GHSU College of Nursing FACULTY MANUAL. College of Nursing

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1 GHSU College of Nursing FACULTY MANUAL College of Nursing Updated Summer, 2011

2 I. Introduction As the University System s flag ship College of Nursing, we are dedicated to providing an exceptional education for the next generation of nurses. Employing the latest innovations in instructional design and technology, GHSU College of Nursing offers an education that is second to none. Integrating education, research and practice, the GHSU College of Nursing is setting the standard for nursing education that will shape the future of healthcare and advance the profession. Handbook Policy Statement Procedures stated in this handbook require continued evaluation, review and updating as approved by appropriate University and College of Nursing administrators. All statements herein reflect policies in existence at the time this handbook was published. The College of Nursing and the Medical College of Georgia reserve the right to change policies. All faculty in the College of Nursing will be alerted to changes in the handbook. II. The College of Nursing Mission, Vision, and Philosophy A. Mission Statement To improve health & wellness in individuals, families, and communities through the discovery and dissemination of nursing knowledge and the translation of science into practice. B. Vision Statement The CON will be an exemplar of excellence among academic health science schools of nursing. Strategic Initiatives 1. Enhance College of Nursing Communications 2. Increase Diversity of the College of Nursing Community 3. Continuously Enhance the Quality of Faculty, Staff, and Students 4. Enhance Educational Environment and Update Educational s 5. Enhance the Research Enterprise 6. Improve Access to Clinical Services C. Philosophy The College of Nursing as an integral part of the Medical College of Georgia, Health Sciences University of the State of Georgia, conducts academic programs at the graduate and undergraduate levels congruent with the purpose, mission, and goals of the university. Faculty in the College of Nursing develop curricula incorporating the following beliefs: III. Core Concepts and Organizing Framework A. Core Concepts Faculty in the College of Nursing function as a faculty of the whole, including the distance sites, to develop curricula incorporating the following beliefs: Each person is a unique human being who interacts with family, community and environment across the lifespan. All persons possess worth and dignity and have unique capabilities for reasoning, adapting to change and advancing through developmental stages in order to maximize their individual potential. The family through social, moral, spiritual and cultural values influences the health and health decisions of its members. Health is a dynamic state of being and influences the relationships and interactions of the individual, family, and community. Health is defined in accordance with the cultural norms and goals of the individual, family, and community. A reciprocal relationship exists between the family and community, which influences the growth, development and health of individuals and families. The nurse who works with the community has a responsibility to use various models of health delivery which are affordable and accessible to the family. The community is the place where the family lives and works

3 and is the primary place for seeking health care. The community contains health resources where the family accesses services and within which the nurse is a provider of care. Nursing as a practice-based discipline promotes optimal health across the life span. Nurses exercise clinical judgment to provide care effectively and efficiently. Nursing practice is caring, sensitive to diversity, and accountable to the profession and society. The nurse works independently and collaboratively with other health professionals to promote wellness and manage responses to illness. The diversity and complexity of changing health care systems requires professional nurses who think critically and creatively in providing comprehensive health care services to individuals, families, and at aggregate levels. Nursing is in a key position to promote change in health care delivery. Learning is a lifelong dynamic process. Student s life experiences, educational and professional goals, as well as the requirements for professional nursing, are incorporated into the teaching/learning process. This process, which enhances the learner s acquisition of professional knowledge, skills, and attitudes, involves interaction between the learner and teacher with mutual responsibility and accountability. Faculty serve as facilitators and models of competence in nursing practice. B. Organizing Framework for the College of Nursing Family A family is a self-defined unit of two or more individuals who exist through some identified bond. Family members influence social, moral, spiritual and health decisions across the lifespan. Community A community is the inter-relationship of social, economic, political, cultural, environmental and/or geographic boundaries. Community is a focal point of concern for the nurse and is the context in which the recipient and nurse interact. The community encompasses all health care delivery systems. Health Health is a dynamic state of being occurring in all dimensions of life. Each person is a unique being who has the potential for health, which incorporates various degrees of wellness and illness and concludes with dignified death. Individuals, families and communities are responsible for their health. Professional Nursing Practice Professional nursing practice is an interactive, accountable process which includes individual, family and community health. The foundation of professional nursing practice incorporates theories, values and skills. Professional practice is refined and modified through research. Therapeutic nursing interventions are beneficial in nature, goal directed to achieve desired outcomes, and strive to promote an optimal level of health. Lifespan Lifespan encompasses human growth and development from conception to death. Age periods are used to organize the curriculum based on identifiable patterns related to developmental eras. Each period is influenced by preconception events, genetics, biological maturation, individual learning, social interaction, and religious beliefs. Concepts for integration into framework and outcomes approved 11/18/2005: Quality Health Care should be safe, effective, patient/client-centered, timely, efficient, and equitable: Safe - avoiding injuries to patients from the care that is intended to help them. Effective - providing services based on scientific knowledge to all who could benefit and refraining from providing services to those not likely to benefit (avoiding under-use and overuse, respectively). Patient-centered - providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions. Timely - reducing waits and sometimes harmful delays for both those who receive and 3

4 those who give care. Efficient - avoiding waste, including waste of equipment, supplies, ideas, and energy. Equitable - providing care that does not vary in quality because of personal characteristics such as gender, ethnicity, geographic location, and socioeconomic status. Diversity incorporates caring and access to care for all, unrestricted by considerations of gender, age, socioeconomic class, religious belief, sexual orientation, and physical disabilities, as well as race and ethnicity. Research is a logical, objective, and systematic inquiry approach for acquiring knowledge, defining related issues, and developing evidence-based practice. Professionalism in nursing requires a body of knowledge, service to others, autonomy, selfregulation, a code of ethics, and participation in professional societies. Leadership refers to the use of knowledge and personal traits to constructively and ethically influence others toward a vision or goal. Communication in nursing is a continuous dynamic process by which information, such as ideas and feelings, is transmitted between and among people and their environments in order to understand others and to be understood. Systems include an organized group of related objects or components that form a whole. An integrated healthcare system combines clinicians, healthcare agencies and other medical services to provide coordinated continuing primary, secondary and tertiary care to a population. Ethics include values, codes, and principles that govern decisions in nursing practice, conduct and relationships. Source: Office of Academic Affairs Illustration of the CON Organizing Framework Source: Office of Academic Affairs

5 IV. Summary of Educational Goals A. Undergraduate Education The Baccalaureate of Science in Nursing (BSN) program prepares the baccalaureate graduate for general professional nursing practice and future leadership roles. The undergraduate program builds on related coursework in the physical and social sciences which provide strong foundations for nursing science and clinical practice courses. Instruction progresses from simple to complex, and the curriculum is sequentially organized using core and process concepts. The core concepts that are central to content development are the person, environment, health, and nursing. Interwoven with the core concepts are those process concepts that nursing uses to maintain and improve the health of persons in their environment. These processes include diversity, inquiry, professionalism, leadership, communication, systems and ethics. Lastly, connecting the core and process concepts is the overarching desired outcome of quality health care that should be safe, effective, patient/client-centered, timely, efficient, equitable, and evidence-based. Graduates of the BSN program are prepared to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN), as well as pursue graduate degrees in nursing. Outcomes: Upon completion of the Baccalaureate Nursing, the graduate will: Deliver safe, comprehensive nursing care to individuals, families and communities. Demonstrate accountability in nursing practice. Demonstrate critical thinking and decision-making in health care situations. Collaborate with members of health care teams and relevant publics to promote wellness and facilitate optimal health. Seek knowledge as a life long learner to promote professional growth. Demonstrate leadership and management skills in a beginning professional nursing practice. Demonstrate an awareness of nursing s role in improving health and reducing health disparity in a global society. Source: UP s Leadership, B. Graduate Education Graduate education at the master's level builds on the knowledge and competencies acquired in baccalaureate education and upper division level nursing education. Graduate master's education includes two MSN tracks, the generalist clinical nurse leader and the specialist advanced practice nurse. Graduates are prepared for outcomes-based practice as highly skilled clinicians in diverse health care settings. Graduate education provides an understanding of health care policy, organization, and financing of health care systems, enabling evolving responses to a changing health care environment. An increased focus on global awareness and culturally and linguistically appropriate care develops an understanding and appreciation of human diversity in health and illness. Integrating and applying communication and inquiry skills to applied research and theory broadens the foundation for a comprehensive and holistic approach to care. Professionalism in the graduate program, exploring autonomy in practice, and evolving ethical situations furnishes the framework for decision making in clinical nursing practice. Clinical Nurse Leader (CNL) graduates are nursing professionals for generalist practice prepared to integrate the core and process concepts as leaders in a variety of health care settings. In addition to the core and process concepts, graduates of advanced practice nursing education are prepared to demonstrate competencies for specialty practice. Provision of quality care is inherent in master's outcomes-based practice. Outcomes: The purpose of the graduate programs in nursing is to prepare graduates to assume positions as advanced practice nurses in a variety of clinical settings. Graduates are able to: Evaluate and apply theories and research findings to the advanced practice of nursing. Collaborate with health care providers and consumers to design and initiate strategies to influence the nature and outcomes of health care services. Engage in advanced practice based on legal and ethical principles and professional standards of practice. 5

6 Assume a leadership role in identifying and resolving issues that have an actual or potential impact on nursing and health care. Demonstrate the knowledge and skills of an advanced practice nurse in a variety of client care situations. Continue to acquire knowledge and skills requisite to maintaining and enhancing advanced practice expertise. C. Doctoral Education Doctoral education in nursing builds on practice, theory and research skills gained in baccalaureate and master's education in nursing and health care. The purpose of the Doctor of Nursing Practice (DNP) program is to prepare graduate level nurses for expert evidence-based practice in leadership and clinical roles. The Doctor of Nursing Practice program offers advanced coursework and mentored experiences that assist students in using the core and process concepts, with a specific focus on applying research knowledge and methods to create, implement, and evaluate evidencebased nursing practice to develop quality health care delivery systems. DNP Outcomes: DNP graduates will be able to:. Source: DNP Leadership, The purpose of the PhD in Nursing is to prepare researchers who will contribute both to the development and application of knowledge in nursing. The PhD program offers advanced coursework and mentored experiences that assist students in analyzing, using, and translating central and process concepts in building a research program. Doctoral programs emphasize interdisciplinary experiences to create and implement knowledge to support quality health care. Nurses prepared at the doctoral level contribute to an improved quality of teaching, research, practice and a published body of knowledge that comprise nursing science. PhD Outcomes: PhD graduates will be able to: Critically evaluate behavioral and biological theories of health and illness. Generate, test, and extend knowledge of linkages between behavioral and biological dimensions of health and illness. Design basic and clinical nursing studies to investigate behavioral and biological phenomena within a selected area. Participate in interdisciplinary approaches to the generation and application of scientific knowledge. Apply leadership strategies to address ethical, political, economic, and socio-cultural issues in nursing. Source: PHD Leadership,

7 V. Congruence of Concepts and Expected Outcomes CONCEPT Baccalaureate Nursing Master Nursing Nurse Practitioner Clinical Nurse Leader Nursing Anesthesia Prog. Doctor of Nursing Practice Doctor of Philosophy in Nsg Quality Health Care Deliver safe, comprehensive nursing care to individuals, families, and communities. Demonstrate the knowledge and skills of an advanced practice nurse in a variety of client care situations. Synthesize clinical knowledge for assessment and management of both health and illness states incorporating health promotion, health assessment, and disease prevention in the care of patients with common acute and chronic illness. Advocate for empowerment of clients and families and communities. Establish and maintain quality primary care services in a fiscally sound and financially responsible manner. Monitor the quality of primary health care provided to clients in a variety of settings. Provide safe, comprehensive, cost-effective nursing care to individuals and populations across the lifespan with a focus on health care delivery systems and the management of client and/or population outcomes. Effect change in health care practice, health outcomes, and in the profession. Provide safe high quality anesthesia care characterized by thorough preparation, technical excellence, vigilance, patient protection, and injury prevention. Systematically assess, appraise, design, deliver and lead change in health care to advance the practices of nursing Participate in interdisciplinary approaches to knowledge generation and application of scientific knowledge to improve health care. Ethics Demonstrate accountability in nursing practice. Engage in advanced practice based on legal and ethical principles and professional standards of practice. Provide ethical and competent primary patient care with respect to cultural and spiritual beliefs of patients from diverse cultures. Coordinate and evaluate increasingly complex and diverse care delivery in multiple health care settings while striving to achieve social justice within the micro-system. Implement a professional advanced nursing practice based on legal requirements, ethical principles, advocacy and personal integrity. Model exemplary professional values, ethical decision-making and deliver ethical client-centered health care. Apply leadership strategies to address ethical, political, economic, and sociocultural issues influencing their area of scholarship, the healthcare system, and nursing education. 7

8 CONCEPT Baccalaureate Nursing Master Nursing Nurse Practitioner Clinical Nurse Leader Nursing Anesthesia Prog. Doctor of Nursing Practice Doctor of Philosophy in Nsg Research Demonstrate critical thinking and decision making in health care situations. Evaluate and apply theories and research findings to the advanced practice of nursing. Critically analyze and synthesize research to determine implications and applicability to clinical practice. Synthesize and utilize data and information systems/ technologies at the point of care to evaluate and achieve optimal client and population health outcomes. Assimilate and apply researchbased information to design, implement and evaluate client plans of care. Utilize theory and research evidence to guide advanced practice care planning, clinical decision-making, and problem solving Evaluate, synthesize and lead the translation of evidence into clinical practice. Design basic and clinical nursing studies using integrated research methodologies to investigate behavioral and biological phenomenon within a selected area of biobehavioral nursing research. Communication Collaborate with members of health care teams and relevant publics to promote wellness and facilitate optimal health. Collaborate with health care providers and consumers to design and initiate strategies to influence the nature and outcomes of health care services. Work collaboratively with other health care team members for clients. Communicate effectively to achieve quality client outcomes and lateral integration of care for a cohort of clients. Effect change through advocacy for the profession, interdisciplinary health care team and the client. Utilize effective verbal, nonverbal, and written communication techniques with patients, families, and health care providers to promote high quality anesthesia care. Investigate the social, economic, political and policy context of health care and related systems to improve patient care outcomes. Apply expert communication techniques with individuals, families, groups and communities. Generate, test, and extend knowledge of linkages between behavioral and biological dimensions of health and illness with special relevance to nursing practice. Professionalism Seek knowledge as a life long learner to promote professional growth. Continue to acquire knowledge and skills requisite to maintaining and enhancing advanced practice expertise. Demonstrate awareness of the political and economic environment within which primary care is provided. Pursue life-long learning and advanced professional Participate in systems review to improve quality of care delivery Actively pursue new knowledge and skills as the CNL role and the health care system Continuously enhance nurse anesthesia practice through participation in continuing education activities to acquire and disseminate new knowledge, skills, Participate and provide leadership in health systems, professional organizations and interdisciplinary forums. Critically evaluate behavioral and biological theories of health and illness informed by a broad understanding of the philosophy and conduct of nursing science. 8

9 CONCEPT Baccalaureate Nursing Master Nursing Nurse Practitioner Clinical Nurse Leader Nursing Anesthesia Prog. Doctor of Nursing Practice Doctor of Philosophy in Nsg development evolve. and abilities. 9

10 CONCEPT Baccalaureate Nursing Master Nursing Nurse Practitioner Clinical Nurse Leader Nursing Anesthesia Prog. Doctor of Nursing Practice Doctor of Philosophy in Nsg Leadership Demonstrate leadership and management skills in a beginning professional nursing practice. Assume a leadership role in identifying and resolving issues that have an actual or potential impact on nursing and health care. Demonstrate leadership and management skills in advancing nursing practice, including empowerment of clients. Delegate and manage resources and serve as a leader and partner in the interdisciplinary health care team to improve client and population outcomes. Demonstrate leadership through active involvement in individual initiatives and professional organizations to identify and resolve issues that have actual or potential impact on nursing and health care. Influence and advance the practice of nursing through advocacy, policy change and education. Apply leadership strategies to address ethical, political, economic, and sociocultural issues influencing their area of scholarship, the healthcare system, and nursing education. Diversity Demonstrate an awareness of nursing s role in improving health in a global society. Demonstrate the knowledge and skills of an advanced practice nurse in a variety of client care situations.* Provide ethical and competent primary patient care with respect to cultural and spiritual beliefs of patients from diverse cultures. Provide culturally competent nursing care to individuals and populations across the lifespan. Deliver individualized culturally and linguistically appropriate comprehensive anesthesia care based on patient age, physical and psychological conditions, and surgical requirements. Evaluate, synthesize and apply theory, models, and research to impact the health care of diverse populations. Design and conduct culturally competent research with diverse populations including minorities, women, and children Systems Collaborate with health care providers and consumers to design and initiate strategies to influence the nature and outcomes of health care services.* Demonstrate personal, collegial and collaborative approaches which enhance effectiveness of primary care. Assume accountability for healthcare outcomes for a specific group of clients within a unit or setting recognizing the influence of the meso- and macrosystems on the microsystem. Collaborate with patients, families, and health care providers to design and initiate strategies to influence the nature and outcomes of anesthesia services. Critically analyze and evaluate multi-faceted nursing practice and health care systems to affect system change. Apply leadership strategies to address ethical, political, economic, and sociocultural issues influencing their area of scholarship, the healthcare system, and nursing education. Adapted from CCNE Self Study CON Office of Academic Affairs,

11 V. History of the Medical College of Georgia College of Nursing 1 (The complete history of The Medical College of Georgia is available at A. The Early Years In response to the wartime need for additional nurses, the University System of Georgia voted on August 11, 1943 to offer courses in nursing education. This participation in the US Cadet Nurse Corps paved the way for the establishment of a department of nursing at the University of Georgia in the fall of The early years were devoted to establishing a sound curriculum and obtaining adequate clinical experiences. The support of the Atlanta hospitals, such as Georgia Baptist, Crawford Long, and Piedmont, and the state nursing organizations was essential to the program s survival during this developmental period. B. The Move to Augusta The transfer of the nursing program from the University of Georgia to the Medical College of Georgia created conflicts and opportunities. The incorporation of an all female school into the predominantly male medical college led to changes in student life. As the faculty dealt with the changes, they also dedicated themselves to ensuring the best possible nursing care at the new Eugene Talmadge Memorial Hospital by developing the nursing policies and procedures for the hospital. After the move to Augusta, educational offerings were continued in Atlanta until June of C. Expanding Nursing Education Opportunities for Georgians The College of Nursing affirmed its commitment to providing Georgia health care by expanding opportunities for nursing education. 1968: Master s programs established. Mid 1970 s: Satellite programs opened in Athens and Savannah (since closed). 1988: PhD program established. 1996: RN-BSN program established. 1998: FNP distance established. 2005: Offered first Doctor of Nursing in the Southeast. 2006: Offered first Clinical Nurse Leader (accelerated master s entry) program in the state. D. Commitment to Scholarship The College of Nursing, with a strong commitment to research, developed a university-based nursing program. To assist faculty with research, an essential component in graduate education, Dean Mary Conway established the Center for Nursing Research (CNR) in CNR advances the research and scholarship mission of the College of Nursing with a focus on facilitating the efforts of students and faculty to obtain external funding to support research, educational, and service/demonstration projects. The Center coordinates student and faculty access to a wide range of support services available within the College of Nursing and the Medical College of Georgia. Today, the Center for Nursing Research employs a full staff, including an assistant dean for research who oversees the CNR s daily operations; a director for research facilitation who provides assistance with external funding searches and the preparation of budgets and grant application; a data manager, and office specialist who manages all administrative details. Often biostatistical and other research services are contracted through other GHSU department. The following are some of the services CNR provides: data management, grant application assistance, mock reviews, think tanks, advisory groups, presentations and seminars, research resources including books and software, grant submission assistance, and dissemination of research-related information. In 2008, Dean Lucy Marion and Dr. Sunita Dodani, Assistant Dean for Research launched the Nurse Scientist Incubator. Faculty members assigned to the Incubator are immersed in the research environment to encourage pursuit of their research interests and related scholarly activities. Incubator researcher offices are physically located adjacent to the Center for Nursing Research (CNR) to ensure ready access to support services that will increase their productivity and success in securing extramural funding for their studies and projects. As part of this 1 Sources: Linda A. Ellis, EdD, Vickie A. Lambert, DNSc, Katherine E. Nugent, PhD 11

12 plan, the College of Nursing also pursued partnerships with major research universities to connect NSI faculty with research mentors and resources. 12

13 July, August, Historical Highlights Board of Regents authorize establishment of courses in nursing education at the University System Center in Atlanta. Courses offered for diploma RN s to prepare them for positions in education and nursing service administration. The degree granted was the BSNE. Board of Regents authorizes the establishment of a department of nursing at the University of Georgia. Phoebe Kandel Rohrer accepts the position of head, Department of Nursing, University of Georgia First two graduates receive BSNE degrees September, 1954 E. Louise Grant assumes the position of head, Department of Nursing, University of Georgia. A four-year BSN program begins as a cooperative effort between the Department of Nursing, University of Georgia and Talmadge Memorial Hospital, Medical College of Georgia Student Nurses Association of Georgia (SNAG) chapter organized. January, 1956 September, 1957 June, 1958 June, December, 1963 June, 1968 July, 1971 Department of Nursing transfers from the University of Georgia to the Medical College of Georgia and becomes a College of Nursing, with Miss Grant as the first dean. Henry Kitchens, the first male generic BSN student, enters the College of Nursing. He graduated in College of Nursing Alumni Association established. First undergraduate nursing students graduate from the Medical College of Georgia. A common curriculum was adopted and RN s were required to take validation exams and all senior level courses. BSN program is granted initial accreditation by the National League for Nursing. MSN program begins. Dr. Dorothy T. White appointed dean The R.N. continued to use validation exams. June, 1973 December, April, 1974 July, 1974 September, 1975 July, July, 1980 March, First black basic graduates of the College of Nursing. MSN program granted initial accreditation by the National League for Nursing. The Pathways for RN s began. A special curriculum was designed, and RN students received 45 hours of credit for previous nursing automatically. Beta Omicron chapter of Sigma Theta Tau chartered. College of Nursing at Athens (CONAT) opens. College of Nursing at Savannah (SAVSAT) opens. Dr. Neila A. Poshek appointed dean. Pathway discontinued, and RN students required to take challenge examinations for up to 45 hours of credit. Dr. Mary E. Conway appointed dean. Rural Preceptorship initiated. The RN was named PRO-TRACK as a marketing strategy. Validation of prior nursing knowledge was required. (R.N. continues to the present day except for 13

14 the transition period related to the current curriculum. July, 1986 January, 1987 January, 1987 July, 1988 June, 1990 July, 1990 April, 1991 July, 1991 Validation of prior knowledge changed from teacher-made challenge exams to ACT- PEP exams to the Articulation model. PRO-TRACK name is dropped.) PhD program in nursing approved by the Board of Regents. First students enter the PhD program. College of Nursing s Center for Nursing Research established. College of Nursing receives $795,697 grant from WK Kellogg Foundation for Rural Health Outreach. First two students graduate from the PhD program. Dr. Vickie A. Lambert appointed dean. College of Nursing receives a $1.7 million grant from WK Kellogg Foundation for Rural Health Outreach. CONAT moves to a new facility Celebration of 50 years of history and achievements January, 1995 June, 1996 September, 1996 Spring, 1997 September, 1997 December, 1997 May, 1998 August, 1998 August, 1998 August, 1999 July, 2000 July, 2000 August, 2000 August, 2001 January, 2002 August, 2002 Board of Regents approve the state s only Nursing Anesthesia and three practitioner programs (family, pediatrics and neonatal) that begin fall College of Nursing, Augusta campus, moves to newly renovated facility. The RN to BSN by distance learning on the campus of Gordon College (Barnesville) is approved by the Board of Regents. First nurse practitioner students graduate with the MN degree. The RN to BSN by distance learning on the campus of Gordon College (Barnesville) is offered. RN to MSN/MN approved by the Board of Regents for implementation fall Board of Regents approved graduate program offerings at the College of Nursing in Athens. First class of master s students from the Nursing Anesthesia graduate. First Endowed Chair of Nursing, the Kellett Chair of Nursing established. The entire University System of Georgia converts from a quarter system to a semester system. Family Nurse Practitioner program offered by distance learning technology on the Athens campus. Family Nurse Practitioner program offered by distance learning on the campus of Columbus State University. GHSU Early Retirement is implemented with 800 faculty and staff leaving. Thirteen faculty and three staff in the School took advantage of this program. GHSU Hospital and Clinics no longer part of the University System of Georgia and becomes GHSU Health Inc. RN to BSN offered online. RN to BSN and RN to MN implemented on Columbus State University campus. Dr. Marlene M. Rosenkoetter appointed Dean. Remodeled distance education classes in Augusta and Athens. 14

15 October, 2002 April, 2003 July, 2004 Board of Regents approval for reorganization of Departments to support scholarship, teaching, practice and discovery. Faculty Practice Plan implemented. Dr. Lucy N. Marion appointed Dean. June, 2005 Doctor of Nursing Practice program approved by the Georgia Board of Regents, becoming only the tenth DNP program in the nation. March, 2006 Clinical Nurse Leader received initial approval from the Georgia Board of Nursing, one of the first in the region. December, 2006 Faculty Practice Plan receives 501c3 status retroactively to April 16, August, 2006 CON moves into the Health Sciences Building, a multi-million dollar, state of the art facility. August, 2006 The first co-hort of CNL students is admitted May, 2007 The first DNP students officially graduate (many completed in December 2006) December, 2007 The CON holds its first Fall Convocation honoring students who completed in the summer and fall. Celebrated the first CNL graduates who were among this group. 15