and managing competent care for individuals, families and groups who have simple to complex healthcare needs throughout the life span. 4. Employing interpersonal processes and therapeutic communication. 5. Integrating professional values and role behaviors. Course competencies met. Employer survey Alumni satisfaction survey Completion of NURS 402 Course competencies met in either NURS 300, NURS 301 Employer satisfaction Survey Course grade of C- or higher. Students must meet minimum expectations. If not, academic standards require repeating the course or dismissal. Survey implemented every 3-5 years to primary employers. Meet or exceed national norms & benchmark schools. Course grade of C- or higher as required by academic standards Course grade of C- or higher. Target: Rating of 8 or better on the tool. Target: Meet or exceed national norms & benchmarks. Course grade of C- or higher as required by academic standards NURS 3001 and 301 Introduction to the Discipline of Nursing, updated content and sequenced over the of study to foster application of more complex content as the student matures in the professional role through increasingly complex practice. 6. Collaborating with other groups in shaping health policies which affect both individual and community health JZ Exiting student satisfaction survey Course competencies met in NURS 401 Clinical competencies met in NURS 402 Course grade of C- or higher. Course evaluations. Course grade of C- or higher. PROPOSED SYSTEMATIC PROGRAM EVALUATION PLAN The Wittenberg Nursing Systematic Plan (SPEP) represents formal, documented analysis of student and outcomes and use of the results of that analysis to foster improvement. The SPEP guides the collection of data from multiple sources and provides benchmarks to which to compare the data. The SPEP assists the to answer the research questions: 1) To what extent is the congruent with professional standards and regulatory requirements?
5 Wittenberg Nursing Meeting Minutes ES 5 2) To what extent is the accomplishing a) expected student outcomes, and b) expected outcomes? 1) of for Compliance with CCNE Standards and Regulatory Agencies Decision Rule for Action: Met/not met. Evidence that criteria are met per expected level of. CCNE Standard I. Quality: Mission and Governance The mission,, and expected 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 clearly support the s mission,, and expected outcomes. The faculty and students of the are involved in the governance of the and in the ongoing efforts to improve quality. levels of : I-A. The mission,, and expected outcomes (MGO) are: Congruent with those of the parent institution. Consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. I-B. The mission,, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: Professional nursing standards and guidelines The needs and expectations of the community of interest. I-C. faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations. I-D. and students participate in governance. I-E. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. I-F. Academic policies of the parent institution and the nursing are congruent and support of the mission,, and expected student outcomes. These policies are: Fair and equitable. Published and accessible, and Reviewed and revised as necessary to foster improvement. Component Documents Nursing MGO & institution mission, objectives Professional standards Regulatory agencies Position descriptions, CVs, policies Administrators, faculty, students, community in governance and All published documents, i.e. catalogs, brochures, policies, website, bylaws, other Selfstudies Nursing & Institution MGO Nursing Budget Professional standards for role/area of education Policies, Review documents for information accuracy & congruence between, institution & professional standards. Participation documented in committee minutes per the meeting schedule Involvement in governance processes by constituents Policies written, published and communicated Academic policies published, Every 5 years or annually if changes occur Chief Nurse Administrator (CNA) Written Checklist
6 Wittenberg Nursing Meeting Minutes ES 6 Component Documents budgeting Student admission, progression, & retention and CNA academically & experientially qualified Published documents procedures for review and evidence Governance policies Nursing, Institution Advisory Board & Meeting Minutes Administrators & faculty CV, orientation, transcripts, policies, job descriptions followed and reviewed Accurate publications Distance education policies Student progress & transcripts CCNE Standard II. Quality: Institutional Commitment and Resources The parent institution demonstrates ongoing commitment to and support for the nursing. The institution makes resources available to enable the to achieve its mission,, and expected outcomes. The faculty, as a resource of the, enables the of the mission,, and expected outcomes. levels of : II-A. Fiscal and physical resources are sufficient to enable the to fulfill its mission,, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet and student needs. II-C. The chief nurse administrator (CNA): Is a registered nurse (RN); Holds a graduate degree in nursing; Holds a doctoral degree if the nursing unit offers a graduate in nursing; Is academically and experientially qualified to accomplish the mission,, and expected outcomes; Is vested with the administrative authority to accomplish the mission,, and expected outcomes; and Provides effective leadership to the nursing unit in achieving its mission,, and expected outcomes. Meets Ohio law requirements for a BSN administrator. II-D. :
7 Wittenberg Nursing Meeting Minutes ES 7 II-E. II-F. Are sufficient in number to accomplish the mission,, and expected outcomes; Are academically and experientially prepared for the areas in which they teach; and Meet Ohio law requirements for BSN faculty. Preceptors, when used by the as an extension of faculty: Are academically and experientially qualified for their role in assisting in the of the mission,, and expected student outcomes. Meet Ohio law requirements for BSN preceptors. The parent institution and provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission,, and expected faculty outcomes. Component Documents CNA, faculty, CNA, faculty, & Compare CNA & preceptor preceptor CVs, credentials to degrees, position CCNE & experience, descriptions regulatory credentials standards. CNA role in resource planning & preceptor staffing patterns Fiscal, physical, & academic support resources: budget, library, classrooms, labs, offices, supplies, equipment, technology support, research, admission, advising teaching, service, scholarship, practice CNA budget process description & Preceptor teaching assignments requirements by regulators & accreditors salary comparisons Budget and policies Academic support budgets and policies Performance appraisals Review budget process Compare credentials to CCNE & regulatory standards, staffing patterns, pay, FTE formulas. Compare budgets and processes historically, to external benchmarks, needs, and processes defined in policies. Compare faculty performance to position descriptions. Review documents for congruence. salaries 75 th percentile per AACN region/ state data Annually CNA Senior Administrators Written report Checklist minutes CCNE Standard III. Quality Curriculum and Teaching and Learning Practices The curriculum is developed in accordance with the s mission,, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and
8 Wittenberg Nursing Meeting Minutes ES 8 expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters of expected student outcomes. levels of : III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that are congruent with the s mission and goal, and with the roles for which the is preparing its graduates. 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 the expected student outcomes (individual and aggregate). III-C. The curriculum is logically structured to achieve expected student outcomes. III-D. Teaching-learning practices and support the of expected student outcomes. III-E. The curriculum includes planned clinical practice experiences that: Enable students to integrate new knowledge and demonstrate attainment of outcomes; and Are evaluated by faculty III-F. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. III-G. Individual student performance is evaluated by the faculty and reflects of expected student outcomes. policies and procedures for individual student performance are defined and consistently applied. III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Component Documents
9 Wittenberg Nursing Meeting Minutes ES 9 Component Documents Nursing MGO Catalog, Evaluate Review of curriculum, documents for documents Professional course congruence for 100% standards & descriptions, among Nursing, congruency. regulatory syllabi, course, guidelines learning professional Clinical environment, standards, affiliation Teachinglearning evaluation regulatory agreements policies, requirements, current, practices, professional community of include environment standards, interest. expectations regulatory for all Student guidelines parties, competencies protect for roles students. Course. objectives, outcomes Governance Curriculum includes liberal education, diversity, collaboration, research; builds logically. length Clinical practice environments Teachinglearning materials, methods, evaluation, environment Governance policies Curriculum minutes Clinical Affiliation Agreements Student evaluations Course student work of course and Instructor reflections Community Advisory Council Currency, inclusion of expectations for all parties, and protection of students in included in all clinical affiliation agreements. Review needs of community of interest. Consistent with professional standards, communities of interest. Annually CNA Written report Checklist minutes Simulation and distance learning Community of Interest
10 Wittenberg Nursing Meeting Minutes ES 10 CCNE Standard IV. Effectiveness: Assessment and of Outcomes The is effective in fulfilling its mission and as evidenced by achieving expected outcomes. outcomes include student outcomes, faculty outcomes, and other outcomes identified by the. Data on effectiveness are used to foster ongoing improvement. levels of : IV-A. A systematic process is used to determine effectiveness. IV-B. completion rates demonstrate effectiveness. IV-C. Licensure and certification pass rates demonstrate effectiveness. IV-D. Employment rates demonstrate effectiveness. IV-E. outcomes demonstrate effectiveness. IV-F. outcomes, individually and in the aggregate, demonstrate effectiveness. IV-G. The defines and reviews formal complaints according to established policies. IV-H. Data analysis and results are used to foster ongoing improvement. Component Documents Systematic Plan Evaluate: student learning outcomes, outcomes, role competencies, professional standards Items are measurable, contain expected ; frequency of assessment; assessment methods. Communication plan for findings Formal complaint process outcomes Systematic Plan Data from inception until 3 years of data; 3 years data thereafter Course student work of course and Student retention, progression, completion. NCLEX-RN, certification pass rates Graduate & employer Review SPE Plan for evidence of required content and of outcomes. Review communication documents. Review grievance proceedings. Review documents. findings aggregated, trended by, location, date of completion; inform decisionmaking. 3-year mean 1 st time test taker NCLEX-RN & certification pass rates 80%, and national mean for same 3-year period. completion rates 70%. Graduate satisfaction: qualitative & quantitative measures, assesses graduates 6-12 months postgraduation. Annually CNA Written Checklist Minutes
11 Wittenberg Nursing Meeting Minutes ES 11 Component Documents satisfaction surveys Graduate employment rates performance reviews, progress toward tenure & Community Advisory minutes Grievance policies, grievances performance evaluations Annual reports, newsletters Employer satisfaction: qualitative & quantitative measures, assesses employer satisfaction with graduate preparation for entry-level positions 6-12 months postgraduation. Job placement 70% within 6-12 months postgraduation. Communication plans documented. Grievances resolved in timely fashion. 75% of faculty complete scholarship, practice, teaching, and service. 2a) of for of Student Learning Outcomes Decision Rule for Action: Met/not met. Evidence that criteria are met per expected level of. The BSN graduate will: 1. Understand the problems of contemporary health/illness. Documents NUR 400, 404 course student work of course and Examine course student evaluations & other feedback; post-graduate survey student & employer of course objectives with grade C Student evaluation mean scores university mean scores. Every two years and if changes occur Administrator, Written report Meeting minutes
12 Wittenberg Nursing Meeting Minutes ES Utilize a systematic approach to assess human responses to actual and potential health problems in a variety of settings. 3. Directly provide and manage competent care for individuals, families and groups who have simple to complex healthcare needs throughout the life span. 4. Employ interpersonal processes and therapeutic communication. 5. Integrate professional values and role behaviors. 6. Collaborate with other groups in shaping health policies which affect both individual and community health. NUR 400, 403, 404 course student work of course and NUR 400, 401, 403, 404 course student work of course and NUR 400, 401, 402, 404 course student work of course and All course student work of course and NUR 401, 404 course student work of course and surveys. Data from inception until 3 years of data; 3 years data thereafter Positive student comments
13 Wittenberg Nursing Meeting Minutes ES 13 2b) of for of Objectives (Outcomes) Decision Rule for Action: Met/not met. Evidence that criteria are met per expected level of. The BSN graduate will: 1. Demonstrate a solid base in liberal arts education that provides the cornerstone for the practice and education of nurses. 2. Demonstrate knowledge and skills in leadership, quality improvement, and patient safety necessary to provide high-quality health care. 3. Apply current evidence using clinical reasoning in one s professional nursing practice. 4. Demonstrate knowledge and skills in information management and patient care technology which are critical in the delivery of quality patient care. 5. Demonstrate knowledge regarding healthcare policies, including financial and regulatory, which directly and indirectly influence the nature and functioning of the healthcare system. 6. Communicate and collaborate with the healthcare professionals critical to delivering high quality and safe patient care. Documents Student transcripts Preceptor feedback Course student work of course and Postgraduation surveys Employer surveys Examine documents. Data from inception until 3 years of data; 3 years data thereafter. of general education, nursing major course objectives with grade C Postgraduation surveys demonstrate of outcomes. Employer surveys demonstrate of outcomes. Positive student comments Every two years and if changes occur Administrator, Written report Meeting minutes
14 Wittenberg Nursing Meeting Minutes ES Demonstrate knowledge and skills in health promotion and disease prevention at the individual and population level necessary to improve population health. 8. Demonstrate professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice which are fundamental to the discipline of nursing. 9. Demonstrate knowledge skills, and attitudes necessary to care for patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. 10. Understand and respect the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients JZ ES