Accreditation Self Study

Transcription

1 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

2 TABLE OF (VOLUME I) STANDARD I: PROGRAM QUALITY: MISSION AND GOVERNANCE Table 1.1 University and College Mission, Vision & Goals Statements and DNP Program Outcomes... 9 Table 1.2 Comparison between MSN and DNP Essentials & DNP Program Outcomes Table 1.3 Relationship between Selected National Specialty Standards and Selected DNP Course Outcomes by Concentration Table 1.4 College of Nursing Standing Committees Table 1.5 Special Committees (AD HOC) Table 1.6 Participation of Faculty in University Governance: UTHSC Standing Senate Committees Table 1.7 Current Faculty Participation in UTHSC Special Committees Table 1.8 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 DNP Program Outcomes Table 3.2 Use of Course Evaluation Data in DNP Course Revisions/Improvements STANDARD IV: PROGRAM EFFECTIVENESS: AGGREGATE STUDENT PERFORMANCE AND FACULTY ACCOMPLISHMENTS Table DNP Graduation Rates Table DNP Certification Pass Rates by Concentration Table DNP Employment Rates Table DNP Employment Rates by Concentration Table DNP Student Satisfaction with Quality of Faculty and Instruction Table DNP Alumni Program Satisfaction Table Faculty Grants Table 4.8 Faculty Refereed and Invited Presentations by Academic Year Table 4.9 Faculty Journal Articles and Other Publications

3 TABLE OF CONTENTS APPENDICES (VOLUME II) UT System Organizational Model... A UT Health Science Center (UTHSC) Organizational Model... B UTHSC College of Nursing (CON) Organizational Model... C Master Evaluation Plan (MEP)... D Faculty Outcomes (Research & Grants, Publication, & Presentations)... E Faculty Activities Data Collection & Performance Planning Forms... F College of Nursing Faculty Bylaws... G Constitution of the Student Organization of the College of Nursing... H College of Nursing DNP Faculty Profiles... I College of Nursing DNP Teaching List... J Selected Doctoral Capstone Projects... K DNP Course Descriptions and Outcomes... L DNP Curricula... M DNP Essentials Mapped with Courses... N Selected Clinical Affiliations... O 2

4 EXHIBITS FOUND IN RESOURCE ROOM (listed alphabetically by Standard): STANDARD I: CenterScope... Exhibit I-F Community Advisory Council Minutes... Exhibit I-B CON Committee Meeting Minutes (also on CON Intranet)... Exhibit I-B Faculty Organization Minutes... Exhibit I-B Faculty Outcomes... Exhibit I-B Admission and Progression Committee minutes... Exhibit I-D National Specialty Standards...Exhibit 1-A UTHSC CON Alumni Association Board of Directors Minutes... Exhibit I-B UTHSC Faculty Handbook... Exhibit I-C STANDARD II: Clinical Sites... Exhibit II-B CON Budget... Exhibit II-A Dean s CV... Exhibit II-C Faculty CVs... Exhibit II-D Preceptor Manuals... Exhibit II-E Teaching Lists Exhibit II-D STANDARD III: Clinical Site Evaluation Form... Exhibit III-G Course Syllabi... Exhibit III-C NTF Criteria Checklist and DNP Curriculum Content Mapping... Exhibit III-A National Specialty Standards... Exhibit III-C Student Clinical Performance Evaluation Forms... Exhibit III-F STANDARD IV: Evaluation Forms... Exhibit IV-B Faculty CVs... Exhibit II-D 3

5 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 Webpages CON Faculty and Staff page Student Academic Support Services Services for Students with Disabilities Educational Technology

6 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, as vice president for health affairs, 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 Allied Health Sciences, Dentistry, Graduate Health Sciences, Medicine, Nursing and Pharmacy. For purposes of accreditation, the UTHSC is accredited by the Southern Association of Colleges and Schools (SACS) as a component of The University of Tennessee. The University of Tennessee has been accredited to award baccalaureate, master s and doctoral degrees since The UTHSC is authorized by the University of Tennessee, the Tennessee Higher Education Commission, and by SACS 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 LeBonheur Children s Hospital, The Regional Medical Center, 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. Currently there are 2,859 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 s degree in nursing (MSN) with preparation as a Clinical Nurse Leader (CNL), 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. 5

7 The BSN program was reactivated in Fall 2013, admitting a cohort of 50 pre-licensure and seven RN- BSN students. The BSN program will seek initial accreditation by the Commission on Collegiate Nursing Education (CCNE) and has scheduled an evaluation site visit in the Fall of The Master s Program is accredited by CCNE until The BSN has initial approval and the Master s 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 is currently seeking reaccreditation from CCNE. Students currently pursuing a DNP degree focus their studies in one of the following concentrations: Adult- Gerontology Acute Care Nurse Practitioner, Forensic Nursing, 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, Family Nurse Practitioner/Adult- Gerontology Acute Care Nurse Practitioner, or Family Nurse Practitioner/Forensic Nursing. In keeping with our mission To prepare Nurse leaders and 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. In Fall 2013, in response to community need, the new Pediatric Nurse Practitioner concentration began and the Neonatal Nurse Practitioner concentration which was held in abeyance in 2009 was reactivated. Due to faculty resources and a low number of qualified applicants, admission to the following DNP concentrations has been held in abeyance: Nursing Administration (2008); Public Health Nursing (2012); and Forensic Nursing (2013). A Doctor of Philosophy (PhD) in Nursing has been offered through the UTHSC College of Graduate Health Sciences since The DNP/PhD program provides select, highly qualified students with an integrated advanced practice clinical and research plan of study. 6

8 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 7

9 Tennessee and the region, by pursuing an integrated program of education, research, clinical care, and public service. 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 The CON DNP program outcomes define the graduate of the program as one who will: 1. Demonstrate advanced levels of clinical judgment/scholarship in nursing practice; 2. Critically analyze complex clinical situations and practice systems 3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations 4. Systematically investigate a clinically focused area of nursing in order to advance health care 5. Analyze the social, economic, political, and policy components of health care systems which affect care planning and delivery 8

10 6. Assume leadership roles in the development of clinical practice models, health policy, and standards of care 7. Integrate professional values and ethical decision-making in advanced nursing practice The mission, goals, and expected outcomes of the DNP 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 Doctoral Education for Advanced Practice Nursing (AACN, 2006). Table 1.1 provides a comparison of the two mission statements and selected DNP program outcomes. Table 1.1 University and College Mission, Vision & Goals Statements and DNP 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 Clinical Care 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 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 DNP Program Outcomes #3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations #4. Systematically investigate a clinically focused area of nursing in order to advance health care #3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations #1. Demonstrate advanced levels of clinical judgment/scholarship in nursing practice #7. Integrate professional values and ethical decision-making in advanced nursing practice 9

11 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. Assume leadership roles in the development of clinical practice models, health policy, and standards of care The DNP program admits students who have completed either a bachelor s degree in nursing or a master s degree in nursing. The DNP curricula build on the baccalaureate and/or master s foundation, depending on the level of entry of the student. The DNP program outcomes are aligned with both The Essentials of Doctoral Education for Advanced Practice Nursing (AACN, 2006) and The Essentials of Master s Education in Nursing (AACN, 2011) as shown in Table 1.2 below. Table 1.2 Comparisons between MSN and DNP Essentials & DNP Program Outcomes MSN and DNP Essentials MSN IV. Translating and Integrating Scholarship into Practice DNP I. Scientific Underpinnings for Practice MSN II. Organizational and Systems Leadership MSN III. Quality Improvement and Safety DNP II. Organizational and Systems Leadership for Quality Improvement and Systems Thinking DNP Program Outcomes #1. Demonstrate advanced levels of clinical judgment/scholarship in nursing practice #3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations #2. Critically analyze complex clinical situations and practice systems #4. Systematically investigate a clinically focused area of nursing in order to advance health care #5. Analyze the social, economic, political, and policy components of health care systems which affect care planning and delivery #6. Assume leadership roles in the development of clinical practice models, health policy, and standards of care 10

12 #1. Demonstrate advanced levels of clinical judgment/scholarship in nursing practice MSN IV. Translating and Integrating Scholarship into Practice DNP III. Clinical Scholarship and Analytical Methods for Evidence-based Practice MSN V. Informatics and Healthcare Technologies DNP IV. Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care MSN VI. Health Policy and Advocacy DNP V. Health Care Policy for Advocacy in Health Care MSN VII. Interprofessional Collaboration. DNP VI. Interprofessional Collaboration for Improving Patient and Population Health Outcomes MSN VIII. Clinical Prevention and Population Health DNP VII. Clinical Prevention and Population Health for Improving the Nation s Health #2. Critically analyze complex clinical situations and practice systems #3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations #4. Systematically investigate a clinically focused area of nursing in order to advance health care #6. Assume leadership roles in the development of clinical practice models, health policy, and standards of care #2. Critically analyze complex clinical situations and practice systems #4. Systematically investigate a clinically focused area of nursing in order to advance health care #5. Analyze the social, economic, political, and policy components of health care systems which affect care planning and delivery #6. Assume leadership roles in the development of clinical practice models, health policy, and standards of care #3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations #6. Assume leadership roles in the development of clinical practice models, health policy, and standards of care #3. Evaluate and apply conceptual models, theories, and research in order to improve health care of diverse populations 11

13 MSN IX. Master s Level Nursing Practice DNP VIII. Advanced Nursing Practice #1. Demonstrate advanced levels of clinical judgment/scholarship in nursing practice #7. Integrate professional values and ethical decision-making in advanced nursing practice Additional nursing standards and guidelines provide the basis for DNP specialty concentrations as appropriate. Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012); Population Focused NP Core Competencies (NONPF, 2013); Adult-Gerontological Acute Care Nurse Practitioner: Scope and Standards of Practice for the Acute Care Nurse Practitioner (AACN, 2012); Adult-Gerontological Acute Care Nurse Practitioner Competencies (NONPF, 2012); NONPF Core Competencies of Nurse Practitioners (NONPF, 2012); Nurse Anesthesia: Standards for Accreditation of Nurse Anesthesia Educational Programs (COA, 2013); Family Nurse Practitioner: Standards of Practice for Nurse Practitioners (AANP, 2013); NONPF Core Competencies of Nurse Practitioner (NONPF, 2012); Forensic Nursing: Forensic Nursing: Scope and Standards of Practice (ANA, 2009); Neonatal Nurse Practitioner: Neonatal Nursing: Scope and Standards of Practice 2nd Edition (2013); Pediatric Nurse Practitioner: Pediatric Nursing: Scope and Standards of Practice (2008). Psychiatric/Mental Health Nurse Practitioner: Psychiatric-Mental Health Nursing: Scope and Standards of Practice (ANA, 2007). The relationship of the standards, program outcomes, concentration outcomes, and course outcomes are demonstrated in DNP course syllabi. Table 1.3 below demonstrates the relationship between selected specialty standards and DNP concentration course outcomes. Table 1.3 Relationship between Selected National Specialty Standards and Selected DNP Course Outcomes by Concentration Selected National Specialty Standards by Concentration Scope and Standards of Practice for The Acute Care Nurse Practitioner: The acute care NP integrates ethical considerations into all areas of practice Adult-Gerontological Acute Care Nurse Practitioner Competencies: Assist individuals, families, and caregivers to support or enhance the patient's right to self-determination, sense of safety, autonomy, worth, and dignity Standards of Practice for Nurse Practitioners: The NP utilizes the scientific process and national standards of care as a framework for managing patient care. This process includes making a diagnosis utilizing critical thinking in the diagnostic process Selected DNP Course Outcomes by Concentration Adult Gerontological Acute Care Nurse Practitioner: ACNP 804 Advanced Acute Care Analyze ethical dilemmas according to current standards Family Nurse Practitioner: FNP 800 Advanced Family Nursing I Analyze subjective and objective patient information to identify problems and formulate diagnoses. 12

14 Forensic Nursing: Scope and Standards of Practice: Utilizes complex data and information obtained during interview, examination, diagnostic procedures and review of medical legal evidentiary documents in identifying diagnoses Psychiatric-Mental Health Nursing Scope & Standards of Practice: Engages in and collaborates with others in the conduct of research to discover, examine, and test knowledge, theories, and evidence-based approaches to practice Neonatal Nursing: Scope and Standards of Practice: Establishes and maintains a collaborative relationship with healthcare colleagues Standards of Accreditation for Nurse Anesthesia Programs: The program demonstrates that graduates have acquired knowledge, skills and competencies in patient safety Pediatric Nursing: Scope and Standards of Practice: Provide comprehensive health plans by teaching, counseling, and advising children and their families about growth and development, health promotion, health status, illnesses, illness management plans, as well as providing anticipatory guidance Forensic Nursing: NSG 850 Sexual Assault Forensic Examination Analyze findings of forensic examination to make a determination on mechanism of injury Psychiatric/Mental Health Nurse Practitioner: NSG 930 Biological Treatments for Psychiatric Disorders Apply knowledge of current research including inherited and acquired vulnerabilities to identify effective treatments for mental illness Neonatal Nurse Practitioner: NNP 827 Neonatal Nursing Clinical Practice collegially with other members of the health team using role modeling, collaboration, consultation, and referral as appropriate Nurse Anesthesia: ANES 879 Principles of DNP Anesthesia Practice I Assess operating room hazards ANES 888 Roles of DNL Advanced Nurse Anesthesia Practice I Critique standards of care and their effect on the safety and quality of nurse anesthesia practice Pediatric Nurse Practitioner: PNP 801 Primary Care of Children Create the anticipatory guidance to children and families needed at each stage of development 13

15 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. 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 DNP curriculum content takes place on an as needed basis by the DNP Curriculum Committee, and at least annually as specified in the MEP. The mission, goals, and expected student outcomes of the DNP 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, DNP students tend to be goal-oriented, self-directed, problem-centered, and interested in designing their learning experience. 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 DNP Curriculum Committee and Nursing Student Government Association regarding ways to facilitate DNP 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, The Regional Medical Center 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 14

16 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 TBN at their fall meeting on November 30, 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. Students were admitted to both of these 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 semiannually. 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. 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 The 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 and Bylaws. 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 and Bylaws 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 E). 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 parttime 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 15

17 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. Faculty 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. 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 DNP program are clearly defined in the Faculty Handbook, the CON Faculty Bylaws (Appendix G), and the constitution of the student organization of the CON (Appendix H). 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 system-wide task forces or committees. 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 Doctoral (DNP) Curriculum Committee, and Admission and Doctoral Progression Committees. Faculty and students who are at a distance participate in governance of the programs via phone or webcam. All faculty are members of The Faculty Committee of the CON. This organization meets monthly to propose, review or revise policies, 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 serve as members of the Faculty of the CON with full voting privileges and eligibility to serve on committees. See Table 1.4 College of Nursing Standing Committees and Table 1.5 Special Committees (AD HOC) below that demonstrate faculty participation in governance in the College of Nursing. 16

18 Table 1.4 College of Nursing Standing Committees Faculty Committee College Promotion and Tenure Committee All Full-time and Part-time faculty Virginia Trotter Betts, Chair ( ) Susan Patton, Secretary ( ) Michael Carter, DNSc, DNP, FAAN, FNP/GNP-BC (University Distinguished Professor) Patricia Cowan, PhD, RN (Professor) Donna Hathaway, PhD, RN, FAAN (University Distinguished Professor) Virginia Trotter Betts, MSN, JD, RN, FAAN (Professor) J. Carolyn Graff, PhD, RN, FAAIDD (Professor) Margaret Thorman Hartig, PhD, FNP-BC, APN (Professor) Wendy Likes, PhD, DNSc, APRN-BC* (Associate Professor) Sheila D. Melander, DSN, ACNP-BC, FCCM, FAANP (Professor) Tommie Norris, DNS, RN* (Professor) Jill S. Detty Oswaks, CRNA, DNSc, APN (Associate Professor) Susan B. Patton, DNSc, APN, PNP-BC (Professor) Laura A. Talbot, PhD, EdD, RN** (Dean & Professor) Patricia M. Speck, DNSc, APN, FNP-BC, DF-IAFN, FAAFS, FAAN (Associate Professor) Cheryl Cummings Stegbauer, PhD, FNP-BC, APN Carol Lynn Thompson, PhD, DNP, ACNP, FNP, FCCM, FAANP, FAAN (Professor) Mona Newsome Wicks, PhD, RN, FAAN (Professor) Note: *Indicates Associate Dean/Department Chair; **Indicates Dean. All are tenured faculty Doctoral Curriculum Committee Jacqueline Burchum Carolyn Graff Jill Oswaks Donna Lynch-Smith DNP Student: Alam Sharifi Director of DNP Program: Irma Jordan, Chair Associate Dean for Academic Affairs: Patricia Cowan 17

19 BSN/MSN Curriculum Committee Virginia Trotter-Betts Doctoral (DNP) Progression Committee Keevia Porter Sherry Webb Jackie Sharp MSN Student: Sabrina Elmore Associate Dean/Chair of BSN and MSN Programs: Tommie Norris, Chair Associate Dean for Academic Affairs: Patricia Cowan Susan Patton Jill Oswaks Pat Speck Mona Wicks DNP Student: Tracy Rapp Casie Adams (Alternate) Associate Dean for Academic Affairs: Patricia Cowan, Chair Director of DNP Program: Irma Jordan BSN/MSN Progression Committee Sherry Webb Keevia Porter Jackie Sharp Brenda Hill BSN Student: MSN Student: Mary Jane Morrow Martin Canale Haaga (alternate) Etoshia Butler Casey Daniel (alternate) Associate Dean for Academic Affairs: Patricia Cowan, Chair Associate Dean/Chair of BSN and MSN Programs: Tommie Norris 18

20 Admission Committee Irma Jordan (DNP Rep) Susan Patton Sherry Webb Alise Farrell BSN Student: MSN Student: DNP Student: (DNP Rep) (BSN/MSN Rep) (BSN/MSN Rep) Pamichella Torres Margaret Elizabeth Woods (alternate) Neil Dempsey Lara Haraway Queen Elizabeth McGhee (alternate) Director for Student Affairs: Jamie Overton, Chair Associate Dean/Chair of BSN and MSN Programs: Tommie Norris Director of DNP Program: Irma Jordan Associate Dean for Academic Affairs: Patricia Cowan Evaluation Committee Jacqueline Burchum (DNP rep) Keevia Porter Mona Wicks (MSN rep) (PhD rep) Associate Dean for Academic Affairs: Patricia Cowan, Chair Director for Student Affairs: Jamie Overton Associate Dean/Chair of BSN and MSN Programs: Tommie L. Norris Director of DNP Program: Irma Jordan Awards and Honors Mona Wicks Alise Farrell Carolyn Graff Director for Student Affairs: Jamie Overton Practice Committee Wendy Likes, Chair Margaret Hartig Irma Jordan Donna Lynch-Smith Bylaws Committee Hallie Bensinger, Chair Virginia Trotter Betts Cheryl Scott Pat Speck Irma Jordan

21 Table 1.5 Special Committees (AD HOC) History and Archives Committee Margaret Newman Dialogue Planning Committee PhD in Nursing Faculty Committee Faculty Senate Cheryl Stegbauer Dianne Greenhill (Professor Emeritus) Carolyn Graff Cheryl Stegbauer Mona Wicks Carolyn Graff, PhD Program Director, Chair Virginia Trotter Betts Michael Carter Patricia Cowan Margaret Hartig Donna Hathaway Wendy Likes Sheila Melander Tommie Norris Jill Oswaks Risa Ramsey Cynthia Russell Patricia Speck Cheryl Stegbauer Laura Talbot Carol Thompson Mona Wicks Virginia Trotter Betts Donna Lynch-Smith Susan Patton Cheryl Scott Jami Smith Pat Speck Cheryl Stegbauer Sherry Webb 20

22 Table 1.6 and Table 1.7 below list faculty membership on UTHSC standing and special committees. Table 1.6 Participation of Faculty in University Governance: UTHSC Standing Senate Committees Faculty Virginia Trotter Betts Donna Lynch-Smith Susan Patton Cheryl Scott Jami Smith Pat Speck Cheryl Stegbauer Sherry Webb Senate Committees Budget and Benefits Committee Clinical Affairs Committee Legislative Resource Committee Faculty Affairs Committee Computing and IT Committee Research Committee Intercollege Collaboration Executive Committee Faculty Affairs Committee Educational Policy Committee Table 1.7 Current Faculty Participation in UTHSC Special Committees Jacqueline Burchum Faculty University Committees Library Committee CIO Advisory Committee Institutional Review Board Patricia Cowan Committee on Academic and Student Affairs Institutional Effectiveness and Performance Banner User Group Alise Farrell IPECS Committee 21

23 CGHS Graduate Studies Council Boling Center for Developmental Disabilities Management Team Carolyn Graff Margaret Hartig Donna Hathaway Wendy Likes Donna Lynch-Smith Susan Patton Cheryl Stegbauer Jill Oswaks Carol Thompson, Chair Mona Wicks Boling Center for Developmental Disabilities Training Committee Boling Center for Developmental Disabilities Advisory Committee for Distance Learning Workshop on Obesity Prevention Boling Center for Developmental Disabilities Sibshop Planning Committee Development Committee Interprofessional campuswide Health Care Challenge Institutional Review Board CGHS Curriculum Committee Compliance Report Steering Committee Bridge Funding Committee Institutional Review Board GME Safety and Simulation Committee UTHSC History and Archive Committee University Health Advisory Committee IPECS Committee CGHS Credentialing Committee Institutional Review Board CAHS Search Committee for Associate Dean for Faculty Affairs Students are also actively engaged in university committees. See Table 1.8 for a list of students represented on university committees in academic year Table 1.8. Current Student Participation in University Committees Student Christopher (Cory) Wilbanks Julia Peredo Abigail (Abi) Edwards University Committees Campus Improvement Fund Planning Committee Community Service Committee Enrollment Services/Bursar Advisory Committee 22

24 Porshia Mahoro Entertainment Committee Marissa Morgan Lowe Fitness Center Advisory Committee A. Shanice Ridley Student Assistance Committee Zoran Pavicevic Student Computer and Technology Committee Leah Okoth Student Parking Appeals Committee Megan Mallamaci Student Services Advisory Committee Shaunta Roane Parking Authority A. Shanice Ridley Student Health Advisory Committee Jennifer McClennon Student Assistance Committee I-E. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. Elaboration: References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, grading policies, degree/certificate completion requirements, tuition, and fees are accurate. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. For APRN education programs, transcripts or other official documentation specify the APRN role and population focus of the graduate. If a program chooses to publicly disclose its CCNE accreditation status, the program uses either of the following statements: The (baccalaureate degree in nursing/master's degree in nursing/doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, The (baccalaureate degree in nursing/master's degree in nursing/doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education ( PROGRAM RESPONSE: Documents and publications accurately reflect the DNP programs offerings, outcomes, accreditation/approval status, academic calendars, admission policies, grading policies, degree completion requirements, and tuition and fees. Information about the CON can be found on the website at in the university catalog ( CenterScope (UTHSC student handbook) on the website at and college documents including brochures, and recruiting materials that are published online and in hard copy. Information regarding the DNP program listed in university and CON documents is accurate and congruent. The CON Master Evaluation Plan (MEP) charges various individuals and committees with reviewing and revising university and CON materials. The dean, associate dean for academic affairs, and the director of student affairs examine the nursing related sections of the following documents, and publications that describe the CON academic programs. 23

25 UTHSC Catalog - UTHSC Student Handbook (CenterScope) UTHSC College of Nursing Web-site College of Nursing brochures All publications are accessible. The UTHSC Catalog and the UTHSC student handbook CenterScope are accessible online. If policies are changed, students receive the information verbally and in writing via by the appropriate CON administrator. The university website is very extensive and includes pertinent information for prospective and current students, faculty and staff. Information contained in this site includes a description of UTHSC academic programs, the Catalog, CenterScope general information, and faculty. The website is monitored and updated on an ongoing basis to accurately reflect programs and other pertinent information about the university. I-F. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected student outcomes. These policies are: fair and equitable; published and accessible; and reviewed and revised as necessary to foster program improvement. Elaboration: Academic policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are identified and support achievement of the program s mission, goals, and expected student outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. PROGRAM RESPONSE: Academic policies of UTHSC and the DNP programs are congruent. General academic policies for UTHSC are found in the UTHSC Academic Catalog and CenterScope that are revised annually and available online. All new students are oriented at the beginning of their programs regarding the expectation that they access the university student handbook and catalog, and become knowledgeable about its contents. Additionally, students access the student handbook (CenterScope) via the Internet. Policies specific to the DNP nursing program (and all programs offered at UTHSC) are contained in the Catalog which is reviewed and revised annually. The CON s DNP program policies establish the admission, retention, progression, and graduation requirements for nursing students. These policies are contained in the university Catalog. Policies are reviewed on a regular basis according to the CON MEP and updated as changes become necessary. University and CON policies are applied to all students fairly and equally regardless of race, ethnicity, gender, age, or religious preference. During the academic years, the CON approved a bylaws change regarding the responsibilities and function of the Progressions Committee. The Progression Committee became a policy committee, rather than serving as an appeals committee for student dismissals. Thus, student dismissal appeals were made directly to the dean, in order to facilitate the progressions process. In Fall 2012, after consulting with the UTHSC vice chancellor for academic, student, and faculty affairs, the CON 24