Frequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program.

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1 BSN PROGRAM CCNE Standard I: The mission, philosophy, 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. NLNAC I: Mission and Governance: There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education in nursing. Congruency between program and college Professional nursing standards College Catalog College publications Program handbook Faculty minutes of the nursing division and the BSN faculty Published standards Ohio Board of Regulations Person Responsible Associate Dean, BSN Faculty Every three years and at any time of change of mission/philo sophy of the parent institution or the program. CCNE Element A: The mission, goals, and expected outcomes of the program are written, congruent with those of the parent institution, and consistent with the professional nursing standards and guidelines for the preparation of nursing professionals. NLNAC 1. Mission and/or philosophy of the nursing education unit is congruent with that of the governing organization, or differences are justified by the nursing education unit purposes. OBN : The curriculum for the nursing education program shall include a philosophy or list of assumptions, conceptual framework or organizing theme and course materials demonstrating internal consistency. All components of the program mission, philosophy, and objectives are consistent with those of the college and with professional standards. Method Review of Mission and Philosophy Statement with a comparison table outlining mission, philosophy, program objectives, and course objectives This comparison will monitor the level of agreement among documents. Level of Achievement) Baccalaureate preparation guidelines The Essentials of Baccalaureate Education Reviewed and Revised

2 CCNE Standard I: The mission, philosophy, 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. Congruency between program and the community of interest. College Catalog College publications Program handbook Curriculum plan Faculty minutes Person Responsible Associate Dean, BSN Faculty Every three years CCNE Element B: The mission, goals, and expected outcomes of the program are reviewed periodically and revised, as appropriate, to reflect professional standards and guidelines All components of the program mission, philosophy, and objectives are deemed appropriate by professional standards and guidelines. Method Review of literature and consultation with nursing experts from the faculty. practice and standards are continuously evolving, and a review of multiple data sets is essential. Level of Achievement) Reviewed and Revised

3 CCNE Standard I: The mission, philosophy, 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. Congruency between program and the community of interest. College Catalog College publications Program handbook Curriculum plan Faculty minutes Person Responsible Associate Dean, BSN Faculty Every three years CCNE Element C: The mission, goals, and expected outcomes of the program are reviewed periodically and revised, as appropriate, to reflect the needs and expectations of the community of interest. All components of the program mission, philosophy, and objectives are deemed appropriate by the community of interest. Method Review of literature and consultation with nursing experts from the faculty and the community practice and standards are continuously evolving, and a review of multiple data sets is essential. Level of Achievement) Reviewed and Revised

4 CCNE Standard I: The mission, philosophy, 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. NLNAC I: Mission and Governance: There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education in nursing. Faculty and student participation division minutes BSN faculty minutes Committee minutes College by-laws Student senate bylaws BSN Faculty CCNE Element D: Roles of the faculty and students in the governance of the program are clearly defined and enable meaningful participation. NLNAC 2: Faculty, administrators, and students participate in governance as defined by the governing organization and nursing education unit. OBN : The program shall have and implement a plan of organization and administration which clearly delineates relationships, lines of authority, responsibility, and channels of communication. The program shall be administered by a registered nurse administrator who shall have and assume the authority and responsibility for the administration, planning, implementation, and evaluation of the program. There is evidence that 100% of the nursing faculty participate in the governance of the nursing unit. There is clear evidence that students have knowledge of the opportunity to participate in the governance of the nursing unit. Every three years Method Review of minutes, committee appointments, committee by-laws, and government bylaws Level of participation is documented in minutes. Opportunity is indicated in program documents. Reviewed and Revised

5 CCNE Standard I: The mission, philosophy, 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. NLNAC III: The teaching and learning environment is conducive to student academic achievement. NLNAC VI: Integrity is evident in the practices and relationships of the nursing education unit. All college documents College website College catalog Semester schedule of classes Student handbook CCNE Element E: Documents and publications are accurate. Any references in promotional materials to the program s offerings, outcomes, accreditation/approval status, academic calendar, admission policies, grading policies, degree completion requirements, tuition, and fees are accurate. NLNAC 9: Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, nondiscriminatory, and consistently applied; differences are justified by the nursing education unit purposes. NLNAC 11: Policies concerned with educational and financial records are established and followed. NLNAC 19: Information about the program, intended to inform the general public, prospective students, current students, employers and other interested parties, is current, accurate, clear, and consistent. NLNAC 21: Compliance with Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained. OBN : Admission requirement policies, satisfactory academic calendar, course descriptions, grading policies, and grievenace mechanisms are consistent and included in publicly accessible publications. : All documentations and publications are error free. Method Every year Yearly review of all documents. There is continuous evolution of policies and data. Reviewed and Revised

6 CCNE Standard I: The mission, philosophy, 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. NLNAC I: Mission and Governance: There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education in nursing. CCNE Element F: Policies of the parent institution and the nursing program are congruent with and support the mission, goals, and expected outcomes of the program; these policies are fair, equitable, published, and are reviewed and revised as necessary to reflect ongoing improvement. The policies include, but are not limited to, those relative to student recruitment, admission, and retention. NLNAC 4: Policies of the nursing education unit are consistent with those of the governing organization, or differences are justified by the nursing education unit purposes. : Policies consider the needs of the students and the need to maintain academic integrity Recruitment Admission Retention Admission services policies Admission policies APG Committee Minutes Retention Committee Minutes BSN Faculty Yearly Method Review documents for consistency of policy administration. Comparison to local and national standards. Provide for equitable treatment of students within the college and among similar institutions. Reviewed and Revised

7 CCNE Standard II: 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. Support of teaching, scholarship, service, and practice Retention and Promotion Policies Workload Policies Faculty Evaluation College developmental programs Financial support for out-of-college developmental programs CCNE Element A: The parent institution and program should provide and support an environment that encourages faculty teaching, scholarship, service and practice in keeping with the mission, goals, and expected outcomes of the program. All faculty have the opportunity to participate in and are rewarded for excellence in teaching, scholarship, service, and practice. Every three years. Method Dean and/or Chair work(s) with a committee to review related policies and offerings Policies should be adequate and equitable to support all faculty in pursuing the four components of teaching Reviewed and Revised

8 CCNE Standard II: 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. NLNAC V: Resources are sufficient to support the nursing education unit purposes. Fiscal allocations and resources College operating budget Information from: College President Vice President of Academic Affairs Director of Finances and Resource Planning Board of Trustees CCNE Element B: Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. These resources are reviewed, revised and improved as needed. NLNAC 15: Fiscal resources are sufficient to support the nursing education unit purposes and commensurate with the resources of the governing organization. NLNAC 17: Learning resources are comprehensive, current, developed with nursing faculty input, and accessible to faculty and students. NLNAC 18 Physical facilities are appropriate to support the purposes of the nursing education unit. OBN (B-1) and OBN (C-4): The program administrator provides input into the budget process. Laboratory experiences which provide an opportunity to practice skills and meet the learning needs of the students. All essential program needs are supported. Yearly Method Review and analysis of the college budget Analysis will establish the level of fiscal allocation to determine adequacy of support for the current and projected needs of the nursing program. Reviewed and Revised

9 CCNE Standard II: 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. NLNAC III: The teaching and learning environment is conducive to student academic achievement. NLNAC V: Resources are sufficient to accomplish the nursing education unit purposes. Academic Support Services College operating budget Information from: Coordinator of Student Success Center Program Chairs Tutor CCNE Element C: Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. NLNAC 10: Students have access to support services administered by qualified individuals that include, but are not limited to: health counseling, academic advisement, career placement, and financial aid. NLNAC 16: Program support services are sufficient for the operation of the nursing education unit. OBN (B-1) and OBN (C-4): The program administrator provides input into the budget process. Laboratory experiences which provide an opportunity to practice skills and meet the learning needs of the students. All essential program needs are supported. Method Program Chairs Yearly Review and analysis of the college budget Analysis will establish the level of academic support services to determine adequacy of support for the current and projected needs of the nursing program. Reviewed and Revised

10 CCNE Standard II: 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. NLNAC I: Mission and Governance: There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education in nursing. Qualifications of chief nursing administrator Curriculum Vitae Transcripts Organizational Charts Job Description Annual evaluations by college administration and program faculty College Academic Dean CCNE Element D: The chief nursing administrator is academically and experientially qualified and is vested with the authority required to accomplish the mission, goals, and expected outcomes. The chief nurse administrator provides effective leadership to the nursing unit in achieving its mission, goals, and expected outcomes. NLNAC 3: education unit is administered by a nurse who is academically and experientially qualified, and who has authority and responsibility for development and administration of the program. OBN : The program shall be administered by a registered nurse who meets qualifications set by the Board of. The chief nursing administrator meets expectations and needs of the college. Every three years or with hire of new administrator Method Review of stated documentation Comparison of expectations and qualifications will reveal fit of administrator with position Reviewed and Revised

11 CCNE Standard II: 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. NLNAC II: There are qualified and credentialed faculty, appropriate to accomplish the nursing education unit purposes and strengthen its educational effectiveness. Qualification of faculty members Sufficient number of faculty members Personnel Files Curriculum Vitae Transcripts Job Descriptions Faculty Data Sheets Yearly Faculty Evaluation Materials Faculty Teaching Load Summaries Person Responsible Associate Dean, CCNE Element E: Faculty members are academically and experientially qualified and sufficient in number to accomplish the mission, goals, and expected outcomes of the program. NLNAC 5: Faculty members (full-time and part-time) are academically and experientially qualified, and maintain expertise in their areas of responsibility. NLNAC 6: Number and utilization of full-time and pert-time faculty meet the needs of the nursing education unit to fulfill its purposes. OBN , 19, 20: Minimum qualifications and preparation for administrative, faculty and instructional personnel meet qualifications as determined by the Board. The faculty meet qualifications and job tasks as set forth by the Board. All full time faculty are prepared at the master s level and have experience in practice and/or education. All clinical part time faculty are prepared at the master s level or enrolled in a master s program with at least 50% of classes completed. Yearly and as new faculty are hired Every semester Method Review of stated documentation Comparison of qualifications and expectations will reveal fit of faculty to teaching responsibilities. Teaching load summaries reveal equity and extent of teaching responsibilities. Reviewed and Revised

12 CCNE Standard II: 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. NLNAC II: There are qualified and credentialed faculty, appropriate to accomplish the nursing education unit purposes and strengthen its educational effectiveness. Identification and correlation of faculty roles College and Program Mission/Philosophy Statements Job Descriptions CCNE Element F: The faculty roles in teaching, scholarship, service and practice are congruent with the mission, goals, and expected outcomes of the program. NLNAC 7: Faculty performance is periodically evaluated to assure ongoing development and competence. NLNAC 8: The collective talents of the faculty, reflects scholarship through teaching, applications, and the integration and discovery of knowledge as defined by the governing organization and within the nursing education unit. OBN (I): The administrator of the program shall establish a written policy related to the evaluation of faculty, instructional personnel, and staff, and shall implement the policy as written. Expectations are defined and met. Every three years and upon revision of faculty expectations and college and program mission Method Review of stated documents to compare congruence. Rank and promotion and policies Social Accountability Reports Annual reports Review determines if expectations fit with mission, are appropriate for the setting, and are met by the faculty Reviewed and Revised

13 CCNE Standard III: The curriculum is developed in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teaching/learning experiences and expected outcomes. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected outcomes. NLNAC IV: The curriculum is designed to accomplish its educational and related purposes. Expected Student Learning Outcomes Curriculum Level and Terminal Objectives Curriculum as published in the college catalogue and program worksheets BSN Faculty CCNE Element A: The curriculum is developed, implemented, and revised to reflect clear statements of expected student learning outcomes that are consistent with professional nursing standards and guidelines and congruent with the program s mission, goals, and expected outcomes. NLNAC 12: Curriculum developed by nursing faculty flows from the nursing education unit philosophy/mission through an organizing framework into a logical progression of course outcomes and learning activities to achieve desired program objectives/outcomes. OBN : The curriculum for a professional nursing education program shall be implemented by the administrator and faculty as written and shall include all elements identified by the Board. All curriculum changes are compared to expected learning outcomes. Yearly Method Faculty verify that the philosophy and objectives are operationalized in course planning and delivery. Changes in faculty, course materials, and clinical experiences may result in drift from planned curriculum. Reviewed and Revised

14 CCNE Standard III: The curriculum is developed in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teaching/learning experiences and expected outcomes. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected outcomes. NLNAC IV: The curriculum is designed to accomplish its educational and related purposes. Arts and Humanities Natural Sciences Social Sciences Course syllabus College Curriculum Plan Curriculum Plan Course Descriptions Higher Education Literature The Essentials of Baccalaureate Education Ohio Board of Regents Regulations Ohio Board of Regulations Person Responsible CCNE Element B: The curriculum is developed, implemented, and revised to reflect professional nursing standards and guidelines. These standards and guidelines are clearly evident within the curriculum structure and expected learning outcomes. Course/unit/level outcomes are consistent with the roles for which the program is preparing its graduates. The curriculum incorporates knowledge and skills identified in The Essentials of Baccalaureate Education for Professional Practice. NLNAC 13: Program design provides opportunities for students to achieve program objectives and acquire knowledge, skills, value, and competencies necessary for nursing practice. OBN: : The curriculum for a professional nursing education program shall be implemented by the administrator of the program and faculty as written and shall include specific content as listed. All curriculum changes are compared with these standards and guidelines Yearly Method Review of updates in stated documentation with comparison to existing and proposed classes These documents provide direction for the nursing curriculum. Reviewed and Revised

15 CCNE Standard III: The curriculum is developed in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teaching/learning experiences and expected outcomes. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected outcomes. Curriculum Teaching-learning Practices Teaching Environment Course syllabi The Essentials of Baccalaureate Education and Specialty Standards Curriculum Course Plans Course Syllabi Course Reports BSN Faculty CCNE Element C: The curriculum is logically structured to meet expected program outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. OBN : Faculty teaching a nursing course shall provide a syllabus or outline to each nursing student which includes at least: Title of the course, number of theory hours, if applicable, number of laboratory hours, if applicable, course description, course objectives, teaching strategies, methods of evaluation, required textbooks and other bibliography of learning resources. All curriculum components contribute positively to program outcomes. All components are present in all syllabi. Every Semester Method Comparison of course content to stated standards Continuous monitoring is needed to evaluate changes in standards and teaching practices Chair supplies the expectation for syllabi and reviews syllabi for content Review of both faculty member and chair will insure compliance. Reviewed and Revised

16 CCNE Standard III: The curriculum is developed in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teaching/learning experiences and expected outcomes. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected outcomes. Advisory Board Meetings with Administrators of the Mercy Health Care Hospitals Meetings with nursing educators and administrators of the Toledo metropolitan Area Course Reports Course Descriptions Course Syllabi BSN Faculty Minutes BSN Faculty CCNE Element D: Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. There is ongoing monitoring of all courses by the program chair. Concerns are addressed by the course faculty and /or the BSN faculty. At least yearly Method Information from stated sources is brought back to faculty individually or in committee meetings, and appropriate modifications are made. Community needs are variable, requiring ongoing evaluation. Reviewed and Revised

17 CCNE Standard III: The curriculum is developed in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teaching/learning experiences and expected outcomes. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected outcomes. NLNAC IV: The curriculum is designed to accomplish its educational and related purposes Evaluation and improvement of curriculum Written agreements Course Reports Student Evaluation of Faculty and Resources Clinical Site Evaluations Notebooks in Associate Deans office Person Responsible Associate Dean BSN Faculty CCNE Element E: The didactic and clinical teaching-learning practices and learning environments support the achievement of student learning outcomes. NLNAC 14: Practice learning environments are selected and monitored by faculty and provide opportunities for a variety of learning options appropriate for contemporary nursing. OBN (C): science related to nursing practice in a variety of settings where health care can occur. OBN When a program has any type of cooperative relationship with another entity or a separate division within the same entity including, but not limited to, clinical agencies and preceptors, a written agreement with the cooperating entity or preceptor shall exist and be current, be entered into and signed by the appropriate parties, and be on file at the program office. There is review of teaching-learning practices after each class is complete, and appropriate curriculum changes are made. All relationships will have current documentation Every semester Verification by faculty at each semester of use Review of existing agreements every three years. Method Course reports are written at the close of each semester. made of negative aspects of past semester and plans for improvement are recorded. Verification that agreement exists, is current, and meets the needs of the school and entity Changes in regulations and conditions in the program and at the external site require ongoing monitoring Level of Achievement) Reviewed and Revised

18 CCNE Standard III: The curriculum is developed in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teaching/learning experiences and expected outcomes. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected outcomes. Input from Community Notes from meetings with community representatives. Evaluations of program graduates by employers. CCNE Element F: The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. The input of the community is considered in all maintenance and revisions of the curriculum. Yearly Method The data collected from meetings and evaluations are consulted in curriculum evaluation. This is a critical component for improvement of the curriculum. Reviewed and Revised

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