Lake- Sumter State College. Associate Degree Nursing Program. Self-Study Report. For the. Accreditation Commission for Education in Nursing

Transcription

1 Lake- Sumter State College Associate Degree Nursing Program Self-Study Report For the Accreditation Commission for Education in Nursing Presented by the Faculty January, 2015

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3 SECTION ONE: Executive Summary 10 General Information 10 Introduction 11 History of the Nursing Program 13 Executive Summary of Standards and Criteria 15 Summary of Strengths and Areas Needing Improvement 20 SECTION TWO: Standards Standard One Mission and Administrative Capacity 22 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Standard 2 Faculty and Staff 44 Criterion Page 2

4 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Standard 3 Students 74 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Page 3

5 Standard 4 Curriculum 98 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Standard 5 Resources 158 Criterion Criterion Criterion Criterion SECTION THREE: Standard Six Outcomes 171 Standard 6 Outcomes 171 Crtierion Criterion Page 4

6 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Systematic Plan for Program Evaluation 189 Standard 1: Mission and Administrative Capacity 189 Standard 2: Faculty and Staff 200 Standard 3: Students 210 Standard 4: Curriculum 220 Standard 5: Resources 242 Standard 6: Outcomes 247 SECTION FOUR: Appendix 260 Appendix A: Organizational Chart 260 Appendix B: Educational Services Agreement 262 Page 5

7 Tables Table Introduction 1 Lake-Sumter State College Student Profile 12 Table Introduction Population Estimates: Lake and Sumter Counties 12 Table Introduction 3 Population Diversity: Lake and Sumter Counties 13 Table Introduction 4 Student Profile 14 Table Comparison of LSSC s and the Nursing Program s Vision and Mission Statements 22 Table Nursing Student Learning Program Outcomes 24 Table Articulation Between General Education Competencies and Nursing Student Learning Program Outcomes 25 Table Nursing Faculty Representative on College Councils, Committees, and Task Force Teams 27 Table Nursing Program Committees and Representation 28 Table Student Representation on Nursing Program Committees 30 Table Nursing Program Advisory Committee Membership 31 Table FCNEA Survey Results ( ) and Impact to the LSSC Nursing Program 33 Table Nursing Program Partnerships 34 Table Faculty Policies 39 Table elearning Mission and Vision 40 Table Nursing Program elearning Course Conversion Plan 41 Table Full-Time Faculty Profile Table Full-time and Part-Time Faculty by Academic Year 48 Table Part-Time Faculty by Highest Academic Degree 48 Table Part-Time Faculty Profile Page 6

8 Table Governing Organizations Faculty Standards 51 Table Clinical Practicum Registered Nurse Preceptor Role and Accountabilities 52 Table Faculty Liaison Role with Clinical Nurse Preceptors 53 Table Nursing Student Learning Program Outcomes 55 Table Program Outcomes: Program Completions 56 Table Program Outcomes: NCLE-RN First Time Pass Rates for Graduates 56 Table Program Outcomes: Job Placement Rates and Graduate Satisfaction 57 Table Faculty Scholarship 59 Table Lake-Sumter State College Excerpt List of Policies and Procedures 74 Table Nursing Program Unique Policies 76 Table Lake-Sumter State College Student Services 83 Table Responsibilities and Credentials of Support Service Professionals 84 Table Student Evaluation of the Usefulness of College & Nursing Program Support Services 86 Table Relevant LSSC Grievance and Disciplinary Administrative Procedures 90 Table Locally Stored Nursing Program Student Records 90 Table Default Rate History 92 Table Example Form for Filing Due Process of Program Complaints and Grievances 95 Table Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies 99 Table General Track Nursing Curriculum by Semester 104 Table Bridge Track Nursing Curriculum by Semester 109 Table A Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Human Flourishing Competency 112 Page 7

9 Table B Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Nursing Judgment Competency 119 Table C Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Professional Identity Competency 128 Table D Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Professional Identity Competency 133 Table Required General Education Courses and Application to Nursing 138 Table Course Related Culturally Diverse Concepts 141 Table Educational Theories Used in Nursing Education 142 Table General Track Courses by Semester 147 Table Bridge Track Courses by Semester 148 Table National Patient Safety Goals as Demonstrated in Clinical Courses 152 Table Facilities and Related Learning Experiences 155 Table Comparison of Nursing versus Biology Department Budgets 159 Table Additional Funding Sources for the Nursing Program 160 Table Staff and Program Development Funding 160 Table Size of Nursing Department Facility on Leesburg Campus 163 Table Size of Nursing Department Facility on South Lake Campus 163 Table Learning Center Hours of Operation 163 Table Library Hours of Operation 167 Table Faculty and Assigned ACEN Standards 172 Table ACEN Standard Review Schedule: Academic Year 172 Table Evaluation of Student Achievement of Nursing Student Learning Program Outcomes 173 Page 8

10 Table Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course 175 Table Comparison of Concurrent Course Offerings versus Minimester Course Offerings _ 181 Table Bridge Track Comparison of Face-to-Face versus Hybrid Course Performance 181 Table NCLE First Time Pass Rate by Campus (General) and by Track 183 Table First Time Performance on NCLE-RN with 3-Year Mean 183 Table Mandatory HESI Review Class as Part of Practicum Grade 184 Table Program Completion Rates 184 Table Demographic Comparison of Starting Cohorts to Program Completers 185 Table Graduate Satisfaction 186 Table New Graduate Job Placement Rates 188 Page 9

11 Section One: Executive Summary GENERAL INFORMATION Program and Purpose of Visit Associate Degree Nursing program continuing accreditation Site Visit February 25-27, 2015 Governing Organization Lake-Sumter State College 9501 U.S. Highway 441 Leesburg, Florida Lake-Sumter State College Chief Executive Officer Charles R. Mojock, Ed.D. President, Lake-Sumter State College Regional Accreditation Body Southern Association of Colleges and Schools Commission on Colleges 1866 Southern Lane Decatur, GA Date of most recent accreditation: June 2014 continued accreditation at higher degree level to offer the baccalaureate degree in Organizational Management. Date of last reaffirmation of accreditation was 2011; next reaffirmation is scheduled for Nursing Education Program Associate in Science Degree Nursing Program Lake-Sumter State College Health Sciences Center 9501 U.S. Highway 441 Leesburg, FL Administrator of the Nursing Program Cynthia L. Griffin, MN, ARNP, CNE Director, Nursing Program P: F: Florida Board of Nursing (FBON) Lake-Sumter State College s nursing program was initially approved by the Florida Board of Nursing in This approval continued until June 30, Page 10

12 National League for Nursing Accrediting Committee (NLNAC) The Lake-Sumter State College s nursing program received initial accreditation by the NLNAC Spring, The standards used at the time of this accreditation review were the 2008 edition of the NLNAC Accreditation Manual. INTRODUCTION Lake-Sumter State College (LSSC) offers a limited-access Associate in Science Degree (ADN) program in nursing, which includes two separate tracks: the general track and the bridge track for Licensed Practical Nurses (LPNs) and Paramedics. The general track is for students who have limited or no previous health care licensure or certifications. The bridge track is for Licensed Practical Nurses (LPNs) or certified paramedics seeking RN licensure. The nursing program was granted approval by the Florida Board of Nursing (FBON) in 1983 and was accredited in 2010 by the Accrediting Commission for Education in Nursing (ACEN), formerly the National League of Nursing Accrediting Commission (NLNAC). In 1961, the Florida legislature authorized Lake-Sumter Junior College (LSJC) as an institution of higher learning to serve the citizens of Lake and Sumter counties. The college was established in Leesburg, Florida, which is located in the central part of Lake County in the geographic heart of the state. Classes began in the fall of 1962, and the college graduated its inaugural class of 39 students in LSJC merged with Johnson Junior College (local higher education institution established to serve African Americans) in Subsequently, LSJC was awarded initial accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in Every decade since then, the college has been granted SACSCOC reaffirmation of accreditation. After the Florida legislature authorized a Division of Community Colleges to oversee all community colleges in Florida, the LSJC District Board of Trustees changed the college s name to Lake-Sumter Community College (LSCC) in In response to community needs to offer baccalaureate degrees, the District Board of Trustees held a special meeting in August 2011 and unanimously approved the initiation of the application process for offering four-year degrees. Required permissions for program expansion were obtained from the Florida College System and the Southern Association of Colleges and Schools Commission on Colleges to offer the Bachelor of Applied Science degree in Organizational Management in January 2013, and the college received approval to change its name to Lake-Sumter State College. LSSC is a multi-campus, public institution of the Florida College System that offers advanced educational opportunities to the residents of Lake and Sumter counties. These educational opportunities include associate degrees and certificates that prepare students for employment, career advancement, and four-year college or university transfer, specialized training for business and industry that supports the workforce, and a variety of continuing education and lifelong learning programs. The new Bachelor of Applied Science degree in Organizational Management will allow more students to continue their education locally. The college has grown into a three-campus institution serving over 7,500 students annually. The Leesburg, South Lake (Clermont), and Sumterville campuses have become viable assets in their communities. The Leesburg campus is currently the largest of the three, followed by South Lake, Page 11

13 and Sumterville respectively. Table Introduction 1 provides a profile of the student population at LSSC during the academic year. Table Introduction 1 Lake-Sumter State College Student Profile Students Enrolled in a Course ( ) Total Students (N = 6,042) Full-time Students 1, % Part-time Students 4, % Average Student Age * Ethnicity / Race 25.1 years White/Non-Hispanic 3, % Hispanic % Black/Non-Hispanic % Other % Not Reported % Gender Female 3, % Male 2, percent Enrollment by Program Type Associate in Arts degree 3, % Associate in Science degree % Technical Certificates % Bachelor s degree % Recreation & Leisure 1, % Lifelong learning % Source: LSSC Facts at a Glance, Planning and Institutional Effectiveness Office * Ages make up percent of the total student population. Percent of Total Students The college s service area is comprised of a diverse population of more than 415,000 residents in two growing Central Florida counties Lake and Sumter (Tables Introduction 2 and Introduction 3). Between the years 2000 and 2012, the population of Lake County grew by over 44 percent. (US Census Bureau, American Community Survey). Similarly, the population of Sumter County grew by 88% during the same time period (US Census Bureau, American Community Survey; Sumter County Office of Economic Development). This growth is largely attributed to an influx in the senior population of both areas. Table Introduction Population Estimates: Lake and Sumter Counties County Population Lake 308,034 Sumter 107,056 Total 415,090 Source: 2013 United States Census Bureau, Quick Facts Page 12

14 Table Introduction 3 Population Diversity: Lake and Sumter Counties County White / Non- Hispanic Hispanic Black / Non- Hispanic Asian Over 65 Years of Age Lake 73 % 13.1 % 10.5 % 2.1 % 24.2 % 13.0 % Sumter 84.2 % 5.7 % 8.7 % 0.8 % 43.4 % 11.7 % Below the Poverty Line Source: 2013 United States Census Bureau, Quick Facts; Florida Department of Economic Opportunity Primary employment by industry in both counties includes trade, transportation, and utilities; professional and business services; construction; education; and health services. HISTORY OF THE NURSING PROGRAM The Lake-Sumter State College (formerly Lake-Sumter Community College) nursing program was established in1983 on the Leesburg, Florida, campus. This development was in response to the request of local hospitals and health care facilities. Sixteen students were admitted to the initial one-year LPN to RN bridge program. Subsequently, in 1987, a two-year general track nursing program was added. This program was designed for students who had no previous healthcare experience and held no healthcare licenses. That program continues today and is a 72- credit program as dictated by the state of Florida for associate degree nursing. These credits include 28 prerequisite and 44 nursing course credits. In 1999, in order to meet Lake County s community needs, the nursing program added general track students to the LSSC South Lake campus in Clermont, Florida. This twelve-seat expansion was approved by the Florida Board of Nursing to meet the educational needs of the southern area of Lake County. Since its inception on the South Lake campus those seats have been increased to include 36 admitted students each fall semester. In 2004 the LSSC program director and nursing faculty recognized a need to evaluate the curriculum more critically. This evaluation was in response to changing trends in standards and competencies, performance expectations, and a decrease in scores on the NCLE-RN. The nursing faculty completed a review of the literature on current nursing practice standards and curriculum design, information from which was used to identify strengths and weaknesses of the program and its curriculum. As a result of that evaluation, an extensive curriculum revision was begun, and a completely new curriculum was implemented in the fall semester of Since that time, the faculty evaluates the curriculum annually and makes modifications to ensure that the curriculum is current and relevant to health care trends and best practices. The nursing program s bridge track was expanded in 2005 to include placement for paramedics holding a Florida certificate thereby increasing their opportunities for advancement. Once accepted into the program bridge students enrolled in an exclusive summer transition course to prepare them for entry into the general track of RN training in their 2 nd and 3 rd semesters. They then entered the courses offered to the second year general track students and progressed with them until graduation. Due to the program s implementation of a new general track curriculum in 2006, this flow was not suitable to support these transitioning students. In 2008 the bridge track was suspended for 1 year to allow for complete redesign of the program delivery and courses. During the research and development phase, 19 students completed their LPN to RN education through a Page 13

15 collaborative agreement with Miami Dade College. The resulting curriculum was approved by the board of trustees and the Florida Board of Nursing. The bridge program, implemented in 2009, includes a three- semester curriculum that was specifically designed for the LPN and the Paramedic professional. This track meets the Florida requirements of a 72-credit nursing education program including 28 prerequisite credits, 17 articulation credits, and 27 nursing credits. Students enter the program as one cohort and remain in that cohort throughout their program. The track is taught by two full-time and three part-time faculty members. The nursing program with general and bridge tracks was granted initial NLNAC accreditation in 2010 without recommendations. The college, program director, and faculty remain committed to the quality of nursing education that is an expectation of ongoing accreditation. The college continues to award an Associate Degree in Nursing (ADN) for all graduates of the program. In 2012 LSSC partnered with the University of Central Florida (UCF) in Orlando, Florida to begin offering a concurrent Bachelor of Science in Nursing (BSN) program on the Leesburg campus for all enrolled ADN students who were interested and qualified. This partnership continued for the three years; however, because of low student enrollment for UCF classes, this program is currently being redesigned in an effort to meet the needs of our students. The profile of the LSSC nursing program student has been slowly changing through the past few years. The South Lake campus has experienced an increase in the number of students from varied ethnic backgrounds. Faculty members have noted that many students experience challenges with English as a second language (ESL). It is recognized this may negatively impact their success in the nursing program. The college has been very supportive in assisting the nursing department to identify methods that will assist these students through their individual classes. Table Introduction 4 shows the current fall term 2014 demographics of the students enrolled in the nursing program. Table Introduction 4 Student Profile Nursing Student Characteristics Total Nursing Students (N = 159) Full-time Students, General Track % Full-time Students, Bridge Track % Part-time Students 0 0 % Average Student Age * 29.1 years 0% Ethnicity / Race White/Non-Hispanic % Hispanic % Black/Non-Hispanic % Asian 8 5.0% Native American 1 0.6% Other 2 1.2% Gender Female % Male % Percent of Total Nursing Students Page 14

16 When the demographics for the nursing program students are compared to all LSSC students, slight differences are recognized. The nursing students represent a higher percentage of women, are slightly older than the general LSSC student, and have a higher proportion of White/non-Hispanic, Hispanic, and Black/non-Hispanic students. These variations, while slight, have created some unique educational challenges for nursing program students and for faculty. SUMMARY OF STANDARDS AND CRITERIA Standard 1 Mission and Administration Capacity The mission, vision, and core values of the Lake-Sumter State College (LSSC) nursing program are congruent with the mission, vision, and core values of the college. Likewise, the college s General Educational Competencies articulate well with the nursing program s student learning outcomes (SLOs). The nursing program faculty has significant input into the creation and monitoring of the nursing program s mission, vision, core values, and philosophy as well as the SLOs. This has allowed the faculty to create an open and caring educational environment to prepare students for nursing careers. The nursing program faculty is actively engaged in college level and nursing program committees. For example, 10 of the 14 nursing faculty members currently serve on 11 of the college s 25 committees, including Administrative Council, Baccalaureate and SACSCOC Leadership Committee, the Health Sciences Collegiate Academic Experimental Learning Committee, Professional Development Steering Committee, Faculty Rank and Promotion Committee, and the Teaching and Learning Committee. All full-time nursing faculty members serve on the program s Curriculum Committee and on a variety of other nursing program committees. Nursing students also are encouraged to participate in governance organizations by serving as student representatives on the nursing program s Curriculum Committee and other college committees. Hospitals, community agencies, local health departments, behavioral care centers, homecare and rehabilitation facilities, and hospice agencies provide input into the nursing program via representation on the program s Advisory Committee. This committee meets biannually. The nursing program has a number of beneficial partnerships. Local hospitals provide healthrelated work opportunities for students. The LSSC Foundation, Inc. (the Foundation) frequently provides funding for equipment such as the Demo Dose meddispense system that was just purchased for both campuses. This system will facilitate accurate medication administration during simulated laboratory experiences. The Foundation most recently provided funding for 163 students and 19 faculty to attend the 2014 annual conference of the Florida State Student Nurses Association. The LSSC nursing program s administrator, Cynthia Griffin, is experientially and educationally qualified to direct the program. She holds a Master in Nursing (MN) degree with a specialty as a gerontologic Advanced Registered Nurse Practitioner (ARNP) and is also a Certified Nurse Educator. She has a clinical background in both community-based and hospital practice. For the past 18 years, she has been involved in a variety of positions at the associate degree nursing program level including administrative positions for the past three years. She is academically prepared and meets the state requirement for the position. Ms. Griffin has full authority to manage Page 15

17 the nursing program, including budget preparation, nursing program review, and faculty performance evaluation. In collaboration with the college s budget office, Ms. Griffin prepares the program s budget. This budget is consistently adequate to support the purpose of the program and is equitable to other college departments based on the number of full time equivalent (FTE) personnel in the program. She consistently seeks support from hospitals, foundations, grants and other outside sources for funds to enhance learning activities and specialized projects. All LSSC policies apply equally to the nursing faculty as they do for all faculty members. The faculty has ready access to all policies through the Administrative Procedures Manual and the Faculty Handbook. Nursing faculty members must meet the educational, experiential, and licensing requirements for the faculty position. All faculty members working with students in clinical settings are required to have criminal background checks, current CPR certification, substance abuse testing, maintain current immunizations, and have current TB testing as a clinical agency requirement. The nursing program continues to expand its online course presence. As of fall semester 2014, 9 of the 20 nursing courses had some type of online presence. Of these, two are technology enhanced and seven are hybrid (partly in class and partly on-line). At this time, the others are fully seated courses. The published plan (Table ) in section one shows progress toward a more online environment. This plan is consistent with the college s mission to provide high-quality and accessible programs, and the nursing program s mission and vision of providing student-centered, evidence-based, innovative instruction. Standard 2 Faculty and Staff Faculty members in the Associate Degree Nursing Program are in compliance with faculty credentialing requirements of Lake-Sumter State College, Florida Board of Nursing, Accreditation Commission for Education in Nursing (ACEN), and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). All full-time faculty members are licensed registered nurses in the state of Florida hold a graduate degree with a major in nursing. All parttime faculty are licensed registered nurses in the state of Florida holding a minimum of a baccalaureate degree with a major in nursing. The percent of part-time faculty prepared at the master s level with a major in nursing has been inconsistent for the past three academic years. Because part-time faculty members are hired as needed, it is difficult to maintain a reliable source of qualified part-time instructors. The percentages of part-time faculty members holding a master s degree for the past three academic years are 67 percent in , 60 percent in , and 50 percent in The cause of the decline includes individuals returning to school, moving away, and withdrawing their availability just prior to the beginning of the fall term. There are sufficient numbers of faculty and staff to ensure that program outcomes and student learning outcomes are achieved. The nursing program s workload policy establishes a teaching load that supports faculty teaching responsibilities, scholarship activities, and service to the college and the community. Faculty members have provided evidence of professional contributions and are actively engaged in endeavors that substantiate and reflect the scholarship of discovery, teaching, integration, and application. Page 16

18 The number of support staff is sufficient to ensure that program outcomes and student learning outcomes are achieved. New full-time and part-time faculty members are oriented to the college and the nursing program. All new faculty members are mentored to their roles and responsibilities by a full-time faculty member. The mentoring process fosters career development for the mentor and the mentee, enhances recruitment and retention of nursing faculty members, and establishes a healthy academic work environment. Full-time faculty members are evaluated annually in the college s performance cycle. All new faculty members (both full- and part-time) are evaluated at the end of a 90-day probationary period. Evaluations for full-time faculty probation, reappointment, promotion, and tenure are completed in accordance with college procedures and tenure guidelines. Evaluations for part-time faculty are considered at the time of possible contract renewal. All part-time faculty members are hired by semester on an as needed basis to ensure sufficient faculty coverage of student experiences in the clinical setting. All faculty members engage in professional developmental activities aimed at improving instructional methods and evaluation techniques using Blackboard s online environment. Faculty members receive technology instruction and support as needed for the courses being offered. The college offers ongoing support and education for all instructional faculty. Standard 3 Students Students enrolled in the Lake-Sumter State College (LSSC) nursing program are governed by the policies of LSSC and the limited access nursing program. Nursing policies are congruent with those of the college except as they apply to, and are justified by, the requirements for success in a professional nursing program. Policies are readily available to students and the public, are nondiscriminatory, and are consistently applied. Integrity, accuracy, and consistency exists for all published information. All information is carefully monitored and when there are changes in policies or procedures, the information is communicated to students in a timely manner using a variety of communication venues such as classroom announcements, posts to the website, and s using Lakehawk mail. The college provides easy access to a wide variety of student support services for all students. Student success is supported by the college and the nursing program. Qualified professionals assist students to access a wide variety of services. Policies and procedures for maintenance of student educational and financial records within the college and nursing program are in compliance with state and federal guidelines. The college has a written, comprehensive student loan repayment program and, at the time of receiving financial assistance, students are notified of their financial obligations and ethical responsibilities. A policy is in place both within the nursing program and college to address grievances. A record of student complaints/grievances and the resolution(s) thereof are received by the department director as they occur. The director reviews these grievances annually in an effort to identify trends. Page 17

19 Orientation to technology is provided to both faculty and students at the beginning of each academic year. Ongoing support is provided by faculty and technological services through the Help Desk for all students. Information related to technology requirements and policies for students enrolled in the nursing program are accurate, clear, and accessible. Standard 4 Curriculum The nursing curriculum is organized by the Client Needs Framework and progresses from basic nursing concepts to complex nursing care, integrating national and professional guidelines and standards. The framework pillars include the four client needs categories of safe effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity. The nursing student learning program outcomes and course outcomes reflect the components and competencies identified as professional behaviors, communication, assessment, clinical decision making, caring interventions, teaching and learning, collaboration, and managing care. These outcomes are achieved through the student-centered learning environment that values mutual respect, diversity, community engagement, and a wide variety of teaching methods. Course outcomes and competencies are linked to student learning program outcomes. Curriculum decisions are based on the review of the literature, current health trends, and feedback from faculty, students, and communities of interest. The program s curriculum aligns with the American Nurses Association (ANA) Standards of Practice, the Quality and Safety Education for Nurses (QSEN) standards, the Joint Commission s 2014 National Patient Safety Goals, and the National League for Nursing s Outcomes and Competencies for Graduates of Associate Degree Nursing Programs. Student achievement of measurable outcomes is accomplished through the curricula. Culturally, socially, and ethnically diverse topics and concepts are integrated throughout the courses. Faculty use a variety of teaching and evaluation methods based on student learning opportunities. The program length is congruent with the attainment of nursing student learning program outcomes and is consistent with college, state, and national standards. Students are provided a variety of clinical experiences and are able to meet the course outcomes as outlined in the course syllabi. Clinical experiences are selected for students and support the achievement of expected outcomes. Written agreements are maintained for all clinical facilities. Learning activities, instructional methods, and evaluation are developed in coordination with student learning outcomes and are based on best practice for both seat-based and hybrid education. Standard 5 Resources The fiscal resources for the nursing program are adequate to achieve the student learning and program outcomes. The predominate source of financial support is provided by the college. The college receives approximately 45 percent of operational costs from state appropriation. Additional funds are received from tuition, financial aid, grants, gifts, hospital partner funding, and general fees. Funds to the nursing program are used for salaries, benefits, faculty conferences and travel, and department supplies and equipment. Technology funding is managed by a separate college department. Page 18

20 Physical resources are sufficient to ensure the achievement of nursing program outcomes and meet the needs of faculty, students, and staff. The nursing program operates on two campuses. The Leesburg program is housed in the two-story Health Sciences building. This building houses classrooms, faculty and staff offices, lounges, and skills and simulation laboratories. The South Lake campus is housed in buildings 1 and 2 on the campus. Building 1 houses classrooms, faculty and staff offices, and the skills/simulation laboratory. Building 2 houses conference rooms and additional classrooms. Learning resources, such as software and interactive skills related equipment, are current and available to faculty and students on both campuses. Simulation activities are designed and based on best practices. Learning resources related to the learning center and the library are current and comprehensive. The library meets the needs of students through online databases, print and fulltext online journals, print books, e-books, DVDs, streaming videos and reserve materials. Nursing faculty and administrators work collaboratively with librarians to build library collections. The nursing program has adequate fiscal, physical, technological, and learning resources to support faculty and students engaged in alternative methods of delivery. Standard 6 Outcomes LSSC s systematic plan for evaluation is actively driven by nursing faculty, staff, and the nursing administrator, and reflects the 2013 ACEN Standards and Criteria. Nursing faculty meet at least monthly during fall and spring semesters to analyze collected data, to formulate action plans based on such analyses, and to modify the Systematic Plan for Evaluation (SPE) as necessary. Collected data include information from student surveys during the program and six to twelve months post-graduation, information obtained from the advisory committee, program completion rates, program retention rates, student performance on both course and HESI exams, and NCLE- RN pass rates. Results are aggregated and trended for both the general and bridge tracks, as well as for the Leesburg and South Lake campuses. The decision to offer first year courses in a minimester format, in an attempt to improve program retention rates, is an example of such data analysis. The retention rate for the South Lake Campus increased more than six percent. The nursing student learning program outcomes are mapped to each clinical course and the student s progress toward meeting those outcomes is monitored each semester through clinical evaluations. In the Nursing Practicum, the final course in the nursing program, the nursing student learning program outcomes are evaluated through role-specific competencies. For the past three years, 100 percent of the graduating students have successfully achieved the nursing student learning program outcomes. The three-year mean for NCLE-RN pass rates was percent, which was slightly higher than the national three-year mean of percent. When NCLE-RN pass rates dropped to percent in 2013, faculty found that students who were unsuccessful on their first licensure tended also to have low scores on the HESI course or exit exams. Beginning in 2013, in order to increase performance on the HESI exams, students who score less than 850 are required to complete the HESI remediation packet Page 19

21 Program completion rates for the general track on the Leesburg campus and the bridge track have exceeded the benchmark of 80% of admitted students completing the program within three years. The general track on the South Lake campus did not meet the program benchmark in two of the three years reviewed. Several factors may contribute to this challenge. For example, South Lake faculty report that students for whom English is a second language have more difficulty in the program. It is an ongoing challenge for the nursing program to meet the needs of those students. Program satisfaction data at both the end of program and six months post-graduation indicate a level of satisfaction between 3.3 and 3.8 on a 4- point scale. Securing adequate numbers of postgraduation responses has been challenging. Obtaining employer program satisfaction data is also increasingly challenging since college data collection moved to an online format. Minutes from advisory board meetings reflect qualitative responses from health care facilities that hire LSSC graduates and provide input at the twice yearly meetings. Job placement rates at six months after graduation for the past four years range from 86 percent to 94 percent. While the expected level of achievement is 90 percent, the economic downturn in 2011 and 2012 diminished the employment opportunities in the local area. ANALYSIS AND SUMMARY OF STRENGTHS AND AREAS NEEDING DEVELOPMENT Strengths The primary strength in the nursing program is in the experience and dedication to quality shown by the faculty. They are passionate about and well-prepared for nursing education and are committed to students achieving the nursing student learning program outcomes. Each day, faculty go above and beyond their every-day tasks to support one another and to meet student needs. The new faculty mentoring program, built around a strong core of experienced, long-term faculty, is foundational and supportive of new faculty members. Additional program strengths include the following: Commitment and support of the LSSC President and cabinet for a successful nursing program. A whatever it takes philosophy. College-wide collaboration and provision of services for the successful education of nursing students, from prerequisite courses through graduation. Substantial positive relationships with area hospitals and health organizations that enrich the educational clinical experiences of students. The above average performance on NCLE for the past three years. The high esteem for the nursing program held by college, students, and community. Financial support provided by area hospitals to assist program success. Student retention rates are above average for the college. Faculty collaboration on ongoing assessment and updating of the curriculum. Page 20

22 Areas Needing Development The program faculty and administrators are committed to continuous quality improvement. Identification of weaknesses is achieved through ongoing evaluation and analysis. Prior to July 2014, the documentation on the systematic plan of evaluation was not clearly evident. Much of the trending of the evaluation processes was lost. Since July 2014 there has been a conscious effort to make the documentation of the evaluation plan more transparent and data easier to retrieve. Although the college is financially stable and has the resources to provide program support, resources are more limited when it comes to updating, repairing, and purchasing training equipment. The college and director seek grant opportunities and foundation funding when these challenges arise. Additional opportunities for continuous process improvement include: Updated skills labs on both campuses. Enlarged South Lake campus skills lab with dedicated simulation equipment. Continued evaluation and integration of varied evaluation methods for all nursing courses. Need for increased WiFi capacity in Leesburg and South Lake nursing classroom buildings. Increased use of planned simulations to enhance student learning and application. Challenges in finding and hiring master s degree prepared clinical faculty. Refurbished computer labs in the Health Sciences Building. Page 21

23 Section Two: Standards 1-5 Standard 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes. CRITERION 1.1 The mission/philosophy and program outcomes of the nursing education unit are congruent with the core values and mission/goals of the governing organization. The mission and vision statements for Lake-Sumter State College (LSSC) are published in the Lake-Sumter State College Catalog and Student Handbook (page 3); the mission and vision of LSSC s nursing program are available on the nursing department website. Table shows congruency between the college s and the nursing program s mission and vision statements. Table Comparison of LSSC s and the Nursing Program s Vision and Mission Statements LSSC Mission Statement Lake-Sumter State College responds to community needs by providing high-quality, accessible programs from enrichment and career training to associate and baccalaureate degrees. LSSC embraces excellence, diversity, and innovation to maximize student learning and success. Vision Statement Lake-Sumter State College will be a leader in higher education and the destination of choice for education, training, and cultural activities in Florida. Nursing Program Mission Statement LSSC: LSSC Catalog and Student Handbook Nursing: Lake-Sumter State College Mission and Vision Statement The purpose of the Associate Degree Nursing program at Lake-Sumter State College is to provide excellent student centered academic and career oriented education in nursing that is proactive, accessible, and responsive to our community needs. The college provides the selfmotivated student with education opportunities to become a lifelong learner. Vision Statement Lake-Sumter State College Nursing program shall provide a positive, supportive learning environment that promotes student success through evidence-based and innovative instruction. The program will prepare a safe nurse generalist with affective, cognitive, and psychomotor skills that meet the diverse health care needs of our community. Both the college s and the nursing program s mission and vision statements drive the philosophy for the nursing program. The Philosophy of the nursing program faculty serves as the foundation for the program of study and articulates the faculty s beliefs about nursing, nurse education, and continuous quality improvement in instruction, nursing care, and academic performance. Page 22

24 Philosophy of the Nursing Faculty The Associate of Science Degree nursing curriculum at LSSC draws from the Client Needs Framework which provides a universal structure for defining nursing actions and competencies to clients throughout the life span. Health is a dynamic state which man pursues throughout life in response to physiological and psychosocial/cultural needs attainment. Man is seen as an open system growing and developing through the life span, and is influenced by the changing state of the environment. Nursing is an applied process, utilizing arts and sciences while collaborating with the client and members of the health team to meet client needs and promote health. Throughout man s life span, certain needs become dominant concerns. Nursing endeavors to assist clients to recognize and meet these needs as they strive for a healthy lifestyle. The role of nursing encompasses specific competencies necessary for the delivery of safe and effective care. These competencies are dependent upon critical thinking and analytical decision making supported by scientific knowledge and evidence based practice. These competencies further include adept application of psychomotor skills, demonstration of psychosocial integrity, and management of client care through communication and collaboration. The nurse is accountable to the clients and includes the client in decisionmaking. The Associate Degree nursing program prepares a beginning nurse-generalist who renders safe and effective nursing care to individuals, families, and communities. This care is directed toward clients throughout the lifespan in a variety of health care settings. The philosophy was last revised in July It was then updated to reflect the college name change in June The outcomes of the nursing program include both general education competencies and the nursing student learning program outcomes (SLPO), as well as the overall program outcomes. The program outcomes reflect the purposes and effectiveness of the nursing program. These consumer-oriented indexes help to evaluate the degree to which the program is achieving its mission and goals: Program completion rates Licensure examination pass rates Job placement rates Graduate satisfaction Employer satisfaction 1 Lake-Sumter Community College was renamed to Lake-Sumter State College. Page 23

25 Each of these is further discussed in Standard Six as well as the Systematic Plan of Evaluation. It is from the mission, vision, and philosophy of the college and the nursing program that the nursing student learning program outcomes are derived. These outcomes are published in the nursing program's Student Policy Handbook. Students graduating from the nursing program are expected to meet the outcomes listed in Table Table Nursing Student Learning Program Outcomes Upon completion of the program, the graduate will be able to: 1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team. 2. Coordinate and collaborate with interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence-based practice. 6. Implement client/family- centered teaching plans that promote self-care and optimal health. Reviewed annually, last revised June 2013 to reflect the college name change. The nursing SLPOs provide the competency framework for each course and help to shape the course level student learning outcomes (SLOs). The interrelationships among these outcomes are fully discussed in Standard 4. In addition, LSSC s general education competency requirements guide the overall instructional scope within the college related to the students overall learning outcomes. These general education competencies represent broad areas of knowledge, skills, and experience that all students gain by the time they graduate from any degree program at LSSC. Table shows the articulation between the college s general education competencies and the nursing program s student learning program outcomes. LSSC s general education competencies are published in the College Catalog and Student Handbook (page 74) and the nursing program s Student Policy Handbook (page IV). Page 24

26 Table Articulation Between General Education Competencies and Nursing Student Learning Program Outcomes LSSC General Education Competencies Analytical Thinking: Analyzes information or data, evaluates, and draws rational and warranted conclusions, integrating quantitative and/or scientific reasoning as appropriate. Oral Communication: Demonstrates effective verbal delivery, message content, and organization of material. Written Communication: Writes with clear thesis and organization, proper development and presentation of idea, and virtual freedom from grammar, spelling, and punctuation errors. Creativity: Demonstrates originality in their work or in strategies to solve problems, and/or access outcomes, and/or apply multiple solutions. Independence: Attends class and exhibits preparation for class, meets assignment deadlines with minimal supervision, and/or makes good decisions related to assignments. Information Fluency Research: Selects, evaluates, users, and documents appropriate college-level resources. Information Fluency Technology: Effectively applies current technology appropriate for academic assignments and/or career needs. Leadership and Teamwork: Assesses, plans, and utilizes resources in a leadership role, and/or collaborates with others. Social Responsibility: Demonstrates understanding of breadth and variety of human culture and/or the complex inter-relationships between humans and the environment. Matching Nursing Student Learning Program Outcomes 2 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team. 1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 1. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 2. Coordinate and collaborate with interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 4. Provide compassionate and culturally sensitive care to a diverse population that personified the core values and ethics of the nursing profession. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Source: College catalog and Student Handbook; Associate Degree Nursing Program Student Handbook The nursing program at LSSC is congruent and integrated with all college standards and outcome measures. Figure shows the congruencies. 2 From table Page 25