Accreditation Self-Study

Size: px
Start display at page:

Download "Accreditation Self-Study"

Transcription

1 THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER Accreditation Self-Study for BSN Program Submitted to: The Commission on Collegiate Nursing Education (CCNE) August 8, 2014

2 TABLE OF CONTENTS (VOLUME I) STANDARD I: PROGRAM QUALITY: MISSION AND GOVERNANCE Table 1.1 University and College Mission, Vision & Goals Statements and BSN Program Outcomes... 8 Table 1.2 Comparison between BSN Essentials & BSN Program Outcomes Table 1.3 College of Nursing Standing Committees Table 1.4 Special Committees (AD HOC) Table 1.5 Participation of Faculty in University Governance: UTHSC Standing Senate Committees Table 1.6 Current Faculty Participation in UTHSC Special Committees Table 1.7 Current Student Participation in University Committees STANDARD II: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES Table 2.1 Comparison of UTHSC Faculty Salary by Academic Rank and AACN Salary Percentiles Table 2.2 Usage Data for the Library STANDARD III: PROGRAM QUALITY: CURRICULUM, TEACHING-LEARNING PRACTICES AND INDIVIDUAL STUDENT LEARNING OUTCOMES Table 3.1 Relationship between the College of Nursing Mission and Philosophy and BSN Program Outcomes Table 3.2 Relationship between the BSN Essentials and BSN Program Outcomes Table 3.3 Relationship between the BSN Essentials and the BSN Nursing Curriculum Table 3.4 Use of Course Evaluation Data in BSN Course Revisions/Improvements STANDARD IV: PROGRAM EFFECTIVENESS: AGGREGATE STUDENT PERFORMANCE AND FACULTY ACCOMPLISHMENTS Table 4.1 Faculty Grant Funding by Year Table 4.2 Faculty Refereed and Invited Presentations by Academic Year Table 4.3 Faculty Journal Articles and Other Publications by Year

3 APPENDICES UT System Organizational Chart... A UTHSC Organizational Chart... B CON Organizational Chart... C Master Evaluation Plan... D Faculty Scholarship... E Faculty Activities Data Collection and Performance Planning Forms... F Nursing Student Government Association Constitution... G Selected Clinical Affiliations... H Faculty Profiles... I College of Nursing BSN Teaching List... J BSN Course Descriptions and Outcomes... K BSN Essentials Mapped with Courses... L Skills Mapping... M BSN Curricula... N 2

4 WEBLINKS LISTED: Academic Calendar Faculty Resource Center: Archives Off Campus Access to Online Library Content American Association of Colleges of Nursing Arizona Bioethics Network UTHSC Catalog UTHSC CenterScope UTHSC Faculty Handbook CON Homepage CON Faculty and Staff page Student Academic Support Services Services for Students with Disabilities Educational Technology https://academic.uthsc.edu/edtech/ 3

5 Institution Overview The University of Tennessee (UT) is comprised of four main campuses: Knoxville, Chattanooga, Martin, and Memphis where the University of Tennessee Health Science Center (UTHSC) home campus is located. A twenty-four member Board of Trustees governs the University of Tennessee. The Board has delegated administrative authority to the president, who exercises this authority through a staff of chancellors and vice presidents (UT System Organizational Model, Appendix A). The Chancellor at the UTHSC serves in a dual role as chief executive officer for the UTHSC and its statewide programs and is responsible for coordinating the education, training, research, and service of the health professions across the state (UTHSC Health Science Center Organizational Model, Appendix B). Established in 1911, UTHSC comprises six colleges Dentistry, Graduate Health Sciences, Health Professions (formerly Allied Health), Medicine, Nursing and Pharmacy. For purposes of accreditation, the UTHSC is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) as a component of The University of Tennessee. As a matter of record, the University of Tennessee, Knoxville and the University of Tennessee at Memphis (later renamed the University of Tennessee Health Science Center; UTHSC) merged in Prior to this date, the University of Tennessee was accredited by SACSCOC from 1897 to 2000; the University of Tennessee at Memphis (UTHSC) was separately accredited by SACSCOC from 1972 to The UTHSC is authorized by the University of Tennessee, the Tennessee Higher Education Commission, and by SACSCOC to award baccalaureate, masters, and doctoral degrees. In addition, each of the professional programs is also accredited by the representative accrediting agency for the profession as appropriate. Methodist Healthcare- University Hospital, Methodist Le Bonheur Children s Hospital, Regional One Health, Memphis Veterans Administration Medical Center (VAMC), and St. Jude Children s Research Hospital are the principal teaching hospitals for UTHSC in the Shelby County (Memphis) area. St. Thomas Hospital in Nashville will serve as a clinical site as of the fall 2014 term. Currently there are 2,832 students enrolled at UTHSC. Four undergraduate and 30 graduate or professional degrees are offered at UTHSC. With more than 50 endowed professorships, including 19 Chairs of Excellence, the campus is home to three Centers of Excellence in neuroscience, molecular resources, and pharmacokinetics and therapeutics. As the flagship statewide academic health system, the mission of the UTHSC is to bring the benefits of the health sciences to the achievement and maintenance of human health, with a focus on the citizens of Tennessee and the region, by pursuing an integrated program of education, research, clinical care, and public service. College of Nursing Overview and History The UTHSC College of Nursing (CON) has been a leader in nursing education for more than 100 years. The CON began as the Memphis City Hospital Training School for Nurses and was the first continuing school of nursing in Tennessee, the first nursing school chartered by the state, and one of the first nursing programs in the southern region. In 1950, the university established one of the early baccalaureate nursing programs in the country. In 1972, a Master of Science degree with nursing majors was initiated, and the degree was changed to a Master of Science in Nursing in The CON is well known for having one of the early nurse practitioner programs in the country. The Dean of the CON is the chief administrative officer for the college. The Office of Academic and Student Affairs, and the two departments, the Department of Advanced Practice and Doctoral Studies and the BSN/MSN Department, serve as the administrative bases for educational programs within the CON (UTHSC College of Nursing Organizational Chart, Appendix C). The CON is devoted to enhancing the quality of healthcare in our community and beyond. Toward that goal the CON offers the following programs: a bachelor of science in nursing (BSN), a master of science degree in nursing (MSN) with preparation as a Clinical Nurse Leader (CNL), 4

6 and a doctor of nursing practice (DNP) degree. A doctor of philosophy (PhD) in Nursing Science is offered in conjunction with the College of Graduate Health Sciences. The BSN program was reactivated in fall 2013, admitting a cohort of 50 pre-licensure and seven RN to BSN students. The BSN program is seeking initial accreditation by the Commission on Collegiate Nursing Education (CCNE) and will host an evaluation site visit September 29-October 1, The Master s Program is accredited by CCNE until The BSN program has initial approval and the MSN program has full approval of the Tennessee Board of Nursing (TBN). In 1997, the decision was made to develop and implement the Doctor of Nursing Science (DNSc) program which was the precursor to our current DNP program. The DNSc program was subsequently established in 1999 as the first of a new era of practice doctorate programs. In response to national trends, the DNSc program was redesigned in 2005 as a DNP program. The DNP program received initial accreditation from CCNE in 2009 and 10 years of reaccreditation in Students currently pursuing a DNP degree focus their studies in one of the following concentrations: Adult-Gerontology Acute Care Nurse Practitioner, Nurse Anesthesia, Psychiatric/Mental Health Nursing Nurse Practitioner, Family Nurse Practitioner, Neonatal Nurse Practitioner, and Pediatric Nurse Practitioner. Students in the DNP program may also pursue a dual concentration in Family Nurse Practitioner/Psychiatric Mental Health Nurse Practitioner or Family Nurse Practitioner/Adult-Gerontology Acute Care Nurse Practitioner. In August 2014 the CON will admit the first cohort to the post-apn Adult-Gerontology Acute Care Nurse Practitioner certificate program that was developed in response to the needs of our hospital partners. In keeping with our mission To prepare Nurse leaders and to advance science to meet the health needs of the people of Tennessee, the mid-south region and the nation, over the past ten years the CON faculty have been heavily involved in strategic planning that has focused on the development of academic programs that are responsive to the needs of our community. The CON s 2010 strategic long-term plan also answered the American Association of Colleges of Nursing s (AACN s) call to transition all advance practice nursing (APN) programs to the DNP by By 2010 we admitted all advanced practice students to the DNP. A Doctor of Philosophy (PhD) in Nursing Science has been offered through the UTHSC College of Graduate Health Sciences since The dual DNP/PhD program provides select, highly qualified students with an integrated advanced practice clinical and research plan of study. 5

7 Standard I Program Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals, and expected program outcomes are: congruent with those of the parent institution; and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Elaboration: The program s mission statement, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree/certificate programs exist. Student outcomes may be expressed as competencies, objectives, benchmarks, or other terminology congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses. CCNE requires, as appropriate, the following professional nursing standards and guidelines: The Essentials of Baccalaureate Education for Professional Nursing Practice [American Association of Colleges of Nursing (AACN), 2008]; The Essentials of Master s Education in Nursing (AACN, 2011); The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006); and Criteria for Evaluation of Nurse Practitioner Programs [National Task Force on Quality Nurse Practitioner Education (NTF), 2012]. A program may select additional standards and guidelines. A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education. An APRN education program (degree or certificate) prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008). PROGRAM RESPONSE: UT Health Science Center Mission Statement: The mission of the UTHSC is to bring the benefits of the health sciences to the achievement and maintenance of human health, with a focus on the citizens of Tennessee and the region, by pursuing an integrated program of education, research, clinical care, and public service. 6

8 CON Mission Statement: The mission of the University of Tennessee Health Science Center College of Nursing is to prepare nurse leaders and to advance science to meet the health needs of the people of Tennessee, the Mid-South region, and the nation through education, research, clinical practice, and public service. CON Vision Statement: To serve as the leading state resource and as a national nursing resource to transform the nursing profession and improve human health through education, research, clinical practice, and public service. College of Nursing Values: Our values represent who we are regardless of changes in our environment. We value: A culture that creates, supports, and promotes innovation while honoring our traditions; A sense of community and teamwork within the college, with our colleagues, and with our strategic partners; A community that enhances scholarship and promotes diversity; Professional and personal accountability; Respectful, open, and transparent communication and collaboration; Professional and intellectual integrity, and; Shared respect for faculty and staff contributions. College of Nursing Goals Excellence in Academic Programs to Meet Existing and Future Needs Enhance Student Access and Success Position the CON for Success in Research and Scholarship Integrated Faculty Practice Strategically Leverage Effective & Efficient Use of Resources Increase Visibility by Strategic Community Engagement College of Nursing BSN Outcomes The CON BSN program outcomes define the graduate of the program as one who will: 1. Use verbal, nonverbal, written, and emerging technology methods to communicate and collaborate effectively with all members of the healthcare team, including the patient and the patient s support network. 2. Deliver safe, spiritually and culturally appropriate evidence-based, patient-centered health promotion and disease and injury prevention interventions. 3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patient-centered care. 4. Demonstrate professional standards of moral, ethical, and legal conduct. 5. Assume accountability for personal and professional behaviors. 6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice. 7. Demonstrate continuous self-evaluation and lifelong learning. 7

9 The mission, goals, and expected outcomes of the BSN program reflect current trends in nursing education, the nursing profession, and the health care delivery system. They are congruent with those of the university and consistent with The Essentials of Baccalaureate Education for Professional Nursing Practice [American Association of Colleges of Nursing (AACN), 2008]. Table 1.1 provides a comparison of the two mission statements and selected BSN program outcomes. Table 1.1 University and College Mission, Vision & Goals Statements and BSN Program Outcomes UTHSC Mission Statement to bring the benefits of the health sciences to the achievement and maintenance of human health, with a focus on the citizens of Tennessee and the region, by pursuing an integrated program of education. Research..by pursuing an integrated program of education, research, clinical care, and public service CON Mission, Vision & Goals Statements To prepare nurse leaders and to advance science to meet the health needs of the people of Tennessee, the Mid-South region, and the nation through education, Provide educational programs that are responsive to the current and projected workforce needs of our constituents Excellence in academic programs To prepare nurse leaders and to advance science to meet the health needs of the people of Tennessee, the Mid-South region, and the nation through research Position the CON for Success in Research and Scholarship BSN Program Outcomes #2. Deliver safe, spiritually and culturally appropriate evidencebased, patient-centered health promotion and disease and injury prevention interventions. #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patient-centered care Public Service by pursuing an integrated program of education, research, clinical care, and public service to meet the health needs of the people of Tennessee, the Mid-South region, and the nation through public service. Increase Visibility by Strategic Community Engagement #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice 8

10 Clinical Care by pursuing an integrated program of education, research, clinical care, and public service To prepare nurse leaders and to advance science to meet the health needs of the people of Tennessee, the Mid-South region, and the nation through clinical care Integrated Faculty Practice #2. Deliver safe, spiritually and culturally appropriate evidencebased, patient-centered health promotion and disease and injury prevention interventions #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patient-centered care #4. Demonstrate professional standards of moral, ethical, and legal conduct #5. Assume accountability for personal and professional behaviors #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice The BSN program admits pre-licensure students and students who are registered nurses who have graduated from an accredited diploma or associate degree program. The BSN curriculum builds on a foundation of liberal education including the arts, humanities, and physical and natural sciences. Additionally the BSN curricula for registered nurses builds on the knowledge and skills acquired through their diploma or associate degree in nursing education. The BSN program outcomes are aligned with The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) as shown in Table 1.2 below. 9

11 Table 1.2 Comparisons between BSN Essentials and BSN Program Outcomes BSN Essentials BSN Program Outcomes #1. Use verbal, nonverbal, written, and emerging technology methods to communicate and collaborate effectively with all members of the healthcare team, including the patient and the patient s support network. I. Liberal Education for Baccalaureate Generalist Nursing Practice #2. Deliver safe, spiritually and culturally appropriate evidence-based, patient-centered health promotion and disease and injury prevention interventions. #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patientcentered care. #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice. #7. Demonstrate continuous self-evaluation and lifelong learning. #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice. II. Basic Organizational and Systems Leadership for Quality Care and Patient Safety #2. Deliver safe, spiritually and culturally appropriate evidence-based, patient-centered health promotion and disease and injury prevention interventions. #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patientcentered care. III. Scholarship for Evidence-Based Practice IV. Information Management and Application of Patient Care Technology #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patientcentered care. #1. Use verbal, nonverbal, written, and emerging technology methods to communicate and collaborate effectively with all members of the healthcare team, including the patient and the patient s support network. #4. Demonstrate professional standards of moral, ethical, and legal conduct. 10

12 V. Health Policy, Finance, and Regulatory Environments #4. Demonstrate professional standards of moral, ethical, and legal conduct. #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice. VI. Interprofessional Collaboration and Communication for Improving Healthcare Environments #1. Use verbal, nonverbal, written, and emerging technology methods to communicate and collaborate effectively with all members of the healthcare team, including the patient and the patient s support network. #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patientcentered care. #1. Use verbal, nonverbal, written, and emerging technology methods to communicate and collaborate effectively with all members of the healthcare team, including the patient and the patient s support network. #2. Critically analyze complex clinical situations and practice systems. VII. Clinical Prevention and Population Health #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patientcentered care. #4. Demonstrate professional standards of moral, ethical, and legal conduct. #5. Assume accountability for personal and professional behaviors. #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice. 11

13 #4. Demonstrate professional standards of moral, ethical, and legal conduct. VIII. Professionalism and Professional Values #5. Assume accountability for personal and professional behaviors. #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice. #7. Demonstrate continuous self-evaluation and lifelong learning. #1. Use verbal, nonverbal, written, and emerging technology methods to communicate and collaborate effectively with all members of the healthcare team, including the patient and the patient s support network. #2. Deliver safe, spiritually and culturally appropriate evidence-based, patient-centered health promotion and disease and injury prevention interventions. IX. Baccalaureate Generalist Nursing Practice #3. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of patientcentered care. #4. Demonstrate professional standards of moral, ethical, and legal conduct. #5. Assume accountability for personal and professional behaviors. #6. Apply socio-cultural, economic, ethical, legal, and political factors as a basis for nursing practice. #7. Demonstrate continuous self-evaluation and lifelong learning. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. 12

14 PROGRAM RESPONSE: The CON faculty and the dean review and revise the mission, goals, and expected student outcomes as determined by the Master Evaluation Plan (MEP) (Appendix D). Program revisions can occur as a result of assessment data and input from external and internal communities of interest. Review of the mission and philosophy takes place annually as required by the CON MEP. Each term, the Evaluation Committee meets to review assessment data from the previous term and refers information to the appropriate individuals or committees who make decisions for quality improvement based on the data. Recommendations and decisions are forwarded to appropriate individuals or committees for action. Review of BSN curriculum content takes place on an as needed basis by the BSN/MSN Curriculum Committee, and at least annually as specified in the MEP. The mission, goals, and expected student outcomes of the BSN program are reviewed on a regular basis. The MEP is used as a guide for systematically reviewing Program Quality, Institutional Commitment and Resources, Curriculum and Teaching-Learning Practices, and Program Effectiveness. Based on evaluation the mission, goals, and expected outcomes of the program are revised as appropriate to reflect the needs and expectations of communities of interest. Communities of Interest: The communities of interest for the CON include students, the health care delivery systems with which faculty and students interact, professional organizations at the local, state, regional and national levels, and the community in which the campus resides. Internal communities of interest include students, faculty, and the university at large. Faculty seek to be responsive to ways in which students best learn. As adult learners, BSN students tend to be goal-oriented, self-directed, and problem-centered. They are particularly helpful in providing faculty with feedback on how to better meet their learning needs. Students bring questions, concerns, and suggestions for change to the faculty and administration informally throughout the year and at the end of each term in formal faculty and course evaluations. Additionally, input is solicited from student representatives on the BSN/MSN Curriculum Committee and Nursing Student Government Association regarding ways to facilitate BSN student learning and achievement of outcomes. External communities of interest include healthcare delivery systems, professional organizations, alumni, and the community in which the CON resides. The CON has formal partnerships with Methodist Le Bonheur Healthcare System, Regional One Health and The Veterans Affairs Medical Center. Formal and informal meetings are held regularly with agency representatives to exchange ideas about quality nursing education that incorporate current practice changes and trends. Dialogue between representatives of academia and clinical practice improves understanding of the rapidly changing healthcare environment and the knowledge, skills, qualities, and attitudes needed for nurses to be effective in their roles. Recent dialogue centered on the interest of community clinical partners in the reactivation of the BSN program led the CON to reactivate the BSN program in The BSN program received initial approval from the Tennessee Board of Nursing (TBN) at their fall meeting on November 30, A survey of local hospitals and meetings with local Chief Nursing Officers conducted in August and September 2012 supported the need for reactivation of the UTHSC BSN program. They confirmed the need for new Baccalaureate prepared nurses in their institutions as well as a particular need for their Associate Degree and Diploma prepared nurses to further their education through RN to BSN programs. There are five accredited Associate degree programs in Memphis and the surrounding area: Dyersburg Community College, Jackson State Community College, Southwest Tennessee Community College; Northwest Mississippi Community College; and East Arkansas Community College. The UTHSC CON has worked with these community colleges to plan seamless transitions for their registered nurse graduates who plan to pursue a BSN. The Tennessee Action Coalition, with support from the Tennessee Deans and Directors group, conducted a state-wide survey of RN to BSN 13

15 programs to determine capacity, program length and course offerings, educational modality (online, hybrid, traditional), and cost. Data from this survey supported the need for additional RN to BSN programs in the state. An online option for RN to BSN students will be offered in fall 2104 to meet national initiatives calling for seamless academic progression for nurses and supports local and state-wide assessments documenting enhanced career opportunities for diploma and associate degree nurses completing their BSN degree. In 2012, the CON conducted focus groups with RNs in local hospitals to determine interest in the Neonatal Nurse Practitioner concentration and to determine interest and need for a new Pediatric Nurse Practitioner concentration. There was also ongoing dialogue among faculty and clinical partners around development of a Pediatric Nurse Practitioner concentration and reactivation of the Neonatal Nurse Practitioner concentration. Based on community interest and need, students were admitted to both of these DNP program concentrations as of fall The CON Community Advisory Council, composed of key individuals representing nursing and health care in the Memphis and surrounding area, meets semi-annually. Interactions among College of Nursing faculty and agency representatives provide a formal opportunity to exchange updates and information from both educational and service/practice arenas. The UTHSC CON Nursing Alumni Association Board of Directors meets with the dean, leadership team and selected faculty across programs twice per year. This group consists of diverse alumni representing various CON programs and a wide array of practice settings. Interactions with these alumni provides additional opportunities for dialogue regarding our nursing programs, needs of students and the college, nursing workforce needs, national trends, and discussion of priorities. I-C. Expected faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations. Elaboration: The nursing unit identifies expectations for faculty, whether in teaching, scholarship, service, practice, or other areas. Expected faculty outcomes are congruent with those of the parent institution. PROGRAM RESPONSE: The four missions of UTHSC are education, research, clinical care (e.g., clinical practice), and public service. These missions and faculty expectations by rank are described in the appointment and promotion for tenure and non-tenure track faculty positions policy in the UTHSC Faculty Handbook. Expected faculty outcomes in teaching, research and scholarly activities, clinical practice, and service (e.g., participation in university and college committees, community service, and participation in professional associations) are clearly identified by the CON and are congruent with the mission, goals, and expected student outcomes. Examples of CON faculty outcomes for research/scholarship are provided in Appendix E. The faculty roles in teaching, research, clinical care, and service are clearly depicted in the UTHSC Faculty Handbook available online through a web browser window located at Roles and expectations are defined according to rank level. Faculty outcomes are reviewed annually, or more frequently, with department chairs (Faculty Activities Data Collection and Performance Planning Forms, Appendix F). Based on discussions held during the annual performance and planning reviews in the spring (or in the case of new faculty, at the time of hire), department chairs provide all full-time and part- 14

16 time faculty with a letter describing expectations, responsibilities, etc. for the upcoming year and defining the percent effort and goals in regard to teaching, research/scholarly activities, service, and clinical care/practice. Such letters are normally provided on or around July 1, the beginning of the new 12-month contract period/academic year. Salary information is provided after the university budget process has been concluded for that fiscal year. Information on benefits/overview of university policies are provided at a formal orientation program conducted by the UTHSC Human Resources department at the time of hire of all new faculty and staff in the university. Changes to benefits/new university rules are provided using a variety of campus communication strategies, including s, notices on UTHSC website, benefits fairs, training sessions, and direct mailing to employees homes. The UTHSC also offers new faculty orientation sessions twice per year that provide opportunities for highlighting benefits and relevant policies. Faculty members are introduced to their role and expectations by department chairs who take primary responsibility for mentoring new faculty. Each new faculty in the CON is assigned a mentor who meets informally with the new faculty to assure that the new member understands expectations and participates fully as a new faculty in the CON until they have a grasp of the mission, goals, and general operations of the CON. In addition, campus-wide new faculty orientation sessions are held twice per year by the UTHSC Office of Academic, Faculty, and Student Affairs providing new faculty with information regarding resources available to faculty to foster their success as educators, clinicians, and researchers as well as information regarding promotion, tenure, annual performance reviews and planning of reviews. I-D. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Nursing faculty are involved in the development, review, and revision of academic program policies. PROGRAM RESPONSE: Roles of the faculty and students in the governance of the BSN program are clearly defined in the CON Faculty Handbook, the CON Faculty Bylaws (available in resource room), and the constitution of the student organization of the CON (Appendix G). Faculty and students participate at all levels of the College and the campus-wide administration, holding key decision making positions. Faculty and students may be selected to participate on campus-wide task forces or committees. CON representative also serve (along with representatives from the other five colleges) as voting members of two formal campus governance committees: the Committee on Academic and Student Affairs and the Faculty Affairs Work Group which develop campus policies affecting faculty and students. Faculty and student participation in the governance of the program is meaningful and is facilitated by standing and Ad Hoc committees as set forth in the Bylaws of the CON. The Bylaws establish these committees as well as the rules and procedures for faculty and students to participate fully in the business of the College. Faculty and student participation in program governance is evident in minutes of the BSN/MSN Curriculum, the Admissions Committee, and the Progressions Committees. Faculty who are at a distance participate in governance of the programs via phone or webcam. All faculty with regular (full-time or parttime) appointments are members of The Faculty Committee of the CON. This organization meets regularly to propose, review or revise policies and curriculum recommendations, to foster communication within the College community, and to promote an environment of participation and shared governance within the CON. The CON Bylaws state that all full-time faculty (defined as 0.75 FTE) serve as voting members of the Faculty of the CON with eligibility to serve on committees. See Table 1.3 College of Nursing Standing 15

17 Committees and Table 1.4 Special Committees (AD HOC) below that demonstrate faculty participation in governance in the College of Nursing. Table 1.3 College of Nursing Standing Committees CON Standing Committee Faculty Faculty Committee Hallie Bensinger, Chair Stacy Emerson, Secretary College Promotion and Tenure Committee Michael Carter, DNSc, DNP, FAAN, FNP/GNP-BC (University Distinguished Professor) Patricia Cowan, PhD, RN (Professor) Donna Hathaway, PhD, RN, FAAN (University Distinguished Professor) J. Carolyn Graff, PhD, RN, FAAIDD (Professor) Margaret Thorman Hartig, PhD, FNP-BC, APN (Professor)* Tommie Norris, DNS, RN (Professor)** Susan B. Patton, DNSc, APN, PNP-BC (Professor) Mona Newsome Wicks, PhD, RN, FAAN (Professor)-Chair Note: *Indicates Interim Department Chair; **Associate Dean/Department Chair. Admission Committee Lisa Rinsdale AP & DS Dept Susan Patton AP & DS Dept Christie Cavallo BSN/MSN Dept Trina Barrett BSN/MSN Dept BSN Student: Pamichella Torres MSN Student: Joycelyn Green DNP Student: Mahmod Abdelghani Director for Student Affairs: Jamie Overton, Chair* Associate Dean/Chair of BSN/MSN Programs: Tommie Norris* Director of DNP Program: Irma Jordan* Associate Dean for Academic Affairs: Patricia Cowan* * non-voting member Awards and Honors Mona Wicks DNP Program Trina Barrett BSN/MSN Programs Michael Carter PhD Program Director for Student Affairs: Jamie Overton, Chair Ad hoc student/alumni as appropriate to the award/honor Doctoral Curriculum Committee Jacqueline Burchum AP & DS Dept Carolyn Graff AP & DS Dept TBD AP & DS Dept Keevia Porter BSN/MSN Dept DNP Student: Keesha Reid Director of DNP Program: Irma Jordan, Chair Associate Dean for Academic Affairs: Patricia Cowan* *non-voting member 16

18 BSN/MSN Curriculum Committee Alise Farrell BSN/MSN Dept Donna Hathaway AP & DS Dept Keevia Porter BSN/MSN Dept Jackie Sharp BSN/MSN Dept Sherry Webb BSN/MSN Dept MSN Student: Steven Wells BSN Student: Megan Traynom Associate Dean/Chair of BSN/MSN Programs: Tommie Norris* Associate Dean for Academic Affairs: Patricia Cowan* *non-voting member Evaluation Committee Jacqueline Burchum DNP Program Kathy Putnam BSN/MSN Programs Carolyn Graff PhD Programs Associate Dean for Academic Affairs: Patricia Cowan, Chair Director for Student Affairs: Jamie Overton Associate Dean/Chair of BSN/ MSN Programs: Tommie Norris Director of DNP Program: Irma Jordan Progression Committee Brenda Hill BSN/MSN Dept TBD AP & DS Dept Jami Smith BSN/MSN Dept Mona Wicks AP & DS Dept DNP Student: John Forrest Nicholson MSN Student: Megan Hunt BSN Student: Julia Peredo Director of Student Affairs: Jamie Overton, Chair* Associate Dean for Academic Affairs: Patricia Cowan* Director of DNP Program: Irma Jordan* Associate Dean/Chair of BSN/ MSN Programs: Tommie Norris* *non-voting members Practice Committee Lisa Rinsdale, Chair Brenda Hill Irma Jordan Donna Lynch-Smith Bylaws Committee Hallie Bensinger, Chair Lisa Rinsdale Jami Smith Irma Jordan Nominating Committee Stacy Emerson, Chair AP & DS Dept Beth Tobey BSN/MSN Dept Carolyn Graff AP & DS Dept Executive Committee Membership composition determined by Dean of the College of Nursing Members include: Dean, Associate Deans, Assistant Dean, Program Directors, Director of Student Affairs, Chair of the Faculty Organization 17

19 Table 1.4 Special Committees (AD HOC) Special Committees (AD HOC) History and Archives Committee Margaret Newman Planning Committee PhD in Nursing Science Faculty Committee Cashdollar Distinguished Visiting Professor Committee Faculty Cheryl Stegbauer (Professor Emeritus) Dianne Greenhill (Professor Emeritus) Carolyn Graff Mona Wicks Carolyn Graff, PhD Program Director Wendy Likes, Interim Dean, Chair Michael Carter Patricia Cowan Margaret Hartig Donna Hathaway Wendy Likes Tommie Norris Cynthia Russell Mona Wicks Patricia Cowan Keevia Porter Community members Faculty membership on the UTHSC Faculty Senate and Senate sub-committees, as well as standing and special committees is provided in Tables 1.5 and

20 Table 1.5 Participation of Faculty in University Governance: UTHSC Standing Faculty Senate Committees Faculty Jackie Sharp Dwayne Accardo Lisa Rinsdale Susan Patton Jami Smith Stacy Emerson Hallie Bensinger Sherry Webb Faculty Senate Sub-Committee Budget and Benefits Committee Clinical Affairs Committee Legislative Resource Committee Executive Committee Computing and IT Committee Research Committee Faculty Affairs Committee Academic Affairs & Education Committee Table 1.6 Current Faculty Participation in UTHSC Campus-wide and Special Committees Faculty Jacqueline Burchum Christie Cavallo Patricia Cowan Stacy Emerson Alise Farrell Carolyn Graff Margaret Hartig Donna Hathaway Irma Jordan University Committees Library Committee Simulation Program Development Operations Team Committee on Academic and Student Affairs Institutional Effectiveness and Performance Simulation Program Development Leadership Team Simulation Program Development Operations Team Simulation Building Design Team Simulation Program Development Operations Team Boling Center for Developmental Disabilities, Management Team College of Graduate Health Sciences, Graduate Studies Council College of Graduate Health Sciences, Program Roundtable Discussions (monthly meetings) Interprofessional Education Faculty Advisory Committee Outreach and Engagement Committee, UT (System) Institutional Review Board CGHS Curriculum Committee Simulation Program Development Operations Team 19

Accreditation Self-Study

Accreditation Self-Study THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER Accreditation Self-Study for BSN Program Submitted to: The Commission on Collegiate Nursing Education (CCNE) August 8, 2014 TABLE OF CONTENTS (VOLUME I)

More information

Accreditation Self Study

Accreditation Self Study THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER Accreditation Self Study for DNP Program Submitted to: The Commission on Collegiate Nursing Education (CCNE) December 12, 2013 TABLE OF (VOLUME I) STANDARD

More information

UT HEALTH SCIENCE CENTER

UT HEALTH SCIENCE CENTER FACULTY RESEARCH The (UTHSC) College of Nursing invites applications for the position of a full-time tenure track position as a faculty member in the department of Advanced Practice and Doctoral Studies.

More information

STANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS SUPPLEMENTAL RESOURCE AUGUST 2015

STANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS SUPPLEMENTAL RESOURCE AUGUST 2015 STANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS SUPPLEMENTAL RESOURCE AUGUST 2015 NOTE ABOUT THIS RESOURCE The CCNE Standards for Accreditation of Baccalaureate and Graduate

More information

SELF STUDY TEMPLATE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs

SELF STUDY TEMPLATE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs SELF STUDY TEMPLATE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student

More information

Vice Chancellor for Academic, Faculty and Student Affairs

Vice Chancellor for Academic, Faculty and Student Affairs Announcing the Invitation for Applications and Nominations for the Vice Chancellor for Academic, University of Tennessee Health Science Center - Memphis, Knoxville, Nashville, and Chattanooga www.uthsc.edu

More information

for the Associate Dean for Research for the College of Nursing

for the Associate Dean for Research for the College of Nursing Announcing the Invitation for Applications and Nominations for the Associate Dean for Research Memphis, Tennessee The University of Tennessee Health Science Center - Memphis, Knoxville, Chattanooga, and

More information

STANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS AMENDED 2013

STANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS AMENDED 2013 STANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS AMENDED 2013 Copyright 2013 by the Commission on Collegiate Nursing Education. All rights reserved. The Commission hereby grants

More information

Master of Science in Nursing. Learning Outcomes

Master of Science in Nursing. Learning Outcomes Master of Science in Nursing Director: Katherine Willock Program Accreditation: Commission on Collegiate Nursing Education Program Mission: The curriculum of the MSN is designed to prepare professional

More information

Mississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010

Mississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010 Mississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010 Office of Academic and Student Affairs 3825 Ridgewood Road Jackson, Mississippi 39211 662.432.6501 http://www.mississippi.edu/nursing/

More information

SOUTH DAKOTA STATE UNIVERSITY

SOUTH DAKOTA STATE UNIVERSITY An Invitation to Apply: SOUTH DAKOTA STATE UNIVERSITY College of Nursing Position Description Tenure Track Nursing Faculty Position: Interprofessional Education THE SEARCH South Dakota State University

More information

Process Documentation Located Who Has Responsibility Time/

Process Documentation Located Who Has Responsibility Time/ MASTER PLAN FOR PROGRAM EVALUATION 2013-2014 Standard I: PROGRAM QUALITY: MISSION AND GOVERNANCE Mission, goals, and expected outcomes of the program are congruent with those of the parent institution,

More information

Standard 1 Program Quality: Mission and Governance. Key Elements

Standard 1 Program Quality: Mission and Governance. Key Elements Standard 1 Program Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines,

More information

UNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF NURSING GRADUATE PROGRAMS MSN PROGRAM OUTCOMES NURSE PRACTITIONER TRACKS

UNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF NURSING GRADUATE PROGRAMS MSN PROGRAM OUTCOMES NURSE PRACTITIONER TRACKS 1 UNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF NURSING GRADUATE PROGRAMS MSN PROGRAM OUTCOMES NURSE PRACTITIONER TRACKS Program Outcomes Measurement Report Date 1. Evaluate the principles, personal values,

More information

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

Frequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program. BSN PROGRAM CCNE Standard I: The mission, philosophy, and expected outcomes of the program are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and

More information

Johns Hopkins University (JHU) School of Nursing (SON) Master Evaluation Plan (MEP)

Johns Hopkins University (JHU) School of Nursing (SON) Master Evaluation Plan (MEP) Johns Hopkins University (JHU) School of Nursing (SON) Master Evaluation Plan (MEP) The SON MEP focuses on congruence between SON and JHU goals, and between SON academic s and professional nursing standards;

More information

Standards for Accreditation of. Baccalaureate and. Nursing Programs

Standards for Accreditation of. Baccalaureate and. Nursing Programs Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009 Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009

More information

Mississippi Nursing Degree Programs Accreditation Standards Effective June 1, 2015

Mississippi Nursing Degree Programs Accreditation Standards Effective June 1, 2015 Mississippi Nursing Degree Programs Accreditation Standards Effective June 1, 2015 Office of Academic and Student Affairs 3825 Ridgewood Road Jackson, Mississippi 39211 662.432.6501 http://www.mississippi.edu/nursing/

More information

ACME Programmatic Criteria. Criterion I: Organization and Administration

ACME Programmatic Criteria. Criterion I: Organization and Administration ACME Programmatic Criteria Criterion I: Organization and Administration Item A. This SER is an in-depth self-study written by a member(s) of the midwifery program faculty with opportunity for input by

More information

UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING. Excellence in a Caring Environment TOTAL PLAN FOR EVALUATION

UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING. Excellence in a Caring Environment TOTAL PLAN FOR EVALUATION 1 UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING Excellence in a Caring Environment TOTAL PLAN FOR EVALUATION The Total Plan for Evaluation has been developed by the School of Nursing to assess the quality

More information

An Invitation to Apply: Michigan State University College of Nursing Director of the Undergraduate Program

An Invitation to Apply: Michigan State University College of Nursing Director of the Undergraduate Program An Invitation to Apply: Michigan State University College of Nursing Director of the Undergraduate Program THE SEARCH Michigan State University College of Nursing is seeking an experienced academic leader

More information

THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER

THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER BSN Pro Forma Submitted October 2, 2012 Introduction Presently, the University of Tennessee Health Science Center (UTHSC) College of Nursing offers a Master

More information

SOUTH DAKOTA STATE UNIVERSITY

SOUTH DAKOTA STATE UNIVERSITY An Invitation to Apply: SOUTH DAKOTA STATE UNIVERSITY College of Nursing Position Description Tenure Track Nursing Faculty Position: Psychiatric/Mental Health THE SEARCH South Dakota State University (SDSU)

More information

STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE

STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE 1 STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing

More information

CASE WESTERN RESERVE UNIVERSITY FRANCES PAYNE BOLTON SCHOOL OF NURSING BYLAWS OF THE FACULTY ARTICLE I PURPOSE OF THE BYLAWS

CASE WESTERN RESERVE UNIVERSITY FRANCES PAYNE BOLTON SCHOOL OF NURSING BYLAWS OF THE FACULTY ARTICLE I PURPOSE OF THE BYLAWS 1978 79 1979 80 1980 81 1981 82 1982 83 1985 86 amended 5/92 approved by faculty senate 5/92 amended 1/95 approved by faculty senate 4/95 corrections to the 11/02 amendments 12/12/02 approved by faculty

More information

University of Louisville. School of Nursing Bylaws

University of Louisville. School of Nursing Bylaws University of Louisville School of Nursing Bylaws Approved by Faculty Organization 3.21.2014 Reviewed by LS 8/9/15; MH, SR, 8/13/15 Approved by U of L Board of Trustees 9/3/15 School of Nursing Bylaws:

More information

An Invitation to Apply: Adult Gerontology-Acute Care Nurse Practitioner / Clinical Nurse Specialist (AG-ACNP/CNS) Program Faculty Member

An Invitation to Apply: Adult Gerontology-Acute Care Nurse Practitioner / Clinical Nurse Specialist (AG-ACNP/CNS) Program Faculty Member An Invitation to Apply: Adult Gerontology-Acute Care Nurse Practitioner / Clinical Nurse Specialist (AG-ACNP/CNS) Program Faculty Member THE SEARCH The Department of Nursing within the Georgetown University

More information

An Invitation to Apply: East Tennessee State University College of Nursing Director of Undergraduate Programs

An Invitation to Apply: East Tennessee State University College of Nursing Director of Undergraduate Programs An Invitation to Apply: East Tennessee State University College of Nursing Director of Undergraduate Programs THE SEARCH The East Tennessee State University (ETSU) College of Nursing invites applications,

More information

An Invitation to Apply: La Salle University School of Nursing and Health Sciences Chair of the Undergraduate Nursing Program

An Invitation to Apply: La Salle University School of Nursing and Health Sciences Chair of the Undergraduate Nursing Program An Invitation to Apply: La Salle University School of Nursing and Health Sciences Chair of the Undergraduate Nursing Program THE SEARCH The Chair is empowered by departmental colleagues, by the Dean, and

More information

An Invitation to Apply: College of Nursing Associate Dean for Undergraduate Affairs Associate/Full Professor

An Invitation to Apply: College of Nursing Associate Dean for Undergraduate Affairs Associate/Full Professor An Invitation to Apply: College of Nursing Associate Dean for Undergraduate Affairs Associate/Full Professor The mission of the UCF College of Nursing is to offer high-quality undergraduate and graduate

More information

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities:

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities: An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing

More information

An Invitation to Apply: College of Nursing Associate Dean for Graduate Programs

An Invitation to Apply: College of Nursing Associate Dean for Graduate Programs An Invitation to Apply: College of Nursing Associate Dean for Graduate Programs THE SEARCH The College of Nursing at East Carolina University (ECU) seeks applications and nominations for the position of

More information

Wittenberg Nursing Program Evaluation Committee Meeting Minutes January 13, 2016 Participants

Wittenberg Nursing Program Evaluation Committee Meeting Minutes January 13, 2016 Participants Wittenberg Nursing Meeting Minutes 1.13.16 ES 1 Wittenberg Nursing Meeting Minutes January 13, 2016 Participants Susan Moeller, RN; Wittenberg RN-BSN Student (by phone) Manager, Case Management, Springfield

More information

Commission on Collegiate Nursing Education

Commission on Collegiate Nursing Education Commission on Collegiate Nursing Education Presentation for Accreditation Council on Pharmacy Education Invitational Meeting September 13, 2012 Heidi Taylor, PhD, RN Co-chair, CCNE Standards Committee

More information

An Invitation to Apply: Director of Online Education

An Invitation to Apply: Director of Online Education An Invitation to Apply: Director of Online Education THE SEARCH The Department of Nursing within the Georgetown University School of Nursing & Health Studies (NHS) invites applications and nominations

More information

KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011

KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011 I. EXECUTIVE AUTHORITY KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011 As a non-profit public benefit corporation, the University of Southern California (USC) is governed by the Board of Trustees.

More information

CAREER SYNOPSIS. Marsha L. Lewis, PhD, RN

CAREER SYNOPSIS. Marsha L. Lewis, PhD, RN CAREER SYNOPSIS Marsha L. Lewis, PhD, RN Marsha Lewis, PhD, RN is the Dean of the UB School of Nursing (UB SON). Dr. Lewis was recruited to the position in February 2012 following a national search. Dr.

More information

The Merger of the Rutgers College of Nursing Newark & New Brunswick and the Rutgers School of Nursing Newark.

The Merger of the Rutgers College of Nursing Newark & New Brunswick and the Rutgers School of Nursing Newark. 1 Proposal Title: The Merger of the Rutgers College of Nursing Newark & New Brunswick and the Rutgers School of Nursing Newark. Proposed Name: The Rutgers School of Nursing Date Effective: July 1, 2014

More information

An Invitation to Apply: UNIVERSITY of CALIFORNIA IRVINE DIRECTOR, PROGRAM IN NURSING SCIENCE

An Invitation to Apply: UNIVERSITY of CALIFORNIA IRVINE DIRECTOR, PROGRAM IN NURSING SCIENCE An Invitation to Apply: UNIVERSITY of CALIFORNIA IRVINE DIRECTOR, PROGRAM IN NURSING SCIENCE THE SEARCH The University of California, Irvine (UCI) invites applications and nominations for the position

More information

University of Southern Maine School of Nursing Systematic Plan of Evaluation December 2015

University of Southern Maine School of Nursing Systematic Plan of Evaluation December 2015 Standard I Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and

More information

The Johns Hopkins University School of Nursing FACULTY BYLAWS

The Johns Hopkins University School of Nursing FACULTY BYLAWS The Johns Hopkins University School of Nursing FACULTY BYLAWS Article I. Preamble The Bylaws of the Faculty of the Johns Hopkins University School of Nursing shall be utilized to facilitate the governance

More information

An Invitation to Apply: Nurse-Midwifery/Women s Health Nurse Practitioner (NM/WHNP) Program Director

An Invitation to Apply: Nurse-Midwifery/Women s Health Nurse Practitioner (NM/WHNP) Program Director An Invitation to Apply: Nurse-Midwifery/Women s Health Nurse Practitioner (NM/WHNP) Program Director THE SEARCH The Department of Nursing within the Georgetown University School of Nursing & Health Studies

More information

Ttuhsc el paso Gayle Greve Hunt school of nursing FACULTY GOVERNANCE

Ttuhsc el paso Gayle Greve Hunt school of nursing FACULTY GOVERNANCE Ttuhsc el paso Gayle Greve Hunt school of nursing FACULTY GOVERNANCE GGHSON FACULTY assembly The purpose of the Faculty Assembly shall be to: Facilitate involvement of the faculty in communication and

More information

UNIVERSITY FACULTY SENATE FORMS

UNIVERSITY FACULTY SENATE FORMS UNIVERSITY FACULTY SENATE FORMS Academic Program Approval This form is a routing document for the approval of new and revised academic programs. Proposing department should complete this form. Detailed

More information

COLLEGE OF NURSING ASSESSMENT PLAN DATA COLLECTION AND REVIEW PROCESS FOR 2013-2014

COLLEGE OF NURSING ASSESSMENT PLAN DATA COLLECTION AND REVIEW PROCESS FOR 2013-2014 COLLEGE OF NURSING ASSESSMENT PLAN DATA COLLECTION AND REVIEW PROCESS FOR 2013-2014 COLLEGE/UNIT MISSION STATEMENT The College of Nursing is a consortium program with Bowling Green State University. Both

More information

Dean of the College of Pharmacy and Health Sciences

Dean of the College of Pharmacy and Health Sciences 1 Dean of the College of Pharmacy and Health Sciences Texas Southern University invites nominations and applications for the position of Dean of the College of Pharmacy and Health Sciences (COPHS). Reporting

More information

Learning from Other Fields: Program Accountability in Nursing Education. Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing

Learning from Other Fields: Program Accountability in Nursing Education. Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing Learning from Other Fields: Program Accountability in Nursing Education Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing Objectives: This presentation will provide an overview of current

More information

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies EBD #10.9 2013-2014 TO: ALA Executive Board RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies ACTION REQUESTED/INFORMATION/REPORT: For information purposes.

More information

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction

More information

Center for Medicine, Nursing and Health Sciences North Haven Campus

Center for Medicine, Nursing and Health Sciences North Haven Campus School of Nursing School and Program Information..................................................168 Mission Statement.............................................................. 169 Values.........................................................................

More information

CAREER SYNOPSIS Jean K. Brown, PhD, RN, FAAN

CAREER SYNOPSIS Jean K. Brown, PhD, RN, FAAN CAREER SYNOPSIS Jean K. Brown, PhD, RN, FAAN Jean K. Brown, Ph.D., RN, FAAN, is the Dean of the UB School of Nursing (UB SON). Dr. Brown was appointed Dean by University President John Simpson on February

More information

Computer competency includes word processing skills and the ability to communicate electronically.

Computer competency includes word processing skills and the ability to communicate electronically. College of Nursing Graduate Programs The College of Nursing at the University of Toledo offers several graduate-level degree and certificate programs. DNP and MS degrees and academic certificates are offered.

More information

Computer competency that includes word processing skills and the ability to communicate electronically.

Computer competency that includes word processing skills and the ability to communicate electronically. College of Nursing Graduate Programs The College of Nursing at the University of Toledo offers several graduate-level degree and certificate programs. DNP and MS degrees and academic certificates are offered.

More information

An Invitation to Apply: East Tennessee State University College of Nursing Director of Graduate Programs

An Invitation to Apply: East Tennessee State University College of Nursing Director of Graduate Programs An Invitation to Apply: East Tennessee State University College of Nursing Director of Graduate Programs THE SEARCH The East Tennessee State University (ETSU) College of Nursing invites applications, nominations

More information

An Invitation to Apply:

An Invitation to Apply: An Invitation to Apply: The University of Tampa College of Natural and Health Sciences: Department of Nursing Tenure Track Nurse Practitioner Faculty Member With Concentration In Care of Older Adults THE

More information

St. John s University. College of Pharmacy and Allied Health Professions. Annual Objectives. 2010-2011 Revised 7/22/10

St. John s University. College of Pharmacy and Allied Health Professions. Annual Objectives. 2010-2011 Revised 7/22/10 1 St. John s University College of Pharmacy and Allied Health Professions Annual Objectives 2010-2011 Revised 7/22/10 Institutional Goal I: Develop our academic and institutional culture to be studentcentered

More information

Cerritos College Associate Degree Nursing Program

Cerritos College Associate Degree Nursing Program Cerritos College Associate Degree Nursing Program The California Board of Registered Nursing 2010-2011 Annual School Report reflected that 61% of nursing programs in California are Associate Degree programs.

More information

NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS

NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education

More information

College of Nursing Catalog 2015-2016

College of Nursing Catalog 2015-2016 College of Nursing Catalog 2015-2016 Graduate The College of Nursing at the University of Toledo offers several graduate-level degree and certificate programs. Doctor of Nursing Practice (DNP) and Master

More information

Texas DNP Roadmap Task Force White Paper A Roadmap for Establishing the Doctor of Nursing Practice In Texas School s of Nursing

Texas DNP Roadmap Task Force White Paper A Roadmap for Establishing the Doctor of Nursing Practice In Texas School s of Nursing Texas DNP Roadmap Task Force White Paper A Roadmap for Establishing the Doctor of Nursing Practice In Texas School s of Nursing Vision Nurses in Texas will have access to education for the Doctor of Nursing

More information

MASTER PLAN FOR EVALUATION 2014-2019 BSN, MSN, and DNP PROGRAMS

MASTER PLAN FOR EVALUATION 2014-2019 BSN, MSN, and DNP PROGRAMS UNIVERSITY OF TOLEDO MASTER PLAN FOR EVALUATION 2014-2019 BSN, MSN, and DNP PROGRAMS COLLEGE OF NURSING CCNE STANDARD I: The mission, goals, and expected program outcomes are congruent with those of the

More information

BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION. COMMITTEE: Assessment and Accountability NO.: AAC 08-01 BOARD DATE: October 19, 2007

BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION. COMMITTEE: Assessment and Accountability NO.: AAC 08-01 BOARD DATE: October 19, 2007 BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION COMMITTEE: Assessment and Accountability NO.: AAC 08-01 BOARD DATE: October 19, 2007 MOVED: The Board of Higher Education hereby approves

More information

College of Nursing EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS

College of Nursing EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS College of Nursing EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS Elements CIPP Model (Stufflebeam s Educational Decision Model, 1983) CONTEXT INPUT PROCESS PRODUCT

More information

Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs

Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs Revised July 1, 1992 Revised July 1, 1993 Amended April 1995 Amended June 1998 Amended July 1999 Revised November

More information

An Invitation to Apply: Dean of the Byrdine F. Lewis School of Nursing Georgia State University, Atlanta

An Invitation to Apply: Dean of the Byrdine F. Lewis School of Nursing Georgia State University, Atlanta An Invitation to Apply: Dean of the Byrdine F. Lewis School of Nursing Georgia State University, Atlanta THE SEARCH Georgia State University, a leading public research university, located in downtown Atlanta

More information

Learning from Other Fields: Program Accountability in Nursing Education. Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing

Learning from Other Fields: Program Accountability in Nursing Education. Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing Learning from Other Fields: Program Accountability in Nursing Education Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing Objectives: This presentation will provide an overview of current

More information

Table of Contents. 1. Introduction to OSN Faculty Manual. 2. OSN Mission Statement and Vision

Table of Contents. 1. Introduction to OSN Faculty Manual. 2. OSN Mission Statement and Vision ORVIS SCHOOL OF NURSING FACULTY MANUAL UNIVERSITY OF NEVADA, RENO Approved by the Orvis School of Nursing Faculty on October 5, 2015 Approved by the Vice President for Health Sciences on November 5, 2015

More information

Brigham Young University is fully accredited by the Northwest Association of Schools and Colleges.

Brigham Young University is fully accredited by the Northwest Association of Schools and Colleges. Accreditation Overview Accreditation is a nongovernmental process conducted by representatives of postsecondary institutions and professional groups, and focuses on the quality of institutions of higher

More information

College Goals 2013-2014

College Goals 2013-2014 College Goals 2013-2014 The 2013-2014 college goals, outcomes and metric are described below. Threads to be incorporated throughout the document (horizontal threads) include: Technology, Celebrations/Honors,

More information

UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING FACULTY BYLAWS (Approved 4/30/2009; Amended 8/31/2009; 9/27/2010; 4/29/2013; 8/26/2013)

UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING FACULTY BYLAWS (Approved 4/30/2009; Amended 8/31/2009; 9/27/2010; 4/29/2013; 8/26/2013) 1 UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING FACULTY BYLAWS (Approved 4/30/2009; Amended 8/31/2009; 9/27/2010; 4/29/2013; 8/26/2013) PREFACE. These Bylaws establish the role and function of the School

More information

Tool-kit for Advancing Nursing Education. Suggestions for Use

Tool-kit for Advancing Nursing Education. Suggestions for Use Tool-kit for Advancing Nursing Education Suggestions for Use Tool-Kit Use This tool-kit was designed to be used by nurse leaders who will use the kit in conjunction with working nurses to encourage and

More information

NEW GRADUATE CONCENTRATION PROPOSALS ARIZONA STATE UNIVERSITY

NEW GRADUATE CONCENTRATION PROPOSALS ARIZONA STATE UNIVERSITY NEW GRADUATE CONCENTRATION PROPOSALS ARIZONA STATE UNIVERSITY GRADUATE COLLEGE This form should be used for academic units wishing to propose a new concentration for existing graduate degrees. A concentration

More information

School of Nursing Framework to Foster Diversity 2010-2015 (2009 Draft)

School of Nursing Framework to Foster Diversity 2010-2015 (2009 Draft) School of Nursing Framework to Foster Diversity 2010-2015 (2009 Draft) School of Nursing Framework to Foster Diversity 2010-2015 INTRODUCTION The School of Nursing The Penn State University Board of Trustees

More information

BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION

BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION COMMITTEE: Assessment and Accountability NO.: AAC 08-09 COMMITTEE DATE: April 17, 2008 BOARD DATE: April 25, 2008 MOVED: The Board of Higher

More information

Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions

Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions On October 25, 2004, the members of the American Association of Colleges of Nursing (AACN) endorsed the Position Statement on the Practice

More information

F A C U L T Y H A N D B O O K

F A C U L T Y H A N D B O O K F A C U L T Y H A N D B O O K 26th Edition 2013 TABLE OF CONTENTS PART I - ORGANIZATION Mission ------------------------------------------------------------------------------------------------------------------------

More information

CHAPTER 6 STANDARDS FOR NURSING EDUCATION PROGRAMS

CHAPTER 6 STANDARDS FOR NURSING EDUCATION PROGRAMS CHAPTER 6 STANDARDS FOR NURSING EDUCATION PROGRAMS Section 1: Statement of Purpose. (a) To foster the safe and effective practice of nursing by graduates of nursing education programs by setting standards

More information

Wittenberg Nursing Curriculum Committee Meeting Minutes January 13, 2016 Participants

Wittenberg Nursing Curriculum Committee Meeting Minutes January 13, 2016 Participants Wittenberg Nursing Curriculum Meeting Minutes 1.14.16 ES 1 Wittenberg Nursing Curriculum Meeting Minutes January 13, 2016 Participants Susan Moeller, RN; Wittenberg RN-BSN Student (by phone) Manager, Case

More information

Academic Health Center Six-Year Strategic Plan October 20, 2000

Academic Health Center Six-Year Strategic Plan October 20, 2000 Goal 1: Create and Prepare the New Health Professionals for Minnesota Strategic Objectives 1.0 Develop and implement interdisciplinary health professional education opportunities that: Emphasize the core

More information

OAKLAND UNIVERSITY DEAN OF THE SCHOOL OF NURSING

OAKLAND UNIVERSITY DEAN OF THE SCHOOL OF NURSING OAKLAND UNIVERSITY DEAN OF THE SCHOOL OF NURSING Oakland University seeks an inspiring and visionary leader to serve as Dean of the School of Nursing. The Search Committee will begin reviewing applications

More information

Orientation Manual for Clinical Faculty and Graduate Teaching Assistants

Orientation Manual for Clinical Faculty and Graduate Teaching Assistants Orientation Manual for Clinical Faculty and Graduate Teaching Assistants www.nursing.virginia.edu Photo: Jocelyn Vu Updated 8/6/2015 I. Introduction Welcome to clinical teaching in the UVA School of Nursing!

More information

Graduate Group in Nursing Science & Health-Care Leadership Bylaws ARTICLE I. OBJECTIVE Discipline: Mission:

Graduate Group in Nursing Science & Health-Care Leadership Bylaws ARTICLE I. OBJECTIVE Discipline: Mission: Graduate Group in Nursing Science & Health-Care Leadership Bylaws Administrative Home: Betty Irene Moore School of Nursing Approved by Graduate Council: May 6, 2009 ARTICLE I. OBJECTIVE The Nursing Science

More information

SCHOOL OF NURSING 4210 Harding Pike, Nashville, TN 37205

SCHOOL OF NURSING 4210 Harding Pike, Nashville, TN 37205 SCHOOL OF NURSING 4210 Harding Pike, Nashville, TN 37205 POSITION DESCRIPTION: Dean, School of Nursing and Director, Master of Science in Nursing (MSN) and Post-Master s Certificate (PMC) Programs in Nursing

More information

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP) REQUEST FOR NEW PROGRAM APPROVAL Catalog Copy for New Program Doctor of Nursing Practice (DNP) The doctor of nursing practice (DNP) degree prepares nurses with a blend of clinical, organizational, economic,

More information

Central Role of Planning. The Academic Council.

Central Role of Planning. The Academic Council. ACADEMIC GOVERNANCE I. Central Role of Planning. Planning is a critical element in successful academic governance. Without agreed-upon goals, it is impossible to make progress or measure performance. A.

More information

ARTICLE I: OBJECTIVE A.

ARTICLE I: OBJECTIVE A. Psychology Graduate Program Bylaws Administrative Home: Department of Psychology Revised: May 2006; September 2009 Graduate Council s Approval Date: November 2, 2009 ARTICLE I: OBJECTIVE A. Degrees Offered

More information

An Invitation to Apply: College of Nursing Associate Dean for the Undergraduate Program

An Invitation to Apply: College of Nursing Associate Dean for the Undergraduate Program An Invitation to Apply: College of Nursing Associate Dean for the Undergraduate Program THE SEARCH The College of Nursing at East Carolina University (ECU) seeks applications and nominations for the position

More information

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education

More information

Standards for Accreditation of Master's Programs in Library & Information Studies

Standards for Accreditation of Master's Programs in Library & Information Studies Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

THE FUTURE OF NURSING: THE CALL FOR ADVANCED DEGREES

THE FUTURE OF NURSING: THE CALL FOR ADVANCED DEGREES THE FUTURE OF NURSING: THE CALL FOR ADVANCED DEGREES A N N E T H O M A S, P H D, A N P - B C, G N P, F A A N P D E A N, U N I V E R S I T Y O F I N D I A N A P O L I S S C H O O L O F N U R S I N G J A

More information

An Invitation to Apply: Quinnipiac University School of Nursing Director, Nurse Anesthesia Program

An Invitation to Apply: Quinnipiac University School of Nursing Director, Nurse Anesthesia Program An Invitation to Apply: Quinnipiac University School of Nursing Director, Nurse Anesthesia Program THE SEARCH The Quinnipiac University School of Nursing invites applications and nominations/recommendations

More information

UNIVERSITY OF VIRGINIA SCHOOL OF NURSING FACULTY ORGANIZATION BY-LAWS

UNIVERSITY OF VIRGINIA SCHOOL OF NURSING FACULTY ORGANIZATION BY-LAWS UNIVERSITY OF VIRGINIA SCHOOL OF NURSING FACULTY ORGANIZATION BY-LAWS ARTICLE I Name The name of this organization shall be: The University of Virginia School of Nursing Faculty Organization. ARTICLE II

More information

Florida Gulf Coast University Board of Trustees April 15, 2014

Florida Gulf Coast University Board of Trustees April 15, 2014 ITEM: 6 Florida Gulf Coast University Board of Trustees April 15, 2014 SUBJECT: New Degree Program: Doctor of Nursing Practice PROPOSED BOARD ACTION Approve the Doctor of Nursing Practice (D.N.P) new degree

More information

Intent to Plan for Master of Science in Nursing

Intent to Plan for Master of Science in Nursing Shepherd University Board of Governors October 12, 2006 Agenda Item No. 6 Intent to Plan for Master of Science in Nursing Board of Governors approval is sought to plan a Master of Science in Nursing (MSN)

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Department of Health Sciences Moss School of Nursing. Master of Science Degree in Nursing (MSN)

Department of Health Sciences Moss School of Nursing. Master of Science Degree in Nursing (MSN) Department of Health Sciences Moss School of Nursing Master of Science Degree in Nursing (MSN) MSN Program Information Packet The Master of Science in Nursing degree will provide graduates with a foundation

More information