1 Universidad Metropolitana School of Health Sciences Self Study Presented to the National League for Nursing Accrediting Commission NLNAC For Consideration of Continuing Accreditation For Associate and Baccalaureate Nursing Programs Cupey Aguadilla Bayamón NLNAC STANDARDS AND CRITERIA 2008 Date December 20, 2011
2 Table of Contents SECTION ONE.. 1 Executive Summary.. 1 Introduction.. 3 History of the Nursing Education Units.. 5 Page Summary of Standards & Criteria:.. 12 SECTION TWO 24 STANDARD I: Mission and Administrative Capacity. 24 STANDARD II: Faculty and Staff STANDARD III: Students. 56 STANDARD IV: Curriculum. 67 STANDARD V: Resources. 126 SECTION THREE. 145 STANDARD VI: Outcomes SECTION FOUR. 162 Appendix A. Mission of UMET, School of Health Sciences, and Nursing Unit. 162 Appendix B. Governing Organization Chart. 168 Appendix C. Faculty Profile. 170 Appendix D. Course Descriptions for ADN & BSN Programs. 194 Appendix E. Faculty and Student Ratio Tables 204 Appendix F. Bio-sketch of Administrators 233 Appendix G. Curriculum Organizing Framework) ii
3 Appendix H. Systematic Evaluation Plan (SEP) LIST OF TABLES Table 1: Differentiating Associate and Baccalaureate Program Data. 7 Table 2: Current Student Enrollment in Nursing Programs.. 8 Table 3: Nursing Administration. 9 Table 4: Total Number of Nursing Faculty- as of Oct Table 1.1 Congruency between the governing organization and Nursing education unit Mission, Vision and Outcomes:.. 25 Table 1.2 Faculty and student participation in Committees 28 Table 1.3 Committees of the Nursing Unit.. 29 Table 2.1 Scholarly Activities of the Nursing Faculty. 50 Table 2.2 Support Staff for the Nursing Units. 54 Table 4.1 ADN and BSN General Program Components.. 68 Table 4.2 Professional Standards &Guidelines to Develop Curricula 69 Table 4.3 Program Outcomes for ADN and BSN Programs. 70 Table 4.4 ADN and BSN Student Learning Outcomes. 72 Table 4.5 ADN Competencies by Learning Outcome. 75 Table 4.6 BSN Competencies by Learning Outcome. 76 Table 4.7 Curricular Changes/Revisions/Updates. 79 Table 4.8 ADN Learning Outcomes and Competencies by Curriculum level 84 Table 4.9 BSN Learning Outcomes and Competencies by Curriculum Levels 89 Table 4.10 Examples of learning activities & evaluation methods ADN and BSN programs by learning outcome iii
4 Table 4.11 Examples of cultural, ethnic, & socially diverse concepts, and learning strategies in the ADN Program Table 4.12 Examples of cultural, ethnic, & socially diverse concepts, & learning strategies in the BSN Program Table 4.13 Interdisciplinary collaboration competencies by level in the ADN Program 111 Table 4.14 BSN Interdisciplinary Collaboration Competencies by Level Table 4.15 ADN Program Competencies Related to Research & EBP 113 Table 4.16 ADN Examples of Evidence-Based Learning Activities Table 4.17 BSN Program Competencies Related to Research and EBP 114 Table 4.18 BSN Examples of evidence-based learning activities. 115 Table 4.19 Comparison with Major Nursing Programs in Puerto Rico 117 Table 4.20 ADN Program Curricular Plan Table 4.21 BSN Program Curricular Plan 119 Table 4.22 Clinical Sites for BSN & ADN Programs Cupey Campus 121 Table 4.23 Clinical Sites for BSN &ADN Programs Aguadilla. 123 Table 4.24 Clinical Sites for BSN & ADN Programs Bayamón. 124 Table 4.25 Patient Safety Goals: Examples of Clinical Experiences. 126 Table 5.1 Comparison of the Nursing Budget with the School of Education &Science &Technology for the Fiscal Year Table 5.2 Nursing Faculty Salary for the Academic Year Table 5.3 Education Faculty Salary for Academic Year Table 5.4 Science Faculty Salary for Academic Year Table 6.1 PR Board Exam Pass Rate for ADN First Time Candidates 153 Table 6.2 PR Board Exam Pass Rate for BSN First Time Candidates 154 iv
5 Table 6.3 Program Completion/Retention Rate Table 6.4 Graduates Satisfaction with the Program. 157 Table 6.5 Employer Satisfaction with the Program Table 6.6 Job Placement Rates for ADN & BSN Graduates. 160 Table 6.7 Program Outcome Summary LIST OF FIGURES: Figure A: UMET S Additional Location University Center Map.. 6 Figure B: Organizational Structure of the Nursing Unit 11 Figure C: Bar-Graft of Salary Comparison 129 v
6 1 NATIONAL LEAGUE FOR NURSING ACCREDITING COMISSION, INC SELF STUDY REPORT SECTION ONE: EXECUTIVE SUMMARY Dates of Visit: Feb 7, 8 & 9, 2012 Governing organization: Universidad Metropolitana (UMET) PO Box San Juan Puerto Rico Chief Executive Officer of the Governing Organization Dr. Federico M. Matheu Chancellor of UMET Governing Organization s Accrediting Body and Status Universidad Metropolitana is accredited by the Council of Education of Puerto Rico (CEPR), and the Middle States Commission on Higher Education (MSCHE). Last license review took place in Next re accreditation on visit is schedule in April Accreditation History - UMET s Nursing Programs Year Status ADN Program June 1971 Initial accreditation April 1994 Accredited July 1997 Accredited Spring 2002 Last Action (re-visit) Spring 2004 Continuing Accreditation with removal of warning Fall 2010 Focus visit, continuing accreditation Bayamón Additional Location Spring 2012 Next review
7 2 BSN Program Year Status October 1986 April 1995 October 1995 Spring 2002 Spring 2004 Fall 2010 Spring 2012 Initial accreditation Accredited Accredited (Progress action) Last action (re-visit) Continuing accreditation with Removal of warning Focus visit, continuing accreditation for Aguadilla & Bayamón Additional Locations Next review Name and Address of the Nursing Unit The School of Health Sciences ADN- BSN Nursing Programs Universidad Metropolitana PO Box San Juan Puerto Rico Name and Address of the Nurse Administrator of the Nursing Education Unit: Dr. Lourdes Maldonado Ojeda, RN, MSN, EdD Dean Office Number: (787) ext: 6423 Fax: (787) Name of State Board of Nursing and Approval Status The Puerto Rico State Board of Nursing. UMET Nursing Program are approved since they are in compliance with the authorization of the PR Council of Education. Standards and Criteria used to prepare the self study report: The NLNAC 2008 Standards and Criteria were used to develop the self-study report for the reaccreditation of the ADN and BSN Programs.
8 3 Introduction The Department of Nursing fosters the development of competencies and skills in its students that will qualify them to practice the profession of nursing, as required by Law 9 of 1997 of the Commonwealth of Puerto Rico. The Nursing programs are under the School of Health Sciences of Universidad Metropolitana (UMET). The Governing Organization is the Ana G. Méndez University System (AGMUS). AGMUS is a non-profit university system, incorporated under the laws of the Commonwealth of Puerto Rico since The corporate bylaws of AGMUS establish that the institution shall: promote the cultural, social, and economic development, and well-being of the Puerto Rican society through educational opportunities which will benefit the community it serves. AGMUS consists of four (4) academic institutions of higher education: Universidad del Turabo (University of Turabo) (UT), Universidad del Este (University of the East) (UE), and Universidad Metropolitana (Metropolitan University) (UMET) and the Virtual University. It also has a public broadcasting television channel (WMTJ, Canal 40/26). Each institution has several additional locations: Aguadilla, Bayamón, and Jayuya respond to UMET. Universidad Metropolitana (UMET) Overview of the Institution Universidad Metropolitana (UMET) is a private, nonprofit, non-sectarian, Hispanic serving institution, located in the San Juan Metropolitan Area of Puerto Rico. UMET was founded in 1949 as the Puerto Rico Junior College in Río Piedras by three
9 4 distinguished educators: Ana G. Méndez, Florencio Pagán Cruz, and Alfredo Muñíz Souffront. The founders organized the Ana G. Méndez Educational Foundation in The foundation moved the location of the college to its present facilities in Cupey and changed its name in 1980 to Colegio Universitario Metropolitano (CUM). The institution became Universidad Metropolitana (UMET) in The organization is governed by the Bylaws of the Institutions (supporting document section 1) The Chancellor is the highest-ranking senior officer at the University, appointed by the President and confirmed by the Board of Directors. During the last decade UMET has developed innovative programs in the different academic areas responding to the needs of the puertorrican society, supporting and enriching the preparation of future professionals. In 1995, the National Science Foundation (NSF) recognized UMET as a Model Institution of Excellence. With the sponsorship of the National Science Foundation, in collaboration with the National Aeronautics and Space Administration (NASA), UMET has been able to promote research at the undergraduate level. UMET, through a flexible admission policy, serves a total population of 13,062 students (Dec. 2011). The institution recognizes the importance of offering educational services to non-traditional populations. As a result of that vision, UMET receives a considerable number of adult learners in the evening programs. During the last decade UMET has developed innovative programs in the natural sciences, supporting and enriching the preparation of future scientists. In 1995, the National Science Foundation (NSF) recognized UMET as a Model Institution of Excellence. With the sponsorship of the National Science Foundation, in collaboration with the National Aeronautics and
10 5 Space Administration (NASA), UMET has been able to promote research at the undergraduate level, which continues today. History of the Nursing Education Unit: The Department of Nursing was established in 1967 as part of the Puerto Rico Junior College (PRJC), Rio Piedras Campus. It was authorized the same year by the Puerto Rico Council of Education (CEPR) to offer an Associate Degree in Nursing, in response to a growing need for registered nurses. The Program was transferred to the Cupey Campus when the PRJC moved to this location and changed its name to Colegio Universitario Metropolitano (CUM). The ADN prepares nurses to compete for first-level positions in direct patient care. The length of the program is two (2) years and one summer and has a total of 70 credits. Graduates of the ADN program use evidence-based scientific principles of Nursing and develop nursing skills to care for patients of different ages in various settings. They are also prepared to take the PR Nursing Licensing Board Exams, to practice nursing in PR. The Department began offering a Baccalaureate in Nursing (BSN) in The BSN program prepares its students to take the Board of Nursing exam for eligibility for a BSN license to practice nursing in PR. The length of this program is four (4) years and has a total of 125 credits. At this time, both Programs are offered on the Cupey campus, the Bayamón campus, and on the Aguadilla campus (See figure A). Table 1: shows presents general data about ADN and BSN programs. The Masters in the Science of Nursing (MSN) is only offered on the Bayamón campus. At present, the Nursing programs are not offered by distance education.
11 6 Figure A: UMET S University Center Additional Locations Map
12 7 Table 1: Differentiating Associate and Baccalaureate Program Data: Elements ADN BSN General Education 32 credits 51 GE plus 3 elective credits Nursing Education 38 credits 68 credits Total Credits Length of program 2yrs + 1summer 4 yrs Complexity: Intensity Provide direct care to individual clients with common, well-defined nursing diagnosis while considering clients familial relationships. Provide direct care to clients with many different nursing diagnoses using nursing processes to define individualized and complex interactive nursing diagnosis while considering the client relationships within a family and community. Clients: individuals within the family context 1:1 Nursing situations: (Interventions) Simple situations: Intervention 1:1 with healthy clients with well defined nursing diagnosis. Complex situations: Intervention 1:1 with clients with health deviations. Clients: individuals, family, groups, and community Nursing situations: (Interventions) Simple situations: Intervention 1:1 with clients in health and illness situations. Complex situations: Intervention 1 to many clients in health and illness situations. The ADN Program received its first accreditation by the NLN in 1971 and the BSN program The last re-accreditation took place in 2004 and both programs (ADN and BSN) were awarded eight years full accreditation by the NLNAC. Because of the number of students in nursing and the quality of the program, the school was changed from a Department to a School. The School of Health Sciences was established in 2004 under the leadership of the new Dean, Dr. Lourdes Maldonado. Before that, the health programs were under the direction of the School of Science and Technology on the main campus in Cupey. At present, the development of the School of Health Sciences is a University priority, and is under development to continue improving its program quality.
13 8 UMET offers courses in Semester and in Part of Term (PT) modality, which consists of eight-week terms. The programs are offered during the day and/or in the evening. The BSN students also have the option of Spanish or English as languages of instruction in Bayamon. Table 2 shows the current (December 2011) statistics for the number of students enrolled in the ADN and BSN programs in Cupey, Bayamón, and Aguadilla. Table 2: Current Student Enrollment in Nursing Programs: Full Time Students Part Time Students Full Time Students Part Time Students ADN ADN ADN Total MSN Cupey Aguadilla Bayamón ADN Bayamón Full Time Associate Degree Students = 414 Part Time Associate Degree Students = 70 BSN Cupey BSN Aguadilla BSN Bayamón Total BSN ,386 Full Time Baccalaureate Students = 1191 Part Time Baccalaureate Students = 195 TOTAL ADN & BSN 1,870 TOTAL NUMBER OF STUDENTS IN NURSING 1,958 Source: Office of the Registrar Rosa I Cotto Lozada, Dec. 5, 2011
14 9 The organizational structure of the School of Health Sciences, of the Ana G. Méndez System, is composed of: Dr. Federico M. Matheu, Chancellor, Dr. Omar Ponce, Vice Chancellor, Dr. Lourdes Maldonado, Dean of the School of Health Sciences, Dr. Gloria Ortiz, Associate Dean of the School of Health Sciences is also acting Director of the Associate Degree and Baccalaureate Programs in Cupey. Dr. Rebecca Frugé is the Director of the MSN, BSN, and ADN, in Bayamón. Dr. Zulma Soto is the Director of the Associate Degree and Baccalaureate Programs of the Aguadilla Center (See table 3). The structure also includes Clinical Coordinators of the BSN and ADN programs, Laboratory Technicians, Integrated Service Student Coordinators, Academic Advisor, Administrative Assistants and faculty. Table 4 presents the full-time and part-time nursing faculty as of Dec The Integrated Service Student Coordinators and the Academic Advisor are shared with all the programs at Cupey and Bayamón. The figure B shows the organizational structure of the Nursing Unit. The organization Structure of the Governing Organization is in appendix B. Table 3: Nursing Administration Administrators Cupey Bayamón Aguadilla Dr. Lourdes Maldonado, Dean X X X Dr. Gloria Ortiz, Associate Dean X X X Dr. Zulma Soto, Director (ADN & BSN) X Dr. Rebecca Frugé, Director (MSN, BSN & ADN) X
15 10 Table 4: The following table presents the full-time and part-time nursing faculty as of Dec Baccalaureate Faculty Full Time Part Time Cupey Aguadilla 3 13 Bayamon 3 14 Associate Faculty Full Time Part Time Cupey 4 11 Aguadilla 1 9 Bayamon 1 6 TOTAL ADN & BSN FACULTY FULL & PART TIME
16 Other Programs Directors ADN & BSN Self-Study Chancellor 11 Figure B Nursing Unit Organization Chart Vice-Chancellor Dean School of Health Sciences (SHS) Administrative Assistant Two Coordinators of Student Integrated Services one for Cupey & one for Bayamón Associate Dean SHS SHS Academic Advisor for Cupey Receptionist for Cupey Two Administrative Assistants one for Cupey & one for Bayamón Cupey Program Director ADN- BSN Cupey Program Director ADN- BSN-MSN Bayamón Program Director ADN- BSN Aguadilla Faculty Clinical Coordinator Faculty Clinical Coordinator Faculty Clinical Coordinator Lab Tech Lab Tech Lab Tech
17 12 Summary of Standards & Criteria: Summary of Standard I: Mission and Administrative Capacity Criterion 1.1: The mission, vision and goals, of the nursing education unit are congruent with those of the governing organization. Table 1.1 shows the congruency. Criterion 1.2: SUAGM offers both faculty and students the opportunity to participate in the governance of the organization. Students participate through the Student Government Association (SGA) and are members of some School of Nursing and Institutional Committees. Criterion 1.3 & 1.4: Communities of interest have input into program processes and decision making. The Faculty and Administration meet twice a year with members of the various clinical agencies. The School has an Advisory Board which will serve as a liaison between the community and faculty to promote the different program actions, disseminate information about the mission, and vision, and to give recommendations about graduates. The Board will help the Department keep up-to-date in terms of changes in the health industry and perceptions regarding the health professions in Puerto Rico, and internationally. Criterion 1.5: The Dean of the School of Health Sciences, Dr. Lourdes Maldonado, is qualified for her position, as she holds two Master s degrees; one in nursing, and one in Education, and a Doctoral degree in Education. She has more than 35 years experience in Nursing Education and Administration. The Associate Dean and the Directors of all three Campuses have Doctoral degrees. Criterion 1.6: The position of Dean of the School of Health Sciences is comparable to other Deans in the SUAGM and has equal administrative authority. Nursing faculty
18 13 function under the same policies as do all faculty in the SUAGM, however the computation of workload and contact hours are different than faculty of other schools, to better recognize faculty responsibilities for clinical/practicum supervision. Criterion 1.7: The Dean, Dr. Lourdes Maldonado has the authority to prepare and administer the budget for the entire school, including the ADN and the BSN programs. Faculty submits budget requests to the Dean, through the Directors, and she advocates for equity among the units of the governing organization. After the budget is approved by the University authorities, it is administered by the Dean and the program Directors. Criterion 1.8: The UMET policies of the nursing education unit are comprehensive, provide for the welfare of the faculty and staff, and are consistent with those of the governing organization. Differences in policies are justified by the goals and outcomes of the nursing education unit. Criterion 1.9: Several written student complaints were filed on the Cupey, Bayamon and Aguadilla campuses within the past two years. All complaints have received due process and were resolved following the University Grievance Policy. Evidence of resolution will be available in the office of the program Directors. Criterion 1.10: The nursing programs of UMET are not offered through distance education modality. Summary of Standard II: Faculty and Staff Criterion 2.1, 2.2, Faculty of the ADN and BSN programs are qualified and experienced. All Faculty maintain expertise in their areas of responsibility and meet governing organization and state requirements. Full and part time BSN faculty hold Master s
19 14 degrees in Nursing and 40% of the full-time faculty are in the process of completing a doctoral degree. Two full-time faculty have specific certifications. 2.3 Laboratory personnel in all three locations hold either a BSN or a MSN degrees. 2.4: The ratio of student to faculty is sufficient to meet the objectives of each course and to ensure that program outcomes are achieved. This is evidenced by the tables in Appendix E. Criterion 2.5: Faculty teaching in the ADN and BSN programs are active clinicians and true scholars, recognized by peers as highly professional. Scholarship and Evidence based practice is illustrated in tables 2.1 Criterion 2.6: There are two non-nurse faculty teaching nursing courses ( NURS 231 Physical Assessment and NURS 232 Pathophisiology) in the BSN bilingual program in Bayamón, due to difficulty in the recruitment of English speakers nursing teachers. Both are experienced in teaching this content. Criterion 2.7: In addition to the University orientation of full and part-time faculty, the Nursing Programs provides orientation about the duties and responsibilities of the ADN and BSN faculty. In addition to the formal orientation, Faculty are assigned peer mentors within the nursing program to act as preceptors. Criterion 2.8: Faculty (full and part-time) are evaluated by students twice a year, at the end of every semester and by the Director, once a year to assure that their performance demonstrates competency consistent with program goals and outcomes. Criterion 2.9: Staff performance evaluations are done yearly by their immediate supervisor, in accordance with institutional policies.
20 15 Summary of Standard III: Students Criterion 3.1: Student Policies of the nursing education unit are congruent with those of the governing organization, with the exception of those that may be affected by requirements of clinical agencies. Policies of the School of Health Sciences and of the University are publicly accessible, non-discriminatory, and consistently applied. The ADN and BSN students receive student manuals when they are admitted to the program. The student manual contains specific policies and information on the history, mission, vision, organizational structure, and governance of the University. The updated Student Manual (2011) will be available in the reading room. Criterion 3.2: Services of the University are commensurate with the needs of the students pursuing the ADN and BSN degree in all three campuses. The Coordinators of Integrated Services, who counsel students, are properly credentialed and qualified. Criterion 3.3: Student financial and educational records are maintained in a secure site. Records housed in the program are kept in a locked file cabinet. The Banner system is utilized by the University to manage student educational records not housed in the nursing office. This system is password protected and can be accessed by faculty academic advisors during student advisement. Criterion 3.4: In the year 2009 the UMET student default rate was 11.1, which is below the national average. UMET is in compliance with the Higher Education Reauthorization Act and Title IV eligibility and certification requirements are maintained. Students receive counseling regarding the types of loans available and the requirements for maintenance of satisfactory academic progress and loan repayment.
21 16 Criterion 3.5: All public information venues are accurate and accessible. Information on the ADN and BSN accreditation status and NLNAC contact information is accessible, current and accurate. Criterion 3.6: All changes in policy, procedures, and program information are communicated to students in a timely manner. The Nursing Student Handbook is updated yearly or when needed. Changes in policy are communicated to all students, through: Teachers, posted on bulletin boards, announced during assemblies, memos, or posted on the UMET website. Criterion 3.7: Students are oriented about the use of technology by faculty, laboratory technicians, library personnel, and other qualified staff. Students have additional technical support through Help Desk services. Hospital orientation includes an introduction to the use of the electronic health care information systems. Summary of Standard IV: Curriculum Criterion 4.1: The curriculum is based on established professional standards, guidelines, and competencies, and has clearly stated learning outcomes. UMET Nursing Faculty selected four program outcomes; these outcomes are evaluated, using various methods, to measure the actual achievement of the outcomes (see standard 6). The curricula: courses, strategies, evaluation methodologies, learning outcomes, services, and facilities, support the achievement of these outcomes. Table 4.3 shows the ADN and BSN program outcomes. These program outcomes have guided the program to achieve its mission. Criterion 4.2: The ADN and BSN curricula were developed, and are monitored, by the Nursing Faculty. All courses and programs of study are reviewed periodically, by the Nursing Faculty and by the Curriculum Committee, according to new institutional
22 17 guidelines, trends of the profession, changes in the health system, and accreditation requirements. Rigor and currency of the curriculum is evaluated using, the results of licensure examination, alumni and employer surveys, graduation rates, and end of course evaluations of students and faculty. Criterion 4.3: UMET nursing faculty identified four learning outcomes for each program (See Table 4.4). The ADN and BSN learning outcomes and competencies were selected by the faculty to reflect the organizing framework concepts and sub-concepts. (See tables ) The outcomes reflect the professional nursing roles of provider of care, manager of care, member of a profession, and the competencies of students as users of the nursing process. These outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. (See table 4.10) Criterion 4.4: Diverse strategies are used throughout the ADN and BSN curricula to develop cultural, ethnic, and socially diverse concepts. Students have the opportunity to acquire and apply this knowledge, examine, and analyze cultural values, and demonstrate awareness of cultural sensitivity. See Table Twenty ( ). Criterion 4.5: Evaluation of student learning is evidenced using a variety of tools and methodologies, which are routinely reviewed by faculty and consistently used in order to uphold academic standards within the Nursing program. Evaluation methodologies allow faculty to measure the achievement of theoretical and clinical course objectives, mastery of established competencies, and achievement of learning outcomes of the ADN and BSN Programs.
23 18 Criterion 4.6: The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards. Principles of cognitive, humanistic, constructivism, multiple intelligences, and adult learning theories and models are incorporated in the teaching learning process. In a dynamic teachinglearning process, active learning is fostered. Instructional and evaluation practices focus on students expected learning outcomes and competencies. Interdisciplinary collaboration is reflected in the curriculum in the manager of care learning outcome and competencies of ADN and BSN programs (See tables ). UMET Faculty is aware that the use of research results and best practice standards promote quality care and safe care. (See tables 4.15 to 4.18). Criterion 4.7: The ADN program consists of 70 credits; 32 General education credits, and 38 nursing credits. The BSN program has 125 credits; of which 51 are general education, 3 elective, and 71 are concentration courses. The number of credits and length of time to complete the programs is consistent with other four-year programs in the University, in the Island of Puerto Rico. They are also attuned to National standards and best practices recognized by the profession. (See tables 4.19, 4.20 & 4.21). Criterion 4.8: ADN and BSN programs practice learning environments for all three locations, offer a variety of learning opportunities to students to achieve outcomes. Clinical sites and facilities are carefully selected by faculty and endorsed by University Administration. Facilities are nationally accredited by the Joint Commission and conform to the national requirements for Medicare and Medicaid and have written policies and procedures that guide their operations. Contracts between the University and
24 19 the Clinical sites are current and clearly state the responsibilities of both the University and the Clinical site. (See tables 4.22 to 4.24). Criterion Clinical experiences provide the opportunity to students to get familiarized with and participate in health agencies best practices, to achieve patient safety goals and health outcomes (See table 4.25). Summary of Standard V: Resources Criterion 5.1: There is an institutional budgeting process in place to assure the achievement of goals and outcomes of all educational units. The nursing units of Cupey and Bayamón are included in that budgeting process, through the office of the Dean. Aguadilla is included through the budget petition of the Director of the Center. Criterion 5.2: Physical resources such as, classrooms, libraries, laboratories, and offices are adequate to meet the requirements of the Nursing Programs at all three locations. Resources also meet the accreditation standards of the National League for Nursing Accrediting Commission. The Nursing Department is equipped with state-of-the-art simulation labs, with Sim-man, Sim- baby, ALS and Noelle models and technology. Criterion 5.3: Learning resources and availability of technology are comprehensive, current and accessible to students and faculty. Sufficient funds have been allocated to the various nursing programs in the three sites. Based on the Institutional Annual Technology Replacement Plan, funds are allocated to provide quality and necessary resources for students, faculty, and support staff, to ensure the achievement of the nursing education unit outcomes (See Standard V)
25 20 Summary of Standard VI: Outcomes Criterion 6.1: The Nursing ADN and BSN programs have a comprehensive and systematic, evaluation process, used to access the quality of the program and to assure that the goals, learning outcomes, Program outcomes and all NLNAC Standards are met. Evaluation findings help in decision making and are used to maintain and/or improve learning outcomes. The SEP was revised for the academic year 2008 to include the new NLNAC standards. Criterion 6.2: Data is collected, aggregated, trended, and analyzed utilizing the SEP as a framework. Evaluation findings are consistently used for decision making and program improvement. The findings are presented during faculty meetings and strategies are discussed to address areas that need development (see examples under criterion 6.1 & 6.2). Criterion 6.3: Program evaluation findings are shared with its constituencies. Clinical practice evaluation by students and faculty are discussed with representatives of clinical agencies. In addition the Dean discusses achievements and findings of nursing units with the Chancellor in staff meetings. Student learning outcomes and program outcomes are discussed in faculty meetings. Recently an Advisory Board was constituted. The first meeting was last September. The Nursing Advisory Board will meet every six month. In these meetings important issues about the program are discussed for decision making and improvement. Criterion 6.4: The ADN and BSN Programs from Cupey Main Campus and its additional locations are evaluated based on performance on licensure pass rate, program completion, program satisfaction, and job placement. Data is gathered through different
26 21 methods. They are used to evaluate the Nursing unit. Data gathered is discussed to maintain, improve and strengthen the programs. The Nursing Program completion rates are the highest in the University. Puerto Rico Licensure exam rates for first-time candidates are improving and above national mean, excellent program satisfaction rates and job placement rates are satisfactory (see tables 6.1 to 6.6). Analysis and Summary of Strengths and Areas Needing Development: Faculty of the ADN and BSN Nursing programs of UMET believe that the NLNAC Standards and Criteria have been met, for continuing accreditation. Strengths of the Program, areas needing development, and future plans, as perceived by faculty are: Standard I: Strengths: 1. The mission of the Nursing Unit is congruent with that of the Governing Institution. 2. Administrators, Faculty, and students are involved in University governance. 3. The nursing are administered by a nurse who is academically and experientially qualified and who has authority for the development and administration of the nursing program. 4. The programs address the academic needs of a significant number of students from disadvantaged backgrounds. 5. Communities of interest have input into program processes. 6. Partnerships exist that promote excellence. Areas for development: 1. To continue to encourage students to participate in committees.
27 22 Standard II: Strengths: 1. Faculty in the ADN and BSN programs are academically and experientially qualified. Fourty per-cent (40%) of full-time faculty are studying doctoral degrees. 2. The lead faculty in each nursing specialty area are highly competent and devoted to developing nursing professionals. 3. The Faculty is committed to the University and to the students. Areas for development 1. To continue recruitment of full-time faculty with doctoral preparation. Note: We believe that our dedicated and competent faculty is our strongest asset. Standard III: Strengths: 1. Students have excellent services, physical accommodations, access to information, and access to technology. 2. Financial aid services are available to all students, and counseling is provided. 3. The integration of technology facilitates and enhances learning. Areas for development: None Standard IV Strengths: 1. The curriculum is developed by the faculty and regularly reviewed for rigor and currency. 2. Program length is congruent with the attainment of identified learning outcomes. 3. The curriculum incorporates professional standards, guidelines, and competencies. 4. Clinical sites are varied and provide for attainment of learning outcomes
28 23 Areas for development Nursing Faculty is in the process of a curricular revision to articulate the ADN & BSN programs in order to facilitate students career ladder options. Standard V Strengths: (In all three locations) 1. Fiscal resources are not only sufficient but above average. 2. Students and faculty have the physical resources needed to achieve the goals and outcomes of the program. 3. State-of-the-art Skills Labs. Areas for development NONE The University is constantly developing programs and resources for the betterment of the Puerto Rico Community. Standard VI Strengths: 1. A well developed systematic plan for evaluation is in place at all three locations. 2. Graduates demonstrate high level of satisfaction with the program. 3. Licensure exam pass rate is above the National average of Puerto Rico. 4. Employers express high satisfaction with UMET graduates. Areas for Development: Continue monitoring the SEP and making changes/modifications as needed
29 24 SECTION TWO 1-5 STANDARD I: 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. 1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. The ADN and BSN Curricula flow from the mission and vision of the Nursing Program and is aligned to the mission and vision of the governing organization. Program and student learning outcomes (SLO) guide all curricular activities. Mission and vision statements were developed for the School of Health Sciences when it was established. There is congruency between the mission and vision of the School, the institution and the nursing programs. Documentations confirm that the program s design provides ample opportunity for students to achieve the program objectives and acquire the necessary competencies to become skilled nurses. Missions of the governing organization, School of Health Science and Nursing unit are in appendix A. Please see the table on the following page showing the congruency between the governing organization and the nursing education unit mission, vision, and our outcomes.
30 25 Table 1.1 Congruency Between the Governing Organization and Nursing Education Unit Mission, Vision and Outcomes UMET s Mission & Vision School Mission & Vision ADN & BSN Mission & Vision ADN & BSN Learning Outcomes To position ourselves as a University community of scholars, constantly evaluating and responding to social, economic, and political changes that affect student development Contribute to the health and quality of life in a multicultural society To offer educational opportunities to a multicultural society, in accordance with current and innovative technologies and the challenges and opportunities offered by globalization Provider of nursing care to the system-client adult and family, with problems/alterations in the basic structure of variable physiology, in structured and non-structured health care To provide an environment of academic freedom and intellectual challenge that allows them to develop high ethical and cultural values, a responsive attitude, intellectual curiosity, linguistic and technological capabilities, professional and personal skills necessary to easily and successfully find employment. UMET s admissions policy is flexible and offers a variety of study options and various curricular categories, making a quality education accessible to sectors of the population at our main campus and university centers, which are supported by a highly qualified faculty, committed to teaching excellence promote professional, social, and ethical growth of students. Academic excellence and offerings and meet the need of society expanding personal opportunities teamwork as a basic tool of interdisciplinary health care with service to the community. To Promote an environment of academic freedom, to facilitate faculty and student acquisition of knowledge. It strives to cultivate the attitudes and skills necessary for their professional development for the enhancement of the teachinglearning process, and for the satisfaction and successful employment of its graduates To offer a flexible admission policy providing accessibility for a high quality educational experience Fosters an educational experience supported by creative and innovative teaching-learning methods and activities, and by the systematic evaluation of administrative and academic processes and the outcomes of its graduates. environments. Practice within an ethical-legal framework of values and standards of professional practice, committing faithfully to life-time learning in the profession of nursing Use the Nursing Process with the system model of B. Neuman to develop, implement and evaluate a nursing care plan for adult and family client-systems with common health problems.
31 26 UMET s Mission & Vision School Mission & Vision ADN & BSN Mission & Vision ADN & BSN Learning Outcomes To be known as a vanguard institution in educational technology, with the use of telecommunications and distance education. The School of Health Sciences will be characterized by its commitment to excellence in education, technology, research use of The department encourages reflexive and intellectual curiosity and an attitude of commitment in its faculty and students to promote the life-long professional development of knowledge and skills Work under supervision and guidance, with the use of information technology to access and document clientsystem data, in accord with the policies of the practice agency. To be recognized as a leader in sub-graduate research in Puerto Rico information systems. Commitment to excellence in education, technology, research use of information systems To protect the freedom of administration, faculty, and students to do and publish research, in accordance with the university rules, policies and standards and within the professional scope of practice Apply study skills in nursing research in the care of the adult & family client-system with common health problems/alterations
32 The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities. Students, faculty, and administrators take part in the governance of the organization through their participation in Academic Board, Administrative Council, institutional and departmental committees, faculty assemblies, student council, taskforce and ad hoc committees as stated in the Institutional Bylaws. The Academic Board is essentially responsible for academic matters. It has four sub-committees: Faculty Recruitment, Rank, Academic Programs and Conferring of Academic Degrees, plus ad hoc committees named by the Vice Chancellor. Each program is represented by one faculty member plus one administrator per school. The Administrative Council is essentially responsible for administrative matters. It also assures the representation of the faculties with one faculty member and the dean of each school. Faculty of the nursing programs is quite active in governance activities. Students, Faculty and Administrators of the ADN and BSN programs have representation in UMET s governance activities. One nursing faculty member, Yanilda Rodriguez, has been named Chair of the Steering Committee for the re accreditation of the Middle States Commission on Higher Education. Several faculty members are also participating in some of the committees for the re accreditation of the Middle States Commission on Higher Education. Tables 1.2 and 1.3 on the following pages shows administrators, faculty and students participation in Institutional committees.
33 28 Table 1.2 Examples of Administrators, Faculty, and Staff Participation in the Governing Organization Committees. Committee/Body Administrators, Faculty & Students Term/s Administrative Council Dr. Lourdes Maldonado Irma Correa Mayra Pedroza Academic Board Student Committee Middle States Commission on Higher Education Mayra Pedroza Madeline Fonseca Roberto González Milagros Bonilla Elsie Goicochea Maritza Acevedo Grisel Plata Maribel Rodriguez Mayra Pedroza Roberto González Maritza Acevedo Yanilda Rodriguez (Chair) Mayra Pedroza Irma Correa Dr. Josué Pacheco Graduation Committee Dr. Lourdes Maldonado US Presidential Advisory Board STEM-H Institutional Review Board (IRB) Health Symposium Committee Employee Recognition Committee Student Retention Commitee Dr. Lourdes Maldonado Dr. Lourdes Maldonado Dr. Rebecca Frugé Dr. Josué Pacheco Dr. Lourdes Maldonado Dr. Lourdes Maldonado Elsie Goicochea Josué Pacheco
34 29 Table 1.3 Committees of the Nursing Unit and Names of Participating Professors UMET Nursing Program Committees National League for Nursing Accrediting Commission Self-Study Committee (NLNAC) Personnel Committee Curriculum Committee Assessment Committee Admission and Progression Research Committee Vice Chancellors Staff Committee Administrators, Faculty, & Students All ADN & BSN Faculty and Administrators Dr. Lourdes Maldonado Dr. Gloria Ortiz Dr. Rebecca Frugé Yanilda Rodriguez Julia Vecchini Maritza Acevedo Zulma Soto All ADN & BSN Faculty & Administration Student (1 ADN &1 BSN) Dr. Lourdes Maldonado Dr. Rebecca Frugé Julia Vecchini Prof. Yanilda Rodríguez Zulma Soto Dr. Lourdes Maldonado Dr. Gloria Ortiz Dr. Josué Pacheco Dr. Rebecca Frugé Javier Pérez Pérez Dr. Lourdes Maldonado Dr. Rebecca Frugé Dr. Josué Pacheco Dr. Lourdes Maldonado Dr. Rebecca Frugé Dr. Gloria Ortiz Term/s Communities of interest have input into program processes and decision making. In addition to the continuous learning assessment process, which provides information in relation to student learning, the mission, goals and expected student outcomes of the program are also reviewed and revised in relation to the needs and expectations of the communities of interest. The program has defined its communities of interest as both internal and external entities which affect or relate to the Program.
35 30 Internal entities include: faculty, staff, administration, and students of the program. External entities include: An Advisory Board, alumnae, partners, consumers, professional nursing organizations, and regulatory bodies. Input into decision making by internal constituents occurs during scheduled committee meetings and faculty-staff meetings. Input from students is obtained through end-of-course evaluations, conducted at the end of each semester and through surveys conducted by the Assessment Committee. Administrative staff provides input through committee meetings, annual reports, and meetings with the Department Chair. The Nursing Department receives valuable external information for its programs through activities conducted in hospitals and other collaborating agencies where, at the end of each semester, administrative personnel, professors, and students meet to evaluate the clinical courses. In these evaluations the objectives are discussed, recommendations are offered and decisions are taking. They also discuss how to achieve the objectives for developing the nursing process, therapeutic interventions, communication skills, critical judgment, leadership among nursing students, and others. Alumni input are received through a survey conducted every five years by the Office of Institutional Research. Also, employers provide valuable information pertinent to programs through surveys conducted every five years, by that same office. Results from alumni and employers survey in relation to the nursing programs are analyzed by the Assessment and Curriculum Committees for decision making. An Advisory Board was appointed in The main purpose of the Board is to advise the Dean on academic matters related to the different health programs of the school, with special emphasis on Nursing which is the largest program in the School of
36 31 Health Sciences. The Board serves as a liaison between the community and faculty to: promote the different program activities, disseminate information about the mission, philosophy, and vision, and to give recommendations about services provided by all the programs, especially by the Nursing Department. The Board helps the Department to keep up-to-date in terms of changes in the health industry and perceptions regarding the health professions in Puerto Rico, and internationally. In addition, Nursing Board members attend department activities such as the Nursing Initiation Ceremony and Nursing Week and help identify scholarship funds for students from low income families. The initial meeting of the School of Health Sciences Advisory Board was held on September 8, 2011 in Bayamón. Officers of the Advisory Board were elected during the first official meeting which was held on September 29, AY in Cupey. (See Advisory Board minutes in reading room). Members of the Board include: ADN and BSN alumni, representatives from collaborating agencies, and representatives of all disciplines in the School, a representative from the PR Health Department, industries, and public relations office, a student representative, and a faculty member, among others. The Board elected their president, Sra. María Judith Oquendo, and will meet at least twice a year (See Board Rules and Regulations on exhibit).
37 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Clinical practice agencies are identified, selected, and monitored by the ADN and BSN coordinators and faculty, to ensure that they provide a diversity and variety of learning experiences that promote excellence in education and nursing practice, and are beneficial to the community. The Nursing Department selects and evaluates clinical practice agencies according to the type of services that they offer, their facilities, and their contribution to the achievement of learning and program outcomes. The coordinator of the Nursing Programs assures that the agency complies with the following requirements established by the faculty: accreditation, availability, capacity for service, experience, and adequate infrastructure. Contracts with the agencies clearly establish responsibilities of both parties and ensure student safety (See copy of contracts in reading room). Contracts are evaluated and updated annually or every two years by the Department Chair, Associate Dean, Dean and the Program Coordinator. Contract renewal is based mainly on student and professor evaluations to determine the agency s contribution to the achievement of course objectives (See evaluation forms in reading room). There are partnerships with general and specialized hospitals, family medicine centers, community health centers, adult and elderly housing projects, assisted care housing projects, hospice programs, home health care agencies, day care centers (for children and elderly), mental health clinics, and skilled nursing centers. Other areas used as clinical settings include: ambulatory care for children with special needs, schools, and
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