Table of Contents Standard I Standard II Standard III Standard IV

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2 Table of Contents Standard I... 4 Program Quality: Mission and Governance... 4 Key Element I-A... 4 Key Element I-B... 6 Key Element I-C... 7 Key Element I-D... 8 Key Element I-E Key Element I-F Standard I Strengths and Areas for Improvement Standard II Program Quality: Institutional Commitment and Resources Key Element II-A Key Element II-B Key Element II-C Key Element II-D Key Element II-E Key Element II-F Standard II Strengths and Areas for Improvement Standard III Program Quality: Institutional Commitment and Resources Key Element III-A Key Element III-B Key Element III-C Key Element III-D Key Element III-E Key Element III-F Key Element III-G Key Element III-H Standard III Strengths and Areas for Improvement Standard IV Program Quality: Institutional Commitment and Resources

3 Key Element IV-A Key Element IV-B Key Element IV-C Key Element IV-D Key Element IV-E Key Element IV-F Key Element IV-G Key Element IV-H Standard IV Strengths and Areas for Improvement Appendices Standard I Appendices I-A-1 Strategic Plan I-A-2 Congruence Tables I-D-1 Faculty Bylaws I-D-2 Faculty Committee Assignments Standard II Appendices II-C-1 University of Arizona Organization Chart II-C-2 Arizona Health Sciences Center Organization Chart II-D-1 Graduate Faculty-Doctor Prepared II-D-2 University of Arizona College of Nursing Administrative Leadership Chart Standard III Appendices III-C-1 DNP Academic Program Guides III-E-1 College of Nursing Guidelines for Precepting Students III-E-2 DNP Courses with Practice Immersion Hours Linked to DNP Essentials III-G-1 Preceptor and Faculty Final Clinical Competency Evaluation of Student Standard IV Appendices IV-E-1 Alumni, Exit, and Employer Surveys IV-F-1 Guidelines for Promotion and Tenure IV-F-2 Annual Review Summary Sheet Glossary Glossary

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5 Standard I Program Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals, and expected program outcomes are: congruent with those of the parent institution; and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Elaboration: The program s mission statement, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree/certificate programs exist. Student outcomes may be expressed as competencies, objectives, benchmarks, or other terminology congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses. CCNE requires, as appropriate, the following professional nursing standards and guidelines: The Essentials of Baccalaureate Education for Professional Nursing Practice [American Association of Colleges of Nursing (AACN), 2008]; The Essentials of Master s Education in Nursing (AACN, 2011); The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006); and Criteria for Evaluation of Nurse Practitioner Programs [National Task Force on Quality Nurse Practitioner Education (NTF), 2012]. A program may select additional standards and guidelines. A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education. An APRN education program (degree or certificate) prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008). Program Response: The College of Nursing mission and vision statements are available on College of Nursing website ( under the About Us and Fast Facts tabs. The College of Nursing is a professional college of the University of Arizona focused on envisioning, engaging, and innovating nursing and healthcare learning, discoveries and clinical practice models. We provide baccalaureate and graduate education, generate and expand nursing knowledge, and provide healthcare and service to the community. Our mission is congruent with the purposes and mission of the University of Arizona and the Arizona Health Sciences Center, with each focusing on the roles of education, research, and service to improve the lives of the people of Arizona and beyond (Table I-A). The University of Arizona aspires to create an exceptional learning environment to prepare and inspire students for their future roles in the world as thinkers, learners, leaders and responsible citizens; to extend the frontiers of knowledge, discovery, and creativity; and to link scholarship and creative expression to its land-grant mandate to serve communities. The University of Arizona mission is to 4

6 improve life for the people of Arizona and beyond through education, research, creative expression and community engagement ( The Arizona Health Sciences Center (AHSC) at The University of Arizona is a thriving academic health sciences center with a growing network of health-related organizations and activities unique in the state and region. It is the State s only academic health science center, with a mission to provide state-of-the-art patient care, healthcare education, research, and service for the people of Arizona and beyond ( The AHSC includes four colleges located in Tucson: the College of Nursing, the College of Medicine, the College of Pharmacy, and the Mel and Enid Zuckerman College of Public Health. In addition, AHSC also encompasses the four colleges at the Phoenix Biomedical Campus in downtown Phoenix. University of Arizona Health Network also includes University of Arizona Medical Centers-Campus and South; University Physicians Healthcare (the UA physicians practice plan, a health plan); and the comprehensive University of Arizona Cancer Center as well as other centers of excellence. Table I-A Comparison of University of Arizona, Arizona Health Science Center and College of Nursing Goals University of Arizona Arizona Health Sciences Center University of Arizona College of Nursing Goal 3. Provide an education that is accessible to all who are academically qualified, and prepare students for a productive future. Goal 1. To educate a health workforce that meets the needs of the State of Arizona. Goal 1. Provide contemporary and futuristic educational opportunities for individuals aspiring to establish or advance their competencies Goal 2. Empower graduates to be leaders in solving complex societal problems. Goal 1. Engage students in discovery through research and broad-based scholarship. Goal 4. Work to improve the human condition for the people of Arizona across every discipline and on a daily basis. Goal 1. To educate a health workforce that meets the needs of the State of Arizona Goal 2. To enhance the leadership role and collaboration of the AHSC in biomedical research. Goal 3. To provide training programs for better healthcare delivery and healthcare promotion throughout the State. 1. UA Five-year Strategic Plan (FY ) 2. UA Health Sciences Center Five-Year Strategic Plan ( ) 3. UA College of Nursing Strategic Plan ( ) in nursing and healthcare. Goal 2. Create innovative new knowledge with applicability for improving the health of societies, in Arizona, the United States and abroad. Goal 4. Build Interdisciplinary team science and interprofessional team (IP) clinical practice. Goal 3. Engage with community and inter professional partners to model novel comprehensive health care. A new five-year AHSC Strategic Plan should be published by The new Strategic Plan will have four specific research domains: Health Disparities, Population Health and Health Outcomes, Precision Health and Neuroscience. Once this new strategic plan is published, the College of Nursing may refine its Strategic Plan again in

7 Strategic Goals With the appointments two and one-half years ago of a Provost and President, The University of Arizona has been through a strategic planning exercise at the University level (completed Fall 2013). In the case of the College, the directional goals have been streamlined but not changed substantively from those at the time of accreditation. The overall directional goals remain profiled as related to our teaching/learning, research/discovery and practice/service dimensions. The overall goals are: I. ENGAGING: Provide contemporary and futuristic educational opportunities for individuals aspiring to establish or advance competencies in nursing and healthcare. II. INNOVATING: Create innovative new knowledge with applicability for improving the health of societies in Arizona, the United States and abroad. III. PARTNERING: Engage with community and interprofessional partners to model leading edge health care. IV. SYNERGY: Seek and steward resources (talent, space, money) to achieve a diverse and interdisciplinary presence (local, national and international) and robust productivity Through the University process the College plan has been approved by the Provost and is in concert with the University plan. The complete plan with metrics can be found in Appendix I-A-1. The first overall goal applies to our entire educational degree program, including the DNP program. Congruence between Program Outcomes and Professional Standards The Faculty at the College of Nursing have used the following documents as the primary professional standards for development and evaluation of the Doctor of Nursing Practice degree program: 1) The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006), 2) The Criteria for Evaluation of Nurse Practitioner Programs (3rd ed.) (NTF, 2012), 3) Nurse Practitioner Core Competencies Content (NONPF 2014), 4) Standards for Accreditation of Nurse Anesthesia Educational Programs (COA, 2014), 5) Trial Standards for Accreditation of Nurse Anesthesia Programs-Practice Doctorate (COA, 2014), 6) Accreditation Policies and Procedures Manual (COA, 2014), and 7) Professional Practice Manual (AANA 2014). Secondary professional standards include the Arizona State Board of Nursing criteria, the American Nurses Association (ANA) Code of Ethics, and the competencies for nurse practitioner education and for each Nurse Practitioner specialty. See congruence tables in Appendix I-A-2. Expected Aggregate Student Outcomes/Objectives of the Doctor of Nursing Practice Program The outcomes/objectives of the doctor of nursing practice (DNP) program are the following: 1. Generate and disseminate nursing practice knowledge to stimulate research and improve clinical outcomes; 2. Improve health outcomes through scientifically-based advanced practice within a specialty; 3. Engage in and lead collaborative practice teams; and 4. Influence clinical practice transformation and policy initiatives. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. Program Response: The mission, strategic goals, and outcomes are reviewed approximately every five years or when there has been a significant change to leadership (as noted above) to ensure that they reflect 6

8 current professional standards and the needs and expectations of the community of interest. The College community of interest includes both internal constituencies (students, faculty, staff and appointed personnel, and the university as a whole) and external constituencies (Arizona Board of Regents, college alumni; the health care community including leaders, employers and other collaborators in nursing education and research; and advisory boards, including the CON Advisory Board and Alumni Council Board of Directors). Minutes of Administrative Council or Faculty Minutes can be found on SharePoint or on the shared College G server drive (all relevant individuals have access). The strategic goals were reviewed in Fall 2013, based on changes of leadership across AHSC and University. The mission and strategic directions and goals for the College are reviewed on a regular basis by the Administrative Council (deans and directors in the College), discussed by the Dean with the Faculty council and in faculty meetings and evaluated and refined in dialogue with faculty at retreats or other meetings. The DNP program is reviewed on a continual basis and most particularly at the end of each spring semester and following the Resident Intensive Summer Experience (RISE), a campus-based intensive experience for all students in the DNP and PhD programs. Data are gathered from current DNP students and considered by the RISE planning committee, which consists of representatives from faculty teaching in the DNP program, members of the Curriculum and Instruction Support-DNP Committee, the DNP Director, and the Administrative Director. Changes to the DNP program are processed by the faculty at monthly Doctoral Forums, as well as presented to the faculty as a whole at faculty meetings or online by the monthly DNP Program subcommittee of the Curriculum and Instructional Support Committee (CISC). Minutes of the various meetings (Administrative Council, Faculty and CON Advisory Board) can be found on the College of Nursing SharePoint sites ( (password protected) and examples are found in the resource room. The advanced clinical practice curricula are driven by the professional standards and are developed with faculty and student input on college curriculum committees as approved by the faculty. Informal feedback from preceptors and clinical agency personnel concerning students, nursing courses and changes in nursing practice is also obtained for discussion during doctoral faculty forums. Needs and expectations of the community of interest are considered as the faculty pursues the continuing advancement and improvement of the nursing programs. There are several examples of the interface between the college programs and community of interest. For example, curricular change to establish the AG-ACNP came from faculty participation in the development of the Consensus Model, in collaboration with the Arizona State Board of NP Education committee, the Tucson Nurse Executive group, and a group of heads of health systems. Our long-term relationships with various health care leaders (e.g., CNO of UAMC) allow for continual input as needed. Project-specific community advisory groups helped define need for various specialty learning or the logistics needed to implement a program, for example, the AG-ACNP program to meet the changing competencies needed for NPs practicing in this role. In summary, the mission, strategic goals, and expected student outcomes are reviewed in reference to professional standards and community of interest requests and needs. Data from several sources both internal and external to the College are examined and considered on an ongoing basis and are used as input when the College mission, goals, and program and student outcomes are reviewed and revised. I-C. Expected faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations. 7

9 Elaboration: The nursing unit identifies expectations for faculty, whether in teaching, scholarship, service, practice, or other areas. Expected faculty outcomes are congruent with those of the parent institution. Program Response: The CON follows the guidelines in the University Handbook for Appointed Personnel concerning policies for Promotion and Tenure for tenure-eligible faculty. The expected faculty outcomes for tenure track and clinical track (non-tenure eligible) faculty are presented in the following documents: CON Faculty Handbook, under Tenure Track Promotion and Tenure Guidelines at: (password protected). Guidelines for Reappointment and Promotion for Clinical Track Faculty are published in the CON Faculty Handbook at: (password protected). The CON guidelines are congruent with the University based guidelines for tenure-eligible and clinical track (non-tenure eligible) faculty. The CON criteria provide details about expected evidence that is appropriate for tenure and clinical track faculty. In addition, the University process for annual and continued review is available in the CON Faculty Handbook and via the Vice Provost for Faculty Affairs ( Faculty are expected to complete an annual review report each Spring semester. The Guidelines for preparing the Annual Review Report are posted for faculty through the Intranet ( (password protected). The Faculty Annual Review Report template is accessible year-round for faculty to update information into their online Annual Report. Emphases on faculty roles and responsibilities in teaching, research/scholarship and service provide a framework for identifying and evaluating the faculty outcomes. Revised clinical faculty guidelines are currently under faculty discussion and are expected to be ratified in early The CON guidelines remain congruent with the University based guidelines and with the missions and goals of the University and College. I-D. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Nursing faculty are involved in the development, review, and revision of academic program policies. Program Response: The faculty and student participation is outlined in the Arizona Faculty Handbook which is available on the university website ( and in the College By-laws (Appendix I-D-1). The roles of the faculty and students in the governance of the nursing program are clearly defined and enable their meaningful participation. At the University level, faculty roles are clearly defined in the University of Arizona Handbook for Appointed Personnel which is available on the university website ( The College Bylaws guide the implementation of a faculty governance model and are used to operationalize faculty accountabilities and participation in governance activities. The College of 8

10 Nursing voting faculty is defined as persons involved in teaching, research and service who hold full or a minimum of 0.49 FTE appointments. The faculty elects a Chair-elect for a one-year term and who assumes the Chair position for another one-year term. The faculty chair-elect (chair) may be either from clinical or tenure professorial ranks. Meetings of the total faculty are held a minimum of four times per year. The Dean of the College, faculty, and staff participate in the governance of the Arizona Health Sciences Center and the University of Arizona as well as the College of Nursing. The College is represented on the University Senate and on numerous appointed and elected university and Arizona Health Sciences Center Committees. In addition, several nursing faculty members have joint appointments with other university departments. A table displaying the list of faculty and their participation on University, Arizona Health Sciences Center and College of Nursing committees for academic year is in the Appendix I-D-2. There is doctoral student representation and participation on four standing College committees; most student representatives live near enough to be able to attend meetings on-site and others attend via conference call or WebEx. For example, the DNP-CISC subcommittee has an active and involved student member who has participated on the committee for the past two years. He is currently seeking a new member to replace him once he has graduated in Students also participate in governance activities at the University of Arizona and the Arizona Health Sciences Center (AHSC). Nursing students serve on the AHSC Library Committee and provide input related to library resources and services. Graduate student representatives from the DNP student pool serve as liaisons between administration and faculty at the College and participate in the Graduate and Professional Students Association. This university-wide student organization fosters a cohesive graduate community through which students may voice issues and concerns. Graduate students also serve on faculty standing committees to represent all students whether living in Tucson or elsewhere, in accord with college by-laws. Distance faculty and student participation has been good as all our meetings are set up to use technology to ensure access. In summary, faculty and student roles in the governance of the nursing program are clearly specified and generally enable their meaningful participation in the governance process of the College of Nursing. An example of an important committee to the Program is the Doctor of Nursing Practice-Curriculum and Instructional Support sub-committee (DNP-CISC) which is the faculty governance committee charged with facilitating the DNP curriculum, admissions, progressions, and developing all policies and procedures related to the DNP program. The DNP-CISC sub-committee is composed of eight (8) members including seven (7) faculty members and one student. A Chair and Chair Elect is selected by the Committee in the Fall of each year from the seven faculty elected to the subcommittee. Of the seven (7) faculty members elected to the subcommittee, at least one is from each of the two academic divisions. All elected faculty hold doctorates. At least one is tenured or eligible for tenure and two are appointed at or above associate professor. The student engages in the non-confidential activities of the subcommittee and is selected by the student graduate council officers, enrolled in any advanced specialty practice program and in good academic standing. Any administratively appointed DNP program coordinators or directors are ad hoc members at the invitation of the Subcommittee Chair, if not already elected members. The Associate Dean (or her/his designee) for administrative facilitation of advanced specialty practice program and Heads of the Offices that provides student advising services and clinical placements (or her/his designee) are ex-officio members. Minutes from the monthly meetings can be found on SharePoint (password protected) to enable all faculty to access and review the work of the committee. Sample minutes can be found in the resource room. In addition, a Doctoral Forum is held once per month and is open to all faculty. The agenda is set and dialogue facilitated by the DNP and PhD administrative leaders for the two doctoral programs. The purpose is to discuss continuous improvements for the programs and assure that both programs are supported and synergistic with, but distinguished from, each other in relevant ways. Faculty set the 9

11 agenda along with the administrative leaders and minutes of these meetings are found on SharePoint /G drive (password protected) to enable all faculty to access to the discussions and decisions that warrant being forwarded to formal governance entities. Although not a decision making body, these monthly meetings enable discourse about issues important to faculty teaching in the doctoral programs. The DNP program faculty also has monthly Clinical Supervising Faculty meetings (with minutes) to discuss clinical issues related to DNP students and outcomes of any task forces or workgroups (e.g., currently DNP faculty have formed a task force examining the DNP comprehensive examination and DNP Projects). Business is also discussed at Faculty Forums and Faculty meetings (with minutes) held monthly. All minutes for these various committees or groups are stored on SharePoint or the G drive (password protected) and all CON faculty have access to the minutes of these groups to facilitate engagement and transparency. I-E. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. Elaboration: References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, grading policies, degree/certificate completion requirements, tuition, and fees are accurate. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. For APRN education programs, transcripts or other official documentation specify the APRN role and population focus of the graduate. 1, 2 If a program chooses to publicly disclose its CCNE accreditation status, the program uses either of the following statements: The (baccalaureate degree in nursing/master's degree in nursing/doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, The (baccalaureate degree in nursing/master's degree in nursing/doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education ( Program Response: Details about the DNP program are available to constituents (prospective or current students) on the University and College websites, particularly in the DNP Student Handbook and DNP or Certificate Clinical Handbook or in the course syllabi which are posted on the course management D2L sites for each course. For example, the DNP student handbook can be seen at: All documents, publications and web-based information pertaining to College of Nursing educational programs, student services, degree requirements, tuition and fees, and policies relevant to admission and progression are accurate and available to students and faculty online. The majority of information is on the following websites: College of Nursing website at General Catalog at Graduate Catalog at 1 Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008). 2 Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012). 10

12 In addition, prospective students have access to applications for admission and relevant admission requirements through the College Online Student Information System at This system requires the potential applicant to register an address to gain access to the online portal. Online processes are available to the Office of Student Affairs to update changes as they occur in both the General and Graduate Catalogs. Units within the College are responsible for reviewing and updating information about their respective sections of the College of Nursing web site to ensure accuracy. Grading and attendance policies are incorporated in course syllabi in addition to online reference to pertinent academic policies. University of Arizona transfer policies and a comprehensive online transfer credit resource ( provide accurate information on how courses taken at Arizona community colleges, tribal institutions, and state universities transfer, meet requirements and apply to degree programs. This information is easily accessible and ensures a smooth transition between state institutions of higher learning. Institutional liaisons and nursing personnel have direct access to the statewide system to ensure accuracy and the latest information for the transfer student. Changes in documents, publications, and web-based information are processed and generally disseminated to appropriate constituents electronically. A listserv is available for faculty and each student degree program and level. Prospective students correspondence regarding the College educational offerings is maintained through the Online Student Information System ( which allows for immediate information distribution to appropriate constituents. I-F. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected student outcomes. These policies are: fair and equitable; published and accessible; and reviewed and revised as necessary to foster program improvement. Elaboration: Academic policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are identified and support achievement of the program s mission, goals, and expected student outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. Program Response: The academic policies of the parent institution and nursing program are congruent and support the mission, goals and expected student outcomes. The College follows the policies of the University units, such as: Graduate College Outreach College (for online programs) - Office of Scholarships and Financial Aid - Office of the Bursar - Policies specifically for students in the DNP program are available in the DNP Student Handbook A review and comparison of academic policies and student expectations found in the University General Catalog ( the Graduate Catalog ( and current College of Nursing DNP Student Handbook and DNP and Certificate Clinical Handbook confirms the congruency of University and College policies and 11

13 their support of the mission and goals of the College, the AHSC and the University of Arizona. When policies of the College differ from those of the University, the differences in policy are justifiable and exemplify a higher standard for nursing. Personnel in the College Office of Student Affairs work collaboratively with established faculty committees responsible to develop, revise, and routinely review University and College policies pertaining to student recruitment, admission, and progression to foster quality improvements for degree programs. An example of a more rigorous standard than University policy is related to admission/enrollment criteria. The appropriate faculty committee reviews applications not only for the applicant s potential to be successful in a demanding educational program but also for suitability for the profession and the match among student educational goals, faculty expertise, and College mission and goals. Additional admission requirements for enrollment to a nursing program include the following: Arizona Department of Public Safety Fingerprint Clearance Card in accordance with Arizona Revised Statute (A,R.S found at the following website, RS, health immunization requirements for clinical practice, and notarization of ability to meet Essential Qualifications for Nursing Candidates. In addition the College of Nursing has policies concerning a line of communication to resolve academic issues that may arise in the classroom and/or at the clinical site. A College Instructional Rules and Decorum Policy represents an expansion of the University policy for behavior in the educational setting. Together, all of these policies are found in the DNP Student Handbook to facilitate a learning environment that supports the mission and expected student outcomes. Personnel in the Office of Student Affairs in conjunction with the appropriate faculty committee members monitor adherence to recruitment, admission and progression policies and recommend policy change when necessary. This practice ensures consistency in policy implementation, timeliness in policy revision when needed to foster program improvement, and fair and equitable treatment for all students. Strengths 1. The mission, goals, and expected program outcomes of the College of Nursing are congruent with the mission and goals of the University of Arizona and the Arizona Health Sciences Center. 2. Mission, goals, and expected student outcomes are reviewed and revised periodically to reflect professional nursing standards and guidelines. 3. The University of Arizona College of Nursing enjoys a strong relationship with both internal and external communities of interest, and mechanisms are in place to obtain regular input from these entities. 4. Expected faculty outcomes are written, accessible, and congruent with expectations of the University of Arizona. 5. Faculty and students are involved in the program governance at the College, and faculty participate in governance at the University and Arizona Health Sciences Center. Areas for Improvement 1. At the outset of the DNP program, there were few faculty holding DNP degrees on the DNP- CISC Sub-Committee. We have since recruited more faculty licensed for NP practice and holding DNP degrees. Therefore, it has been proposed that the DNP-CISC Sub-Committee, which has oversight of the DNP program curricula, have more members who hold a DNP degree. In October 2014, a bylaws change related to increased representation by faculty 12

14 holding DNP degrees on the DNP-CISC Sub-Committee was approved and will go into effect at the time of the governance election in Spring

15 Standard II Program Quality: Institutional Commitment and Resources The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enable the achievement of the mission, goals, and expected program outcomes. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Elaboration: The budget enables achievement of the program s mission, goals, and expected outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected outcomes. Equipment and supplies (e.g., computing, laboratory, and teachinglearning) are sufficient to achieve the program s mission, goals, and expected outcomes. A defined process is used for regular review of the adequacy of the program s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate. Program Response: Budget Resources: Even though the DNP Program has grown in size (see figure II-A below), the financial model remains the same with 70% of the tuition dollars returned to the College for adequate support of the program. The number of students enrolled in the College has increased significantly over time peaking at 1016 in the fall semester of fiscal year In the DNP program specifically, 287 students were enrolled in Fall Figure II-A Number of DNP Students Enrolled at Fall Term by Year Number of DNP Students Enrolled at Fall Term Expenditures by the College of Nursing increased in FY 2014, compared with prior periods, due primarily to enrollment growth in degree programs administered in partnership with the UA Outreach College. Of note, was growth in the Doctor of Nursing Practice (DNP) Program and the Registered Nurse to Master of Science (RN-MS) programs (which grew to 384 students). Consistent with this enrollment growth, operating expenditures derived from designated funds (including tuition) 14

16 accounted for 44% of total expenditures. State appropriation funds remain a critical source of support for the College with 33% of operating expenditures derived from this source. Sponsored research, both federal and non-federal, accounted for 18% of total expenditures. Figure II-A-2 College of Nursing Expenditures by Source FY % 4% 18% 28% UA College of Nursing Expenditures by Source FY % 43% 1% State Appropriations IDC Other Designated Federal Non-Federal Restricted Gifts Other Compensation: DNP faculty has increased by approximately 30 FTE in relation to our increase in student populations. Most faculty are appointed into 9-month academic year appointments, however that is shifting as the DNP program moves to a calendar year. Increasingly, new faculty are hired on fiscal appointments, however we have not had difficulties finding faculty on academic appointments to work in the summers for extra compensation. All tenure/tenure eligible faculty hold 1.0 FTE appointments. All of the tenure/tenure eligible and research designated faculty members hold doctoral degrees (N = 25). Among the professorial clinical faculty members, 30/35 hold doctoral degrees. The College leadership team review tenure-track and clinical-track faculty salaries annually and compare them to mean salaries obtained from the AACN report for tenure eligible faculty and for clinical track faculty on academic and fiscal appointments. Faculty salaries at the CON are comparable to the 2014 AACN reported salaries, with most faculty salaries between the 50th and 75th percentiles. Faculty received a 1% merit adjustment in 2013, the first in several years. Many factors have contributed to this including the slow recovery of the Arizona economy. Student support: The College assists students with scholarships, traineeships and Nurse Faculty Loan Program funds that we assume rival most other institutions. In the past year, we awarded $3.1 mil in support funds for students. In academic year , approximately 90% of DNP students (n=189) received some type of financial support. The following year, 76% of DNP students (n=186) received financial support. Physical Resources: Space: There has been no change in space since the last accreditation visit, except some offices have been changed into two-person offices from one person offices. We have also converted several large rooms into multiple offices (e.g., Practice Office on the 1 st floor). Distance faculty are not allocated personal offices, but are given shared space when they are on campus. As faculty size increases, space may become a more pressing issue. The College and most entities of the AHSC are located on about 48 acres of the UA campus in Tucson. The College building is a free-standing, four-story building with 67,018 square feet of which 41,791 square feet are assignable for teaching (20,018 15

17 square feet), research (2,478 square feet), faculty and staff offices (19,475 square feet) and other relevant uses. We also use state-of-the-art classrooms within neighboring AHSC Drachman Hall and have access to assignable research space in the Medical Research Building. On the UA Phoenix Biomedical campus the College has eight office cubicles in a co-shared building, including with the Phoenix-based programs for the College of Public Health, Pharmacy and Medicine and have access to simulated learning space in the UA Health Sciences Education Building on that campus. Physical space at the UA is managed by the Office of Real Estate Administration within which a Comprehensive Campus Plan for the UA evolves. The Arizona Board of Regents (ABOR) requires that the UA Master Plan be updated every five years, and our current plan was updated in 2013 in relation to the university and colleges strategic plans. In the College, we have a space policy and space in the aggregate is overseen by a subset of the College Administrative Team (consists of Dean, Division Directors, Associate Dean for Research and Staff person in charge of managing facilities). Access to research space is facilitated by the Associate Dean for Research following decision made though the College space committee. College of Nursing Learning and Healthcare Technology Innovations Resources: College of Nursing information technology support services are provided by the Learning and Healthcare Technology Innovations group (LHTI) under the direction of Associate Dean, Dr. Jason Shuffitt. In addition to Dr. Shuffitt, LHTI consists of 12 FTE staff, including a computing (help-desk) manager, a network and systems analyst, three instructional designers, a media specialist, an applications system analyst and desktop support analysts. Their roles and responsibilities include: assistance with online course development, functioning, quality and training; classroom media services; web-casting and video-archiving; website development, maintenance and oversight; system and network administration and security; PC procurement, installation and maintenance; educational software procurement and training; and development of new platforms and products. The LHTI group provides and supports a variety of services including local and web-based access to ; security; network management for connectivity with UA and the internet; video conferencing; video streaming and live webcasting; technology procurement; and database development. All faculty and staff members have web and CON network-connected desktop computers with printer access for their use, and LHTI provides expert and timely desktop support. In addition, LHTI provides instructional support services that range from assistance with a PowerPoint presentation to the production and delivery of a live webcast of a lecture or guest presentation. Drachmann Hall adds a number of large capacity classrooms with the latest classroom presentation technology along with a new interactive audience response system. LHTI provides expertise in both instructional design and systems utilization. Faculty members receive one-on-one coaching, online self-paced courses and Instructional Designer-led workshops in the following areas: Instructional Design concepts and their current employment The process of brainstorming, developing and implementing new online classroom activities, assessments and lecture delivery methods Each of the 41 standards in the Quality Matters Rubric All aspects of the Desire2Learn Learning Management System Methods and execution in the use of several synchronous and asynchronous lecture delivery systems (including but not limited to: Blackboard Collaborate, Panopto and the Cisco WebEx platform) Methods and execution in the use of activity specific tools such as survey research, writing critiquing and distance exam proctoring (including technologies such as: Qualtrics, TurnItIn, and SoftwareSecure-Remote proctoring service) 16

18 LHTI also provides support by setting up and testing instances in which the following technologies will be employed: Cisco WebEx meetings Blackboard Collaborate sessions Video streaming Lecture or event video capturing The College of Nursing also sponsors a Faculty Resource Center that is filled with learning tools for instructional development education. The purpose of this site is to expand the reach of instructional design services to the college faculty through WordPress. The College has software for conducting the many meetings and classes online with visual and audio capabilities. LHTI members are often involved with facilitating student-faculty interactions via internet in several rooms throughout the building. These services span from small group web-based conferencing to a full dissertation defense, involving recording and live-streaming. Room 470 is a state-of-the-science Video Conferencing Suite that is equipped for real-time video conferencing, live webcasting and video recording. Building-wide wireless network access is also available. The LHTI is responsible for the maintenance of these computers, printers, and all other related classroom and information technology services within the college. As part of the overall instructional support function, LHTI supports all online faculty and students enrolled in the graduate programs. Support staff have a repertoire of tools available to assist students and faculty at a distance. In addition to one-on-one support through the internet, there are other means in which students may receive support. These include but are not limited to recorded webinars or face to face meetings for those students in the Tucson area. In addition, hands-on group training is provided for all doctoral students during their first Resident Intensive Summer Experience (RISE). Questions ranging from basic connectivity issues to specific D2L learning management system platform functionality are answered on a daily basis. College of Nursing LHTI categorizes its student support in three separate areas. Training: Students receive training in one-on-one sessions, online self-paced orientations and through an online help file repository in the following categories: Hardware and Software requirements for the college access and use Campus bookstore software acquisition Desire2Learn TYPHON Collaborate Qualtrics WebEx Panopto Kaplan testing Turning Technologies Clicker Technical Support: Students receive technical support through workshop style presentations and direct correspondence via , phone, web based system sharing or in-person walk-ins in each of the following categories: 17

19 Access and installation to all software related to their online coursework. Some examples include University bookstore provided MS Office licenses, access to Desire2Learn, Typhon, Collaborate, Qualtrics, WebEx, SPSS, campus setup, TurnItIn, and Clicker Technology. Assistance with software set up or system access on multiple platforms. Some examples include: Apple systems (all OS versions), PC systems (all OS versions), tablets of any kind (all OS systems) and mobile devices of any type (all OS systems). Assistance with activity specific set up. Some examples include: Video streaming live course related presentations, set up and preparation for live Collaborate or WebEx based presentations, scheduling and set up of classroom broadcast events within the College of Nursing. Development: Students may utilize LHTI resources through project development requests. If the student has a concept that spans beyond the normal technical expectations for their discipline, they may request the use of LHTI s expertise in the following fields: Data collection methods and report generation Web development or design Application development for multiple platforms Graphic development for multiple deliveries As resources are employed throughout the college, LHTI maintains a high standard of service. Continuing this precedent ensures that the wide range of Resources for students at the college are consistently available and provide a sense of confidence in the students and faculty members who rely on them. Figure II-A-3 outlines how technological problems are addressed. Figure II-A-3 Process of how LHTI Addresses Technological Problems LHTI performs a wide variety of web services. Information distributed via the web has become increasingly important for those seeking information about the College. In a typical month, approximately 70,000 visitors peruse the College of Nursing website. Similarly, faculty, students and 18

20 staff easily disseminate findings from grants and projects, advertise for subjects and even utilize web technology to collect and manage research data. Rich media and instructional content are all delivered via the web. An LHTI host, designs, manages, and maintains several sites. LHTI also provides research support services for grants and projects including consultation on hardware and software, data analysis and storage. The UA CON has installed a gigabit line (protocol for bandwidth and networking) that is 50x times faster than highest bandwidth found on home systems. We are at 25% utilization of our overall capability and the system possesses multiple redundancies in order to achieve a 99.99% online capability without failing. Steele Innovative Learning Center: Our state-of-the art Steele Innovative Learning Center (SILC) is the nexus of simulated learning for both entry-level and advanced practice programs. The mission of the SILC is to support student learning objectives related to delivering competent, comprehensive patient care. This mission is accomplished by providing a safe learning environment in which both simulation of clinical experiences and practice of discrete skill elements can occur. We continuously update our resources for SILC, investing in equipment needed for student education. For certain learning events for DNP students, the College also partners with personnel in the College of Medicine Arizona Simulation Technology and Education Center (ASTEC) and share standardized patients. Research Laboratories: The College has two research laboratories, the Biological Core Laboratory and the Biobehavioral Core Laboratory, which provide space and equipment for faculty and students to conduct research and research training related to biological and behavioral clinical science. The Biological Core Laboratory includes two biochemistry laboratories, a laboratory equipped for cell culture, a histology laboratory, and a new molecular biology laboratory. The Biobehavioral Core Laboratory provides designated space for faculty who conduct research involving human subjects. The space accommodates faculty and research staff to conduct, analyze and disseminate clinical research. A large, state-of-the-art conference room is used for group meetings and conferences with on-site and distance participants. A smaller conference room is used for group meetings, focus groups and other small group research activities. The suite also includes an intervention room, and a clinical measurement room to conduct research protocols and perform measures such as cognitive testing, as well as offices for research staff, including eight computer stations. The research laboratories are sustained mainly by extramural funded research projects and primarily are used for funded faculty or student research projects. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected program outcomes. There is a defined process for regular review of the adequacy of the program s academic support services. Review of academic support services occurs and improvements are made as appropriate. Program Response: The College has made the following changes to ensure quality of our academic support service. As described above, we have expanded the portfolio of the Information Technologies Group by subsuming it into a new office led by the Associate Dean for Learning and Healthcare Technology Innovations (Jason Shuffitt, DNP, FNP-C, FAANP). This team has broadened to be responsible for technology support and development of enabling technologies for the students, faculty and staff in advancing the teaching/learning, research/discovery and practice/service dimensions of our mission. 19