Self Study Appendix Submitted to the Commission on Collegiate Nursing Education October 2012

Transcription

1 Self Study Appendix Submitted to the Commission on Collegiate Education October 2012

2 TABLE OF CONTENTS INTRODUCTION Registered Student Demographics Profile ( AY)... 2 STANDARD I FIU Mission, Vision, Values, Goals, and Strategic Plan... CNHS/ Unit Mission, Vision, Goals, Program Purposes and Objectives... 6 BSN Program Purposes and Objectives... 6 MSN Program Purposes and Objectives... 7 CNHS Unit Evaluation Plan... 9 Faculty and Student Participation in Governance ( AYs) STANDARD II Faculty Profile ( AY) Faculty Development Activities (2008-Present) STANDARD III Unit Organizing Framework: BSN, MSN, and Doctoral (DNP & PhD) Programs Curriculum Framework Definitions BSN Program Organizing Curriculum Framework... 0 Current Generic (Basic) and RN to BSN Track Plans of Study... BSN Essentials, BSN Program Objectives, and Examples of BSN Course Objectives... 4 MSN Program Organizing Curriculum Framework... 7 MSN Curricular Model for Advanced Adult Health, Child Health, & Family Health MSN Curricular Model for Anesthesiology Nurse Practitioner and Nurse Anesthesia MSN Plans of Study... 4 MSN Essentials, MSN Program Objectives, and Examples of MSN Course Objectives Combined BSN/MSN Curricula Combined BSN/MSN Track for Foreign-Educated Physicians Plan of Study Post-Master s Certificates STANDARD IV List of Faculty Research and Training Grants (2007-Present)... 5 List of Faculty Student Support Grants (2009-Present) APPENDIX 1

3 ACADEMIC YEAR FIU COLLEGE OF NURSING AND HEALTH SCIENCES REGISTERED NURSING STUDENT DEMOGRAPHICS PROFILE Demographics Fall 2011 Spring 2012 Summer 2012 GENERIC RN-BSN MSN PhD GENERIC RN-BSN MSN DOCT GENERIC RN-BSN MSN DOCT Average Age Gender Female 272 (75%) 121 (81%) 272 (76%) 16 (84%) 242 (71%) 159 (81%) 244 (76%) 27 (82%) 162 (71%) (77%) 26 (79%) (86%) Male 89 (25%) 29 (19%) 86 (24%) (16%) 96 (29%) 7 (19%) 75 (24%) 6 (18%) 66 (29%) 25 (14%) 68 (2%) 7 (21%) Ethnicity Hispanic 244 (68%) 79 (5%) 171 (48%) 5 (26%) 227 (67%) 98 (50%) 162 (51%) 11 (%) 150 (66%) 97 (54%) 144 (49%) 11 (%) White Non-Hisp 29 (8%) 19 (1%) 79 (22%) 5 (26%) 25 (7%) 27 (14%) 64 (20%) 8 (24%) 1 (6%) 1 (17%) 58 (20%) 9 (27%) Black Non-Hisp 58 (16%) 8 (25%) 72 (20%) 7 (7%) 58 (17%) 54 (28%) 64 (20%) 9 (27%) 45 (20%) 41 (2%) 57 (19%) 7 (21%) Asian/Pacific Is 25 (7%) 10 (7%) 28 (8%) 2 (11%) 2 (7%) 11 (6%) 21 (7%) 4 (12%) 15 (7%) 10 (6%) 22 (8%) 5 (15%) Native Am 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) Other (1%) 0 (0%) 2 (0%) 0 (0%) 5 (1%) 6 (%) 8 (%) 1 (%) (1%) 0 (0%) 2 (1%) 0 (0%) No Response 2 (0%) 4 (%) 6 (2%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 2 (1%) 2 (1%) 10 %) 1 (%) MSN Track# Adult 69 (19%) 54 (17%) 62 (21%) Child 11 (%) 10 (%) 9 (%) Psych/MH 0 (0%) 0 (0%) 0 (0%) Family 75 (21%) 70 (22%) 68 (2%) Anesthesia 97 (27%) 66 (21%) 61 (21%) Management 0 (0%) 0 (0%) 0 (0%) Core Students* 106 (0%) 119 (7%) 9 (2%) Doctorate Track DNP 12 (6%) 12 (6%) PhD 21 (64%) 21 (64%) Total Registered #Students registered for MSN specialty track courses. *Students registered only for MSN core courses Fall 2011 TOTAL GENERIC = 61* Spring 2012 TOTAL GENERIC = 8** Summer 2012 TOTAL GENERIC = 228*** TRAD-Generic FEP-Generic TRAD-Generic FEP-Generic TRAD-Generic FEP-Generic Mean Age Gender Female 220 (84%) 52 (5%) 174 (8%) 68 (52%) 97 (92%) 65 (5%) Male 42 (16%) 47 (47%) 5 (17%) 61 (48%) 9 (8%) 57 (47%) Ethnicity Hispanic 18 (70%) 61 (62%) 146 (70%) 81 (6%) 74 (70%) 76 (62%) White Non-Hisp 26 (10%) (%) 20 (10%) 5 (4%) 8 (8%) 5 (4%) Black Non-Hisp 2 (12%) 26 (26%) 25 (12%) (25%) 15 (14%) 0 (25%) Asian/Pacific Is 18 (7%) 7 (7%) 15 (7%) 8 (6%) 7 (7%) 8 (7%) Native Amer 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) Other 2 (1%) 1 (1%) (1%) 2 (2%) 2 (2%) 1 (1%) No Response 1 (0%) 1 (1%) 0 (0%) 0 (0%) 0 (0%) 2 (2%) Does not include 125* FIU students registered for NUR 119 Prof : Concepts/Issues in fall 2011; 159** FIU students in spring 2012; and 99*** FIU students registered in summer APPENDIX 2

4 FIU Mission, Vision, Values, Goals, and Strategic Plan FIU MISSION Florida International University is an urban, multi-campus, public research university serving its students and the diverse population of South Florida. We are committed to high-quality teaching, state-of-the-art research and creative activity, and collaborative engagement with our local and global communities. FIU VISION Florida International University will be a leading urban public research university focused on student learning, innovation, and collaboration. FIU VALUES Florida International University is committed to the following core values: Truth in the pursuit, generation, dissemination, and application of knowledge Freedom of thought and expression Respect for diversity and the dignity of the individual Responsibility as stewards of the environment and citizens of the world Excellence in intellectual, personal, and operational endeavors FIU GOALS Our goals are: 1. To educate undergraduate students who become critical thinkers empowered to learn and to integrate their understanding in a variety of areas of knowledge, creativity, entrepreneurship, and accomplishment; who possess the intellectual and personal competencies needed to excel in their fields throughout the world; who understand their culture and the cultures of others and appreciate the complexities and diversity of our global society; who understand and commit to their civic responsibilities. 2. To educate graduate and professional students who demonstrate an ability to synthesize knowledge and practice in ways that produce new insights; who add to the existing body of knowledge in their disciplines; who understand the obligation of the holders of advanced degrees to apply their knowledge and critical intellectual abilities in an ethical manner.. To build a distinguished faculty and staff who create a learning environment for students and each other; who give students a foundation of knowledge and understanding that will lead to success in their chosen fields and their lives; who give students the habits of mind of life-long learning and responsible global citizenship; who generate research results and creative contributions recognized both nationally and internationally; who collaborate with each other and with community leaders to explore creative solutions to local, regional, national, and global problems; who pursue research activities and provide additional federal and corporate research funding to the university. 4. To build an excellent student support system that provides academic, personal, and financial support; that adopts best practices across all services; APPENDIX

5 that creates a culture of clear and consistent communication across all internal constituencies. 5. To build an excellent financial base that maximizes impact by carefully stewarding and enhancing resources; that applies information technology to enhance and streamline operations; that encourages external contracts and grants funding; that benefits from alumni and community support; that increases the university endowment. 6. To build an excellent physical and technological infrastructure that is student-centered and conducive to learning; that is appropriate to FIU's size and aspirations to research excellence; that is accessible and sustainable; that applies technology efficiently to conserve resources. 7. To build collaborative university/community relationships that employ the intellectual capital of the university to solve community problems; that encourage alumni to continue their association with and contribution to the university; that create university affinity and social well-being through cultural programming and athletic events; that enhance the intellectual development of the community through life-long learning opportunities. FIU STRATEGIC PLAN (HEALTH) In pursuit of FIU s mission and goals, FIU S strategic plan will focus on the University s strengths in four collaborative content areas: arts; environment; globalization; and health. Each of these areas has a relation to the FIU mission, has the potential for significant and sustained growth, and involves engagement at the local and global levels. Although all content areas will require engagement by the CNHS, the content area with the most direct engagement is health. FIU s strategic plan notes the following in relation to health: As Miami's only public research university, Florida International University is committed to addressing the health challenges that face the South Florida region. FIU has a distinguished record of research on health disparities, drug and alcohol use, abuse and dependency and HIV/AIDS. The Herbert Wertheim College of Medicine, the College of and Health Sciences, and the Robert Stempel College of Public Health and Social Work serve the community by educating health professionals and conducting applied research in health fields. By embedding engagement activities with teaching and research, FIU provides students with unique learning opportunities and improves health care in the South Florida region. FIU's strength in health fields is a strategic asset that provides invaluable service to the South Florida region, and makes us a national and international model in integrated health care education. Health research is a fertile area for federally funded research and clinical trials which will bolster FIU's financial standing and increase our national visibility. To leverage FIU's strength in health care instruction and research, FIU will make strategic investments in the following initiatives: 1. Develop an academic health center to encourage interdisciplinary approaches to teaching and research. 2. Invest in faculty hires in health fields in which FIU has existing strengths such as HIV/AIDS; childadolescent and family behavioral health; and substance use, abuse, and dependence. APPENDIX 4

6 . Modify undergraduate, graduate, and professional curricula to enhance interdisciplinary teaching, research, and engagement opportunities for students, creating a new approach to health-related education. 4. Create new degree programs to attract new students and ensure competitiveness of graduates in health fields. 5. Enhance both the amount and visibility of health-related research. 6. Increase involvement of students, faculty and staff in community engagement focused on health needs. 7. Strengthen partnerships with local and global community and governmental agencies, public entities, hospitals, health care and social service agencies/providers. 8. Develop training opportunities in health for local and international professionals. FIU. Florida International University (2010). Mission, vision and values. Retrieved from FIU. Florida International University (2010) Strategic Plan: Worlds Ahead. Miami, FL: FIU. Retrieved from APPENDIX 5

7 CNHS Unit Mission, Vision, Goals, and Program Purposes and Objectives CNHS/NURSING UNIT MISSION The mission of the CNHS/ Unit is to teach, conduct research, and serve the community. The College prepares diverse health care professionals as providers and leaders in the delivery of high quality, accessible, culturally competent care within a highly technological and global environment. The College promotes, expands and validates scientific knowledge and evidence-based practice through interdisciplinary research. CNHS/NURSING UNIT VISION The vision of the CNHS/ Unit is to be globally recognized for the achievements of its alumni and faculty in health care, education, leadership, and research with a focus on the needs of the underserved populations. CNHS NURSING UNIT GOALS The goals of the CNHS unit are the following: Prepare qualified men and women for leadership roles in basic and advanced professional nursing practice in a rapidly changing, multicultural, multiethnic, global environment; Promote, expand and validate the scientific base of nursing knowledge and practice through the discovery, organization and transmission of research-based knowledge, skills and values; Collaborate with local, national and international health care agencies in promoting excellence through cost-effective, accessible, equitable and humanistic health care delivery systems for divergent individuals, families and communities. BACHELOR OF SCIENCE IN NURSING (BSN) PROGRAM BSN Program Purposes The BSN program prepares graduates to practice in increasingly complex and technological health care systems. The purposes of the BSN program are to prepare the graduate to: Function as a professional nurse generalist. Function as an accountable and responsible citizen. Participate in evidence-based health care delivery, research, education, leadership, and consultation services in the local, regional, national, and global community. Recognize and respond to the need for continuing professional development. BSN Program Objectives The BSN program s purposes are achieved through program objectives. The objectives of the BSN program are to prepare the graduate to: Synthesize knowledge from nursing and related disciplines in the provision of care to clients within the health-illness continuum throughout the life span. Utilize creative leadership to promote quality health care and patient safety in a rapidly changing multicultural, multiethnic, global environment. Synthesize and apply evidence and research findings from nursing and from other disciplines to improve or change nursing practice. Use appropriate and current technology and skills in the delivery of safe and effective patient care. APPENDIX 6

8 Function as an advocate and change agent in influencing healthcare policies, delivery, economics, and health disparities to improve the quality of health for diverse populations. Collaborate and communicate with members of the health care team in the delivery of individualized, cost-effective and ethical health care services. Demonstrate an understanding of accountability, responsibility, values, and standards of moral, ethical, and legal conduct that impact on the role and practice of the professional nurse. Utilize theoretical knowledge and clinical competencies in caring for culturally diverse populations in a variety of clinical settings. MASTER OF SCIENCE IN NURSING (MSN) PROGRAM MSN Program Purposes The purpose of the MSN program is to prepare graduates for advanced nursing roles in practice, education, research, and leadership. MSN Program Objectives The objectives of the MSN program are to prepare graduates as: Leaders and change agents in the delivery of high-quality, accessible, culturally competent healthcare in a global society. Professional advanced practice nurses who use communication, collaboration, and synthesis of evidence-based practice, scholarship, and research in the delivery of health care for global health systems. Facilitators in designing inter-professional healthcare teams, who use an understanding of organization and environment, and are able to integrate care services across global health systems. Critical thinkers who use scientific evidence, patient culture, values, and preferences to investigate clinical problems and translate evidence into safe, cost effective innovative practice that adheres to the ethical tradition of nursing. The MSN Anesthesiology Program has specific educational objectives and outcome criteria consistent with the requirements of its accrediting agency (Council on Accreditation of Nurse Anesthesia Educational Programs [COA] and the Florida Nurse Practice Act: The student will demonstrate they have acquired knowledge, skills and competencies in patient safety, perianesthetic management, critical thinking, communication, and the competencies needed to fulfill their professional responsibility. Students will demonstrate competence, safety, and confidence in the ability to manage anesthesia care at a level of independence, consistent with that of a new graduate upon entry into practice. Patient safety is demonstrated by the ability of the graduate to: o Be vigilant in the delivery of patient care. o Protect patients from iatrogenic complications. o Participate in the positioning of patients to prevent injury. o Conduct a comprehensive and appropriate equipment check. APPENDIX 7

9 o Utilize standard precautions and appropriate infection control measures. Individualized perianesthetic management is demonstrated by the ability of the graduate to: o Provide care throughout the perianesthetic continuum. o Use a variety of current anesthesia techniques, agents, adjunctive drugs, and equipment while providing anesthesia. o Administer general anesthesia to patients of all ages and physical conditions for a variety of surgical and medically related procedures. o Provide anesthesia services to all patients, including trauma and emergency cases. o Administer and manage a variety of regional anesthetics. o Function as a resource person for airway and ventilatory management of patients. o Possess current advanced cardiac life support (ACLS) recognition. o Possess current pediatric advanced life support (PALS) recognition. o Deliver culturally competent perianesthetic care throughout the anesthesia experience. Critical thinking is demonstrated by the graduate s ability to: o Apply knowledge to practice in decision-making and problem solving. o Provide nurse anesthesia care based on sound principles and research evidence. o Perform a preanesthetic assessment and formulate an anesthesia care plan for patients to whom they are assigned to administer anesthesia. o Identify and take appropriate action when confronted with anesthetic equipment related malfunctions. o Interpret and utilize data obtained from noninvasive and invasive monitoring modalities. o Calculate, initiate, and manage fluid and blood component therapy. o Recognize and appropriately respond to anesthetic complications that occur during the perianesthetic period. o Pass the Council on Certification of Nurse Anesthetists (CCNA) certification examination in accordance with CCNA policies and procedures. Communication skills are demonstrated by the graduate's ability to: o Effectively communicate with individuals influencing patient care. o Utilize appropriate verbal, nonverbal, and written communication in the delivery of perianesthetic care. Professional responsibility is demonstrated by the graduate s ability to: o Participate in activities that improve anesthesia care. o Function within appropriate legal requirements as a registered professional nurse, accepting responsibility and accountability for his or her practice. o Interact on a professional level with integrity. o Teach others. o Participate in continuing education activities to acquire new knowledge and improve his or her practice. CNHS. College of and Health Sciences. (2010). unit mission and vision. Retrieved from. CNHS. College of and Health Sciences. (2010).Undergraduate nursing program purposes and objectives. Retrieved from CNHS. College of and Health Sciences. (2010).Graduate nursing program purposes and objectives. Retrieved from APPENDIX 8

10 CNHS Unit Evaluation Plan: BSN Program Outcomes Objective BSN students (Generic & Foreign-Educated Physicians) will demonstrate professional nurse generalist content/discipline knowledge and skills on the EXIT examination. Post graduation, BSN graduates (Generic & Foreign- Educated Physicians) will demonstrate professional nurse generalist content/discipline knowledge and skills on the RN licensing examination (NCLEX). As nurse generalists in practice, BSN alumni will function as effective communicators. As nurse generalists in practice, BSN alumni will function as effective caregivers. CNHS administrators and staff will provide courteous, timely, and competent services and effective support to BSN students. As employees, BSN alumni will function as effective caregivers and communicators. Community of Interest Students Faculty Administrators Alumni Faculty Administrators Regulators Advisory Council Alumni Faculty Administrators Alumni Faculty Administrators Alumni Faculty Administrators Alumni Faculty Administrators Advisory Council Instrument/Criteria Standard Timeline/Procedure Responsible Person (RP) Pass rates: Standardized Students will obtain an HESI score Final Semester synthesis EXIT that is equal to or greater than the The EXIT examination will be examination (Elsevier standardized National Average administered during the final semester HESI ) completed during Score. course. Data will be aggregated to the final semester. determine the percentile of the students who met the standard. Annual pass rates of the NCLEX results (RN licensing examination) Online Alumni Survey: Effective communication item statements evaluated are noted in the results. Online Alumni Survey: Effective caregiver item statements evaluated are noted in the results. Online Alumni Survey: Level of satisfaction item statements evaluated is noted in the results. Employer Performance Appraisal: Level of satisfaction item statements evaluated is noted in the results NCLEX pass rates for graduates (first sitting) will be at or above the national pass rate. On a five (5) point Likert-type scale, alumni will rate the communicator survey items with an average of.5 or higher on the EXIT surveys and the POST 1 YR survey. On a five (5) point Likert-type scale, alumni will rate the caregiver survey items with an average of.5 or higher on the EXIT surveys and the POST 1 YR survey. On a five (5) point Likert-type scale, alumni will rate the level of satisfaction survey items with an average of.5 or higher on the EXIT surveys and the POST 1 YR survey. On a five (5) point Likert-type scale, alumni will rate the level of satisfaction survey items with an average of.5 or higher on the Employer Performance Appraisal. RP: Evaluation Coordinator Post Graduation Pass rates will be taken from Board of NCLEX reports. RP: Evaluation Coordinator At two (2) months and one (1) year post graduation, alumni will be sent the survey. Data will be aggregated to determine the mean of the statement. RP: Evaluation Coordinator At two (2) months and one (1) year post graduation, alumni will be sent the survey. Data will be aggregated to determine the mean of the statement. RP: Evaluation Coordinator At two (2) months and one (1) year post graduation, alumni will be sent the survey. Data will be aggregated to determine the mean of the statement. RP: Evaluation Coordinator At one (1) year post-graduation, the Appraisal will be included with the POST 1 YR survey. Alumni recipients are instructed to have his/her employer return the survey. RP: Evaluation Coordinator APPENDIX 9

11 CNHS Unit Evaluation Plan: MSN Program Outcomes (Continued) Objective MSN students will demonstrate professional nurse specialist content/discipline knowledge and skills on the comprehensive EXIT examinations. Post graduation, MSN graduates will demonstrate professional nurse specialist content/discipline knowledge and skills on the national certification examinations. As professional nurse specialists in practice, MSN alumni will function as effective communicators. As professional nurse specialists in practice, MSN alumni will function as effective caregivers. CNHS administrators and staff will provide courteous, timely, and competent services and effective support to MSN students. As employees, MSN alumni will function as effective caregivers and communicators. Community of Interest Students Faculty Administrators Alumni Faculty Administrators Regulators Advisory Council Alumni Faculty Administrators Alumni Faculty Administrators Alumni Faculty Administrators Alumni Faculty Administrators Advisory Council Instrument/Criteria Pass rates on national standardized comprehensive EXIT examinations (Examination content includes all core competencies). Pass rates on certification examinations - American Nurses Credentialing Center (ANCC), American Academy of Nurse Practitioners (AANP), Pediatric Certification Board, (PNCB) and the Nurse Anesthesia National Certification Exam (NCE). Online Alumni Survey: Effective communication item statements evaluated are noted in the results. Online Alumni Survey: Effective caregiver item statements evaluated are noted in the results. Online Alumni Survey: Level of satisfaction item statements evaluated is noted in the results. Employer Performance Appraisal: Level of satisfaction item statements evaluated is noted in the results Standard NP students enrolled in the final semester course will score at the faculty determined passing score (depends on national average for each certification exam) on the national standardized EXIT examination. Certification pass rates for MSN graduates (first sitting) will be at or above the national pass rates. On a five (5) point Likert-type scale, alumni will rate the communicator survey items with an average of.5 or higher on the EXIT surveys and the POST 1 YR survey. On a five (5) point Likert-type scale, alumni will rate the caregiver survey items with an average of.5 or higher on the EXIT surveys and the POST 1 YR survey. On a five (5) point Likert-type scale, alumni will rate the level of satisfaction survey items with an average of.5 or higher on the EXIT surveys and the POST 1 YR survey. On a five (5) point Likert-type scale, alumni will rate the level of satisfaction survey items with an average of.5 or higher on the Employer Performance Appraisal. Timeline/Procedure Responsible Person (RP) Final Semester The EXIT examination is administered during the final semester synthesis course. The data will be aggregated to determine the percentile of the students who met the standard. RP: Evaluation Coordinator Post Graduation Pass rates will be reported from American Nurses Credentialing Center (ANCC), American Academy of Nurse Practitioners (AANP) reports, Pediatric Certification Board, (PNCB) and the Nurse Anesthesia National Certification Examination (NCE) for all takers. RP: Evaluation Coordinator At two (2) months and one (1) year post graduation, alumni will be sent the survey. Data will be aggregated to determine the mean of the statement. RP: Evaluation Coordinator At two (2) months and one (1) year post graduation, alumni will be sent the survey. Data will be aggregated to determine the mean of the statement. RP: Evaluation Coordinator At two (2) months and one (1) year post graduation, alumni will be sent the survey. Data will be aggregated to determine the mean of the statement. RP: Evaluation Coordinator At one (1) year post-graduation, the Appraisal will be included with the POST 1 YR survey. Alumni recipients are instructed to have his/her employer return the survey. RP: Evaluation Coordinator APPENDIX 10

12 CNHS Unit Evaluation Plan: BSN Student Learning Outcomes (Continued) Operational Objective BSN graduates will demonstrate critical analysis and content development skills on a scholarly paper. BSN graduates will demonstrate organization, formatting, and referencing skills on a scholarly paper. BSN graduates will demonstrate content knowledge, organization, style/presentation, and solicitation of feedback skills on an oral presentation. Community of Interest Students Faculty Administrators Students Faculty Administrators Students Faculty Administrators Instrument/Criteria Scoring rubric for a scholarly paper assigned in the final semester includes the following criteria: Critical Thinking Skills Content Development Scoring rubric for a scholarly paper assigned in the final semester includes the following criteria: Organization Formatting Referencing Scoring rubric for an oral presentation includes the following criteria: Content Knowledge Organization Style/Presentation Solicitation of Feedback Standard On a possible score of 15 points on each the assessment criterion, students will score at least 11 points on critical thinking skills and at least 11 points on content development. On a possible score of 15 points on each assessment criterion, students will score at least 11 points on organization, 11 points on formatting, and 11 points on referencing. On a possible score of 5 points on each assessment criterion, students will score at least 4 points on content, 4 points on organization, 4 points on style/presentation, and 4 points on solicitation of feedback. Timeline/Procedure Responsible Person (RP) Final semester During a final semester course, a scoring rubric will be used to evaluate the scholarly paper. The data will be aggregated to determine the percentile of the students who met the standard. RP: Evaluation Coordinator Final semester During a final semester course, a scoring rubric will be used to evaluate the scholarly paper. The data will be aggregated to determine the percentile of the students who met the standard. RP: Evaluation Coordinator Final semester During a final semester course, a scoring rubric will be used to evaluate an oral presentation. The data will be aggregated to determine the percentile of the students who met the standard. RP: Evaluation Coordinator BSN graduates will demonstrate technological skills (word processing & use of databases/internet) on a scholarly paper and use of audiovisual /technological aids in an oral presentation. Students Faculty Administrators Scoring rubric for a scholarly paper assigned in the final semester includes the following criteria: Technological Skills o Word Processing o Use of Databases/Internet Scoring rubric for a oral presentation includes the following criteria: Audiovisual/Technological Aids On a possible score of 25 points on technological skills, students will score at least 17 points on word processing and 17 points on use of databases/internet. On a possible score of 5 points on each assessment criterion, students will score at least 4 points on audiovisual /technological aids. Final semester During a final semester course, a scoring rubric will be used to evaluate the scholarly paper and oral presentation. The data will be aggregated to determine the percentile of the students who met the standard. RP: Evaluation Coordinator. APPENDIX 11

13 CNHS Unit Evaluation Plan: MSN Student Learning Outcomes (Continued) Objective MSN students will demonstrate ability to perform advanced practice assessment by 1) identifying factors influencing health & disease; 2) identifying normal & abnormal findings; and ) prioritizing health problems appropriately. Community of Interest Students Faculty Administrators Instrument/Criteria Scoring rubric for Student Performance Evaluation completed in the final semester (capstone course) includes the following criteria on assessment: Identify factors in health & dz. Identify normal & abn findings. Prioritize problems appropriately. Standard On a possible score of 5 points on each the Performance Evaluation, students will score at least 4 points on each criteria. Timeline/Procedure Responsible Person (RP) Final semester During a final semester course, a scoring rubric will be used to evaluate clinical performance. The on-site clinical preceptor will serve as an outside evaluator. Data will be aggregated to determine the % of the students who met the standard. MSN students will demonstrate ability to perform advanced practice interventions by 1) correctly documenting patient findings and plan of care; and 2) correctly educating the patient based on cultural & educational background. Students Faculty Administrators Scoring rubric for Student Performance Evaluation completed in the final semester (capstone course) includes the following criteria on interventions: Correctly document findings/plan. Correctly educate patient. On a possible score of 5 points on each the Performance Evaluation, students will score at least 4 points on each criteria. RP: Evaluation Coordinator. Final semester During a final semester course, a scoring rubric will be used to evaluate clinical performance. The on-site clinical preceptor will serve as an outside evaluator. Data will be aggregated to determine the % of the students who met the standard. MSN students will demonstrate professional roles & conduct in advanced practice by 1) having awareness of own strengths & limitations; 2) incorporating ethical, professional & clinical guidelines into practice; ) incorporating legal & regulatory standards into practice; 4) maintaining a professional manner; and 5) communicating respectfully to patients & others. Students Faculty Administrators Scoring rubric for Student Performance Evaluation completed in the final semester (capstone course) includes the following criteria on professional roles & conduct: Awareness of strengths/ limitations. Incorporating ethical guidelines. Incorporating legal standards. Maintaining a professional manner. Communicating respectfully. On a possible score of 5 points on each the Performance Evaluation, students will score at least 4 points on each criteria. RP: Evaluation Coordinator. Final semester During a final semester course, a scoring rubric will be used to evaluate clinical performance. The on-site clinical preceptor will serve as an outside evaluator. Data will be aggregated to determine the % of the students who met the standard. RP: Evaluation Coordinator. APPENDIX 12

14 CNHS Unit Evaluation Plan: Operational Outcomes (Continued) Objective CNHS prospective/current students have timely access to academic advisors who provide appropriate and helpful advice. Community of Interest Students Administrators Instrument/Criteria Standard Timeline/Procedure Responsible Person (RP) User Satisfaction Survey: On a 5 point Likert-type scale, at Ongoing/per semester Ability to solve problem least 90% of the total statements will Written survey results will be Friendliness of staff meet the standard (mean) of.50 aggregated, analyzed, and Speed of service (Very Satisfied). Open-ended provided to staff and Overall satisfaction comments can also be made. administrators for review. The CNHS Dean's Office will ensure that all student concerns and complaints/grievances are handled per established policies/procedures. CNHS administrators and staff will provide courteous, timely, and competent services and effective support to faculty and staff users. Students Administrators Faculty Administrators Complaints/Grievances: Type, Number & Resolution (Compilation in Dean s Office) User Satisfaction Survey: Knowledge/helpfulness Timeliness to resolve Effectiveness to solve Overall satisfaction A grievant will receive a response at the Dean s Office level through resolution, final decision, or appropriate referral within ten (10) business days. On a 4 point Likert-type scale, at least 90% of the total statements will meet the standard (mean) of.00 (Satisfied). Open-ended comments can also be made. RP: ADIR of Student Services Annually (February) Complaints/grievances will be aggregated, analyzed, and provided to administrators for review (previous CY). RP: Evaluation Coordinator Annually (September) Online survey results will be aggregated, analyzed, and provided to the administrator for his/her review (previous AY). The CNHS Research Office provides appropriate guidance & administrative support to faculty and staff in the pre-award & post-award phases of grant acquisition & management. CNHS administrators will comply with regulatory and University policies concerning full-time and part-time faculty credentials and qualifications for teaching assigned courses. CNHS administrators will comply with regulatory and University policies concerning ratio of full-time (FT)/part-time (PT) faculty. Faculty Administrators Administrators Regulators Administrators Regulators User Satisfaction Survey: Grant assistance Budget assistance Policies/procedures Funding resources Interdisciplinary research Overall satisfaction FT/PT Faculty Course Assignments/CVs Lead faculty assigned to course FT/PT Faculty Course Assignments/CVs On a 5 point Likert-type scale (Disagree to Agree), all statements will meet the standard (mean) of.50. Open-ended comments can also be made. Undergraduate Faculty: 1) 100% hold MSN degree; 2) At least 25% hold doctorate Graduate Faculty: 100% hold doctorate or terminal degree (nurse anesthesia) Ratio of FT to PT faculty credit hours taught will meet the FIU ratio of 60/40. At least 60% credit hours will be taught by FT faculty. RP: Evaluation Coordinator Annually (September) Online survey results will be aggregated, analyzed, and provided to the administrator for his/her review (previous AY). RP: Evaluation Coordinator Annually (October) Faculty credentials (fall semester) will be reviewed by the appropriate Director and Academic Affairs. RP: Director Annually (October) Faculty assignment (fall semester) spreadsheets will be analyzed to determine percentiles. RP: Evaluation Coordinator APPENDIX 1

15 ORGANIZATION OR COMMITTEE FIU BOT-UFF Chapter (Collective Bargaining) FIU Faculty Senate Faculty and Student Participation in Governance ( AYs) Membership CNHS or Unit Faculty/Student Representation Unit Name(s) Unit Name(s) Unit Name(s) Dues-Paying Faculty CNHS UFF Rep(s): F. Keane F. Keane F. Keane FIU Faculty Senators CNHS Senator(s): F. Keane K. Blais F. Keane K. Blais F. Keane D. Brooten E. Brown (alternate) K. Chadwell FIU Faculty Senate Curriculum CNHS Rep Academic Unit Reps FIU Faculty Senate Budget Appointment K. Blais CHAIR K. Blais CHAIR FIU Institutional Review Board Academic Unit Reps CNHS Rep S. Lobar E. Brown (alternate) FIU Haiti Task Force By Appointment CNHS Rep A. Kulwiki A. Kulwiki FIU Healthy University Task Force By Appointment CNHS Rep A. Kulwiki A. Kulwiki FIU Health Strategic Planning By Appointment CNHS Rep J. Youngblut FIU Assessment Committee Academic Unit Reps CNHS Rep S. Phillips S. Phillips S. Phillips FIU Research Advisory Committee By Appointment CNHS Rep J. Youngblut J. Youngblut J. Youngblut CNHS Faculty Assembly Sub-Committees: Curriculum Technology Tenure/Promotion Promotion Research Education Interdisciplinary Faculty Affairs Student Affairs Steering Committee CNHS Deans/Chairs/Directors Council All CNHS Non-Administrative Faculty All CNHS Deans /Chairs/Directors Unit Rep(s): Unit Rep(s): Unit Rep(s): Unit Rep(s): Unit Rep(s): Unit Rep(s) Unit Rep(s) Unit Rep(s) Unit Rep(s) Unit Rep(s) All Unit Directors* Y. Gordon D. Brooten CHAIR S. Jones B. Olafson F. Keane J. Youngblut S. Simon J. Youngblut S. Simon All Unit Directors* Y. Gordon L. Villagomeza D. Brooten CHAIR S. Jones K. Chadwell B. Olafson F. Keane J. Youngblut S. Simon J. Youngblut S. Simon All Unit Directors* S. Lobar E. Brown (alternate) K. Chadwell R. Roark H. Henao M. Ferguson S. Phillips S. Lobar K. Chadwell B. Olafson D. Goldin F. Keane J. Youngblut S. Simon J. Youngblut S. Simon Y. Gordon All Unit Directors* APPENDIX 14

16 ORGANIZATION OR COMMITTEE CNHS Search & Screen Faculty Positions Dean NURSING UNIT Tenure & Promotion Committee NURSING UNIT Undergraduate Program Committee Faculty and Student Participation in Governance ( AYs) Membership CNHS or Unit Faculty/Student Representation Unit Name(s) Unit Name(s) College Rep(s) Unit Rep(s) D. Little S. Jones B. Olafson K. Blais Tenured Faculty Tenured Faculty S. Phillips S. Lobar S. Jones All BSN Program Faculty* All BSN Program Faculty* All BSN Program Faculty* S. Phillips S. Lobar S. Jones All BSN Program Faculty* Unit Name(s) D. Little S. Jones B. Olafson J. Youngblut K. Blais CHAIR J. Youngblut D. Brooten J. Youngblut S. Jones All BSN Program Faculty* NURSING UNIT Graduate Program Committee BSN Student Rep(s) All MSN Program Faculty* BSN Student Rep(s): All MSN Program Faculty* C.Ortega E. Eqozcue All MSN Program Faculty* J. Bolt C. Carnier All MSN Program Faculty* A. Garcia S. Guzman All MSN Program Faculty* NURSING UNIT PhD in Program Committee MSN Student Rep(s) All PhD in Program Faculty* MSN Student Rep(s): All PhD in Program Faculty* All PhD in Program Faculty* All PhD in Program Faculty* All PhD in Program Faculty* PhD Student Rep(s) PhD Student Rep(s): S. Ballout S. Ballout NURSING UNIT Pi Alpha Chapter Qualified President: L. Hernandez L. Hernandez (Sigma Theta Tau) Membership Dues-Paying Faculty Advisor: F. Keane NURSING UNIT FIU Student Nurses Dues-Paying President: Rodney Rosello Erika Lopez Erika Lopez Association Jean Vicieso Veronica Carrasco Faculty Advisor: Y. Gordon Y. Gordon A. Galindo NURSING UNIT Class Class Cohort Class Presidents: Rodney Rosello Jean Vicioso Erika Lopez Governance (By Entering Term) Veronica Erika Lopez Noel Hernandez Carrasco Oscar Ruque Oscar Ruque Veronica Carrasco Ninoska Araguibel (Grad) *See Faculty Profile, Appendix (pp ) for administrative title and teaching responsibilities for the AY. APPENDIX 15

17 Florida International University College of and Health Sciences Faculty Profile Academic Year # Faculty Name Date of Initial Appt Azutillo, Elizabeth RN Blais, Kathleen RN4112 Bogopolskiy, Tatayana Brooten, Dorothy RN Brown, Ellen RN Buscemi, Charles Chadwell, Katherine De Los Santos, Maria Dlugasch, Lucie Fenkl, Eric RN Jan-07 Aug-8 Aug-02 Aug-01 Jan-08 Jan-10 Aug-07 Aug-07 Aug-07 Aug-11 Rank Tenure Emeritus Tenured Associate Tenure-Earning Tenure-Earning Bachelor Degree(s) BSN/1981 Institution Granting Degree U of Santo Tomas Graduate Degree(s) MSN/1999 MA/1995 BSN/1974 FL Int l U EdD/1985 MSN/1982 MEd/1975 Institution Granting Degree Saint Paul U U of Santa Isabel Philippines FL Atlantic U U of Miami FL International U Specialty Adult Adult BSN/1995 FL Int'l U MSN/2000 FL International U Psych/MH BSN/1966 U of Penn PhD/1980 MSN/1970 BSN/1984 U of Rhode Island EdD/1997 MS/1997 MS/1991 BSN/1999 U of Miami PhD/2005 MSN/2001 BSN/1989 FL Int l U DNP/ 2010 MSN/200 MS/199 BSN/1987 FL Int l U DNP/2010 MSN/1996 MSN/1995 MPH/1989 BSN/198 FL State U PhD/2009 P-MSN/1995 MSN/1992 BSN/1992 U of Wisconsin PhD/2011 MSN/2004 U of Penn U of Penn Columbia U Cornell U Columbia U U of Miami U of Miami FL Atlantic U FL Atlantic U Barry U U of Iowa FL Atlantic U FL International U FL International U U of Miami U of Miami U of Wisconsin FL Atlantic U Maternal-Child Adult Gerontology Family Adult Gerontology Acute Care Family Psych/MH Adult Women Health Adult Certification National Florida GNP (ANCC) FNP (ANCC) GCNS (ANCC) GNP (ANCC) ANP (ANCC) Other Area(s) of Expertise Education Curriculum Instruction Research Education Leadership Higher Ed Adm Research Education Research Biomedical Science Public Health Education Academic Teaching (Fall-Summer) NUR Foundations TH/LB NUR Senior PR NUR Leadership in GHC NUR Care of Older Adults NUR Professional Issues NUR Integrative Health Care I/II NUR Health Assess/Promotion NUR Care of Adults I CL NUR Care of Communities NGR Grantsmanship I/II NGR Dissertation in I/II NGR Adv Research I NGR Independent Study in NGR Measure & Dissemination NGR Phys Change/Healthy Aging NGR Gerontology for Health Prof NUR Health Assess/Prom LB NGR Theories in NGR Analytical Methods EBP NGR Family Health I PR NGR Family Health II PR NUR Care Older Adults NUR Care of Adults I TH NUR Care of Adults II TH NUR Pathophysiologic Basis NUR Professional Issues NGR Adv Client Assessment NUR Care of Communities NUR Integrative Health Care I NUR Senior PR NUR/NGR Neighborhood HELP NSP Interprofessional Approaches NGR Adult Heath I TH NGR Adv Client Assessment NGR Curriculum in Educ NGR Culture and ANP NGR Independent Study in Administration Responsibility () Track Leader: MSN Adult Health APPENDIX 16

18 Faculty Profile (Continued) Academic Year # Faculty Name Date of Initial Appt Ferguson, Michelle 9175 Fields, Sheldon Flowers, Monica Galindo, Ali Marie Garrido, Maria Glymph, Derrick Goldin, Deana Gonzalez, Juan Gonzalez, Vicente Gordon, Yhovana Aug-10 Jul-11 Dec-11 Aug-09 Feb-10 Aug-11 Jan-11 Aug-0 Jan-07 Aug-04 Rank Tenure Associate Tenure Earning Bachelor Degree(s) BSN/1998 BSN/1991 BSN/2006 BA/2004 Institution Granting Degree U of Virgin Islands Binghamton U U Florida Tufts U Graduate Degree(s) DNP/2010 MSN/2005 PhD/2000 MSN/1995 DNP/2011 MSN/2007 Institution Granting Degree U of Miami FL International U U of Penn Binghamton U Northeastern U U of Florida Specialty Maternal-Child Family Family BSN/1990 Barry U MSN/200 Barry U Family Maternal Child BSN/1985 U of Miami DNP/2009 MSN/1995 BSN/1997 Norfolk St U DNP/2010 MSN/2004 BSN/1995 U of Miami DNP/2010 MSN/2001 BSN/1996 BA/1995 BSN/1995 Barry U Barry U Barry U Barry U PhD/2009 MS/1999 DNP/2011 MS /1998 BSN/2000 FL Int l U EdD/2011 MSN/200 U of Miami Barry U VA Cmwealth U VA Cmwealth U U of Miami U of Miami Barry U Barry U Barry U Nova SE U FL Int'l U Family Nurse Anesthesia Family Nurse Anesthesia Nurse Anesthesia Family Maternal-Child Certification National Florida PNP (ANCC) FNP (ANCC) HIV/AIDS (CB) FNP (ANCC) CRNA (NBCRNA) FNP (ANCC) CRNA (NBCRNA) CRNA (NBCRNA) FNP (ANCC) Other Area(s) of Expertise Legal Nurs Science Psychology Economics Education Immunology Adult Education Academic Teaching (Fall-Summer) NGR Child Health I PR NGR Child Health II PR NGR Neighborhood HELP NGR Adv Client Assessment NGR Informatics NGR CL Decision Making-Child NGR Role Synthesis-Child NGR Adult Heath I PR NGR Adult Health II PR NGR Role Synthesis-Family Nurs NUR Neighborhood HELP NGR Adv Client Assessment NUR Childbearing TH NUR Health Assess/Promotion NUR Senior Synthesis NUR Pharmacologic Basis NGR Instructional Technology NGR Family Health I PR NGR Family Health II PR NUR Integrative Health Care I/II NGR Anesthesia Nurs PR II-IV,VII NGR Prof Aspects Anesthesia Nurs NGR Patient Safety and QI NGR Principles Anes Nurs III NGR Adult Health I PR NGR Adult Health II PR NGR Adv Client Assessment NGR Role Synthesis-Family Nurs NGR Pathophysiology Basis ANP NGR Anesthesia Nurs PR I-V NGR Independent Study in NGR Research Methods in NGR Anesthesia Seminar NGR Principles Anesthesia Nurs III NGR Chem & Physics Anes I/II NGR Theories in NGR Technology Anesthesia Nurs NGR Anesthesia Nurs PR I/IV/VII/V NGR Regional Anesthesia NGR Principles Anes Nurs II NGR Pharmacology Anes Nurs II NGR Family Health Nurs I TH/PR NGR Family Health II TH Administration Responsibility () Track Leader: MSN Child Health Dean CNHS Affairs/Health Policy; Interim Director: DNP Program Coordinator: BBC Track Leader: MSN Family Health Director: MSN Anesthesia Coordinator: MSN Anesthesia Interim Director: MSN Graduate NP Program APPENDIX 17

19 Faculty Profile (Continued) Academic Year # Faculty Name Date of Initial Appt Groom, Jeffrey Hamilton, Margaret RN Hannan, Jean Henao, Henry Hernandez, Laura Jones, Sandra Keane, Florence Kulwicki, Anahid RN92908 Little, Daniel Lobar, Sandra Aug-01 Aug-00 Jan-11 Jan-10 Rank Tenure Associate Associate Tenure-Earning Bachelor Degree(s) BSN/1989 BS/1979 BSN/1966 Institution Granting Degree FL Int l U U of MO- Co Mercy C of Detroit Graduate Degree(s) PhD/2005 G Cert/1989 MS/199 PhD/1996 MSN/1978 BSN/1987 FL Intl U PhD/2010 MSN/2001 BSN/2004 BBA/1998 Barry U Baruch C Institution Granting Degree Nova SE U FL International U Conn State U Indiana/Purdue U U of Arkansas FL International U FL International U Specialty Nurse Anesthesia Adult Maternal-Child Maternal-Child Certification National Florida CRNA (NBCRNA) MSN/2007 Barry U Family FNP (ANCC) Aug-01 Instructor BSN/1990 Barry U MSN/1996 Barry U Family Child Aug-00 Aug-04 Aug-08 Aug-10 Jan-87 Associate Tenured Tenure-Earning Tenured Associate Tenured BSN/1974 U of Massachu setts PhD/2000 P-MSN/1996 MSN/1991 MEd/1981 BSN/1997 FL Int l U DNS/2005 MSN/1999 BSN/1976 American U Beirut PhD/1987 MSN/1980 BS/1982 Nova U PhD/2005 P-MSN/2007 P-MSN/2001 MSN/1996 MBA/1990 BSN/1974 U of Florida PhD/199 P-MSN/199 MSN/1987 Barry U FL International U U of Miami FL International U FL Atlantic U FL International U Indiana U Indiana U Barry U Barry U Barry U FL Atlantic U Nova U U of Miami FL International U Barry U Adult Adult Psych/MH Child Community Acute Care Family Child CPN (PNCB) FNP (AANP) HIV/AIDS (CB) CNS (ANCC) Med/Surg ANP (AANP) FNP (ANCC) PNP (ANCC) Other Area(s) of Expertise Simulation and Instructional Technology Synthesis Research Instructional Technology Simulation Family Centered Care Pediatric Pulmunology Research Adult Education Marketing Management Mod Language Transcultural Nurs Research Ed Psychology Transcultural Research Business Adm Psychology Human Resources Research Educ Transcultural Academic Teaching (Fall-Summer) NGR Principles Anes Nurs I/II/IV-VI NGR Independent Study in NGR Anesthesia Nurs PR I/II/IV NGR Adv Client Assessment NUR in GH Systems NUR Leadership in GHC NUR Senior Synthesis NUR Senior PR NUR Childbearing TH NUR Professional Issues NGR Research Methods in NGR Adult Health I PR NUR Childrearing TH NUR Senior PR NUR Evidenced-Based Research NGR Knowledge Development NUR Psychosocial TH NUR Evidenced-Based Research NGR Theories in NUR in GH Systems NGR Independent Study in NGR Dissertation in I/II NGR Qualitative Res Methods NUR Health Assess/Promotion NUR Care Older Adults NUR Professional Issues NUR Care of Communities NGR Family Health I PR NGR Family Health II PR NGR Pathophysiologic Basis ANP NGR Curriculum Develop in Nurs NGR Research Methods in NGR Child Health I TH NGR Child Health II TH NGR Diagnostics & Therapeutics NGR Dissertation I/II NGR Research Project NGR Role Synthesis-Child Administration Responsibility () Director: MSN Anesthesia Coordinator: STAR Laboratories Associate Dean: CNHS Research & Director: PhD Program APPENDIX 18

20 Faculty Profile (Continued) Academic Year # Faculty Name Date of Initial Appt Loffredo, Diane RN Miller, Audrey RN Olafson, Elizabeth RN Olenick, Maria RN92906 Parchment, Yvonne Patsdaughter, Carol RN Phillips, Suzanne Pontious, Sherry RN Porter, Luz Renna, Debra RN Mar-09 Aug-11 Sep-07 Aug-11 Aug-95 Aug-04 Aug-85 Aug-06 Retired Dec-11 Aug-90 Jan-08 Rank Tenure Associate Associate Tenured Bachelor Degree(s) BSN/1978 Institution Granting Degree U of Florida Graduate Degree(s) BSN/1995 FL Int l U PhD/2011 MSN/2006 BSN/198 U of Miami MSN/2010 MSEd/1990 BSN/1994 E Stroudsburg U Institution Granting Degree Specialty Certification National Florida MSN/1996 Barry U Adult Professional Development (ANCC) PhD/2012 MSN/1997 BSN/1986 U of Miami EdD/2001 MSN/1989 BSN/1978 N. Illinois U PhD/1989 MSN/198 BSN/1968 Goshen C EdD/1992 MSN/1979 BSN/1968 U of Wisconsin Emeritus BSN/1958 BSN/2004 Silliman U Philippines Nova SE U PhD/1980 MSN/1972 P-PhD PhD/1967 MS/1964 PhD/Student MSN/2007 Barry U Nova SE U FL Atlantic U U of Miami Widener U SUNY FL International U U of Miami U of Washington Loyola U FL International U U of Utah New Mexico St U U of Minnesota U of Tennessee New York U U of California Barry U Nova SE U Other Area(s) of Expertise Educ Staff Develop & Education Academic Teaching (Fall-Summer) NUR Professional Issues Child Research NUR Childrearing TH NUR Foundations CL NUR Pharmacologic Basis NUR Care of Adults II CL Adult Neonatal Adult Family Adult Adult Parent-Child Psych/MH Child Parent-Child Pediatric Adult Professional Development (ANCC) CNE (NLN) ACRN HIV/AIDS (CB) CNE (NLN) CNE (NLN) CCRN (CB) CNE (NLN) Educ Staff Develop & Education Education Curriculum Instruction Education Research Education Adult Ed/HR Education Curr/Instruct Administration Research Informatics Research Administration Education Guidance Education NUR Senior PR NUR Neighborhood HELP NGR Testing & Evaluation in Nurs NUR Health Assess/Promotion LB NUR Foundations TH/LB NUR Independent Study NUR Psychosocial TH/CL NGR Curriculum Develop in Nurs NUR Foundations Nurs TH/LB/CL NUR Care of Adults I/II CL NUR Psychosocial CL NUR Neighborhood HELP NUR Senior PR NUR Integrative Health Care I/II NGR Research Project NGR Managing & Packaging Info NGR Independent Study in NGR Teaching Strategies NGR Classroom Teaching Strat NUR in GH Systems NGR Independent Study in NGR Knowledge Development NGR Acad Health & Political Sys NGR Dissertation in II NUR Foundations LB NUR in GH Systems NUR Care of Adults I TH NUR Care of Adults II TH NUR Senior Synthesis NUR Integrative Health Care I/II Administration Responsibility () Director: Admissions & Student Service Director: CNHS Education Director: FEP Track Coordinator: CNHS Evaluation & Accreditation APPENDIX 19