Executive Summary Florida State College at Jacksonville NLNAC ADN Self Study

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1 Executive Summary Florida State College at Jacksonville NLNAC ADN Self Study This document is a self-study of the Florida State College at Jacksonville s Associate Degree in Nursing program (ADN) addressing six (6) standards and forty seven (47) criteria for the accreditation of Associate Degree Programs as required by the National League for Nursing Accreditation Commission (NLNAC). Florida State College at Jacksonville is located in Jacksonville, FL, a growing metropolitan city with approximately 850,000 residents, 25 miles south of the Georgia border. The city has a diverse population and is the largest city (land mass) in the continental United States, covering over 841 square miles. The College currently consists of five campuses and seven centers and is one of 28 state/community Colleges in the State of Florida. Florida State College of Jacksonville currently serves greater than 86,000 students through four divisions Degree Education Division, Florida Coast Career Tech Division, Community Education Division and the Military, Public Safety and Security Division. Florida State College at Jacksonville was established in 1963 as Florida Junior College (FJC) to provide vocational, technical, adult and continuing education programs to students in Duval and Nassau Counties. The first class was admitted in 1966 and the College was fully accredited in 1969 by the Southern Association of Colleges and Schools Commission on Colleges (SACS COC). Accreditation was reaffirmed in 1973, 1983, 1994 and The next SACS COC reaffirmation visit will take place in In 1987 the name of the College was changed to Florida Community College at Jacksonville (FCCJ). In August 2009 the College became Florida State College at Jacksonville (FSCJ) due to changes in the structure of Florida s Community College System to a State College System. The Associate Degree Program in Nursing of Florida State College at Jacksonville is authorized by the Florida Board of Nursing to admit 432 students each academic year. Effective with the academic year, the College has reduced its annual admissions to the program to 408. The program is administered by an Associate Dean who reports directly to the Campus Dean of Career Education. There are currently 24 budgeted full-time faculty lines and 27 part-time (adjunct) faculty serving the ADN program. Two of the 24 full-time faculty lines are currently vacant. In , the program admitted 168 new students for the Fall Term, 144 students for the spring Term and 120 students for the Summer Term with some of those seats held in reserve for students who exited the program and requested to be 1

2 reinstated in accordance with the program s reinstatement policy. In addition to the generic track, the nursing education unit offers a Bridge Option track for Paramedics and Licensed Practical Nurses (LPNs) who wish to pursue the Associate Degree in Nursing. History In 1967, Florida Junior College (FJC) admitted its first Associate Degree Nursing class with thirtytwo students and approximately 5 full-time faculty members. In the forty-four years since, the enrollment has increased to 432 annually. Effective with the academic year, the College reduced the total annual enrollment, by 24 students, to 408. There are approximately 432 students currently enrolled in the program. The program was first accredited by the NLN in 1979 and has maintained full accreditation status since that time. Until the academic year, the program was only offered on the North Campus of the College. The Deerwood Center of the College was added as a site with a cohort of 48 students during the academic year. The North Campus maintains 88% of the total program enrollment while the Deerwood Center serves 12% of the enrollment. Since its inception, the ADN program has prepared thousands of graduate nurses, most of whom have initially entered the workforce within the five county areas (Baker, Clay, Duval, Nassau and St. Johns) of northeast Florida. These graduates function as competent and accountable nurses who are able to work in a variety of settings. Technological advances in patient care delivery have been a driving force in the nursing education unit s ongoing commitment to offer meaningful and current classroom theory and clinical experiences. An increasing emphasis on preventive care as well as elder and community- based care is inherent in the program s classroom instruction, clinical experiences in hospitals, simulation laboratory, nursing skills laboratory and community experiences. Course delivery remains primarily face-to-face, classroom- based but, technology-enhanced delivery was introduced in 2005 to meet the student need for flexibility. 2

3 Summary of Standards and Criteria STANDARDS Mission and Administrative Capacity The nursing education unit s mission and philosophy are congruent with Florida State College at Jacksonville s mission, goals and distinctive values and attributes. Table 1.1.a: Congruency of College Mission and Values, Campus Mission and Vision, ADN Mission and Philosophy (located in the body of the Standard I document) offers a visual representation of the close alignment of values and concepts between the governing organization and the nursing education unit. This alignment begins with the Florida State College at Jacksonville s mission and continues with the North Campus and Nassau Center mission statement, the ADN Program Mission Statement and the ADN Program Philosophy. The program philosophy is based on the nursing education unit s commitment to cultural, racial and ethnic diversity and mirrors that of the governing organization. The program s principal focus is the preparation of students for the nurse s role of provider of care, manager of care and member of the profession. The program strives to assist students in the integration of scientific principles and interpersonal communication skills through excellent teaching and meaningful learning. The program is responsive to student learning needs while assisting them to adjust to an ever-changing health care system and while being responsive to the community and employer needs. The College is committed to providing equal access to education and employment regardless of gender, age, race, religion, marital status, national origin, veterans status or disability, and the nursing education unit reflects this commitment, both philosophically and demographically. The College is governed by a governor appointed nine members Board of Trustees that works closely and effectively with the College President to fulfill the College s mission. Florida State College at Jacksonville through the North Campus accepts the ongoing responsibility of operating the nursing education unit in a manner consistent with the standards and directives of the Florida State Board of Nursing and the National League for Nursing Accrediting Commission. The program maintains the highest standards of excellence through regular peer review tied to national norms which is reflected in its current full accreditation status. 3

4 The program is led by a highly credentialed Associate Dean (a recent change in position title from Director of Nursing ) who has full authority to administer all aspects of the program. The Associate Dean position is an administrative position with 100% of its time devoted to leading the unit with no required teaching responsibilities. The Associate Dean is the administrator assigned to provide academic and administrative leadership for the nursing education unit and participates in appropriate campus and college-wide meetings with other instructional leaders. It is in these forums that updates on policies and procedures are distributed by senior administrators and opportunities for interdisciplinary collaboration occur. The Associate Dean has the authority to administer all aspects of the program including but not limited to: developing and maintaining an environment conducive to teaching and learning; providing leadership for the development and implementation of the curriculum; faculty recruitment, development and evaluation budget development and management, building and sustaining external relationships and partnerships. The ADN program at FSCJ meets the NLNAC standard for Mission and Governance. The organizational structure, policies, and procedures of the nursing education unit are continuously reviewed and modified as necessary to maintain the quality and integrity of the program. All policies relating to faculty appointment, rank, salary, benefits, tenure, rights and responsibilities, termination and workload are covered in the Faculty Union Bargaining Agreement. Issues related to curriculum and instruction are handled through the Faculty Senate, a representative body of faculty elected from each campus. Nursing faculty members have numerous opportunities to participate in the governance of the organization through several different forums. They provide input to the Faculty Senate, the North Campus Management Team and the North Campus Governance Council through their representative. They are routinely called upon to serve on campus judicial committees, employee screening committees and other committees that improve instruction, enhance the quality of student life and foster employee satisfaction on campus. A detailed table of faculty and staff committee memberships is available on site and is discussed in Standard II, Faculty and Staff. The nursing education unit s policies for staff are not different than those of the College. The only additional requirements nursing faculty would be held to are those in the affiliation agreements with the clinical agencies used for students clinical experiences. The policies of the nursing education unit 4

5 have been compiled into various documents to promote accessibility. Among these sources are the College Catalog, and the ADN Student handbook is distributed to each incoming class of students, and reviewed with the entire group by the Associate Dean and her staff. This process provides students with a forum to hear about some of the important policies that will govern their enrollment. Students have ample opportunity and are encouraged to attend both operational and leadership meetings, including but not limited to general faculty meetings and curriculum committee meetings. The nursing education unit subscribes to the College s definitions of distance education present in criterion When referring to criterion 1.10 it should be noted that the ADN program does not offer distance education. The ADN program uses technology-enhanced delivery for all courses. 2. Faculty and Staff The full-time nursing faculty are appropriately credentialed and meet Florida State Board of Nursing and NLNAC standards. All full-time faculty possess the requisite clinical and theoretical expertise in their assigned areas of instruction and hold the master in nursing degree. Part-time faculty possess the requisite clinical expertise and commitment to teaching, and greater than 68% Master of Science in Nursing degree. Utilization of full- and part-time faculty reflects national trends and is consistent with the mission of the governing institution and is closely aligned with the Florida State Board of Nursing guidelines. Additionally, the faculty/student ratios in the classroom (typically 1:24-36) and supervised clinical practice (1:12) are sufficient to ensure adequate teaching, supervision and evaluation of students. Both full-time and pat-time faculty are evaluated by a process that assess teaching, scholarship, service and practice. Diverse cultural, educational, and experiential backgrounds are represented among the faculty. Teaching experience varies from one to twenty plus years and clinical experience is extensive. FSCJ nursing faculty are highly regarded in the community and this is due in great measure to their high level of clinical competency. Faculty are accountable for and maintain expertise in teaching, service, scholarship and clinical practice (see Standard II). The nursing program employs a full-time laboratory coordinator who holds a Master of Science in Nursing degree and other related credentials. The coordinator oversees laboratory experiences and the 5

6 lab environment while nursing faculty members are responsible for skills testing. This position is sufficient to achieve program outcomes and goals. The ADN program does not utilize non-nurse faculty members. There are 4 support positions assigned to the nursing education unit to support the faculty, students and the Associate Dean. These positions are sufficient to achieve program goals and outcomes. Faculty are oriented and mentored in their areas of responsibilities through formal and informal modalities. New full-time faculty members participate in a college-wide orientation and are mentored by ADN faculty. New part-time faculty members do not participate in college-wide orientation but are provided with formal classroom based orientation by ADN faculty and also receive ongoing mentoring. ADN faculty members want to enhance the level of ongoing support for part-time faculty to ensure optimal student learning and faculty consistency. ADN faculty members plan to schedule frequent contact during orientation and course delivery whenever a part-time faculty member is utilized. Systematic assessment of full-time and part-time faculty is completed by the Associate Dean of the ADN program and is congruent with the process outlined by the Collective Bargaining Agreement between the United Faculty of Florida and College administration. Performance evaluations are scheduled each spring for faculty and support staff by the Associate Dean in accordance with College policy. Assessment findings confirm that faculty members engage in ongoing professional development. There are ongoing opportunities for instructional and technical support and all faculty members attend workshops as needed. There is a full-time technology support person on campus and this individual is available to any faculty member that identifies a need for support. Ongoing maintenance is planned. 3. Students Florida State College at Jacksonville is recognized as a College that seeks to put students first. This is reflected in the North Campus ADN program and addressed in the program s mission and philosophy. All policies support the goals and outcomes of the nursing education unit. ADN student policies are congruent with those of the College. Policies are publicly accessible using the College Catalog (available on College website). Policies are non-discriminatory and consistently applied. Web- 6

7 based information is current and consistent. ADN program specific guidelines are justified by the goals and outcomes of the ADN program and are presented in the ADN Student Handbook and reviewed with new students during student orientation. ADN student services are commensurate with the needs of the students enrolled in the program. Current ADN students have access to all campus and College-wide student support services available via internet at any time on any day. Current ADN students are also supported by the administrative specialists who can answer questions, provide general information and assist with registration and enrollment. Student support is available for financial advising, technological assistance, and academic advising on campus and through college-wide resources. ADN faculty members continue to monitor student needs and satisfaction and are continuously seeking ways to improve feedback. Student academic and financial records are maintained by the College and are in compliance with current policies of the College, State and Federal guidelines. Florida State College at Jacksonville is currently in compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements. Changes in policies, procedures and ADN program information are clearly and consistently communicated to ADN students in a timely manner. Communication methods include the ADN Student Handbook, Blackboard Learn announcements and s, and verbal communication in the classroom. Formal orientation to technology is provided to ADN students during new student orientation and also during first semester courses. Ongoing technological support is available using the College IT helpdesk. Information related to technology requirements is clearly communicated in course syllabi and in the ADN Student Handbook. Similar information is also available to applicants and the public on the College s website. To be more responsive to students, continued development of more comprehensive technical orientation during student orientation is planned. 7

8 4. Curriculum The ADN curriculum is organized and integrates professional standards, competencies, state and national guidelines, program mission, program philosophy, student learning outcomes, the Faculty s vision for Excellence and program outcomes. Standard IV: Curriculum (in both table and narrative format) within the self-study clearly delineates program pre-requisites, the curriculum plan for the generic track and the curriculum track for the Bridge-Option track. The ADN student learning outcomes guide and organize the curriculum and are congruent with NLN and ANA guidelines. Each student learning outcome is linked to course outcomes, instructional delivery methods, learning activities, and evaluation methods. Course outcomes relate to student learning outcomes and reflect progression from simple to complex and the lower to higher levels of Bloom s revised taxonomy of cognitive learning. Faculty present course content and guide learning activities so that students will be prepared to achieve stated learning and program outcomes. Learning activities within each course are varied to engage student interest, stimulate enthusiasm for learning, and address audio, visual, and conceptual learning styles. The seventy-two (72) total ADN program credits meet the requirements established by the Florida Department of Education. The program of learning is designed to ensure that the graduate is prepared to provide competent, ethical and skillful care in varied settings as a provider of care, manager of care and member of the profession. Instructional methods are structured to enhance student understanding of the material. They include lecture, a wide variety of electronic media, demonstration, return demonstration, role play, interview technique, case studies enhanced-technology instructional tools. Course syllabi are available for site review. Clinical experiences are diverse and are provided in multi-variant settings within the Jacksonville and greater Jacksonville areas. Appropriate clinical affiliation agreements are obtained for all clinical sites and kept current. The nursing education unit and the College recognize the importance and benefit of the NLNAC accreditation and thus the program has maintained NLNAC accreditation since In part, this commitment to excellence and is driving ongoing assessment and evaluation of the current curriculum. 8

9 Various curriculum models, such as the Concepts Based and the Lifespan models are being analyzed by the faculty. 5. Resources Assessment findings demonstrate that fiscal resources have been sufficient since the inception of the ADN program in Budgeted funds provide faculty salaries, faculty development, instructional and facility resources and office supplies. ADN faculty members engage in the budgetary planning process and have successfully negotiated additional library resources for students. ADN faculty and students meet during non-peak hours and so sufficient classrooms and clinical laboratories are typically available. Office space for faculty and administration is sufficient. Physical space devoted to library learning resources is sufficient and updated. Available technology is current and available to students, faculty and administrative staff. Computers with internet connections and required software are available in the classroom, the Library and Learning Commons (LLC), and in offices. Recently, nursing faculty requested access to OVID database, and the LLC recently secured access to the holdings within this database. Learning resources and technology are selected by faculty members and are comprehensive, current and accessible to faculty and students. Print resources are rapidly being replaced by online databases. Primary access to current health journals is through web-based databases and so there is no distinction in access based on physical location or course delivery modality. The physical, technological and leaning resources reflect high quality and are consistently available and current. They are sufficient to ensure that students can achieve student learning outcomes. 6. Outcomes Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved. The faculty are developing a new method to report data and achievement of benchmarks to enhance tracking of program decisions. Aggregated evaluation findings are used for decision-making and to maintain or improve student learning outcomes. The data 9

10 suggest that students who progress through the curriculum demonstrate competencies appropriate to role preparation and are ready to function as entry level graduate nurses. The written plan for Systematic Program Evaluation (SPE) emphasizes the ongoing assessment and evaluation of student learning and program outcomes and has been revised to reflect the new 2008 NLNAC Standards and Criteria. Data are analyzed, aggregated, and trended by the Program Evaluation Committee with findings discussed at the faculty meetings and used in program decision making to maintain or improve the achievement of student learning outcomes. Evaluation findings are shared with, communities of interest, FBON, NLNAC, Nursing Advisory Committee members, clinical agencies affiliated with the nursing program. NCLEX pass rates are also publicly accessible on the FBON website and made available to students. Graduate achievement of competencies appropriate to role preparation is demonstrated by graduation rates, performance on NCLEX-RN examination, and evaluation of measurable behaviors, knowledge, actions and skills that are essential to the practice of nursing The Employer Satisfaction Graduate Survey results indicate that FSCJ graduates demonstrate achievement of competencies and employers are satisfied with graduate performance. Evidence of the program s educational effectiveness is measured by collecting and analyzing data/information in five main areas, including: (1) NCLEX-RN pass rate; (2) program completion rate; (3) graduate satisfaction (4) employer satisfaction with graduates and (5) job placement rate. The NCLEX-RN pass rate for first time candidates has consistently been at or above the national until 2010, when the pass rate dropped to 80.42% (national average 84.8%) (see table 6.5). In response, the faculty organization implemented a boot camp remediation course: Directed Studies/Role Transformation, (NUR 2811C). Nursing student course evaluations, nursing student Satisfaction Surveys as well as nursing graduate satisfaction surveys indicate that nursing program satisfaction results for have been achieved at the benchmark 80% satisfaction rate. Historically, the poor survey return rates for Employer Satisfaction Surveys yielded little useable data. In 2011, faculty implemented a strategy to improve response rates by electronically collecting employer surveys. As a result the response rate rose from no survey returns in 2009, 2010 to 5 survey returns in Employer satisfaction rate for 2011 was 100%. 10

11 The Nursing Graduate Employment Survey results indicate that more than 50% of FSCJ graduates have been able to find employment in the years Results are pending for graduates after summer, Consistent with a nationwide troubled economy, local and regional healthcare agencies have indicated that employment may be more difficult for new graduates than previous years. The SPE provides evidence that student learning and program outcomes are congruent. A variety of different teaching/learning methodologies have been used such as a mixture of in-class and technology-enhanced using a variety of programs such as Blackboard. It has been noted within this study that the outcomes are comparable for all students in the Nursing Program. 11

12 Analysis and Summary of Strengths and Areas needing Development, Program Strengths Areas Needing Improvement Standard Significant Strengths Needs Improvement Future Plans Standard I Congruency exists between the nursing Maintain congruency education unit and governing organization, Standard I Students, faculty and administrators participate in the ongoing program governance Students are demonstrating an ongoing increase in governance involvement and faculty will continue to encourage this interest Standard I Standard I Standard I Standard II Standard II Standard III Standard III Standard III Standard III Standard III Nursing Advisory Board meets regularly and offers valuable input for faculty and administration Excellent partnership with local healthcare facilities who provide appropriate clinical experiences Program now has ( since ) a FT Master Prepared RN who functions as a clinical liaison as well as other governing duties All Full Time faculty have a minimum of a Master in Nursing degree. There are two doctorally prepared faculty members and at least three others are enrolled in doctoral programs. The program currently has 68% Master prepared (nursing) adjunct faculty Full time faculty members represent a diverse and dynamic group and function well within the constantly changing health care environment Students demonstrate an ongoing interest and maintain involvement in student governance organizations, especially the Florida Student Nurses Association Program admission is a point based system and assists in predicting student success in a non-biased manner Student policies are clearly stated in both College and nursing handbooks FSCJ provides a wide variety of student services to assist students with program completion and recently added a counseling service for students dealing with multiple life challenges Faculty maintain an exceptional commitment to student availability through office hours, Blackboard, , phone and other options Seek out more community health experiences for students in community based clinical sites The ongoing need for adjunct faculty presents a constant challenge due to a considerable number of nursing programs in the general area 1) Recent retirement of seasoned faculty members (a national trend) and the advent of newer faculty have presented challenges. 2) The faculty is facing curriculum revision to maintain rigor and currency and at times this results in an increase in stress level evidenced during faculty meetings Continue to encourage attendance of faculty and board members while acting immediately upon recommendations and suggestions as appropriate Continue to find more community opportunities Maintain clinical liaison position The College has recently increased the tuition reimbursement benefit. This amount needs to continue and increase as necessary to encourage FT faculty to work toward the doctoral level degree Internet and newspaper advertisement will continue to be maintained and the orientation process for adjunct faculty will be continually revised and enhanced 1) Continue to improve the orientation process 2) Faculty members will benefit from opportunities to attend team building seminars to enhance team dynamics Maintain students interest and participation The admissions process needs to be reviewed by representatives from faculty, administration and a student cohort to arrive at an admission process that helps better predict success Maintain handbooks Maintain services Maintain faculty availability to students 12

13 Standard Significant Strengths Needs Improvement Future Plans Standard III In addition to state-of the-art technology (outlined in Standard V) students have access to the Evolve web site ancillary study tools and have numerous opportunities to experience NCLEX style testing and remediation through HESI. Students have access to FSCJ accounts and Blackboard access Maintain HESI or an equivalent testing/remediation option and other technologies as listed Standard IV Standard IV Standard IV Standard IV Standard V Standard V Standard V Standard V Standard V Standard VI Standard VI RN_NCLEX scores have increased from 84.88% in 2010 to 87.88% in 2011and remains within the national mean of 89.92% (detailed data available in Standards IV and VI) Evaluation methods of students are clearly documented and adequately measure student learning/outcomes Clinical experiences provide a widely diverse patient population Clinical preceptors are a valuable component of students in Role Transformation Resources are adequate to accomplish the goals of the nursing education unit A new state-of-the-art LLC (library) provides accessible technology to all students. The LLC holdings of nursing books, e-books, text books and online journals is exemplary with adequate resources to purchase up-to-date materials Both Hi-fidelity and Low-fidelity human patient simulators (HPS) are available in nursing labs Full time faculty have the option to work greater than the 180 day contract College physical resources are adequate to accomplish the goals of the nursing unit Evaluation of student outcomes is ongoing and maintained in a variety of measurements/assessments A Systematic Plan for Evaluation is in place and revisions within the program are based on this plan An NCLEX Boot Camp-end of program NCLEX course was added in 2011 as well as a mandatory score of 850 (recommended as predictive of NCLEX success) HESI Exit score. Faculty are in the process of increasing the use of these HPS as an important component of clinical training Earnings/wages of Full Time faculty are typically lower than other similar programs in Florida Faculty will benefit from further education regarding the function and process of the SPE as an outcomes tool Continue to increase number of NCLEX style questions and case studies while maintaining HESI (or equivalent) testing and remediation, tutoring services and continually evaluate curriculum and student attrition rates Maintain and evaluate regularly Maintain while exploring more community based facilities Maintain and continually develop new preceptors Maintain and evaluate per College policy Maintain and continually update. Continue to offer education and training in simulation labs Continue with ongoing evaluation of wages in relation to contract required workdays in the academic year Maintain and evaluate Maintain and continually evaluate Maintain and promote updated education of faculty regarding the use of the SPE 13

14 STANDARD 1 MISSION AND ADMINISTRATIVE CAPACITY The nursing education unit s mission reflects the governing organization s core values and is congruent with its strategic goals and objectives. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. Criterion 1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. On December 7, 2010, the District Board of Trustees of Florida State College at Jacksonville approved a revised College Mission Statement and adopted a Statement of Distinctive Values and Attributes. Revisions reflect an expanded scope and authority of the College and are consistent with the state-wide Florida College System response to community needs for postsecondary academic and career education. Revised College Mission with Distinctive Values and Attributes Statements are found within the FSCJ Faculty Handbook (onsite) and on the College website under the District Administration portal ( College Mission The mission of Florida State College at Jacksonville is to provide optimal access to high quality, affordable and relevant degree, career and community education to enhance the lives of our students and the economic development of Northeast Florida. College Distinctive Values and Attributes Florida State College at Jacksonville is a values-driven institution of higher education committed to ensuring that every student has an extraordinarily positive overall experience by providing: Excellence in teaching High quality courses, services and learning environments Innovation and flexibility in the delivery of courses and services Advanced academic technology Significant local scholarship resources Responsiveness to student, employer and community needs Emphasis on community quality of life and prosperity Encouragement and support of lifelong learning 14

15 College-Wide Goals The mission of Florida State College at Jacksonville will be fulfilled, in significant measure, through the continuous, responsive pursuit of academic excellence through the following college-wide goals: Prepare students for distinctive success in their academic, career and personal goals through collaboration within the College community and individual initiative. Inspire students to a lifetime commitment to continued learning, informed civic engagement, ethical leadership, cultural appreciation, social responsibility and multicultural awareness in an interconnected world. Optimize access to College programs and services. Provide to students an extraordinarily positive experience in every engagement with the College. Contribute significantly to the ongoing economic development of the Northeast Florida region. North Campus / Nassau Center Mission The mission of North Campus and the Betty P. Cook Nassau Center is to directly respond to the lifelong learning needs and economic development of people in the College s expanding service area. This academic community is dedicated to student success in degree, career and community education through excellent teaching, a comprehensive learning environment and quality services. North Campus / Nassau Center Vision Changing lives one student at a time! through: Student centered instruction and services Excellence in teaching and learning Advanced Academic technology Responsiveness to student, community and employer needs Operational innovation and accountability Inspiration North Campus/Nassau Center Goals Provide high quality teaching that inspires lifelong learning Provide an aesthetically pleasing and technology-based learning environment Deliver exceptional service Continuously assess current programs and the demand for new programs Develop new and optimize established partnerships 15

16 Provide professional development opportunities for all employees Increase public awareness of and accessibility to the North Campus and the Betty P. Cook Nassau Center Associate Degree Nursing Program The association degree nursing program is a 72- credit hour program delivered at two College locations, North Campus (88% percent of total enrollment) and the Deerwood Center ((12% percent of total enrollment). Two tracks are available to meet the needs of the community. A generic track serves citizens who may or may not have previous health care experience or education. A Bridge Option track is designed for licensed practical nurses and paramedics. The curriculum is delivered on alternate schedules including daytime and evening/weekends. The program admits 408 students annually. Associate of Science Degree in Nursing Mission The mission of the ADN program of Florida State College at Jacksonville is to provide nursing education for culturally diverse students, preparing them to be successful on the NCLEX-RN licensure examination and to practice as entry-level registered nurses in multi-variant settings as members of the healthcare profession. The Associate of Science Degree in Nursing (ADN) program s mission statement was revised and adopted in June, 2010 by the ADN faculty. The ADN mission statement clarifies the target student population and concisely defines a program emphasis that aligns with current health professional environments and reflects the College s emphasis on quality and career relevance. The revised ADN program mission statement is found on the ADN program information page located in the FSCJ College Catalog (pg 52) and the ADN philosophy in the Student Handbook. 16

17 ADN Program Philosophy/Conceptual Framework The current ADN program philosophy is based on faculty beliefs related to the central unifying concepts of human beings, health, nursing and nursing education. The unifying threads within the curriculum are the: 1) National League for Nursing (NLN) competencies for graduates of associate degree programs 2) American Nurses Association (ANA) scope and standards of nursing practice 3) National Patient Safety Goals 4) Florida State College ADN Program Mission 5) Faculty s Vision for Excellence Collectively, the unifying threads within the curriculum support the achievement of five (5) Student Learning Outcomes and five (5) program outcomes that take expression in the associate degree nurse s role of provider of care, manager of care and member of the profession. The ADN faculty believes that: Human beings are unified organisms of biological, psychological, and sociocultural dimensions. They are endowed with the capacity to think, reason, and abstract meaning from perceptions supplied by the senses. The capacity for abstraction and the application of acquired knowledge to new and different situations enable human beings to have an unlimited potential for growth and development. Human beings continuously interact with their internal and external environments through the life cycle. They respond uniquely within the context of family, community and society. Health is a changing state which affects biological, psychological and sociocultural responses to the environment. It is on a continuum ranging from wellness to illness, and influenced by the individual s state of being, developmental stage and fulfillment of basic human needs. Optimal health is enhanced by health promotion, health maintenance and disease prevention. Nursing is an interpersonal process based on applied principles of psychological, biological, physical and social sciences, and economics and is concerned with the health and dignity of human beings. This process is applied in collaboration with the individual, family, and community, utilizing the resources of multi-disciplinary health care professionals. Nursing Education is a dynamic teaching-learning process. It builds on a general education foundation that fosters the development of a core of nursing knowledge and skills. The teachinglearning process is a shared responsibility between the teacher and learner. The role of the teacher is to facilitate a cooperative learning environment for a student population comprised of various age groups with culturally and educationally diverse backgrounds. The teacher serves as a role model, imparts knowledge, fosters critical thinking, and provides the guidance, direction, feedback and reinforcement required for learning. The role of the learner is to establish and achieve learning goals and actively participate in a collaborative, multi-disciplinary setting. Learning is a continuous and active process involving the cognitive, psychomotor and affective domains of the learner. The learning process is enhanced by moving from the known to the unknown, from the simple to complex, and through reinforcement of desired behaviors. Learning can be demonstrated by acquisition of new knowledge and by observation of changes in the behavior of the learner. It takes place through learner participation in selected experiences to identify concepts, apply pirnciples, explore alternative care modalities, and measure health outcomes. 17

18 The faculty's Vision for Excellence for nursing and nursing education provides a model for nursing students and graduates Integration of Interpersonal Communication Processes Scientific principles integrated into nursing practice Respect for the health and dignity of the individual Collaboration with individuals, families, and communities Use of the nursing process The exercise of sound clinical judgment Shared learning as a continuous and active process Adaptation to an ever changing health care system Implementation of the Associate Degree nurse s roles of provider of care, manager of care, and member of the profession. ADN Student Learning Outcomes 1. Use effective communication skills appropriate for nursing 2. Apply clinical judgment in providing care throughout the lifecycle using the nursing process 3. Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth 4. Provide competent and safe client care in health care settings 5. Engage in teaching and learning with clients throughout the lifecycle ADN Program Outcomes 1. NCLEX Pass rates will be within ten percentage (10%) points of the national mean 2. Eighty percent of ADN students will achieve program completion within four semesters, once admitted to the professional phase of the program 3. Eighty percent of graduates responding to the graduate satisfaction survey will report program satisfaction 4. Eighty percent of employers responding to the employer satisfaction survey will report satisfaction with program graduates 5. Fifty percent of ADN graduates will be employed with six months of graduation. Figure 1.1.A depicts the philosophy/conceptual framework and the unifying threads of the associate degree nursing program: 18

19 Figure 1.1.A Congruency The mission and philosophy of the ADN education unit are congruent with the College s mission, distinctive values and attributes statements. These statements are also congruent with the North Campus/Nassau Center mission and vision statements. Congruency is depicted in Table 1.1a. 19

20 Table 1.1a: Congruency of College Mission and Values, Campus Mission and Vision, ADN Mission and Philosophy and Student Learning Outcomes Florida State College at Jacksonville Mission Statement provide optimal access to high quality, affordable and relevant degree, career, and community education North Campus/Nassau Center Mission Statement to directly respond to the lifelong learning needs and economic development of people in the College s expanding service area... ADN Program Mission Statement provide nursing education for culturally diverse students, ADN Program Philosophy/Student Learning Outcomes (SLO) Philosophy-Human Beings-have the unique capacity to abstract meaning, apply acquired knowledge for growth and development, and continuously interact with their environment throughout the life cycle. Philosophy-Health-a changing state along a continuum SLO-Engage in teaching/learning with clients throughout the lifecycle. Enhance the lives of our students and the economic development of Northeast Florida. dedicated to student Success in degree, career and community education preparing them to be successful on the NCLEX- RN licensure examination Philosophy-Nursing Educationapplying dynamic teaching-learning process, building on general education foundation, developing core of nursing knowledge. SLO-Engage in teaching/learning with clients throughout the lifecycle. Florida State College at Jacksonville Statement of Distinctive Values and Attributes North Campus/Nassau Center Vision SLO-Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth. Excellence in teaching High quality courses, services and learning environments Innovation and flexibility in the delivery of courses and services Advanced academic technology Significant local scholarship resources Responsiveness to student, employer and community needs Emphasis on community quality of life and prosperity Encouragement and support of lifelong learning Changing lives one student at a time! through: Student centered instruction and services Excellence in teaching and learning Advanced Academic technology Responsiveness to student community and employer needs Operational innovation and accountability Inspiration practice as entry-level registered nurses in multivariant settings as members of the healthcare profession. Nursing-an interpersonal process based on applied principles concerned with health and dignity SLO-Provide competent and safe client care in health care settings. SLO-Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth. SLO-Apply Clinical Judgment in providing care throughout the lifecycle using the nursing process SLO-Use effective Communication skills appropriate for Nursing 20

21 Criterion 1.2 The governing organization and nursing education unit ensure representation of students, faculty and administrators in ongoing governance activities. Florida State College at Jacksonville has several campus and center locations. The nursing education unit has eighty-eight percent of its students enrolled at the North Campus and twelve percent at the Deerwood Center. Florida State College at Jacksonville is organized into four (4) primary divisions: Florida State College (Degree Education Division), Florida Coast Career Tech, Community Education Division, and Military, Public Safety, and Security Division. The ADN nursing education unit is part of the Florida State College Degree Education Division (Appendix A). A college-wide organizational chart depicts academic division and program relationships and is located on page 4 of the Faculty Handbook (onsite). The North Campus and Nassau Center organizational chart describes program and leadership relationships at the campus level. This organizational chart is located in Appendix B. The ADN education unit organizational chart is depicted as follows: Associate Dean-Associate Degree Nursing ADN Faculty members ADN Enrolled Student Non Nursing and Nursing Support Staff 21

22 Florida State College at Jacksonville policies and procedures are set forth within the Administrative and Procedure Manual (APM) and a set of Rules of the District Board of Trustees (Board Rules). APM and Board Rules are available on the College s website through the District Administration portal ( Included in APM and Board Rules is the Governance Structure, which affords opportunities for regular communication between administration and other employee groups at the district level and campus level through defined processes named Exchange of Views (EOV) and Campus Governance Council. The College President and his Cabinet, along with the leadership of each employee group administrators/professionals, faculty, and career employees meet once a month to discuss and resolve issues in a collegial manner. There is representation from the campus on each EOV group. The campus representation brings issues on behalf of constituents and reports on resolution of issues. At the campus level, each Campus President and Campus Cabinet (comprised of campus Deans and Directors) hold monthly Campus Governance Council meetings that mirror the college-wide EOV process to address constituent group issues. In addition, at the North Campus, management, leadership and student leader meetings are held on a regular schedule to address emerging campus issues, concerns, operations and academic matters. These processes enable timely and substantive dialogue when responding to needs, issues and concerns. Students have representation through a variety of student organizations within the Student Life and Leadership Department. Included are student clubs, the Campus Governance Council and Campus Student Leaders group. Within the ADN education unit, students are encouraged and invited to participate on the campus-wide student committees as well as select program specific committees. A quarterly Open Door Meeting, sponsored by the Campus President, provides another opportunity for students and employees to offer input without need for an appointment. Students level of campus-wide participation varies and includes both face-to-face and electronic interaction on discussion boards and blogs. Within the ADN education unit, students are welcome to approach ADN faculty or the Associate Dean-Associate Degree Nursing directly, and they do. Students throughout the program participate in the Florida Student Nurses Association and five of the Faculty committees. Student participation on these 22

23 Faculty Committees is a recent endeavor yet, the students who attend have been vocal in offering their suggestions and thoughts. Six full-time faculty participate on college committees and all full time faculty participate in nursing committees. Documentation of the faculty meeting minutes will be provided onsite and will demonstrate that students, faculty, and administration participate in the governance of the organization and the nursing education unit. Communication within the nursing education unit is facilitated using and face-to-face discussion. The Blackboard Learn ADN Nursing Community Discussion Board is an on-line modality designed to communicate announcements and facilitate student discussions among several cohorts. Announcements concerning special interest events, learning opportunities, community health information and even employment opportunities are shared using the ADN Community Discussion Board. The nursing education unit flow of communication is depicted below: Associate Dean-Associate Degree Nursing ADN Faculty Non Nursing and Nursing Support Staff ADN Students and Student Representatives Effective August 16, 2003, the District Board of Trustees of Florida State College at Jacksonville and the Florida State College at Jacksonville Faculty Federation, United Faculty of Florida State College at Jacksonville entered into a Collective Bargaining Agreement, thereby rendering the union as the official governance unit of the faculty. All policies relating to faculty appointment, rank, salary, benefits, tenure, rights and responsibilities, termination and workload are covered in the Bargaining Agreement. Issues related to curriculum and instruction are handled through the Faculty Senate, a representative body of faculty elected from each campus. ADN faculty members are represented by elected campus faculty (Faculty Senate Senators) and always have the opportunity to convey their concerns to their faculty senator(s) and to seek election to the Faculty Senate, if desired. 23