Michigan s Postsecondary Programs of Study REPORT OUT 2010

Transcription

1 1 Michigan s Postsecondary Programs of Study REPORT OUT 2010 In drafting your written final report please respond to each item below. Include all information and analysis that reflects your efforts as you developed your Program of Study. Use this as a guide; it is not intended to be all inclusive. Please address any issues that arose as you completed this work. INTRODUCTION Identify your program, team makeup, those who served as resources. Did you have any secondary partners, members of your advisory committee or individuals from adult service agencies as members of your team? The Lansing Public School Practical Nursing Program was transferred to LCC during The Associate Degree Nursing Program of LCC accepted its first class in In 1980, LCC combined the two programs to form the Practical Nursing-Associate Degree Nursing (PN-ADN) Career Ladder Program of Nursing (CLNP). To date, there have been approximately 6,681 graduates from the CLNP with 2,800 graduating from the PN Program and 3,881 from the ADN Program. Accreditation The Nursing Program has earned full accreditation by the National League for Nursing since 1971 and full approval from the Michigan State Board of Nursing when last reviewed in 2002 and reaffirmed annually through the submission of an annual report. Graduates of the equivalent of Level I and Level II of the program are eligible to write the National Council Licensing Examination-Practical Nurse (NCLEX- PN) and, after completing Level III and IV of the curriculum, are eligible to write the National Council Licensing Examination-Registered Nurse (NCLEX-RN). Program Growth The Human, Health and Public Service Careers Division moved to a new building in Fall 2005, which is equipped with high tech multi-media classrooms. The Nursing Program has six dedicated lab rooms and one dedicated simulation room. Additionally the nursing program has access to two overflow labs on the third floor of the new building. In 2009, the Human, Health and Public Service Careers Division was reorganized and became the Health & Human Services Division and houses the Allied Health & Human Services Department (formerly the Health and Human Services Department) and the Community Health & Nursing Department (formerly the Nursing Careers Department). The Public Service Department moved to West Campus and aligned in the Technical Careers Division. The CLNP grew 133% from 2002 to 2009, with the expansion of the traditional program track and the addition of the non-traditional tracks. Growth in student numbers in the full time track included an additional 32 students, the 3-year track brought in an additional 32 students, and the Advanced Standing track admitted 32 students. Expansion of the Nursing program under the Workforce Innovation Regional Economic Development (WIRED) Grant added another 40 nursing students (32 in the 2 nd Degree Accelerated track and 8 more students in the Advanced Standing track. This brings the total of nursing students admitted per year to 224. Program Name Change The Nursing Program has recently changed the names of the nursing program tracks to the following: New Names Traditional Option Previous Names

2 2 2-year Nursing Program Track > Full-Time Track Non-Traditional Options 3-year Track > Part-Time Track Advanced Standing to RN Track > Fast Track 2 nd Degree Accelerated Track > Accelerated Track Selective Admissions Admission to the CLNP is a Selective Admission Process. All admission procedures for the CLNP are coordinated through the Enrollment Services Office. Prior to 2005, any student interested in the Nursing Program could submit an application. The student could be anywhere in the process of completing the prerequisites for the program. A method to provide accurate information to the large and rapidly growing number of students interested in the nursing profession was developed and implemented by LCC s Counseling and Advising Center in collaboration with the nursing program. This is the Pre-Nursing Advising Seminar. In 2005, approximately 2000 students applied for 160 seats, with only 25% of these students being pre-qualified for program admission. Because of the enormous amount of administrative work involved in accurately evaluating each and every application, both the Selective Admissions Office and the Nursing Department planned to propose that each of these 2000 students meet with an academic advisor twice before reapplying the next year. With limited advising time and only two advisors specializing in pre-nursing, in collaboration with nursing program staff, the Pre-Nursing Advising Seminar was offered as an alternative to the projected 4000 advising appointments. The Pre-Nursing Seminar has been well received by students as the information presented is consistent and delivered by a member from advising and nursing. In addition to lowering the annual application totals to workable numbers, the seminar allows advisors who specialize in helping pre-nursing students to address the students needs while preserving valuable one-on-one appointment time to deal with individual pre-nursing students concerns. Students can apply to the program only after all pre-requisites are completed. This decision reduced the number of applicants to the nursing program to those who have competitive point totals. As of July 2009, nearly 4000 students have participated in the seminar, determined to be mandatory by both Selective Admissions and Nursing Program. The two hour seminar is presented approximately 34 times per year. The schedule is posted on the web site Most seminars are located on LCC s main campus. One seminar per semester is given at each of the extension campuses (East Lansing, St. Johns, and Howell). Students attending the seminars are given a folder containing handouts with contact referral information, strategies for getting into the program, answers to frequently asked questions, a checklist to determine their readiness to apply to the program, and online information about RN to BSN completion programs. Prior to attending the seminar students are to have become familiar with the Advisory Curriculum Guide More than 4,000 students have attended the seminar to date. Only courses completed by the end of the semester prior to the established application date will be included in the ranking (point) system. POS Project The Program of Study (POS) Plan for Lansing Community College is based on identifying the prerequisite course grades and requirements and their relationship to success in the Career Ladder Nursing Program. The following individuals participated in the POS project:

3 3 Program of Study Team Member Lori Orr, Margie Clark, Nancy Hayward, Jason Mayland, Keith Miller, Sean Quinn, Terri Anthony, Role POS Project Lead and Director of Non-Traditional Nursing Program Tracks Dean, Health & Human Services Division Interim Chair, Community Health & Nursing Department Executive Director, Institutional Effectiveness, Research, and Planning Analyst, Institutional Effectiveness, Research, and Planning Director of Instruction, Health & Human Services Division Nursing Administrative Support/Data Collection The remainder of this document focuses on what was learned through the POS project. STEP 1 INTAKE AND ASSESSMENT TO ENTER A PROGRAM Describe which standards you reviewed. What correlation did you find of the entry assessment tools used by your college to the occupational content in your program? Describe/identify the pre-requisite knowledge and skills you determined a student must possess prior to entering your program. Standards Reviewed All LCC students are required to take the Accuplacer Assessment Placement Testing to determine college ready students and identify the appropriate starting point for students entering LCC. Even though LCC s CLNP expects students to enter with learned and retained skills from high school, at times students need to refresh or begin at a lower level (developmental) than the college level prerequisites. The Accuplacer testing allows students to begin coursework at the appropriate level. The expectation for entrance into CLNP is level 5 in reading, level 6 in writing, and level 5 in math skills. Standards reviewed were the Lansing Community College Nursing Program outcomes, Quality and Safety Education for Nurses, NLN Educational Competencies for ADN Graduates (2000), ANA Standards of Professional Performance (2004), and the Michigan Board of Nursing Administrative Rules for Curriculum. Please see Appendix A: Comparison of CLNP Educational Outcomes with National, State, and Quality Guidelines. Correlation Findings indicate a positive correlation between prerequisite and entry requirements to successfully passing NCLEX-RN examination. The average NCLEX-RN pass rate for LCC graduates who are first-time writers has been between 90% and 96% since The PN scores since 2002 have ranged from 97% to100%. Percent Licensure Pass Rates (by quarter ending December 31 of each year) LCC LPN RN Michigan LPN RN National LPN RN

4 4 Prerequisite Knowledge and Skills The following chart is taken from the Nursing Program Guide and describes the prerequisite coursework for entering the CLNP program.

5 Admission Requirements/Prerequisites for LCC s Career Ladder Nursing Program Nursing Program Co-requisites/ General Education Courses MATH Intermediate Algebra, MATH 120 or higher, or STAT 170 or Pass the Math Proficiency Exam for MATH 112 (Exam may be taken only once, at a cost of $ Check with the Math Dept, A&S 309.) Cr. Nursing Program Prerequisites 4 MATH 107 w/2.0 minimum within 2 years, or Math Level 5; and Reading Level 5 and Writing Level 4 Traditional 2 Year 3-Year Non-Traditional Advanced Standing 5 2 n d Degree Accelerated X X X X Basic Cardiac Life Support (BCLS) Certification = EMSB Current as of Application Deadline March 1 st March 1 st March 1 st June 1 st WRIT Composition I, or one of the following: 4 Reading Level 5 and Writing Level 6 X X X X WRIT 122, 131, 132, or ENGL 122, 132 BIOL Human Anatomy 4 Reading Level 5 and Writing Level 6 and Math level 4 and; Minimum 2.0 in BIOL 121 or BIOL 127, or CHEM 120, or a X X X X passing score on Health Biology Proficiency Test. PFHW Healthy Lifestyles 2 Reading Level 5 and Writing Level 6 X X X X PSYC Introduction to Psychology 4 Reading Level 5 X X X X BIOL 202 Human Physiology 4 BIOL 201 w/2.5* minimum and Reading Level 5 and Writing Level 6 and Math Level 5; BIOL 121 and Chemistry X X recommended BIOL 203 Microbiology 3 Minimum 2.0 in BIOL 121, or BIOL 127, or CHEM 120, or a passing score on Health Biology Proficiency Test; and Reading X X Level 5 and Writing Level 6 and Math Level 4. BIOL Microbiology Lab (recommended) (1) BIOL 203 w/2.5* minimum or concurrently PSYC 205- Human Growth & Development 3 PSYC 200 w/2.5* minimum and Reading Level 5 and Writing Level 6 X X NURS 200 Pharmacology 3 BIOL 202 w/2.5 minimum or concurrently X X **Global Perspectives and Diversity Core Area 3-4 Varies with course selected X X **Communication Core Area 3-4 Varies with course selected X X LPN/Paramedic/RT past academic achievement within the discipline is 15 X recognized by a current and unrestricted license. Applicant must have worked at least 20 hrs/wk for the 12-month period immediately preceding the date of application. Note that applicants for the March 1, 2011 deadline will be allowed to satisfy Communication Core, Global Perspectives Core, and MATH 112 at a grade of 2.0 without requesting prior approval of the Nursing Program. As of 2012, these grades must be a minimum of 2.5 to satisfy the requirement. The MATH 112 grade WILL NOT be included in the GPA in 2011 but WILL be included in the GPA beginning in The requirements for Communication and/or Global Perspective Core classes will be waived by Selective Admissions IF the student has an Associate s or Bachelor s degree AND there are NO classes completing the requirement(s) on the student s academic record. A minimum passing (P) grade is required in this course. If not taken at LCC, must be the American Heart Association Health Care Provider, the American Red Cross Professional Rescuer, or the National Health Council CPR & AED (HCP). A copy of the current signed card (both sides) must be submitted with the Selective Admission Application, and must be kept current throughout the program. If this course was completed more than eight (8) years prior to the Career Ladder Nursing Program application deadline, it must be repeated. Exceptions may be granted by the Nursing Program Director after evaluation, if applicable. If a comprehensive exam or course final is available through the academic department it will be accepted in lieu of a repeated course. Although not required for graduation, BIOL 204 is required to transfer to a 4-year college/university. If taken, the credit and grade will be used in calculating GPA and credits for admission. NURS 200 may be taken no earlier than two (2) years prior to application deadline. If taken more than two (2) years prior to the application deadline, or a grade of less than 2.5 was earned, the course must be retaken. Requirement met with proof of Bachelor s degree if no writing transfers to LCC to satisfy the writing requirement. * Although the college requirement for these courses is 2.0 GPA, the program requires a 2.5. ** Refer to for current list of acceptable courses. NOTE: IF MORE THAN ONE COURSE SATISFIES A REQUIREMENT, THE COURSE WITH THE HIGHEST GRADE WILL BE USED.

6 6 STEP 2 ACADEMIC STANDARDS Share the academic entry standards and assessments you reviewed and why. Describe the academic entry requirements you determined a student must possess prior to entering your program. Does your program require separate or different entry requirements than the college requirements? If so, are these still appropriate based on your analysis? LCC is an open entry open exit college, which exist so that the people it serves have learning and enrichment opportunities to improve their quality of life and standard of living. Because the CLNP is a selective admission program, specific requirements must be met for students to be eligible to compete for one of 224 Michigan Board of Nursing approved seats. The set of admission/requirements for the CLNP Selective Admission requirements are listed in the Career Ladder Nursing Advising Guide, as seen in the chart below. A current Basic Life Support card is required upon application to the program. Students are expected to enter nursing with high school math skills equivalent to intermediate algebra. This requirement can be achieved by taking a math course or a math competency test. The Admission Requirements/Prerequisites for LCC s Career Ladder Nursing Program table, included on the prior page, includes the admission requirements for the Career Ladder Nursing Program at LCC. The admission requirements are different than the college requirements as students need to complete a set of required classes with a specific grade, which is higher than the college grade for progression and definition of success. STEP 3 OCCUPATIONAL/TECHNICAL STANDARDS Share any occupational or technical standards you reviewed and why. What did you learn from this review? Describe the occupational skill entry requirements you determined a student must possess prior to entering your program, if any. If not, should there be such a requirement for program entry? The occupational/technical standards are required to be completed after acceptance to the program. Students are informed to the requirements during the prerequisite phase of education; however, the standards are not tested and confirmed until admission to the program is secured because of the time sensitive nature of the standards. Examples of the standards are: Criminal Background Check, Blood Borne Pathogens testing and HIPAA testing. The current process has been effective for the program; no changes anticipated. Outcomes of the Career Ladder Nursing Program The student must complete each course of the nursing program (meeting the professional requirements of nursing) with a minimum for 76% cumulatively on exams, and a course grade of 2.5 or greater. The student must successfully meet the clinical outcomes of the course and complete the required assignments. LEVEL I NURS 150, 151, The student identifies health promoting behaviors that contribute to a person s optimal wellness, recovery and PN Graduate LEVEL II NURS 160, 165, 166, The student applies health promoting behaviors that contribute to a person s optimum wellness, recovery and ADN Graduate LEVEL III NURS 260, The student demonstrates and applies health promoting behaviors that contribute to a person s optimal LEVEL IV NURS 280, The student formulates a plan for health promoting behaviors that contribute to a person s optimal wellness, recovery and

7 7 LEVEL I NURS 150, 151, 152 PN Graduate LEVEL II NURS 160, 165, 166, 210 ADN Graduate LEVEL III NURS 260, 265 rehabilitation. rehabilitation. wellness, recovery and rehabilitation. 2. The student describes 2. The student describes 2. The student describes the effect of disease the effect of disease the effects of disease processes, physiological processes, physiological processes, physiological changes and changes and changes and sociocultural factors on sociocultural factors on sociocultural factors on a person s adaptation to a person s adaptation to adults and children s environment. environment. adaptation to environment. 3. The student demonstrates critical thinking skills in applying the nursing process to care of adult patients. 4. The student safely implements basic therapeutic nursing interventions. 5. The student promotes effective nurse-patient relationships. 6. The student demonstrates effective communication techniques. 7. The student demonstrates an understanding of professionalism in nursing. 3. The student demonstrates critical thinking skills in applying the nursing process to the care of adults and infants. 4. The student safely implements more complex therapeutic nursing interventions when caring for adults and infants. 5. The student engages in effective nurse-patient relationships. 6. The student demonstrates effective, therapeutic communication. 7. The student demonstrates professionalism in the role of practical nurse. 3. The student demonstrates critical thinking skills in applying the nursing process to the care of children and patients with mental illness. 4. The student safely implements more complex therapeutic nursing interventions when caring for children and patients with mental illness. 5. The student analyzes effective and therapeutic nursepatient relationships. 6. The student demonstrates effective, therapeutic communication. 7. The student demonstrates professionalism in the role of the associate degree nurse. LEVEL IV NURS 280, 285 rehabilitation. 2. The student analyzes the effects of disease processes, physiological changes and sociocultural factors on the individual s adaptive abilities. 3. The student demonstrates critical thinking skills in applying the nursing process to the care of adults with acute and chronic illness. 4. The student safely implements advanced therapeutic nursing interventions. 5. The student consistently establishes effective nurse-patient relationships. 6. The student consistently analyzes the effectiveness of communication and demonstrates therapeutic communication skills. 7. The student analyzes the professional role within the scope of practice of the associate degree nurse. STEP 4 CURRICULUM CROSSWALK Share what you discovered as you cross referenced the academic and occupational knowledge and skills necessary for students to enter your program. What is the necessary reading level for students to be successful in your program? Include your curriculum crosswalk or gap analysis as an attachment or separate document or as a website link. Discovered of the students who met the admission criteria and were admitted to the CNLP program, 90%-95% would be successful on passing the NCLEX exam. The findings led to the next step of identifying the student candidates who have the highest likelihood of being successful in the program within the prescribed timeframe. The admissions process has been revised based on the following information.

8 8 CLNP Selective Admissions Process Crosswalk Selective Admissions Criteria 2010 Selective Admissions Criteria 2012 Residency (Points are based on student s residency status at the start of spring semester of the year of application. Go to this website to see the residency policy. e.pdf Residency (Points are based on student s residency status at the start of spring semester of the year of application. Go to this website to see the residency policy. e.pdf 1) Residency within the Lansing Community College district 10 pts. 2) All others (out-of-district, out-of-state, and international students) 5 pts. Cumulative GPA of courses required by the Career Ladder Nursing Program. Only courses completed with the required grades or higher will be used in the calculation. (MATH 112 or higher and EMSB 102 not included.) pts pts pts pts pts pts. Total Career Ladder Nursing Program credits earned with the required grades or higher including required credits, nursing general education credits, and BIOL 204 (MATH 112 or higher and EMSB 102 not included) pts pts pts pts pts pts pts pts. Graduation with postsecondary degree (1 only) Under review for programs college wide. 1) Residency within the Lansing Community College district 10 pts. 2) All others (out of district, out of state, and international students) 5 pts. Cumulative GPA of courses required by the Career Ladder Nursing Program. Best grade of no more than two (2) attempts in the same class will be used in GPA calculation. Only courses completed with a grade of at least 2.5 will be used in the calculation (applies to ALL courses listed in the Nursing Admission Guide) pts pts pts pts pts pts. Completion of all classes listed on the Admission Requirements/Prerequisites for LCC s Career Ladder Nursing Program chart in the Nursing Advising Guide. The chart is included elsewhere in this document. Eliminated Associate/Bachelor degree, or higher 10 pts.

9 9 CLNP Selective Admissions Process Crosswalk Selective Admissions Criteria 2010 Selective Admissions Criteria 2012 Certificate of Achievement in a health-related field (1 year) 5 pts. Certificate of Completion in a health-related field (less than 1 year) 3 pts. Experience (one only A-H): Work Experience in Patient Care Life/Work Experience The applicant must provide written documentation of direct patient care (within the previous five (5) years, unless approved by the Nursing Department; home care must be verified by a health professional) from supervisor (on employer letterhead) including but not limited to: job description, length of time, and full or part-time status (if status is not provided student will automatically receive credit for part-time). Veterans with DD-214, Military MOS Health 5 pts. 1 year or more full-time employment in health field (equivalent to two part-time jobs) 5 pts. 6 months to less than 1 year full-time employment in health field 4 pts. 3 months to less than 6 months full-time employment in health field 3 pts. 1 year or more part-time employment in health field 4 pts. 6 months to less than 1 year part-time employment in health field 3 pts. 3 months to less than 6 months part-time employment in health field 2 pts. Volunteer Experience (one only A-H) Must provide written documentation. Minimum of 96 hours of volunteer work completed within the last 5 years. 2 pts. Volunteer work could include, but is not limited to, hospital, nursing care facility, community service, etc. Completed a high school Health Careers Pathway curriculum with a 2.5 (C+) grade or higher (one only): 3 years 5 pts. 2 years 4 pts. 1 year 3 pts. The applicant must provide a completed Patient Care Work Documentation Form (Veterans must submit DD-214 Military MOS Health.) This patient care work must have taken place within the previous 5 years unless approved by the Nursing Department. Documentation must be from a supervisor. Home care must be verified by a medical professional. For further information, see box below #5. Full time: More than 2 years 7 pts. More than 1 year to up to 2 years 6 pts. 6 months to at least 1 year 5 pts. 3 months to less than 6 months 3 pts. Part time: More than 2 years 5 pts. More than 1 year to up to 2 years 4 pts. 6 months to at least 1 year 3 pts. 3 months to less than 6 months 2 pts. Volunteer experience/service learning. The applicant must provide a completed Volunteer/Service Learning Documentation Form. Volunteer work includes (but is not limited to) work in a hospital or nursing care facility or community service hrs 2 pts hrs 3 pts hrs 4 pts. 400 hrs or more 5 pts. Completed a high school Health Careers Pathway curriculum with a 2.5 (C+) or better: 3 years 5 pts. 2 years 4 pts. 1 year 3 pt.

10 10 CLNP Selective Admissions Process Crosswalk Selective Admissions Criteria 2010 Selective Admissions Criteria 2012 OR 1 semester community college Health Careers Introductory course (CHSE 100 ONLY with 2.5 or higher) 2 pts. OR Minimum grade of 2.5 in (points for one only): CHSE101, CHSE108, or CHSE110* 3 pts. CHSE143 and CHSE144* 3 pts. EMTA101, 102, 103, 104, and 112* 3 pts. CHSE100 2pts. * Points will be awarded for proof of completion of an equivalent course or training. No points awarded. Previously on alternate list but not accepted. One time 1 pt. Two times 2 pts. STEP 5 ALIGN STANDARDS TO COLLEGE COURSEWORK By completing the curriculum crosswalk or gap analysis is there course alignment, duplication or a gap? Are there opportunities for dual enrollment or articulated courses for high school students? If not, why? Our work investigated how well we were preparing the general student to enter the nursing program. After reviewing the data, we suggested then implemented the following changes to the admission requirements. 1. Request made to the Board of Trustees to remove or reduce points for residency. 2. Modified calculation GPA calculation for courses that met the minimum requirement minimum course grades were raised to a 2.5 and the number of attempts to complete the courses with the minimum requirement is now limited to two attempts. 3. All prerequisite courses must be completed prior to application to the nursing program. 4. Eliminated points for already having an Associate s degree or certificates. 5. Modified points associated with life/work experience. 6. Health Careers Pathway was expanded to include points for additional healthcare-related courses. 7. Now giving points for applicants to who previously met the entrance criteria but were on the alternate list from a previous application period. More detailed information is included in the CLNP Selective Admissions Process Crosswalk chart in the prior section. Course Alignment In terms of course alignment, the prerequisites prepare students for coursework that meets the NLN EDUCATIONAL GRADUATES (See the third column in Appendix A: Comparison of CLNP Educational Outcomes with National, State, and Quality Guidelines.) Duplication/Gap No gap or duplication was found.

11 11 STEP 6 PROGRAM OF STUDY Share your program of study. Does it specify the prerequisite knowledge, skills and abilities student need prior to entering your program? What information did you include in the public component? What information did you add to the private component? How do you plan for students to use this program of study? Include your Program of Study as an attachment or separate document or web site link. Provided below is a sample of the Program of study for the Traditional Two-Year Track of the CLNP. It is found in the Nursing Advising Guide, which identifies all admission criteria and the program of study for all tracks of the CLNP. This document is to be used in conjunction with pre nursing seminars and the Advising Department at LCC. Please see Traditional 2-Year Track, AAS Degree SEMESTER COURSE CODE and TITLE CR HR LEC HR LAB HR MATH 112 Intermediate Algebra 2.0/comp CLIN HR TOTAL HR EMSB 102 CPR for Health Care Professionals P/Card Admission Requirements BIOL 201 Human Anatomy ( 4 ) PSYC 200 Introduction to Psychology ( 4 ) PFHW 163 Healthy Lifestyles ( 2 ) WRIT 121 Composition I, or one of the following: WRIT 122, 131, 132, or ENGL 122, 132 ( 4 ) Total Prerequisite Credits = 14 NURS 150 Nursing Fundamentals I & II st NURS 200 Pharmacology BIOL 202 Human Physiology ( 4 ) Total Credits this Semester = 16 NURS 160 Acute Nursing Care nd NURS 165 Maternity Nursing Care 4 48 * NURS 166 PN Role in Long Term Care 1 12 * PSYC 205 Human Growth and Development ( 3 ) Total Credits This Semester = 14 ELIGIBLE FOR NCLEX-PN NURS 260 Mental Health Leadership Nursing rd NURS 265 Pediatric Nursing Care BIOL 203 Microbiology ( 3 ) BIOL 204 Microbiology Lab (recommended, but not required for graduation) < 1 > Total Credits This Semester = 13 NURS 280 Advanced Chronic Nursing Care th NURS 285 Advanced Acute Nursing Care Global Perspectives and Diversity Core Area ( 3 ) - 4 Communication Core Area ( 3 ) - 4 ( # ) = Non Nursing Courses < # > = Not Required for Graduation # = Nursing Courses * Revision of hours (shift no net change) Total Credits ADN Program = 73 Total Credits This Semester = 16 ELIGIBLE FOR NCLEX-RN

12 12 SEMESTER COURSE CODE and TITLE CR HR LEC HR LAB HR Total Nursing Credits = 43 General Education Credits = 30 % Nursing Credits = 58.9 % % Non-Nursing Credits = 41.1 % % Specialty Nursing Credits (maternity, pediatrics, mental health) = 32.6 % CLIN HR TOTAL HR STEP 7 - EXTERNAL CERTIFICATIONS EARNED At the completion of your program are there external certifications students may earn? If so, describe the assessments you use to verify attainment of these standards. Does completion of your program result in a terminal degree and/or transfer opportunities? Graduates of the CLNP have met the requirements and are eligible for one certification and two national licenses. After completion of Level I coursework in the CLNP, completers are eligible to sit for the Certified Evaluated Nurse Aide (CENA) exam; after completion of Level I and II CLNP coursework, completers are eligible to sit for the National Council Licensing Examination-Practical Nurse (NCLEX-PN); and, after completion of Level I, II, II, and IV coursework, completers are eligible to sit for the National Council Licensing Examination-Registered Nurse (NCLEX-RN). To work in Michigan as a Long-term Care Nurse Aide the individual must have the certification. To work as a PN or RN individuals must pass the national licensing exam. The average NCLEX-RN pass rate for LCC graduates who are first-time writers has been between 90% and 96% since The PN scores since 2002 have ranged from 97% to100%. Percent Licensure Pass Rates (by quarter ending December 31 of each year) LCC LPN RN Michigan LPN RN National LPN RN CONCLUSION Describe your next steps to include sharing your work both internally and externally. Describe your plan for ongoing review of your program of study to include incorporating the optional elements outlined in the Faculty Resource Guide. 1. Residency points have large influence on who is selected into the program but had no bearing on the quality of student they will become. As a result, the LCC Board of Trustees is considering modification to this selective admission criterion. 2. The College is investigating the feasibility of initiating Pre-Nursing School Test of Essential Academic Skills TEAS testing and/or conducting g personal interviews as part of the application processes. 3. Look at the effects of the changes that were made to the application processes and adjust accordingly. 4. Continue to collect and analyze data collected

13 13 Appendix A: Comparison of CLNP Educational Outcomes with National, State, and Quality Guidelines 1) The student formulates a plan for health promoting behaviors that contribute to a person s optimal wellness, recovery, and rehabilitation. A. Implements appropriate teaching for patient and significant others including the disease process, medications, treatment plan, and health promoting behaviors. Standard 7. Quality of Practice Teaching - Learning: 1. Develop an individualized teaching plan based on assessed needs. 2. Provide the client and significant support person(s) with the information to make choices regarding health. 3. Teach the client and significant support person(s) the information and skills needed to achieve desired learning outcomes. 4. Evaluate the progress of the client and significant support person(s) toward achievement of identified learning outcomes. B. Develops an individualized plan of care that promotes patient participation in establishing goals for Respect patient preferences for degree of active engagement in care process. Respect the centrality of the patient/family as core members Standard 2. Diagnosis

14 14 optimal health. of any health care team. Base individualized care plan on patient values, clinical expertise and evidence. Value seeing health care situations "through patients' eyes. Value the patient's expertise with own health and symptoms. C. Incorporates assessment of the patient s cultural and developmental needs in developing a plan of care. Assessment 2. Assess the impact of developmental, emotional, cultural, religious, and spiritual influences on the client s health status. Caring Interventions 2. Identify and honor the emotional, cultural, religious, and spiritual influences on the client s health. 12. Adapt care in consideration of the client s values, customs, culture, and/or habits. Standard 4. Planning Rule 307 (4) The course content and other learning experiences shall promote student growth in Value active partnership with patients or designated surrogates in planning, implementation, and evaluation of care. Appreciate shared decisionmaking with empowered patients and families, even when conflicts occur. (e) The recognition of physical, psychosocial, and spiritual needs of patients or clients and the provision of remedial measures as indicated. 2) The student analyzes the effects of disease processes, physiological changes, and socio-cultural factors on the individual s adaptive abilities. A. Written and verbal work reflect knowledge of patient s disease process (causes, effects, signs, symptoms) and critical thinking in relating Standard 8. Education Value the need for continuous improvement in clinical practice based on new knowledge. Appreciate the cognitive and physical limits of human performance. Professional Behavior 4. Use standards of nursing practice to perform and evaluate client care. Assessment 5. Assess the client s response to actual or potential Standard 4. Planning Rule 307 (4) The course content and other learning experiences shall promote student growth in (b) The application of the principles of nursing and

15 15 the sciences which are basic to nursing practice in the development of plans of care for the patient or client. (f) The understanding of the manifestations of health and diseases and the initiation and application of the principles underlying the nursing care provided. altered physiology to the patient s treatment regimen and ability to adapt. health problems. 6. Assess the client s response to interventions. Clinical Decision Making 6. Use evidence-based information, collected electronically or through other means, to support clinical decision-making. B. Written and verbal works reflect knowledge of patient s medications, diet, treatment plan, and lab values. Assessment 3. Assess the client s health status by completing a health history and performing a physical, cognitive, psychosocial and functional assessment. C. Correlates and explains altered lab values and diagnostic studies for each assigned patient. Standard 7. Quality of Practice 3) The student demonstrates critical thinking skills in applying the nursing process to the care of adults with acute and chronic illnesses. Standard 13. Research Standard 5. Implementation Rule 307 (4) The course content and other learning experiences shall promote student growth in: (c) The provision of direct and indirect nursing care. (g) Developing skills and abilities in the administration of all

16 16 aspects of nursing care A. Performs and documents appropriate, ongoing physical and psychosocial assessment. Assess level of patient's decisional conflict and provide access to resources. Assessment 3. Assess the client s health status by completing a health history and performing a physical, cognitive, psychosocial and functional assessment 7. Assess the client for changes in health status and identified needs. Clinical Decision Making 6. Use evidence-based information, collected electronically or through other means, to support clinical decision-making. 2. Analyze and utilize assessment and reassessment data to plan care. 4. Modify client care as indicated by the evaluation of outcomes. 3. Evaluate the effectiveness of care provided in meeting client outcomes. Collaboration 3. Collaborate with the client, significant support person(s), and other members of the healthcare team to evaluate progress B. Determines appropriate (NANDA) nursing diagnoses and realistic nursing outcomes for each assigned patient. Use information management tools to monitor outcomes of care processes. Standard 3. Outcomes Identification C. Plans, implements, and modifies specific nursing interventions based on evolving patient needs. Provide patient-centered care with sensitivity and respect for the diversity of human experience. Standard 10. Collegiality Standard 14. Resource Utilization D. Evaluates effectiveness of health care team in providing care to the patient; proposes alternatives as needed. Value the perspectives and expertise of all health team members. Respect the unique attributes that members bring to a team, including variations in professional orientations and accountabilities.

17 17 toward achievement of outcomes. Value the influence of system solutions in achieving effective team functioning. E. Analyzes the effectiveness of nursing outcomes planned for the patient. Assessment 6. Assess the client s response to interventions. Clinical Decision Making 3. Evaluate the effectiveness of care provided in meeting client outcomes. Standard 3. Outcomes Identification F. Prioritizes and organizes nursing care to best meet the patient s needs. 1. Make clinical judgments and management decisions to ensure accurate and safe care. Managing Care 1. Prioritize client care. G. Shows creativity in adapting nursing interventions to meet the individual needs of the patient. Standard 11. Collaboration H. Collects and correctly interprets patient data from all appropriate sources: patient interview; physical exam; chart; health team etc.). 9. Demonstrates competence with current technologies. Standard 13. Research I. Takes initiative in implementing care; Initiate requests for help when appropriate to situation. Collaboration 2. Work cooperatively with Standard 7. Quality of Practice Standard 9. Professional Practice (4) The course content and other learning experiences

18 18 shall promote student growth in (g iv) The Developing skills and abilities in the administration of all aspects of nursing care including the working relationships with other health care providers. (g ii) Developing skills and abilities in the administration of all aspects of nursing care including problem solving. confers with faculty and staff as necessary Acknowledge own limitations in knowledge and clinical expertise before determining when to deviate from evidence-based best practices. others to achieve client and organizational outcomes Evaluation Standard 14. Resource Utilization J. Consistently demonstrates logical and knowledgeable decision-making in patient care situations. Clinical Decision 1. Make clinical judgments and management decisions to ensure accurate and safe care. 6. Use evidence-based information, collected electronically or through other means, to support clinical decision-making. K. Develops alternative plans of care and selects the most appropriate 4) The student safely implements advanced therapeutic nursing interventions. Value the contributions of standardization/reliability to safety. 4) The course content and other learning experiences shall promote student growth in (c) The provision of direct and indirect nursing care A. Provides a safe environment for delivery of care. Use national patient safety resources for own professional development and to focus attention on safety in care Caring Interventions 4. Provide accurate and safe nursing care in diverse settings.

19 19 settings. Apply technology and information management tools to support safe processes of care Use appropriate strategies to reduce reliance on memory (such as. forcing functions, checklists). 7. Provide a safe physical and psychosocial environment for the client. B. Safely administers all medications; dispenses and documents in timely fashion. C. Makes accurate clinical judgments based on analysis of patient status and changing clinical presentation. Professional Behavior 4. Use standards of nursing practice to perform and evaluate client care. Assessment 7. Assess the client for changes in health status and identified needs. Clinical Decision Making 1. Make clinical judgments and management decisions to ensure accurate and safe care. 4. Modify client care as indicated by the evaluation of outcomes. Standard 7. Quality of Practice D. Functions effectively in emergency situations Respond appropriately to clinical decision-making supports and alerts. Communicate patient values, preferences and expressed needs to other members of health care team E. Consistently demonstrates understanding of the patient s pathophysiology, lab/diagnostic data, and treatment regimen

20 20 F. Promptly reports significant changes in patient s condition or potential problems to faculty and staff. G. Demonstrates competence in physical assessment (focused full exam) of assigned patients. Professional Behavior 7. Practice within the parameters of individual knowledge and experience. Standard 11. Collaboration Assess presence and extent of pain and suffering. Assess levels of physical and emotional comfort. Caring Intervention 6. Perform nursing skills competently. Standard 1. Assessment 5) The student consistently establishes effective nursepatient relationships. Standard 7. Quality of Practice (4) The course content and other learning experiences shall promote student growth in (d) The understanding of effective human relations and demonstrating the ability to use these principles in nursing situations. (g i) Developing skills and abilities in the administration of all aspects of nursing care including communications A. Demonstrates effective communication. Communicate care provided and needed at each transition in care. Communication 1. Utilize therapeutic communication skills when interacting with clients and significant support person(s). 2. Communicate relevant, accurate, and complete

21 21 information in a concise and clear manner. 3. Report and document assessments, interventions, and progress toward client outcomes. B. Conveys respect and acceptance of patient by word and action. Recognize personally held attitudes about working with patients from different ethnic, cultural, and social backgrounds. Caring Interventions 1. Protect and promote the client s dignity. Standard 10. Collegiality Assess own level of communication skill in encounters with patients and families. C. Demonstrates a caring, professional attitude. Willingly support patientcentered care for individuals and groups whose values differ from own. 3. Demonstrate caring behavior towards the client, significant support person(s), peers, and other members of the healthcare team. D. Encourages patient to ask questions about and participate in planning his/her own care. Standard 11. Collaboration E. Provides factual information to patient/family in a timely fashion. Teaching - Learning 3. Teach the client and significant support person(s) the information and skills needed to achieve desired learning

22 22 outcomes. F. Promptly addresses patient needs. Respect and encourage individual expression of patient values, preferences and expressed needs. Recognize personally held values and beliefs about the management of pain or suffering. Appreciate the role of the nurse in relief of all types and sources of pain or suffering. Recognize that patient expectations influence outcomes in management of pain or suffering. G. Provides for patient/family privacy; including adequate screening. Caring Interventions 2. Identify and honor the emotional, cultural, religious, and spiritual influences on the client s health. H. Avoids technical terms, medical jargon and slang in patient interactions. 6) The student consistently analyzes the effectiveness of communication and demonstrates therapeutic communication skills. Standard 9. Professional Practice Evaluation (4) The course content and other learning experiences shall promote student growth in (g i) Developing skills and abilities in the administration of all

23 23 A. Demonstrates effective written communication in documenting patient care; documentation is completed in a timely fashion. B. Initiates communication with various health team members on behalf of assigned patients. C. Uses computer effectively in accessing and recording patient data. D. Communicates with faculty and staff with respect and professionalism. Appreciate the risks associated with handoffs among providers and across transitions in care. Document and plan patient care in an electronic health record. Participate in building consensus or resolving conflict in the context of patient care. Value teamwork and the relationships upon which it is based. Contribute to resolution of conflict and disagreement. Value nurses' involvement in design, selection, implementation, and evaluation of information technologies to support patient care. Value different styles of communication used by patients, families and health care providers. Communication 2. Communicate relevant, accurate, and complete information in a concise and clear manner. 3. Report and document assessments, interventions, and progress toward client outcomes. 6. Utilize appropriate channels of communication to achieve positive client outcomes. Professional Behavior 5. Advocate for client rights. Communication 5. Utilize information technology to support and communicate the planning and provision of client care. Caring Interventions 3. Demonstrate caring behavior towards the client, significant support person(s), peers, and other members of the healthcare team. Standard 12. Ethics aspects of nursing care including communications E. Participates Acknowledge own potential to 4) The course content and

24 24 other learning experiences shall promote student growth in (d) The understanding of effective human relations and demonstrating the ability to use these principles in nursing situations. constructively in health care conferences, including clinical post conferences. contribute to effective team functioning. Appreciate importance of intraand inter-professional collaboration. 7) The student analyzes the professional role within the scope of practice of the associate degree nurse. A. Arrives on time, appropriately dressed and groomed for clinical experience. B. Works cooperatively with the health care team; is aware of individual roles and abilities. Professional Behavior 1. Practice within the ethical, legal, and regulatory frameworks of nursing and standards of professional nursing practice. Caring Interventions 5. Implement the prescribed care regimen within the legal, ethical, and regulatory framework of nursing practice. Communication 6. Utilize appropriate channels of communication to achieve positive client outcomes. Standard 12. Ethics 4) The course content and other learning experiences shall promote student growth in (a) The understanding of the roles and responsibilities of the members of the nursing profession. (g iii) Developing skills and abilities in the administration of all aspects of nursing care including Understanding legal and professional responsibilities

25 25 Collaboration 4. Interact creatively and openly with others to solve problems to achieve client goals and outcomes. Professional Behavior 6. Maintain organizational and client confidentiality. Communication 4. Protect confidential information. C. Maintains patient confidentiality Respect patient's right to access to personal health records. Protect confidentiality of protected health information in electronic health records. Standard 12. Ethics D. Is receptive to and uses constructive feedback from others to improve performance. E. Assumes responsibility for own learning: identifies areas for growth; formulates weekly goals; seeks new experiences; completes assignments on time, etc. Seek learning opportunities with patients who represent all aspects of human diversity. Appreciate the necessity for all health professionals to seek lifelong, continuous learning of information technology skills. Professional Behavior 12. Participate in lifelong learning. 13. Develop and implement a plan to meet self learning needs. F. Recognizes own limitations and seeks assistance from faculty/staff to safely perform nursing care. Professional Behavior 3. Demonstrate accountability for nursing care given by self and/or delegated to others. 7. Practice within the parameters of individual knowledge and experience.