Summary and interpretation of the data for Enrollment, Achievement, and Staffing as related to the LVN-RN program.

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1 Program Overview: The primary purpose of the Associate Degree Nursing Program is to educate nurses for entrylevel nursing positions to meet the needs of the local community for registered nurses. Our program was first organized in 1959 during the historic move of nursing education from hospital diploma programs to collegiate education. The first class of 29 students graduated in May The program has continued since then to grow and evolve to respond to changes in the health care system and to the needs of the community for an increasing number of nurses. In addition to our generic program, we admit qualified licensed vocational nurses into the Career Ladder (LVN-RN) program. These LVN s take one transition course (ADN 20A-Transition to Second Level of Nursing) and join our generic students in second or third semester of our program. In addition to the required approval by the Board of Registered Nursing, the National League for Nursing Accrediting Commission (NLNAC) approves our program. Our next BRN site visit is scheduled for fall 2013 and the NLNAC site visit is scheduled for spring Summary and interpretation of the data for Enrollment, Achievement, and Staffing as related to the LVN-RN program. Enrollment Data: Students must apply for admission into the LVN-RN program. Application period is twice a year. Data from Fall Spring 2012 indicate an average of 30 applications each semester. Two changes in the admission criteria for the Career Ladder program were made. The mandatory computer technology requirement changed to highly recommended and the mandatory information sessions were changed to highly recommended. The LVN-RN program admitted students each semester up until spring 2012 in which it was not offered. Selection criteria are based on both science and overall grade point average (GPA). All students must meet the minimum GPA of 2.5. Once the students are provisionally selected they are required to pass the Test of Essential Academic Skills (TEAS) exam with a score of 62.0 or higher as set by the California Community College Chancellors Office (CCCCO). Our student population over the last three years is demonstrated in the following table with demographic data provided by the college, as well as data collected by the ADN program. This data is a combination of the generic ADN students as well as the LVN-RN students. 1 P a g e

2 Demographic Data Student Type College Wide Program according Program Data to College Male 47% 48% 48% 21.6% 20.4% 22% 19% 22% 25.4% Female 53% 52% 52% 78.4% 79.6% 78% 81% 78% 74.6% American Indian 1% 1% 1% 1% 0.8% 1.6% 0% 1.4% 1.6% Asian 15% 15% 14% 23.3% 27.2% 32.2% 13% 15.3% 18.9% Black 17% 17% 17% 6.7% 6% 3.1% 7% 2.8% 3.1% Filipino 18% 16% 14.0% Hispanic or Latino 38% 40% 43% 16.8% 19.4% 20% 15% 21.5% 22.0% Pacific Islander 1% 1% 1% 0.5% 1% 1.4% 0% 0% 0.5% White 28% 26% 23% 43% 45.6% 41.7% 40% 36.8% 33.5% Other 7% 6.3% 6.3% Compared with the college wide enrollment, there is a consistent gender gap between males and females enrolled in the ADN program. Although the male enrollment has increased by 6%, it still remains significantly less than the college wide enrollment. While the demographic data indicate a consistent college wide black enrollment, the ADN program data indicates a significant decline in black enrollment. As a program we will be making efforts to target this student population. The decline of white students enrolled in the ADN program appears to be consistent with the decline in the college wide enrollment of white students. Location of Instruction/Facilities: The ADN program is housed in the C building on the Liberal Arts campus. Lectures and Campus Lab courses are held in the B, C, and D buildings. In 2010 we opened a Simulation Hospital in the B building. Within the C building there is a skills practice lab and the Nursing and Allied Health Learning Center. On the student course evaluations, the space available for practice in the skills lab consistently scores below the accepted level of 3 on the Likert scale. Campus lab rooms are often overcrowded and do not support the number of students needing to utilize them throughout the semester. Due to Bond Measure, building C will be newly remodeled. Architectural plans have already been drawn and we are anticipated to move into swing space so construction may begin in summer P a g e

3 Achievement Data: The Associate Degree Nursing program measures success in three ways: Attrition rate, National Council Licensure Examination for Registered Nurses (NCLEX-RN) pass rate, and successful employment upon licensure. Attrition rate for the ADN program is determined by the number of students who did not graduate at the expected time with their original co-hort. The students may have dropped out due to medical, personal or academic reasons causing them to not continue on with their original cohort. Every effort is made to have the student re-enter the ADN program when space allows. As students exit the program, it opens up a spot for another student to re-enter. LVN-RN students may also enter the program in second or third semester provided space is available. The table below represents the ADN Program Attrition Rates. The BRN standard is 25% or less, however the program goal is 20% or less. Although the attrition rate remains above 25%, the overall attrition rates have consistently dropped over the last three years. Ongoing efforts to reduce the attrition rate and improve student success have been implemented. LVN-RN Program Semester Term Applicants Qualified Admitted into 2 nd or 3 rd semester Applicants Fall = 0/8 into 3 rd Spring = 4 into 2 nd /7 into 3rd Fall = 1 into 2 nd /10 into 3rd Spring = 6 into 2 nd /10 into 3rd * * 5= 5 into 3rd Song Brown Grant funded extra group in Sp 11, Fall 11, and Sp 12 The table below represents the pass rate for graduates who have taken the NCLEX-RN within six months of graduation. These pass rates far exceed the minimal standard of 75% as set by the California State Board of Registered Nursing (BRN). NCLEX-RN Pass Rate Fall 10 Spring 11 Fall 11 Spring 12 NCLEX-RN Pass Rate 78% 89% 100% pending Six months after completing the ADN Program, graduates are asked to complete an online survey regarding their employment as a registered nurse. Data indicates there has been a recent decline in jobs available to our graduates. Speculation for this apparent decline is due to a few factors: Poor response to the surveys, the economy, and hospital agencies striving for Magnet status attainment (requiring a higher ratio of bachelor prepared nurses). Other research conducted by state agencies indicates a continued nursing shortage that is only masked by the 3 P a g e

4 economy. The research also indicates graduates have sought employment in non-traditional nursing areas (clinics, community health, home health, dialysis centers and forensic nursing). The faculty continue to consider methods of improving student response to the surveys. In addition, to assist students in continuing their education we have collaborated with CSU Long Beach, CSU Dominguez, and CSU Los Angeles to provide a seamless transition. We refer to these collaborations as BSN-Tracks. Fall 2010 Class Spring 11 Class Fall 11 Class Survey Response received % working as a RN 93% 88% 89% The college measures success differently than the ADN program. The ADN program measures course success as meeting the minimal passing letter grade of C or higher. The grading scale used in all ADN courses also differs from the traditional grading scales. See table below. Score Grade % A 91-83% B 82-75% C Less than 75% D (Failing) Data collected by the program as illustrated in the table below, represents the successful completion of each individual course within the LVN-RN program. In fall 2009, the TEAS exam version 4.0 was instituted as a final entrance requirement. In fall 2011 the version changed to TEAS 5.0. Course Fall 09 Spring 10 Fall 10 Spring 11 Fall 11 Spring 12 20A 100% 73.3% 76.5% 92.9% 88.2% N/A 12A/AL 94.7% 92.0% 98.4% 78.3% 91.7% 93.2% 12B/BL 96.3% 97.9% 98.4% 93.8% 100% 92.7% 21B/BL 94.7% 92.7% 100% 98.6% 98.3% 98.5% 21A/AL 86.8% 81.7% 94.9% 94.4% 96.7% N/A 235A/AL N/A N/A N/A N/A N/A 88.7% 235B/BL N/A N/A N/A N/A N/A 96.8% 22A/AL 91.3% 94.9% 92.3% 98.3% 90.3% 100% 245A/AL N/A N/A N/A N/A N/A *begins Fall 12 22B/BL 86.0% 98.8% 100% 100% 100% 98.3% 4 P a g e

5 Upon successful completion of ADN 20A and passing a challenge exam, the LVN-RN students enter either 2 nd or 3 rd semester. (The above table demonstrates both generic RN and LVN-RN students) Though we have relatively high rates of student success, we continue to work to meet the needs of all students admitted to the program. The following activities have been in place and are being developed to improve our rates of student success. ATI (Assessment Technologies Institute) This testing company offers standardized, comprehensive examinations for the assessment and remediation of students completing nursing programs. This learning tool is currently purchased for students through grant funds and is being implemented for the students as they enter the program. Currently, the first and second semesters are utilizing ATI and have customized assignments in those courses. As it is implemented, these course assignments are being adapted to the student needs for that particular course. Student Support Faculty of the program continually assess for opportunities to meet the needs of students. With grant support, we have been able to offer the following: Pre-semester seminars (Code Green), individual course seminars, and individual student tutoring by faculty (case management). Success Centers Selected courses of the nursing program have developed Supplemental Learning Activities (SLA). Through collaboration with Success Center faculty, these guided learning activities are designed to improve student success. Learning Centers o Nursing and Allied Health Skills Lab The health care programs have a dedicated skills lab for the teaching, practicing, and testing of skills taught in the nursing program. Part-time faculty are assigned to the center to assist students in developing their skills. The skills lab is partially supported by grant funds. o Nursing and Allied Health Learning Center It is recognized that involvement in Student Life is a strong component of student success. Nursing students are a part of a unique community of learners within the college. They benefit from opportunities to congregate and collaborate in the Nursing and Allied Health environment. The Learning Center supports these students by giving them an area 5 P a g e

6 Staffing: Program Review Report to collaborate, share, and congregate in Nursing Student Association meetings and in their many study groups. The center also serves as a resource center for students before and after class. The technologies available to students in The Learning Center include computer access for course specific requirements, proctored testing, audio/visual learning modules, access to nursing references and archives, and required hospital specific selflearning modules. o Simulation Hospital The use of simulation is an important trend in nursing education. Simulation reinforces application of theoretical knowledge in a realistic, safe, and dynamic learning environment. The use of simulation has contributed to improved student confidence and teamwork and has offered opportunities for self-reflection. As the program is challenged to accommodate the needs of our students for clinical sites, simulation offers an opportunity to satisfy clinical hours. The California Board of Registered Nurses permits us to utilize simulation for 25% of the total clinical course hours. Construction of the Simulation Hospital and support for the purchase of equipment and personnel is provided by various grants. Once the LVN-RN students enter the ADN program, they are assimilated into the 2 nd or 3 rd semester which helps keep the total enrollment in the nursing program above 200. Therefore, the nursing program remains challenged by inadequate numbers of full-time faculty for a number of years as demonstrated in the table below. Retirements and resignations have not been replaced in sufficient numbers and as a result the program has had to make adjustments. The ADN program director is assisting LVN faculty to become BRN approved in order to facilitate assignment within the ADN program Full-time Part-time Students Full-time Part-time Students Full-time Part-time Students According to the college data the fulltime FTE is 11.9 and part-time FTE is 8.0. A portion of the part-time FTE includes the 5 instructors that work in the Nursing Skills Lab. Although the FTE s are solely by the ADN program budget, this lab is shared by the Vocational Nursing, LVN-RN transitional, and the RN students. These ADN funded skills lab instructors also occasionally assist with the VN campus labs. Front office support is extremely limited and fluid. The ADN Program is required by accreditation agencies to survey, track and respond to a variety of data. One of the areas is clerical support for the program. The ADN Program received non-compliance from the BRN 6 P a g e

7 in the last site surveys (2009) with regards to clerical support. This lack of support has placed additional work on the faculty and especially the ADN Program Director/Department Head. The front office support continues to be very fluctuant as two full time positions were recently eliminated. The department is relying on student workers who are part-time and temporary to assist with some clerical work. 7 P a g e

8 Summary and interpretation of the data for Student Learning Outcomes (as reported out thus far) related to the LVN-RN program. The program level SLO s are being implemented, assessed, and used for program improvement as seen in the below table. LBCC Instructional Program SLOs and Assessment Plan Template Program Mission: The faculty members of the Associate Degree Nursing Program uphold the mission statement of Long Beach City College, and a commitment to excellence in supporting the community and life-long learning of our students. Intended Outcome Assessment Task Criteria /Expected Level of Achievement Results of Assessment Actions Taken SLO#1 (Predictor 1) Synthesize the theories and principles that encompass the nursing process and pathological conditions. What: Web-based ATI-RN Comprehensive Predictor Examination. How: All LVN-RN students enrolled in 22B each semester will take this assessment approximately two weeks prior to the final examination. Who: The instructor of record for ADN 22B will proctor the examination and the 22B faculty team Expected Achievement:90% of the students will achieve a 90% or higher probability of passing the NCLEX- RN Students Included: All enrolled students in 22B at the time of this examination. Results: Fall 2010: Percentage of students with >90% probability of passing NCLEX: 87.5% Spring 2011: Percentage of students with >90% probability of passing NCLEX: 33% Fall 2011: Percentage of students with >90% probability of passing NCLEX: 50% Action: Although the data results vary greatly, our program NCLEX-RN pass rate remains above 90%. The faculty speculate that students do not take the ATI test seriously. We will emphasize the importance of the ATI exam as a valuable predictor of student success on the NCLEX- RN. 8 P a g e

9 will analyze the test results received from ATI When: Data collection will begin Fall 2010 and continue thru Fall Analysis and actions will occur in Spring Spring 2012: Percentage of students with >90% probability of passing NCLEX: 30% Re-evaluation Date: Where: NA SLO#1 (Predictor 2) Synthesize the theories and principles that encompass the nursing process and pathological conditions. What: NCLEX-RN Examination administered by the National Council of State Boards of Nursing (NCSBN). How: Every LVN-RN student who successfully completes 22B will take NCLEX-RN individual examination within six months after graduation. WHO: BRN will process and provide success data to the Program Director quarterly. The data is shared with the faculty each semester. The ADNFO: Program Review Committee will analyze information. Expected Achievement: 95% of graduates will pass NCLEX-RN on the first attempt. Success Level: NCSBN minimal passing standard will be used for a graduate to achieve licensure. Students Included: All graduates at the end of each semester. Results: Class of Fall 2010: 9 out of 9 students had taken the NCLEX-RN within 6 months of graduation. Of the students who had taken the NCLEX-RN, 7 out of 9 (78%) passed on the first attempt. Class of Spring 2011: 9 out of 9 students had taken the NCLEX-RN within 6 months of graduation. Of the students who took the NCLEX-RN by six months, 8 passed on their first attempt (89%). Class of Fall 2011: 3 out of 3 students had Action: Begin integrating ATI into the third and fourth semester curricula (Spring 13 and Fall 14), in order to strengthen the theory content which transposes to the NCLEX-RN. Continue to offer Kaplan review and encourage the LVN-RN students to invest in this valuable tool. Seek Grant money specifically for the LVN-RN students to help fund the Kaplan review ($400/student) Re-evaluation Date 9 P a g e

10 When: Data collection will begin Fall 2010 and continue thru Fall Analysis and actions will occur in Spring Where: NA taken the NCLEX-RN within 6 months of graduation. Of the students who took the NCLEX-RN by six months, 3 passed on their first attempt (100%). Class of Spring 2012: Result not yet available Key Findings: Expected Achievement reached for class of Fall Conclusions: There are fewer LVN-RN Students taking the NCLEX-RN which alters the data. SLO#2 Manage all aspects of the nursing process to achieve positive patient outcomes What: Completion of a minimum of 162 precepted clinical hours at a satisfactory level according to the Student Clinical Evaluation Form for ADN 22BL. How: The final ADN 22BL Student Course Evaluations form and ADN 22BL attendance records will define this Expected Achievement: 90% of students. Success Level: Each student is expected to achieve a satisfactory rating of 75% or more in all clinical outcome areas on the Student Course Clinical Evaluation Form. Each student is expected to complete a minimum of Results: More than 95% of students (2 or fewer students out of a class of 60) completing ADN 22B during the Fall 2010, Spring 2011, and Fall 2011 semesters had a satisfactory rating upon completion of the course. All students completed 162 hours precepted clinical hours. Action: Revise the assessment task to better reflect the SLO. Re-evaluation Date: 10 P a g e

11 assessment. All sections of ADN 22BL within the assessment cycle will be included. Who: Instructors assigned to teach 22BL during this assessment cycle will compose a program assessment team. When: Data collection will begin Fall, 2010 and continue through Fall Analysis and actions will occur in Spring Where: NA 162 precepted clinical hours at an approved medical facility. Students Included: All enrolled students in 22BL. Key Findings: Students are well prepared to complete 162 hours of preceptor guided clinical practice successfully at the conclusion of their education in the nursing program. Conclusions: The data collected does not reflect the SLO. The following changes to the program as a result of the data analysis are: Begin integrating ATI into the third and fourth semester curricula (Spring 13 and Fall 14), in order to strengthen the theory content which transposes to the NCLEX-RN; continue to offer Kaplan review and encourage the LVN-RN students to invest in this valuable tool; seek grant money specifically for the LVN-RN students to help fund the Kaplan review ($400/student); emphasize the importance of the ATI exam as a valuable predictor of student success on the NCLEX-RN; and revise the assessment component of PSLO #2. 11 P a g e

12 The course ADN 20A Transition to Second Level Nursing is schedule to report out spring Department Plan Goals When consider our department goals, the LVN-RN program and ADN program are seen as one. Therefore, based on the data gathered from enrollment patterns, achievement, staffing, SLO s and relevant internal and external data our department and program goals are as follows: 1. Student Success Less than 5% of students will exit each course due to academic or clinical failure. Replace and fill vacancies left by retired full time faculty. Hire recent nursing grads to work as nurse mentors supporting students with additional academic tutoring. Reduce the number of missed clinical hours due to student absences by providing additional simulation. Ninety percent of the nursing graduates will report satisfaction with the amount of support and resources offered while in the program as reflected by a Likert scale of 3 out of 4. Nursing graduates will take the NCLEX-RN within six months of graduation and have a pass rate of greater than 95%. Student success in the theory and lab/clinical courses is the ADN program's primary focus. Students must maintain a 75% or higher in their theory courses and deliver safe patient care in the clinical setting in order to continue in the program. Students must also be able to demonstrate application of theory knowledge while in the clinical setting. For some courses there are an increase number of missed clinical days by students. Simulation provides a means of making up missed clinical days. The attrition rate for the ADN program is higher than desirable. Without lowering the minimal standards, in order to lower the attrition rate, additional support is needed in terms of fulltime faculty, simulation coordinator, and with "nurse mentors". 2. Integration of scenario-based simulation into 100% of the ADN clinical courses within the curriculum by the end of academic year Increase use of mid and high fidelity patient simulation as a teaching strategy to emphasize application of knowledge. All ADN clinical courses will incorporate at least one scenario-based simulation exercise that is supported by best evidence-based practice into the course curriculum. Provide on-going simulation training for full-time, part-time and skills lab faculty in order to maximize student learning. Hire a fulltime Simulation Coordinator By implementing simulation in all program courses, it will allow students to practice in a more realistic and non-threatening environment before assuming clinical practice. This will also offer exposure to situations the students may not encounter in the hospital setting. 12 P a g e

13 3. Professional Development and Accreditation Communication The ADN Program director and Assistance Program Director must attend the semiannual conferences and quarterly meetings in order to maintain communication with the BRN and other outside agencies in order to run the program efficiently and effectively. 4. BSN Track A partnership with CSULB nursing program was created in Spring 2012 A partnership with CSULA nursing program was created in Summer 2012 A partnership with CSUDH nursing program is currently being created. Hire or cross train a counselor designated for the Nursing and Allied Health programs. These BSN tracks have been establish in efforts to comply with AB 1295 which allows for increased number of students achieving a BSN and seamless articulation. LBCC students graduating from the ADN program would be able to transfer into the RN-BSN programs and finish their education in 1-2 years. In preparation for the direct articulation, students will need to be counseled and a "roadmap" established in order for the students to be ready. California legislation, the CSU Chancellors Office, and the CCCCO has mandated that CSU and ADN nursing programs comply with AB At the same time, the health care industry is hiring more BSN graduates than ADN graduates. By creating a BSN Track, we are able to educate our students of this option as well as preserve a transfer agreement. Clinical sites will likely open up as the students are now BSN Track. 13 P a g e

14 Student Success The Associate Degree of Nursing (ADN) Program goal for student success is to have an attrition rate of less than 5% for each course due to academic or clinical failure. In support of this goal, the Department has integrated ATI CARP (Comprehensive Assessment and Remediation Plan) to identify areas of weakness in student learning and implement a remediation plan for success. As a result of this, only one student was lost to academic failure in the first semester (over the past year) where the CARP program has been fully integrated. The current attrition rate has fallen from 48% ( ), 39% ( ) to 30% ( ). Also in support of student success, the ADN Program developed a goal to replace faculty vacancies due to retirement. Due to the dire state of the Community College budget, faculty vacancies have not been replaced. The Department, however; has reduced the number of students (from 60 each semester to 40 each semester during the first year of the Program) as a temporary solution to allow for careful oversight by full-time faculty members. Our goal is to resume an enrollment of 60 students each semester as soon as possible. Using grant funds, the ADN Program has recently hired a full-time simulation coordinator who is supporting faculty in use of the simulation hospital to assist students with clinical content. This simulation coordinator is a registered nurse who holds a Master s degree in nursing. As of fall 2012, all ADN lab courses have at least one scenario-based simulation to assist the students with critical thinking, theory transfer, and clinical reasoning. The simulation coordinator is also being utilized to support students in need of additional clinical experiences or who need more time in patient care situations to augment clinical learning. The most recent Alumni Survey (Fall 2011) indicated that ADN graduates expressed a satisfaction rating of 3.5 (out of 4) with the Program. The graduates felt well-prepared to take on the role of the Registered Nurse and 77.4% planned to pursue higher education. A curricular change was made based on student course surveys, attrition rates, and recommendations from both the BRN an NLNAC. The course ADN 22A/AL which consisted of two very different content areas (pediatrics and adult intensive care nursing) was eliminated. Three new courses were developed: ADN 235A/AL Maternal Newborn, ADN 235B/BL Pediatric Nursing, and ADN 245A/AL Advanced Med/Surg Nursing. The ADN Program set a goal for all graduates to take and pass the NCLEX-RN exam within six months of gradation. Ninety-four percent of the December 2011 class have taken and passed the NCLEX-RN within six months. One student took and passed the exam nine months after graduation due to pregnancy and according to the California Board of Registered Nursing; three students have not taken and/or passed the exam. Graduate students are eligible to take the exam in other states; therefore, some data may not have been captured. The most current pass rate for NCLEX-RN is 100% for all students who have taken the NCLEX-RN (graduating class of December 2011). These 14 P a g e

15 Equity Program Review Report data exceed the Departmental goal of an NCLEX-RN pass rate of 95% and indicate the Program is supporting student success. The ADN Program is aligned with the College and supports equity in the selection process. Candidates who apply to the Program are anonymous and are selected based upon their science GPA, overall GPA, number of times applied to the Program, and class completion of pre-requisites at Long Beach City College. No demographic, socioeconomic, or gender identifiers are used during the selection process for admission. This allows for a diverse community of learners. Grant funds to support students are distributed equally. Currently, grant funds fully support the ATI CARP integration. Every student, regardless of need, receives the ATI package at no cost to the student. All students in the Program are also eligible to receive case management or additional faculty assistance which is supported by grant funds. Students need only to request these services in order to receive assistance. Case management services are available to every student in the Program. Community The ADN Program has been diligent in forming community partners. In spring of 2012 the LBCC ADN Program formed a partnership with California State University of Long Beach (CSULB) to develop a seamless transition from the ADN Program into their baccalaureate program. Thirty LBCC graduates are now assured admission to CSULB s Bachelor of Nursing Program if minimal requirements have been met. This partnership ensures LBCC graduates the opportunity to pursue higher educational degrees within the community. In a further effort to form community bridges, the ADN Program is developing a concurrent enrollment program with the California State University of Los Angeles (CSULA) BSN program. This program will allow 10 students to attend courses at both LBCC and CSULA concurrently to achieve a baccalaureate degree in nursing within a shorter timeframe. This program is scheduled to begin summer Additional partnerships are being explored with the California State University of Dominguez Hills (CSUDH). These partnerships within the community promote higher education for Long Beach City College students and support the College s goal of community and higher education. The ADN Program is constantly seeking input from our community partners which allows us to better prepare our graduates to be successful in the working environment. The Healthcare Associates (an associate group of the Foundation) is a group of community partners who have representatives from the ADN Program, the LVN program, the Medical Assisting Program, and local community members who meet monthly during the academic year to discuss the specific needs of the healthcare area. 15 P a g e

16 Resources Program Review Report The group provides support and resources to students in need and holds fund raisers within the community several times throughout the year. The Nursing Student Association (NSA) is a valuable resource for current and hopeful nursing students. NSA allows students to network with other nursing students throughout the state and the country and is a local chapter of the California Student Nurse Association. CNSA holds annual and semi-annual conventions and NSA holds national conventions where students have the opportunity to attend seminars, meet other nursing students, and explore career opportunities both locally and nationally. NSA also provides both scholarships and hardship financial aid to students affiliated with the association. The local chapter of NSA provides assistance to incoming students by awarding new uniforms (cost of approximately $300) to students in need of financial assistance. Scholarships for nursing students are available through the Foundation, the California Organization of Associate Degree Nursing Program Directors (COADN), and the Nursing Student Association (NSA) to support students financially during the Program. Financial aid is also available to eligible students. Many students in the ADN Program have received financial assistance through both programs. Several grants currently help to support the ADN Program. The Song-Brown, Student Success and Pacific Hospital grants are some of the grants actively funding the Program. These funds support additional hours of supervised instruction in the Skills Lab, presemester seminars, the ATI CARP package, and other national ranking exams for students. Grant funds have also provided funds to purchase all of the equipment in the Simulation Hospital and currently fund the salary for the Simulation Coordinator. ST Mary Medical Center has supported and funded the nursing education of five students each academic year for the last three years. Upon the students graduation and successful passing of NCLEX-RN these students are given jobs as registered nurses at ST Mary Medical Center. Extended Opportunity Programs and Services (EOPS) is a state funded retention and support program which identifies and assists students who are affected by social, economic, educational, or language disadvantages. EOPS offers a variety of support programs and services to eligible students, which include academic and personal counseling, priority registration, supplemental tutoring as well as supplemental book assistance. EOPS support services enhance and increase student success ( Disabled Student Programs and Services (DSPS) provide many support services that enable students with disability related limitations to participate in the college's programs and activities. DSPS offers a wide range of services that compensate for students limitations, like note taking assistance, interpretive services, test taking assistance, 16 P a g e

17 alternative media etc. ( Each semester, several students utilize DSPS services to support their learning and find this resource invaluable. The ADN Program director and Assistant Program Director were both able to attend the semi-annual COADN conferences and quarterly meetings to maintain communication and receive updates from the Board of Registered Nursing. The conference funds were provided by grant funds. Other ADN faculty also attended conferences. Two faculty members attended a simulation conference and 10 faculty members attended a Quality in Safety and Nursing Education (QSEN) conference with the support of grant funds. 17 P a g e