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

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1 SELF STUDY Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs 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 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 student 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 student outcomes are written and accessible to current and prospective students. 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 programs exist. Expected student outcomes are clear and may be expressed as competencies, objectives, benchmarks, or other language congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses, including those required by CCNE and any additional program-selected guidelines. A program preparing students for specialty certification incorporates professional standards and guidelines appropriate to the specialty area. A program may select additional standards and guidelines (e.g., state regulatory requirements), as appropriate. Compliance with required and program-selected professional nursing standards and guidelines is clearly evident in the program. Program Response: Institutional and Department Congruence The Department of Nursing Education s (DNE) vision, mission, goals, and expected student outcomes are congruent with the Shepherd University (SU) vision, mission, and core values and goals. Revisions to the SU vision, mission, and core value statements were finalized in 2009 as part of the strategic planning process. Following approval of the SU vision, mission,

2 and core values, revisions were made to the DNE statements to reflect congruence between our program and the University. The mission of Shepherd University, a West Virginia public liberal arts university, is a diverse community of learners and a gateway to the world of opportunities and ideas. We are the regional center for academic, cultural, and economic opportunity. Our mission of service succeeds because we are dedicated to our core values: learning, engagement, integrity, accessibility, and community. (SU Catalog , p. 9) The strategic planning process was completed in early 2009, and resulted in the development of four pathways for the implementation of the plan. These pathways are to (1) Inspire Student Learning and Development; (2) Optimize Potential of Faculty and Staff; (3) Create a Beautiful and Welcoming Campus; and (4) Stimulate the Cultural and Economic Development of the Region. The pathways are to be implemented through the creation of 20 university-wide priorities, drawn from each of the pathways, to guide the funding and overall implementation of the Strategic Plan. The completed Strategic Plan can be found online at In early 2010 the DNE began a revision of the Department mission, vision, program goals and expected student outcomes that reflect the spirit of the University. The congruence of the University vision and the DNE vision is best illustrated by the following Table 1. Table 1.1 Vision Comparisons Shepherd University We will be a nationally respected community of learners where passion, purpose, and experience unite to inspire individuals to shape the world. Department of Nursing Education The vision of the Shepherd University Department of Nursing Education is to prepare caring, competent, culturally sensitive nurse leaders who are inspired to shape the future of healthcare for a diverse society through excellence in nursing education. The mission of the DNE was approved by the faculty in April The mission is available on the web at The Bachelor of Science in Nursing (B.S.N.) Program prepares professional nurses for entry into practice as nurse 2

3 generalists. The program also provides opportunities for registered professional nurses to continue their formal education at the baccalaureate level. In addition, the Department provides continuing nursing education opportunities for professional nurses in this region. Emphasis is placed on building a new foundation for pursuit of lifelong learning, personally and professionally, by providing a caring climate and student-faculty relationships that encourage the intellectual, ethical, and personal development of each student. As part of our mission, faculty role model professionalism and mentor students through attendance at state and local nursing association meetings and continuing education programs. For instance, in October 2010, a faculty member of the Maryland Nurses Association District 8 sought a scholarship for a R.N. to B.S.N. student to attend the state convention. In October 2010, three senior students were mentored by a faculty member and presented at the 2 nd annual Veterans Administration Medical Center and Shepherd University Research Conference while other student groups presented posters. The congruence of the mission of the DNE with the University is best illustrated by the following Table 1.2. Shepherd University Shepherd University, a West Virginia public university, is a diverse community of learners and a gateway to the world of opportunities and ideas. We are the regional center for academic, cultural and economic opportunity. Our mission of service succeeds because we are dedicated to our core values: learning, engagement, integrity, accessibility, and community. Table 1.2 Mission Comparisons Department of Nursing Education In order to achieve this vision, the mission statement of the Department of Nursing Education is to enhance the health status of the world by educating professional nurses for practice in a rapidly changing health care environment as a nurse generalist. The Bachelor of Science (B.S.N.) in Nursing program prepares professional nurses for entry into practice as nurse generalists through our traditional program or the R.N.-to-B.S.N. track. In addition, the Department provides continuing education opportunities for professional nurses in this region. We are dedicated to our core values of learning, engagement, integrity, accessibility, and community. Committed to excellence in nursing education, the DNE embraces the University s five core values: learning, engagement, integrity, accessibility, and community. The University core 3

4 values are embedded in our beliefs about health, professional nursing, nursing education, and patient, which are integrated throughout the curriculum. These beliefs guide the program in achieving its vision and mission. The Department of Nursing Education defines these core beliefs as: Health Health is the dynamic state of equilibrium that is affected by the patient s spirituality, health determinants, and health literacy. It is defined by each patient as a state of well-being or optimal functioning and requires continuous adaptation to one s environment. The nurse performs interventions related to disease prevention, health promotion, health maintenance, illness, and end-of-life care for diverse and vulnerable populations. Professional Nursing Professional nursing is a dynamic caring profession derived from nursing knowledge, theory, and research. Inherent to the profession are the values of altruism, autonomy, human dignity, and social justice. Professional nursing requires competence in utilizing the nursing process to provide multi-dimensional, high quality, cost-effective, evidencebased, patient-centered care across all environments. The professional nurse assumes the roles of provider of care, designer/manager/coordinator of care, and member of the profession by utilizing three expected student outcomes: clinical judgment, communication, and patientcentered care. The professional nurse is a moral agent and engages in cultural humility, self care, lifelong learning, and service. Nursing Education - Baccalaureate nursing education creates a preferred future for the professional nurse. Baccalaureate nursing education prepares generalists for entry-level practice by using integrative strategies for learning, simulation, immersion experiences, and information technology. Nursing education is student-centered, interactive, and fosters a spirit of inquiry. Nursing educators and students together explore theories of nursing and implement evidencebased practice in the provision of patient-centered care. Nursing education provides an environment where professional nursing values and behaviors are modeled and practiced in order to promote cultural humility, personal and professional integrity, and accountability. The focus of the immersion experiences is to manage patient-centered care as part of the intraprofessional, interprofessional, and healthcare team. Patient A patient may be an individual, family, group, community, or population. Patients collaborate with the healthcare team as participants in multi-dimensional patient-centered care. 4

5 These belief statements serve as the foundation throughout the curriculum and are embedded in all nursing courses. See Appendix 1.A for a comparison of the University core values with the Department of Nursing Education beliefs. Program Expected Student Outcomes The B.S.N. program is designed to assist students to achieve program outcomes and attain the knowledge, skills, values, ethical framework, and competencies appropriate for entrylevel registered nurse generalists. Three overall expected student outcomes have been established and include: communication, clinical judgment, and patient-centered care. The Department of Nursing Education defines these student outcomes as: Communication The integration of effective, culturally sensitive, interprofessional, and intraprofessional communication (verbal, nonverbal, written, and electronic) among the healthcare team and the use of informatics in the practice of professional nursing. 1. Utilize skills in information management and technology to provide multi-dimensional patient-centered care. 2. Utilize effective interpersonal, intraprofessional, and collaborative communication skills with members of the healthcare team in the delivery of patient-centered care. Clinical Judgment The use of critical thinking skills in the practice of professional nursing. 1. Integrate a background in the liberal arts with the knowledge, skills, and values of professional nursing in order to affect the health of the patient. 2. Assume the role of a professional nurse in influencing health policy through recognizing, evaluating, and responding to the changing needs of society. 3. Utilize skills in clinical judgment in providing safe, cost-effective, high-quality, multidimensional, evidence-based patient-centered care. Patient-Centered Care Nursing practice which includes actions to identify, respect, and care about patients differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promote healthy lifestyles, including a focus on population health. (Institute of Medicine, 2003). 5

6 1. Practice professional nursing as nurse generalists utilizing skills in leadership, quality improvement, and patient safety in order to provide evidence-based, high-quality, patientcentered care. 2. Participate in professional lifelong learning and value service to the community. Numerous strategies are used to assist students to attain the program outcomes. For example, student s achievement of clinical judgment skills is enhanced through the use of case studies, group projects, simulation-based learning activities, and direct patient care. Service is integrated throughout the curriculum by active involvement of students in SU Relay for Life, community disaster drills, participation in free clinics, health fairs, and through faculty role modeling. An example of a clinical learning activity would be assessing patients at a free clinic and providing education or making referrals to healthcare agencies as appropriate under faculty mentorship. The DNE s vision, mission, and expected student outcomes are congruent with the Shepherd University vision, mission, and core values and goals. They are published in the DNE Student Handbook and on the nursing website, and reflect what the student is expected to achieve by the end of the program. In conjunction with the revision of the mission, vision, goals, and expected student outcomes, the Department approved a new curriculum as part of our quality improvement process. The curriculum will be phased in over five semesters, beginning with the pre-nursing class, NURS 310, in fall semester Students admitted to the program in the spring 2011 semester will complete the new nursing curriculum. Information regarding the nursing program, both current and new curriculums, will be described in Standard III. Professional Standards The DNE vision, mission, goals and expected student outcomes reflect relevant professional nursing standards and guidelines as follows: The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing (AACN), 2008). Nursing: Scope and Standards of Practice (American Nurses Association (ANA), 2010). Code of Ethics for Nursing (American Nurses Association, 2008). West Virginia Board of Examiners for Registered Professional Nurses, WV Nursing Code of Legislative Rules, Title 19. 6

7 Copies of these documents will be available for review in the Evidence Room. These professional standards and guidelines provide a strong foundation for our B.S.N. program that will prepare professional nurses for entry into practice as nurse generalists in the current and future healthcare delivery systems. The Scope and Standards of Practice as well as the WV Code of Legislative Rules are introduced in NURS 310: Lifespan Health Promotion in Nursing and are then threaded throughout the curriculum. Standard III contains more information on how these professional nursing standards and guidelines are reflected in the curriculum and expected student outcomes. In addition, the WV Nursing Code and Legislative Rules guide the practice of all registered professional nurses in West Virginia and provide guidance for curriculum development, clinical experiences, and educational policies. Student benchmarks for the B.S.N. program, such as first time NCLEX-RN pass rate and student satisfaction with the program, have been established by the faculty as practical measures of the competency of graduates. They are consistent with professional standards and guidelines and reflect the needs of our community of interest. 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. The program afforded the community of interest the opportunity to submit third-party comments to CCNE, in accordance with accreditation procedures. Program Response: The DNE vision, mission, and expected student outcomes are reviewed every four years and as needed by the Curriculum Committee and reflect professional standards and guidelines and input from our community of interest. An intensive review of the Department s vision, mission, program goals, expected student outcomes, and curriculum occurred from with changes made to reflect the University s new vision, mission, core values, pathways, goals, and strategic plan; The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), Nursing Scope and Standards of Practice (ANA, 2010), Code of Ethics for 7

8 Nursing (ANA, 2008), and the WV Nursing Code of Legislative Rule, Title 19 (WVBOERN); input from the community of interest; and the unique characteristics of West Virginia residents. The current Department mission, goals, and expected student outcomes were approved in spring The DNE is responsive to the needs and expectations of the community of interest which is defined as internal and external consumers. Internal consumers are students, nursing faculty and staff, and University faculty and staff. External consumers are prospective students, alumni, Advisory Council members, clinical agency personnel (clinical sites and potential employers), WV Board of Education for Registered Nurses (WVBOERN), and external accrediting bodies. The Department responds to the needs and expectations of the community of interest by involving them in policy development and implementation, curriculum and program development, and systematic evaluation of the program. The Advisory Council (consisting of nurse administrators from our clinical agencies, alumni, students, and community representatives) meets twice per year and makes recommendations to ensure that the program goals and curriculum are responsive to the emerging community needs. For instance, in 2007 several of the representatives from the local hospitals did not feel that it was important to include IV insertion skills into the curriculum. Instead they asked the Department to focus more on critical thinking skills and the art of communicating interprofessionally and intraprofessionally. Faculty responded by including opportunities for students to practice verbal communication skills in providing shift report and reporting patients conditions to their physicians (SBAR: Situation, Background, Assessment, and Recommendation) through use of case studies, role play, and simulation-based learning. In October 2010, the Advisory Council recommended students receive more experience with documentation skills and completion of incident reports. NURS 434, Management and Issues in Healthcare, immediately implemented a case study which required students to complete an incident report. All faculty and clinical nurse educators were encouraged to include documentation, either electronic or paper chart format, into all simulation-based learning and direct patient care activities. In addition, when faculty and students voted to include I touch technology with reference materials as a requirement in the program, faculty worked with our clinical agencies to ensure that agencies would allow students to use electronic technology in the 8

9 clinical sites. Further examples of the Department s responsiveness to the community of interest s needs and expectations can be found in Standard III. In accordance with the Department Evaluation Plan, the nursing curriculum committee reviews the mission, goals, and student outcomes every four years (or more often if needed). Student representatives are encouraged to participate in the curriculum committee which meets at least monthly during the school year. The committee is responsible for curriculum review, evaluating and trending course evaluations, and content mapping, to ensure that the program is in compliance with professional standards and guidelines. The curriculum committee consists of nursing faculty, clinical lab coordinator, and student representatives from each level as outlined in the Department bylaws. Faculty received student feedback indicating simulation-based learning was a valuable learning experience and they requested more simulation-based lab time. As a result, several faculty have developed and implemented simulation-based scenarios as part of their courses, which include learning objectives, outcome criteria, and debriefing sessions. Faculty also mapped clinical skills throughout the clinical curriculum to ensure that all relevant skills are included in the program. The DNE faculty completed a revision of the curriculum in the Spring of 2010 following the guidance of the Curriculum Committee. The recommendations of the Curriculum Committee are voted on and approved by the entire nursing faculty. The curriculum revisions were also approved by the SU School of Education and Professional Studies (SOEPS), the University Curriculum and Instruction Committee, the WVBOERN, and the National League for Nursing Accrediting Commission prior to implementation. I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes. Elaboration: Expected faculty outcomes are clearly identified by the nursing unit, are written, and are communicated to the faculty. Expected faculty outcomes are congruent with those of the parent institution. Program Response: The DNE faculty outcomes are consistent with those of the University, which are found in the University Faculty Handbook available online at (p, 36). The expected 9

10 faculty outcomes are: Effective Teaching, Professional Growth, and Service. The DNE follows the University procedures for annual faculty evaluation (p. 49) and promotion and tenure (p. 42). Annual faculty evaluations include a self-evaluation submitted to both the Department Chair and SOEPS Dean. The Department Chair provides input to the School Dean regarding each faculty member s annual evaluation. The Dean then incorporates the Chair s input into his or her written evaluation of the faculty member. Faculty members then review and discuss their evaluation with the Dean and are provided a copy. All full-time, tenure-track nursing faculty are expected to meet the Shepherd University criteria for promotion and tenure as outlined in the Shepherd University Faculty Handbook available online at (p. 36). Criteria are clearly defined. The exemplars listed for each criterion are examples only, and do not designate a minimum or maximum standard for promotion or tenure. Evidence of a sustained pattern of growth is required for promotion at any rank. In May 2010, a nursing faculty task group developed specific nursing faculty outcomes in the areas of effective teaching, professional growth, and service. These were approved by the full faculty and are consistent with University faculty outcomes. The nursing faculty outcomes are published in the Nursing Faculty Reference Manual, which will be available in the Evidence Room for review. Faculty outcomes are outlined in the Program Evaluation Plan and presented in Standard IV. 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. Program Response: The DNE organizational structure is designed to include meaningful faculty and student participation in governance of the program, see Appendix 1.D. Faculty play a major decisionmaking role in the program including development, implementation, and evaluation of the program, curriculum revision, course content mapping, student and faculty policies, administrative decisions, and faculty workload, etc. All faculty members attend the Department meetings and serve on one of three committees (curriculum, evaluation, or student affairs) and on task forces constituted as the need arises. Chairs of each of the three committees, as designated 10

11 by the Department Chair, serve on the Executive Committee, which meets periodically at the discretion of the Department Chair. Clinical Nurse Educators (CNEs) are encouraged to attend faculty meetings but most work full- or part-time and/or take advanced nursing courses which limit their availability to attend meetings. In 2008, the full-time faculty held an orientation/continuing education program each semester that was poorly attended by the CNEs, again due to their work and school commitments. In September 2010 this opportunity was again offered with 50% of the CNEs in attendance. Faculty who are course coordinators orient and mentor their CNEs. Faculty continues to explore opportunities for collaborating with our CNEs in order to retain quality educators. CNEs are encouraged by their course coordinators to give their input regarding course content, clinical outcomes, and other information about the course, which is shared with other faculty through formal course evaluations. Students have numerous opportunities to participate in the DNE governance. Student representatives from each level are selected by their peers and are encouraged to attend meetings and their input is actively solicited in the Department faculty meetings and the three nursing committees. During the curriculum revision, student representatives on the curriculum committee stated that they learn best by applying theoretical concepts in the clinical environment and requested that faculty increase the number of clinical hours in the program. Based on their input and faculty feedback, NURS 444, Capstone Immersion Experience, was a course developed for the new curriculum. This course will include 120 direct patient care hours with a precepted R.N. The course will be offered for the first time in the spring Student representatives confer with their classmates prior to meetings and report back to them after the meetings. They serve as an important communication link between the faculty and students regarding program issues, changes, concerns, and recommendations. All committee meetings are held at times when most classes are not in session. In most cases, meeting dates and times are published at the beginning of each semester to facilitate student attendance. Student representative responsibilities are sanctioned in the Nursing Faculty Bylaws and are outlined in the Department Student Handbook, located on page 21. Students also have input for curricular and course changes through formal course evaluations and interactions with faculty and staff. Formal course evaluations are conducted in all nursing courses. 11

12 I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree completion requirements, tuition, and fees are accurate. Elaboration: A process is used to notify constituents about changes in documents and publications. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. Program Response: The SU catalog and supplement and the University website accurately describe the University academic calendar, recruitment and admission policies, transfer credit policy, grading policy, degree completion requirements, and tuition and fees. Table 1.3 shows the location of the information. Information Table 1.3 Location of Policy Documents and Publications SU Catalog Website Location Academic Calendar (pg. 6) Accreditation/Approval Status (pg. 8) Admission/Selection Policies (pg. 12) Transfer of Credit Policies Grading Policies Degree Completion Requirements Tuition and Fees Information relevant to the DNE located in the SU catalog and catalog supplement and on the website is accurate for the current nursing curriculum, which is gradually being phased out on a semester-by-semester basis. The new B.S.N. curriculum and courses, which began implementation in fall 2010, are not listed in the current SU catalog or supplement or on-line because the University approval process and approval from our accrediting agencies was not completed prior to the University s annual update. Currently enrolled nursing and pre-nursing students were provided a copy of the revised curriculum and it was reviewed with them at either the mandatory nursing assembly or during admission interviews or academic advising in the fall of Students signed that they received the information and these copies have been kept on file. There is a link to the nursing web page 12

13 on the SU home page. Information sheets listing the new curriculum are also available in the DNE s administrative office. During the fall 2010, the R.N. to B.S.N. program track was revised and the curriculum was approved by the DNE, SOEPS, and the University. The program track will be implemented in the fall R.N.s currently in the program are operating under the current curriculum, which will be gradually phased out over the next three semesters. The DNE student handbook is published in hard copy annually and distributed to new and returning students during the annual fall assembly, where it is reviewed with them. The handbook is also presented to new students in January at assembly/orientation and the handbook is reviewed with them during this time. Students sign that they have received and reviewed the policies and these statements are kept on file in the department. If there is a new or revised policy in the interim, students are handed the written change in class and sign that they received the information. As of fall 2010 the University catalog is only published on the University website at The catalog is reviewed and updated annually according to University policy. The new B.S.N. curriculum, in which the first semester was introduced in January 2011, is not listed in the prior printed University catalog or the supplement, nor is it online because approval of the curriculum changes occurred after the printed and electronic catalogs were submitted for publication. Marketing brochures are updated on as-needed basis. There is a color copy brochure available for the generic program which does not include an outline of curriculum. New R.N. to B.S.N. brochures are being developed and will be ready for distribution prior to the fall 2011 semester. I-F. Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Elaboration: Nursing faculty are involved in the development, review, and revision of academic program policies. Differences between the nursing program policies and those of the parent institution are identified and are in support of achievement of the program s mission, goals, and expected student outcomes. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. There is a defined process by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. 13

14 Program Response: The DNE academic policies support its mission, goals, and expected student outcomes and are intended to support and maintain the educational quality of its program. The DNE academic policies are reviewed annually by the Department Chair or her designee, and are published in the DNE Student Handbook. Students receive a hard copy during the nursing assembly or during orientation. If a policy is added or revised in the interim, students receive and sign for a copy of the policy which is distributed and discussed in their class. While most policies of the Department are congruent with the University, policies related to admission to the program, progression, retention, dismissal, eligibility for graduation, and grading are specific to the nursing program. These differences are identified either in the University catalog or the Nursing Student Handbook and are discussed with students during academic advising or the advising session prior to program admission. For instance, the DNE requires students to undergo drug screening, background checks, and have completed appropriate immunizations, which are not required by the University. Department policies are consistently applied to all students. I-G. There are established policies by which the nursing unit defines and reviews formal complaints. Elaboration: The program s definition of a formal complaint and the procedure for filing a complaint are communicated to relevant constituencies. The program follows its established policies/procedures for formal complaints. Program Response: The DNE has an established policy regarding formal complaints and conflict resolution which can be found in the DNE Student Handbook. Formal complaints, including such things as grade appeals, sexual harassment, or plagiarism, are handled according to the Shepherd University policy which can be found in the Student Handbook on the University website at Attempts to resolve any problems or issues begin with discussions between the student and instructor and if the problem cannot be resolved at this level, a procedure is clearly identified for the student to follow. During the past three years there has been no (0) formal complaints filed. Faculty rights, responsibilities, and an appeals/grievances/hearings process can be found in the University Faculty Handbook at 14

15 In the past three years there have been zero faculty appeals, grievances, or hearings. Summary of Assessment Strengths 1. The University mission, core values, pathways or goals are strongly supported in the DNE mission, program goals, and expected student outcomes. 2. Students, faculty, alumni, and community partners provide valuable input and are actively involved in improving the quality of the nursing program through the Advisory Council and student representation on all nursing committees. 3. There are clear expected nursing faculty outcomes that are congruent with those of the University to encourage faculty development and scholarship. 4. Faculty and students are substantially involved in partnerships on campus and in the community. 5. Faculty and students are well respected both on and off campus. 6. With the opening of the Erma Ora Byrd Hall in August 2007, faculty have utilized the latest technology in both classroom and clinical labs to assist students in achieving individual student learning outcomes through a variety of interactive learning strategies. Areas for Continuous Improvement 1. Efficient and effective communication with pre-nursing and current students can always be improved. 2. Student attendance at faculty meetings varies due to employment and busy schedules. 3. Master s prepared CNE recruitment and retention is a constant challenge as is the recruitment for doctoral prepared faculty. 4. Enhanced communication between faculty and CNE. Action Plan 1. Develop a first-year experience nursing course to connect with pre-nursing students early and develop an open forum every semester to address student concerns and disseminate information. 2. Faculty to emphasize opportunities for student involvement in program and curriculum planning and provide a welcoming atmosphere for students at meetings. 15

16 3. Survey CNEs regarding needs and opportunities for collaboration to support retention. Develop partnerships with regional universities that offer graduate programs and continue to advertise regionally (CNEs) and nationally (faculty). 4. Explore opportunities to enhance communication between faculty and CNE. 16

17 STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Elaboration: The budget enables achievement of the program s mission, goals, and expected student and faculty outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected student and faculty outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate. Program Response: Financial and physical resources are sufficient to enable the Department of Nursing Education (DNE) to fulfill its mission, goals, and expected student outcomes. Adequacy of resources is reviewed periodically and resource allocation is modified as needed. There is a defined process for regular review of the adequacy of the program s financial and physical resources, including an annual budgeting process. Fiscal Resources Budget The operating budget for the DNE academic year is $62,860. Program fees and lab fees were approved for an increase in The lab fee budget generated an additional $38,340 which supports the purchase and maintenance of simulation and skills development labs. The University provided $12,250 additional funding to support the CCNE preparation process. Full-time (9 FTE) faculty salaries, classified support staff (2.5 FTE), clinical nurse educators (CNE), and all expenses come from other revenues. The University budget is supported by state revenues, tuition fees, and donations. As an effort for cost containment within the University, the 17

18 Department s operating budget has not increased but the budget for the Clinical Nurse Educators (casual employees) was increased to be more competitive in the marketplace. Efforts to increase DNE revenues have been realized through stewardship of existing resources, increasing cost effectiveness, increasing student fees associated with clinical courses, and controlled spending. The DNE budget and student lab fee budget provide the fiscal resources that are sufficient to meet the program s mission, goals, and expected student outcomes. A copy of the budget will be available for review in the Evidence Room. The operating budget includes funds to support faculty attendance at professional meetings and conferences and the Chair s travel to represent the DNE at local, state, and national meetings. Additionally, full-time faculty members are reimbursed for mileage expenses associated with their travel to clinical sites for clinical teaching and evaluation of students. All SU students are assessed a separate technology fee of $5.50/credit hour up to 12 credit hours each semester. The Technology Oversight Committee (TOC) allocates the distribution of these funds, based on faculty and departmental requests, to support student learning. The TOC includes representatives from each academic school, several ex officio members of the administration, and a dean to serve as its chair. In the past three years, the DNE has been able to purchase i-touch technology for faculty members, document cameras for simulation labs, and recently secured funding for i-clickers for use in the classroom and clinical setting from TOC funding. Additional funds can also be obtained annually through requests to the VPAA. Funding obtained from the VPAA has purchased a table and chairs for the DNE library, mini blinds for office windows and doors, and a moderate-fidelity manikin with a fundus for use in NURS 419/421, Nursing VI Health Care of Women and the clinical component. Faculty Salaries and Professional Development The University funds faculty salaries. The DNE faculty salaries are comparable to other University faculty members. DNE faculty have a 9-month contract and faculty members can apply annually for merit pay allocations, providing funds are available, in the areas of instructional service, professional/institutional service, and professional development. Faculty submits requests for merit pay consideration to the Merit Pay Committee, which makes recommendations for merit to the Vice President for Academic Affairs (VPAA), followed by 18

19 recommendations to the President. For the past three years, SU has not provided any base salary increases, except for faculty who have received raises associated with promotion in rank. From October 1, 2010 through June 30, 2011 SU faculty received an annualized 2.3% salary enhancement. The SU Faculty Handbook describes the allocation for faculty salaries (p and online at Faculty members are encouraged to participate in all aspects of scholarship, including professional development. Full-time faculty members can receive $500 from professional development funds to attend or present at conferences and may request additional funding from the SOEPS to support faculty presentations at professional conferences. University faculty members may also apply to the Professional Development Committee for mini-grants, professional development stipend grants, professional development release time, and sabbatical leave (SU Faculty Handbook p and online at DNE faculty may seek financial support for doctoral study from the VPAA on an annual basis. Recruitment of nursing faculty members has been difficult because of the salary differential between the University and practice environments. Administrative Support The Chair serves as the administrator of the DNE and is employed on a 10-month contract. In the absence of the Department Chair during the academic year, the Chair appoints a full-time nursing faculty to cover administrative responsibilities. When absent, the Chair is accessible for contact via the telephone. The DNE is overseen by the Dean of SOEPS. The Dean is employed on a 12-month contract, and is available to assist as needed. Administrative support for the DNE is sufficient for the operation of the program. Support Staff The DNE has 3.5 classified staff positions including 1 FTE clinical skills lab and simulation coordinator and 1.5 administrative assistants. The clinical skills and lab simulation coordinator has a B.S.N. and a M.S. in adult and technical education. She is currently enrolled in a M.S.N. program at Liberty University and holds an unencumbered R.N. license in West 19

20 Virginia. She works with the faculty and Chair to secure clinical agency contracts and secure student placement, provides oversight of the clinical simulation labs, orders supplies, holds open lab hours, and serves as a clinical educator. In addition, she serves as a member of the Curriculum Committee. The DNE has 1.5 FTE administrative assistants. The senior administrative assistant is a full-time, 12-month position and the administrative assistant works 20 hours per week for 10 months. The administrative assistants support the administrative functions in the DNE. In addition, the SOEPS has a full-time budget-management support person and a parttime administrative assistant who works closely with the Dean. The DNE also has Clinical Nurse Educators (CNEs) who are employed as casual employees. CNEs are hired to teach clinical courses on a semester basis, which are appropriate to their clinical experience and background. CNEs must have a Master of Science in Nursing (MSN) with at least two years of clinical experience. CNEs that have a Bachelor of Science in Nursing must be in a M.S.N. program and have at least two years of clinical experience. All CNEs must hold an unencumbered R.N. license in WV and in the state in which they provide clinical education. Appendix 2.A.1 provides a list of CNEs, including their educational background and clinical expertise. Physical Resources Classroom Building In the summer of 2007, the DNE moved into a new, state-of-the-art, high-tech nursing building. The Erma Ora Byrd Hall is a two-story 37,000 gross square foot building. The first floor contains a 32-station computer lab, a 120-seat lecture hall, six classrooms, and two seminar rooms. Each classroom/seminar room is wireless and contains a computer with internet capability, DVD player, ICD projector, document reader, projection screens, microphone, and whiteboards. Utilization of tables and chairs facilitates group work and class activities. The second floor contains an administrative office suite, faculty offices, faculty/staff collaboration room, faculty library, workroom, four seminar/group study rooms, and four simulation labs (acute care, critical care, mother-child, and independent living lab). One of the seminar/group study rooms also serves as a second simulation lab for women s health. Faculty offices include a wireless internet capability, computer, printer, telephone, desk, bookshelf, and 20

21 locked file cabinet. A small office is available for CNEs and is equipped with access to a desk, locked filing cabinet, computer with wireless internet capability, and printer. The four simulation labs are equipped as follows: All of the simulation labs are wireless, and three of the four (excludes independent living lab) contain a computer with internet capability, DVD player, ICD projector, video cameras, document reader, projection screen, and whiteboards. The acute care simulation lab contains an electronic patient lift system, six acute care beds, two exam tables, four moderate fidelity manikins, medication cart, and isolation cart. The critical care lab contains two critical care beds, a Sim Man (Laerdal), ventilator, and crash cart. The mother-child simulation lab contains a delivery bed, Noelle (Laerdal), Vital Sim Baby (Laerdal), isolette, and warmer All bedsides have laptop computers The independent living lab is organized to represent a home and contains a living room, fully furnished kitchen/dining room, bedroom, and bathroom. Clinical Agencies The DNE has 17 active affiliation agreements with clinical partners throughout the tristate area (Appendix 2.A.2). These agreements are reviewed periodically and updated as needed. Students obtain a multitude of rich learning experiences through the Department s partnerships with clinical agencies, including acute care hospitals, community health center, physician offices, schools, free clinics, and other community agencies. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s academic support services. Review of academic support services occurs and improvements are made as appropriate. 21

22 Program Response: Academic Support Services, the Scarborough Library, advising, and grant support are available and are sufficient to enable the nursing program to fulfill its mission, goals, and expected student outcomes. Each academic support service is evaluated on an annual basis. The programs are evaluated annually based on University policy. Additionally, faculty members are able to speak with members of the various departments as needed regarding questions, concerns, or to make student referrals. Academic Support Services The DNE ensures that students have access to the student services throughout their tenure at Shepherd University. Entering freshmen and their families participate in the summer orientation prior to the start of the students' initial semester at Shepherd University. During the summer orientation they learn about student life and programmatic offerings. They meet with advisors and register for classes at the end of the orientation program. Numerous support services are available to students and faculty, which include the following: The Center for Teaching and Learning ( provides students with tutors that assist with study skills and provides tutors for writing. Writing assistance can be accessed in-person or through online paper submission. Additional services include: academic advising, audio/visual media services, instructional technology, common reading programs, and first-year experiences. The Center also provides a series of programs titled Focus on Student Learning each semester for faculty. The Office of Admissions recruits nursing students at recruitment fairs, plans and implements open houses for perspective students, and coordinates students visit to campus. The Office of Admissions works with the DNE to develop program brochures and assist faculty to understand the needs of our student population ( The Career Services Center ( assists students in creating cover letters and resumes and preparing for job interviews. The Career Development Center conducts an annual job fair, especially for nursing and healthcare 22

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